Anmerkungen:
In English
Mode of access: Internet via World Wide Web
Beschreibung:
Frontmatter -- Preface -- Acknowledgements -- Contents -- Contributors -- Teaching English writing in Chinese speaking regions -- Integrating e-learning into process writing: The case of a primary school in Hong Kong -- A dual case study of perceptions of strategy-based training and peer review stances among Hong Kong secondary students: An activity theory perspective -- Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students -- A pedagogical inquiry into students’ writing skills development from the perspective of English as a lingua franca: Insights from secondary and tertiary English language education in Taiwan -- Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study -- Metacognitive strategy-focused instruction in a writing across the curriculum programme in a Hong Kong university: The impact on writing performance -- A narrative inquiry into washback of highstakes and low-stakes testing on second language English writing in Hong Kong higher education -- Preparing Chinese novice writers for academia: An integrated genre-based approach for writing research articles -- Toward better English for research publication purposes practices through the lens of activity theory: A case study of a cross-disciplinary graduate writing course in Taiwan -- Practice and future directions for developing Chinese speakers’ English writing across different education levels -- Index
English writing is acknowledged as an essential skill for critical thinking, learning, and expression, and most EFL learners find themselves struggling when writing in English due to a lack of writing skills, content knowledge, writing strategies, intrinsic motivation, and fluency development practice. This edited volume, covering innovative approaches such as e-learning, strategy-based instruction, metacognitive training, a minimal grammar approach, writing assessment, and a genre-based approach, aims to innovate writing instruction in Chinese speaking regions, which has traditionally been characterized by rigid, teacher-centered, test-oriented approaches. We aim for this edited volume to provide theoretical underpinnings as well as contemporary practical advice related to EFL writing instruction for Chinese speakers