TESOL International Convention & English Language Expo
A considerable amount of research has investigated writing instruction in ESL classrooms, showing that teachers scaffolding helps students develop new skills and knowledge (Gibbons, 2001; Nassaji & Cumming, 2000; Qi & Lapkin, 2001; Thompson, 2009). However, little research has considered students special needs in English as foreign language contexts, where students may face different obstacles in learning to write (Silva, Brice, & Reichelt, 1999; Wang, 2011). This study addresses this gap by interviewing three Chinese college students on how they were taught to write in English.
In order to investigate the extent to which writing instruction differs in EFL context from the students perspective, the presenter chose three Chinese L1 EFL college students in different areas of China with various levels of English proficiencies as her participants. Interview questions focuses on how they were taught to write in English, what difficulties they met while writing, and how they expect teachers to teach writing. Notes from interviews were analyzed for major themes using the constant comparative method. Major findings include that most Chinese college students rely heavily on teachers in-classroom instruction; they learn to write in English without effective teachers scaffolding; and they hold high expectations of teacher corrective feedback so that they can correct grammar mistakes. The researcher will present and exemplify these results and discuss the implications of these findings for graduate students in TESOL as well as for future research on English in foreign language contexts.