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Language, Culture and Curriculum Volume 26, 2013 - Issue 2
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Articles

Beliefs and practices of Chinese university teachers in EFL writing instruction

Luxin Yang National Research Center for Foreign Language Education, Beijing Foreign Studies University, Beijing, People's Republic of ChinaCorrespondence[email protected]
&
Shaofen Gao National Research Center for Foreign Language Education, Beijing Foreign Studies University, Beijing, People's Republic of China
Pages 128-145 | Received 08 Jun 2012, Accepted 06 Apr 2013, Published online: 23 May 2013

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Wenting Chen. (2023) Investigating novice EFL writing teachers’ beliefs and practices concerning written corrective feedback across contexts: a case study from a complexity theory perspective. Language Awareness 32:3, pages 465-486.
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Yao Zheng, Shulin Yu & Zhuoyao Liu. (2023) Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback. Teaching in Higher Education 28:2, pages 301-321.
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Rui Yuan, Yuan Chen & Jing Peng. (2022) Understanding university teachers’ beliefs and practice in using English as a medium of instruction. Teaching in Higher Education 27:2, pages 233-248.
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Leimin Shi, Janine Delahunty & Xiaoping Gao. (2019) Constraints preventing Chinese EFL teachers from putting their stated beliefs into teaching practice. Professional Development in Education 45:5, pages 774-789.
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Wenting Chen & Shulin Yu. (2019) Implementing collaborative writing in teacher-centered classroom contexts: student beliefs and perceptions. Language Awareness 28:4, pages 247-267.
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Qi Guo & Jessie S. Barrot. (2019) Effects of Metalinguistic Explanation and Direct Correction on EFL Learners’ Linguistic Accuracy. Reading & Writing Quarterly 35:3, pages 261-276.
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Ma. Joahna Mante-Estacio, Paolo Nino Valdez & Dennis Pulido. (2018) Effective teaching of the macro-skills: reflections from Filipino teachers of English. Reflective Practice 19:6, pages 844-854.
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Jeongyeon Kim & Bradley Tatar. (2017) Nonnative English-Speaking Professors’ Experiences of English-Medium Instruction and Their Perceived Roles of the Local Language. Journal of Language, Identity & Education 16:3, pages 157-171.
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Luxin Yang. (2016) Languaging in story rewriting tasks by Chinese EFL students. Language Awareness 25:3, pages 241-255.
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Durk Gorter. (2014) Editorial. Language, Culture and Curriculum 27:1, pages 1-5.
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Baymot Mekuriaw Wondim, Kassie Shifere Bishaw & Yinager Teklesellassie Zeleke. (2023) Effects of Teachers’ Written Corrective Feedback on the Writing Achievement of First-Year Ethiopian University Students. Education Research International 2023, pages 1-13.
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Xiaolong Cheng, Lawrence Jun Zhang & Qiaozhen Yan. (2021) Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction. Language Teaching Research, pages 136216882110576.
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Syed Muhammad Mujtaba, Barry Lee Reynolds, Rakesh Parkash & Manjet Kaur Mehar Singh. (2021) Individual and collaborative processing of written corrective feedback affects second language writing accuracy and revision. Assessing Writing 50, pages 100566.
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Icy Lee. 2018. The TESOL Encyclopedia of English Language Teaching. The TESOL Encyclopedia of English Language Teaching 1 7 .
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Yan Ding & Ting Zhao. (2019) Chinese University EFL Teachers’ and Students’ Beliefs About EFL Writing: Differences, Influences, and Pedagogical Implications. Chinese Journal of Applied Linguistics 42:2, pages 163-181.
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Jeongyeon Kim, Eun Gyong Kim & Soo-Ok Kweon. (2018) Challenges in implementing English-medium instruction: Perspectives of Humanities and Social Sciences professors teaching engineering students. English for Specific Purposes 51, pages 111-123.
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Icy Lee. 2018. The TESOL Encyclopedia of English Language Teaching. The TESOL Encyclopedia of English Language Teaching 1 7 .
Lawrence Zhang. (2016) Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education. Australian Review of Applied Linguistics 39:3, pages 203-232.
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Lin Sophie Teng & Lawrence Jun Zhang. (2015) Fostering Strategic Learning: The Development and Validation of the Writing Strategies for Motivational Regulation Questionnaire (WSMRQ). The Asia-Pacific Education Researcher 25:1, pages 123-134.
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Elizabet Arocena Egaña, Jasone Cenoz & Durk Gorter. (2015) Teachers’ beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content-Based Language Education, pages 169-193.
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