Exploring Pedagogical Ideologies and Strategies for College English Writing Instruction from a Generative Artificial Intelligence Perspective

This study,drawing on the commonalities between generative artificial intelligence and foreign language writing instruction,outlines the core ideology of digital humanities-based college English writing instruction,including auxiliary use of generative artificial intelligence tools,primary focus on humanistic education,and the re-production of knowledge,aiming to foster students’critical thinking,collaborative skills,and creativity.Building on this foundation,the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications.The use of generative artificial intelligence tools is beneficial for students to present,discuss,and share writing content,encouraging them to enhance their writing,collaboration,critical thinking,and creative abilities through deep interaction with model essays and creative discourses.

English Writing Autonomy and Literacy among Chinese College Students

The purpose of this study is to examine the current situation of English writing autonomy and literacy among Chinese college students,to analyze their performance,scale,and distribution as well as influencing factors,and to explore the correlation between English writing autonomy and literacy.This study will provide an in-depth analysis of the current situation of Chinese college students’English writing autonomy and literacy,reveal the scale,distribution,and influencing factors,as well as put forward strategies to enhance them,so as to provide a reference for the reform and development of college English education.

A Case Study of a Chinese English Major's Argumentative English Writings:Focusing on the Development of Her Thinking and the Facilitating Factors

This paper reports a study on a Chinese English major＇s argumentative English writings focusing on the development of her thinking capacities and factors that facilitate or constrain such development. The data came from three sources： her essays, reflective journals, and my semi-structured interviews with her. Major findings can be summed up as follows： 1） at the initial stage, the participant was weak in rational thinking; 2） as she had more writing practice, she made progress in ideas and organization of ideas but not in expression of ideas; and 3） factors facilitating or constraining her development primarily include language input, cultural identification, teacher feedback and motivation.

The Status Quo of Topics Choosing in English Majors＇ Academic Writings—— A Case Study of CUPL Junior English Majors

Academic writings, whether they are BA dissertations or semester papers, are important carriers of one＇s ideas and findings of their own study and research spheres. In academic papers, the most important part is the choice of topics which determines the macro direction of the paper. Important as it is, it is difficult for the English majors to choose the most appropriate topics with idea-invested thesis statements instead of some factual statements. Therefore, in order to make clear of the status quo and underlying obstacles of topic choosing, this paper is to study on 98 samples from China University of Political Science and Law＇s junior English majors. By observing and analyzing their writings, the paper intends to fred out some possible and accessible methods to improve English majors＇ academic writing and offer some insights for teachers to make some adjustments in accordance with the status quo.

On Cultural Barrier Problems in English Writing

As the cross-cultural communication activities have become increasingly frequent,teaching of writing,one of cross-cultural communication activities,sets“developing students’cross-cultural awareness”as one of its goals.However,traditional language teaching,which focuses on linguistic knowledge rather than cultural knowledge,results in the cultural barrier problems among students.This paper analyzes the manifestation of cultural barriers from the aspect of language and puts forward some corresponding approaches and methods.

A Study on the Impact of A spherical video-based virtual reality on Teaching English Writing Guided by Experiential Learning Circle Theory

English as an international language,English writing is a very important skill as an important form of language output,which is not only an important means of expressing emotions and awareness,but also reflects the ability to use language in an integrated way.In language teaching,the development of English writing skills is an important and challenging teaching task.English writing language is expressed not only at the basic level of vocabulary,grammar,and sentence structure,but also at the higher-order level of text organization,logical reasoning,and argumentation.However,in traditional English writing teaching,students usually do not have the opportunity to have an in-depth experience of the context of the topic,which leads to a lack of motivation and poor writing results.Therefore,this study developed an SVVR learning system based on spherical video-based virtual reality(SVVR)technology and conducted a quasi-experiment in a university English major classroom.The results of the study showed that the SVVR-supported approach to English writing could improve students'writing performance,enrich writing content,and increase learning motivation.

Exploring the Impact of Translanguaging on Chinese-speaking Students’Academic English Writing:Taking CET-4 as an Example

This qualitative research study attempts to discover the real thinking process of learners who are native Chinese speakers in Academic English Writing(AEW)through interviews.Introspecting an EFL learner’s thinking process in English writing is based on two theories:critical period hypothesis and translanguaging.The results of the study indicate that translanguaging has a positive impact on the English CET-4 writing of learners who lack proficiency in English.For those learners who lack proficiency in the second language,translanguaging is an effective auxiliary tool for them to complete AEW.

Study on the relationship between English reading and writing

Reading and writing are input and output respectively. The relation between reading and writing is closely related. Reading is the preparation for good writing. And writing theory or law can provide readers some clues for better understanding. The relation between reading and writing can help our English teaching in and out class. Also the way of thinking influences our reading and writing.

Expression Differences on Chinese Students＇ English Writing

Writing is one of the difficulties that Chinese students come across during their English study. The differences between Chinese and English on thinking patterns and expressions are the main causes. This article discusses some problems existing in Chinese students＇ English writing, identifies the importance of cross-cultural awareness and ends with some measures in improving English writing teaching.

Contrastive Study of Thinking Modes between Chinese and English and Thinking Training of English Writing for Chinese Students

Based on the relationship between language and thinking, this paper is designed to inform that Chinese mode of thinking has great effect on college students＇ English writing from the perspective of contrastive study of thinking modes between Chinese and English. In addition, one specific measure about training English mode of thinking is put forward.

Research on cognitive model of English major writing course based on the Internet

With the development of Internet technology, network is more and more common in the teaching process. On the analysis of teaching status of English major writing course and in the guide of cognitive linguistics and constructivism, the paper studies the use of the internet in English major writing teaching cognitive model.

College English Writing Instruction from the Perspective of Text Linguistics

This paper is designed to explore whether the theory of text linguistics,especially the knowledge of cohesion,coherence and cohesive devices could be applied in college English writing teaching to help improve students’writing abilities.Besides,the author puts forward some suggestions for both English teachers and learners.

Characteristics of the Use of Cleft Sentences in English Majors’Compositions

The study reported in this paper is a corpus-based study in which it-clefts,wh-clefts,and inverted wh-clefts in the writings of Chinese college students and those of their British counterparts are compared.And it is intended to investigate into the characteristics of the use of cleft sentences in Chinese English majors’writings and the factors that may possibly contribute to these features.The findings show that similarities and disparities are both found in cleft use between the two groups of writers,and the distinctions should not simply be labeled as“over-use”or“under-use”,for features like reductionism,parochialism,and avoidance in Chinese students’use of cleft sentences are also revealed through deeper analysis.

The Effective Strategies in Teaching English Writing in a Large Class

Based on research done in the United States,China and other countries on how to teach ELF writing,along with the teachers' experience to train students' aesthetic response, writing skills and critical thinking, which is involved in combining course content, it is proved to be feasible to improve English writing ability among college students of a large class,and then the effective strategies in teaching English writing in a large class are summarized.

Survey Research into Cohesive Device Misuses in Business English Writing

Cohesive devices in students’business English writing are regarded as the object of the research.Based on Haliday and Hasan’s cohesion theory,this paper introduces commonly-used cohesive devices in English writing.With the method of quantitative data,use and misuse frequency of cohesive devices in students’writings can be known.The paper will also analyze why misuses happen through qualitative data analysis and explore right ways of using cohesive devices.

The Study on College English Writing Based on Multi-dimensional Feed-back Mode

The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the students in the multi-dimen-sional feedback class had significantly better overall writing scores than those in the teacher-feedback class. In terms of individual scores, multi-dimensional feedback played a better role in improving vocabulary and grammar than the class using teacher feed-back. However, there were no significant differences in the responses of writing tasks, coherence and cohesion. The study showed that most students were satisfied with the mode, believing that it was helpful to relieve writing anxiety, stimulate writing interest and improve their writing level.

Problems of Chinese Speakers' Writing in English:A Case Study of Chinese University Students' Writing Competence

This paper reveals and categorizes the most typical writing problems found amongst the Chinese university students.It also analyzes the underlying causes.The findings could have implications for all Chinese English learners.In the end,the author presents suggestions for the improvement of the English writing teaching in China.

An Initial Plan to Explore the Use of CALL in Task-Based Instruction in College English Writing in China

Learning for using theories has been,to a great degree,acceptable over the last few decades.Learning through doing,through using the language,through performing real life or real-life-like tasks has come to its own important occasions to achieve EFL/ESL learners' communicative goals.

Effects of Online English Movie Reviews on Improving Students' Writing

This study aims to study the effectiveness of online English movie reviews for improving university students’English writing in China.English movie reviews can be profitably undertaken to improve university students’writing ability by reading English movie reviews online,discussing topics related to English movie reviews and writing English movie reviews collaboratively.University students have easy access to English movie reviews massively available on the Internet,which renders it possible and feasible for English teachers to use them to improve students’English writing.Online English movie reviews provide students with enough input of model texts,hence they can acquire some appropriate expressions before writing within a short period of time.In addition,discussion on English movie reviews through Emails and QQ platform can activate students’critical thinking to stimulate their original ideas for English movie review writing.Writing English movie reviews collaboratively with the help of Internet can develop students’confidence in writing because of peer feedback and less pressure.

Using the Process Approach to Teach English Writing to Vocational Students

Based on an analysis of current English writing and teaching conditions in vocational institutes,it is proposed that the methods used to teach English writing should be changed to a process oriented approach.In the planning,drafting,revising,and post-writing stages,students are fully involved in the process of monitoring their own and the written works of others through a series of cooperative activities among the students and guiding activities directed by the teacher.As a result,in the process of cooperative discussions aimed at identifying and resolving problems,their writing habits will be improved,their interest in English writing will be stimulated,and their research and writing skills will be further developed.