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.

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 Effect of Metacognitive Strategies Instruction on Chinese Non-Major Undergraduates' Self-efficacy and Writing Performance

Metacognition has drawn wider research attention in the past decades in the field of teaching English as a foreign language. In this study, questionnaires surveying English learners' use of metacognitive writing strategies and their writing efficacy were respectively administered. Metacognitive writing strategy intervention was conducted The findings are further discussed with regard to the participants' specific learning context, and pedagogical implications derived from the research highlight the importance of integrating metacognitive writing strategy instruction into regular classroom teaching.

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.

The Efficacy of Explicit Instruction about Discourse Connectives in English Argumentative Writing on Second-Year Chinese University Students

This study investigated the effect of explicit instruction about DCs in argumentative writings by 15 Chinese learners of English. This study involved in a 4-week experiment. Pre-and post-writing tests were quantitatively analyzed to examine whether the explicit instruction about DCs had a significant effect on the students'argumentative writing. The findings revealed that the ex-plicit instruction of the target DCs facilitated the improvement of the participants in their argumentative writing .

The Process-based Approach in English Writing Class

English writing is gaining high attention and emphasis in our college syllabus. It is a complicated process of written communication. In the process, the four basic skills—speaking, reading, listening and writing are organically integrated together. This paper is about the process-based approach in English writing class and its aim to emphasize the importance of process-based approach to writing. There are four parts in this paper. I start with a brief introduction to the importance of writing. Next, I will introduce my practice in English writing class. Then I will comment on the process approach and then make a little revision.

Reflections on Sino-US English Writing Instruction

English writing has been a weakness in College English teaching and learning in China.Some disparities are noticed by comparing the ways English writing are taught in US and Chinese universities.It is from these differences that Chinese teachers can draw inspirations for improving English writing instruction and students' writing ability.

The Analysis of Scaffolding Instruction Application in Senior High School English Writing Teaching —— Based on Students of Zuoyun High School in Datong

This study aims to investigate the relationship between English Writing achievement and scaffolding instruction with 100 Students from Zuoyun high school as subjects in a quantitative method.Results show that:1)On the whole,high school students have good use of scaffolding in English writing.2)The application of scaffolding instruction in high school English writing teaching has a significant positive correlation with English writing performance.3)On the whole,there is a significant difference in the application of the scaffolds in English writing between high and low-score group students.

The Application of Genre- based Pedagogy in College English Reading and Writing Instruction

The genre-base pedagogy is based on genre and genre analysis theories. It provides a new direction to improve the teaching effect of College English reading and writing. This paper analyzes the notion of genre, highlights genre analysis and genre-based pedagogy for its advantages in language teaching, clearifies the relationship between reading and writing, and then presents a sample class which adopts genre-based pedagogy to textbook-based College English reading and writing instruction.

On the Instruction Design of the Course Business English Writing Based on Blended Learning Model

Blended learning based on information technology,emphasizes students’central position and teachers’leading role in teaching and learning.In view of this,the author attempts to apply the model to the instruction of the course Business English Writing.In the instructional design,the author navigates students to enhance the input of sample texts on the basis of webbased autonomous learning and organizes cooperative learning so as to increase students’writing practice,thus improving their research ability and communicative skills.Consequently,the two major problems—deficiency in language input because of limited class hours and lack of interaction owing to the large size of classes can be effectively solved.

A Study on the Design of High School English Writing Instruction Model Based on Flipped Classroom

Flipped classroom has become a topic of interest in education.The question of whether high school English writing instruction can be integrated with flipped classroom is of utmost concern.In consideration of the characteristics of both elements based on the constructivist theory,and the integration of language knowledge,background knowledge,as well as discourse knowledge into English writing instruction,this study designs a high school English writing instruction model based on flipped classroom.Both the flipped classroom and English writing instruction focus on constructing meaning in learning,thus providing a flipped classroom model for English writing instruction in high schools.

Class Central慕课课程How to Write an Essay教学设计分析

调研了美国Class Central网站发布的“2023年250门全球最受欢迎在线课程榜”19门英语写作类MOOC课程。How to Write an Essay被列为250门全球最受欢迎MOOC课程之一,源于其优质的教学设计:世界顶尖大学及其丰富的在线课程经验、优秀师资,教学目标注重培养学习者技能、终身学习理念以及抛锚式教学模式,这对于在线课程建设和教学具有借鉴意义。

Constructing Writer Identity in Developing Second Language Writer's Academic Writing

Writer identity in academic writing has long been ignored by developing L2 writers.Moreover,research has much focused on the reader in shaping writing,and treated the role of the writer as unproblematic.In this essay,the construction of writer identity in developing writers’academic writing practice will be explored through a review of some relevant literature research and gain insights for the development of writer apprentices and writing instruction.

来华学历生学术汉语写作能力的培养策略

学术汉语写作能力低下是提升来华留学生高等教育质量亟待解决的问题。本文认为,当前书面语、议论文、学术汉语和学术文献阅读教学的不足,是来华学历生学术汉语写作能力低下的重要致因,为此,提出学术汉语写作能力培养的“四过渡”策略:教材文本的语体由口语向书面语过渡;基础写作的文体由侧重记叙说明向侧重议论过渡;学术写作教学由学术汉语教学向写作技巧教学过渡;学术训练项目由文献阅读评析向学术写作过渡。强调学术写作能力的养成提升,没有捷径可走,必须经过全方位渐进式地长期培养,才能取得远利长效。

学术英语写作常见问题分析与以内容为依托的学术英语写作教学

学术英语写作是研究型大学公共英语课程体系中的重要部分,也是教学中的一大难点。学生对学术英语写作普遍感到难度大、提高慢。作者对学生学术英语写作中的常见问题进行归纳和分析,剖析其产生的原因,阐释以内容为依托的教学模式的内涵与意义,讨论这一教学模式在学术英语写作教学中的应用和实践效果,以期为学术英语写作教学提供参考。

社会文化活动理论视域下人机协同教学及应用探索——以iWrite协同英语写作教学为例

以人工智能为代表的新一代信息技术的发展与应用,为教学带来了新的方法。运用智能技术来辅助教和学的人机协同教学模式已逐步用于各类教学中。该文基于社会文化活动理论,依托iWrite英语写作教学与评阅系统,构建了一个人机协同的英语写作教学模型,设计了教学过程,在充分发挥模型中各个元素的作用的同时,突出了模型中各个要素的互动与协作。教学实践研究结果表明,中介工具辅助的人机协同教学,充分发挥了辅助工具的作用,提高了教学效率;能加强师生之间以及学生之间的及时互动,促进学生个体进行自主学习;有利于发掘教学中的重点与难点以及学生的个体问题,实现精准教学。

袁枚《续诗品》与创作主体素养研究——以“博习”“尚识”为例

学生主体性丧失、创作素养不足的现象主要体现在写作基本功薄弱、对现实生活体验不强和缺乏识别能力等方面。清代袁枚《续诗品》中“博习”与“尚识”可以培养才、学、识三者兼具的创作主体素养。“尚识”可以构建学生的主体性,“博习”中有识之学是学生进行主体性写作的前提。“博习”和“尚识”结合可以帮助学生扩大生活体验范围、增强他们选择辨别能力和形成独特见解。