Abstract
The greatly diversified English ability of the African international students in China poses a great challenge to their English writing teachers. Traditional Chinese college English writing instruction failed to bridge teaching writing practice and evaluating writing. Teachers tend to merely provide language input, writing techniques, and writing tasks. They seldom design a series of language experience activities for students. The assessment is based on one-time grading rather than a formative evaluation through which students can experience, hypothesize, assimilate and eventually improve their writing. African international students may fail to adapt to this type of writing instruction. To address this issue, the current study designed the Mini-Study Writing Instruction (MSWI), i. e. , 21 African international students utilized Wenjuanxing software as the platform to conduct a survey and produced a series of writing tasks. MSWI bridged the gap between language knowledge and writing tasks. The portfolio assessment data revealed that the participants thought highly of MSWI and gradually adapted to it. The students' final output showed a significant decline in grammar errors and an increase in sentence complexity as well as in sentence length.
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