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.

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.

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.

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.

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.

Research on the Writing Textbooks for English Majors at Polytechnics

Textbooks, as one of the important elements for the teaching effects and students' training aim and quality are the main carri-er and means for the realization of teaching objectives. The paper analyzes the problems of currently-used textbooks at the followingthree aspects, textbook users, compiling styles and contents, based on 31 popular English writing textbooks used at Polytechnics as re-search subjects. Aiming to improve textbook quality and English teaching reform at Polytechnics, the paper also puts forward the ideasof compiling English writing textbooks on the basis of Feuerstein's theory.

English Writing Strategy-Based on Three Steps

Many junior high school students have trouble in writing English composition, and this paper is primarily divided into three steps of pre-writing, while-writing and post-writing to answer the question: How to write a composition.

Interlingual Interference in the English Language Word Order Structure of Chinese EFL Learners

This paper will focus on some common word order errors that Chinese students make.The author will present a body of contrastive material to illustrate what specific word order errors are in collected writing samples of Chinese students.Then the er⁃rors will be broken down into certain error types and be analyzed in depth.At the end of this paper,each error type occurrence rate will be calculated and the statistics will be represented in a pie chart.The paper finds out interlingual interference leads to these common errors by Chinese English language learners.

Task-Based Teaching and Learning in Business English Writing

Business English,as a dependent discipline,has received great attention nowadays.To conduct researches on Business English teaching is quite essential,and it is of importance to design new teaching methods to improve the quality of Business English classes.This thesis aims to design effective task-based activities which involve students in the building and creation of Business English classes.Through the task-based activities,students learn how to write business materials positively and actively.

A Study on English Majors’Writing Anxiety among Chinese College Students

Most Chinese college students do not attach great importance to English writing,and a small number of students have anxiety,which leads to a fall in grades.Based on this,this study uses interview and literature reading mode to explore the relationship between writing anxiety and English scores and which factors cause anxiety.The results showed that:(1)Anxiety was inversely correlated with grades.The greater the anxiety,the less satisfactory the grades.(2)There are many factors that lead to writing anxiety,the main factors of which are the students’writing foundation,the personalities and the interests to English writing.This study also provides some suggestions for people with writing anxiety to relieve anxiety.

Study on Freshmen’Metacognitive Knowledge of Business English-Majors in English Writing

Based on the investigation of freshmen’metacognitive knowledge of business English-majors in English writing,the results show that:(1)the metacognitive subject knowledge of business English freshmen is at the middle level,the metacognitive task knowledge is at a high level,the strategy of seeking teachers'help is at a high level,and the use of other strategies is at a middle or lower level;(2)There is no significant differences between high and low group learners in their views on Chinese writing level and in their strategies of seeking help from classmates;(3)Multiple regression analysis shows that the main factors affecting English writing achievement are the views on writing standard,the utilization of strategies in writing process and strategies of seeking help from teachers.

The Research of English Writing Teaching Based on Mind Mapping

It is widely acknowledged that writing not only has a significant role to play in English teaching,but also is an effective way to reflect students’English comprehensive ability.In recent years,more and more scholars have been exploring various new teaching methods of writing.However,currently,there are still some problems existing in English writing teaching,and the teaching performance is not satisfactory.Therefore,it is urgent for teachers to find a new teaching method to improve this situation in the English writing teaching.In recent years,the studies on mind mapping have been conducted in many different areas.However,there are still few studies on mind mapping in English writing teaching.This study uses literature analysis,and comparative analysis to explore how to apply mind mapping to English writing teaching.The purpose of this study is to explore whether applying mind mapping to the English writing teaching is beneficial for improving students’English writing level,at the same time,to provide a feasible method to make the current situation of the English writing teaching improved and some useful suggestions for further teaching and research.