English Writing Teaching Research Articles

The Impact of Mobile Technology on English Writing Teaching: The Relationship between Interactive Feedback and Autonomous Learning Abilities

With the rapid development of information technology (IT), mobile technology has been widely applied in the field of education, particularly in language learning. English writing, as one of the core skills in language acquisition, faces numerous challenges within traditional teaching models, such as limited learner autonomy and the difficulty of meeting individualized needs. In recent years, mobile technology-assisted English writing teaching has become a new research focus, with interactive feedback mechanisms and the enhancement of autonomous learning abilities being identified as key factors influencing instructional effectiveness. This study aims to explore mobile network-based English writing teaching, specifically analyzing how locationaware features and interactive feedback can enhance students’ autonomous learning abilities. In particular, the study investigates the forms and challenges of mobile network-assisted English writing teaching, examining mobile network discovery technologies, similarity calculation, and evolutionary computation methods relevant to English writing teaching, and proposes strategies for enhancing autonomous learning through interactive feedback.

Exploring the Landscape of Generative AI (ChatGPT)-Powered Writing Instruction in English as a Foreign Language Education: A Scoping Review

Purpose Recent advancements in artificial intelligence (AI)-powered technologies, particularly ChatGPT, have sparked significant interest in English as a Foreign Language (EFL) education. This review aims to explore the landscape of ChatGPT's application in EFL writing. Design/Approach/Method Given the nascence of this field, the study conducts a scoping review by analyzing 16 empirical studies published before December 2023 to investigate the role of ChatGPT in EFL writing. Findings The review explores the current and potential uses of ChatGPT in EFL writing, highlighting its dual role as both a writing assistant and an assessment tool. On one hand, ChatGPT is widely acknowledged for providing real-time feedback that enhances writing quality and efficiency. On the other hand, challenges and concerns remain prevalent. Originality/Value The findings reveal key gaps in the literature, such as the need for more interdisciplinary research, the adaptation of AI models to meet the linguistic and cultural needs of EFL learners, and the integration of multimodal AI tools. The review emphasizes the importance of critical thinking and information literacy training for educators and students while addressing ethical considerations. These insights offer a roadmap for future research and the practical implementation of AI in language education, providing valuable guidance for different stakeholders.

A Case Study of Junior High School English Writing Teaching Based on “Reading-to-Write Model”

A Case Study of Junior High School English Writing Teaching Based on “Reading-to-Write Model”

The Effectiveness of Technology-Mediated Task-Based Language Teaching in Teaching English Writing Skills to the Students of Higher Secondary Level

The Effectiveness of Technology-Mediated Task-Based Language Teaching in Teaching English Writing Skills to the Students of Higher Secondary Level

The Significance and Path of Developing Students’ Critical Thinking Ability in English Writing Teaching

In today’s society, with the rapid development of artificial intelligence, fostering students’ critical thinking is especially important for nurturing their innovative capabilities. The “National English Curriculum Standards for General High School (2017 edition, revised in 2020)” outlines that the core competencies in English education encompass four dimensions: linguistic competence, cultural awareness, quality of thinking, and learning ability. Among these, the quality of thinking is primarily reflected in the logic, criticality, and creativity of thought. Critical thinking not only enhances students’ language skills but also plays a crucial role in mental growth and the cultivation of independent thinking. It encourages students to go beyond the surface meaning of texts, delving into the analysis of the structure, argumentation, author’s intent, and implicit meanings of articles. Whether for further education, employment, or personal development, critical thinking is an indispensable skill. This paper emphasizes the importance of cultivating critical thinking within the context of adolescent life themes, providing a new perspective for high school English teaching practices. It holds significant importance for promoting the comprehensive development of students’ competencies in a globalized context.

Exploring the Pancasila Values in the English Writing Teaching Materials Made by Microteaching Student

In Indonesia, the education curriculum underwent significant changes with the introduction of the Independent Curriculum. Meanwhile, curriculum changes have not been followed by the development of adequate teaching materials. Researchers conducted an analysis of English writing teaching materials for junior high school documents made by microteaching students. This research aims to identify how Pancasila values are integrated into English writing teaching materials created by micro-teaching students of the English Department for use in the independent curriculum. The research design in this study used qualitative and content analysis. The data collection method uses content analysis with the Miles and Huberman model approach. The findings of this research reveal that the English writing teaching materials developed by microteaching students at a university in Indonesia for junior high school effectively embody Pancasila values, making them appropriate for implementation in the independent curriculum.

Research on Computer-Assisted Task-Based Instruction in College English Writing Teaching

In the digital era, the application of Computer-Assisted Language Learning (CALL) in the field of foreign language teaching has been explored by many researchers. In addition, Task-based instruction (TBI) is also a widely accepted method in language teaching, which requires language learners to complete a series of meaningful tasks to improve their language abilities. In this research, I will combine the CALL and TBI teaching method, drawing on the advantages of both methods, aiming to enhance students' writing skills and studying interest by introducing technological means. This paper also explores the effectiveness of the application of a combination of CALL and TBI in improving college English writing teaching.

Research on the English Writing Teaching Model in the AI Era

With the rapid development of artificial intelligence (AI) technology, the education sector, particularly language teaching, is undergoing unprecedented changes. English writing, as an essential component of language learning, is increasingly struggling to meet the demands for personalization and efficiency in traditional teaching models. This paper aims to explore the innovation and development of English writing teaching models in the AI era, analyzing the application of AI technology in English writing and its impact on teaching effectiveness. First, the paper reviews the development of AI technology and examines its potential value in English writing teaching, especially in the use of intelligent writing assistance tools and personalized learning paths. Next, it analyzes the challenges facing English writing teaching in the AI era, including the imbalance in technology dissemination and the transformation of teachers' roles. Finally, based on future development trends, the paper proposes strategies and recommendations for promoting the deep integration of AI technology with English writing teaching. This research aims to provide theoretical support for the innovation of English writing teaching models and offer practical references for educational policymakers and practitioners.

The Reform and Practice of College English Writing Teaching Mode by Integrating Information Technology

The integration of information technology (IT) into college English writing instruction has emerged as a transformational strategy in response to the limitations of traditional teaching methods. This paper explores the modifications and applications of a pedagogical approach that uses ICT to improve the effectiveness of college English writing instruction. Traditional approaches to teaching English writing often suffer from limitations such as lack of individual feedback, monolithic teaching methods, and inadequate engagement with digital tools that define modern communication. The study examines how the integration of ICTs into the curriculum can lead to a variety of instructional strategies, including digital tools, collaborative methods, and multimedia materials, that address different learning styles. The main focus areas are the challenges associated with traditional teaching methods, the specific benefits of ICT in teaching English writing, and practical strategies for better integration The paper builds on case studies and data-supported outcomes to demonstrate the success of ICT-enabled learning practices for improving students’ writing skills, critical thinking skills and engagement. The findings suggest that ICT not only modernizes English education but also integrates the demands of a digitally connected world. This integration opens up a more sustainable, inclusive, and competency-oriented approach to English writing education in colleges.

An Exploration of the Ability of AI to Assist College English Writing Teaching

The paper is an exploratory paper on AI-assisted college English writing teaching, which mainly discusses the problems of traditional college English writing teaching as well as the potential and practical strategies of AI technology in teaching.

A Review of Empirical Research on English Writing Instruction Based on Cognitive Linguistic Approach

The complexities of writing pose various difficulties for those learning a second language, making it a principal area of academic research in linguistics. Lately, breakthroughs in the field of cognitive linguistics have spurred the development of innovative techniques and approaches to studying English composition instruction. Studies that integrate a cognitive linguistic approach (CLA), particularly the principles of schema theory, have demonstrated a considerable uplift in the proficiency, productivity, and overall competence of learners when it comes to writing. The objective of this paper is to methodically compile and integrate these research insights, with the goal of providing a foundation for further exploration in the sphere of cognitive linguistics and educational strategies.

The Existence and Development of Variants in English Writing Teaching in International Corpus based on Time Series Data Analysis

This study investigates the evolution and prevalence of variant forms in English writing instruction within an international context, utilizing a time series analysis of corpus data. Recognizing the dynamic nature of language, especially in educational settings, this research aims to identify and analyze the changes in teaching methodologies and language usage over time. By examining a comprehensive corpus compiled from diverse international sources, the study focuses on how English writing instruction has adapted to linguistic variations and evolving pedagogical approaches.The methodology involves a quantitative analysis of corpus data spanning several decades, enabling a longitudinal view of trends in English writing teaching. The corpus includes a wide range of educational materials, academic publications, and teaching resources from different countries, ensuring a global perspective. Time series analysis is employed to track the frequency and context of various teaching practices and linguistic forms, offering insights into their development and dissemination.Key findings reveal a significant shift in teaching strategies, reflecting an increased emphasis on learner-centered approaches and the integration of digital technologies. Variants in language usage, influenced by cultural and regional differences, are also evident, highlighting the importance of context-specific teaching methods.

Analysis on Applications of Mind Map in English Writing Teaching

At the present stage, the teaching activities aim at promoting students’ learning quality and creative accomplishments. This demands teachers to create more teaching activities to facilitate students’ creative potential. As an efficient tool for thinking, mind map can achieve the visualization of thinking through presenting the hierarchy of concepts and the sequence of thinking. Naturally, it will be helpful to promote both students’ creativity and memory. It also can arouse students’ writing interest and cultivate students’ logical thinking ability. Therefore, this paper is going to have a brief introduce in the problems existing in students’ English writing. Furthermore, it will improve students’ English writing ability by applying mind map during the writing teaching process. Last but not least, it can arouses students’ critical thinking.

The Application of Multimodal Teaching Mode in English Writing Teaching in Senior High School

With the deepening of education reform, English writing teaching in senior high school should be further optimized. Teachers should actively introduce new teaching concepts and teaching methods, so as to arouse students’ interest in English writing learning, strengthen their understanding and application of what they have learned, and improve the teaching effect. As a popular teaching mode at present, multi-modal teaching can greatly enrich the teaching content of senior high school English writing, broaden the path of education, and greatly promote the comprehensive development of students. In view of this, this paper will analyze the application of multimodal teaching mode in senior high school English writing teaching, and put forward some strategies for your reference.

Discussion on the Application of Process Teaching Method in High School English Writing Teaching

Discussion on the Application of Process Teaching Method in High School English Writing Teaching

The Practical Application of Schema Theory in Teaching English Writing in High Schools

English writing is an important part of English learning and an important indicator of students’ comprehensive use of English. In English writing teaching, schema theory has a certain guiding role and is favored by many educators. The article focuses on the connotation of schema theory, the relationship between schema theory and English teaching, and how to apply schema theory to the teaching of writing in secondary school. Therefore, in the English writing classroom, teachers should use the schema theory to help students improve their English writing ability.

Study on Task Repetition in Senior English Writing Teaching

General Senior High School Curriculum Standards (2017) specifies that the Core Competence is not only the concentrated embodiment of the value of subject education, but also the correct values, essential characters and key abilities that students gradually form through subject learning. And writing, as the essential output ability in language competence, is the key to cultivating students’ English Subject Core Competence. However, in actual teaching, writing teaching has not been paid enough attention to, and students’ writing competence has not been effectively improved. And some studies have been testified that task repetition is conductive to improving students’ writing performance. Therefore, this paper intends to apply task repetition to senior English writing teaching, so as to promote the improvement of students’ writing competence, and finally improve students’ English Subject Core Competence.

Research on the Effectiveness of Blended Learning in College English Writing Teaching

Research on the Effectiveness of Blended Learning in College English Writing Teaching

Research on the Application of 5E Teaching Model in Senior English Writing Teaching

Writing, as a pivotal part of English language teaching, provides an important platform for cultivating students’ core competencies and reflects students’ comprehensive language application ability and language expression ability as well. With the reform of the new college entrance examination, the difficulty of the writing section has increased. Thus, how to adapt to the reform of the college entrance examination and explore new writing teaching methods has become a widely concerned issue among front-line high school teachers. Based on the analysis of the connotation and elements of the 5E teaching model, as well as the current situation of writing teaching, this study combines the 5E teaching model with writing teaching, aiming to explore new effective teaching models, promote reform of writing teaching, and improve the quality of writing teaching.

An Analysis of Differentiated Learning Strategies in the Implementation of Kurikulum Merdeka Belajar in Teaching English Writing Skills

The present study aimed to disclose the state of English writing proficiency among students and analyze how differentiated learning strategies in Kurikulum Merdeka Belajar approaches address the needs of different student populations when teaching writing English. This study used descriptive qualitative methods which employed observation, questionnaire and interview to collect the data. The participants of this study were one English subject teacher and 35 grade XK of students of MA. Muallimat NWDI Pancor in the academic year 2023-2024. The study's findings demonstrated that, while students' writing is currently in fairly good condition, it is far from perfect, as shown by the percentage data presented. The occasionally answer had the highest percentage data presentation, totaling 42.86%. There were 24 students who thought that they had difficulty to found an interesting idea to write about. Differentiated learning strategies can meet the needs of divers students in teaching writing English throuhg deviding students based on learning styles, namely visual, auditory and kinesthetic. It supports the quality of students' English writing learning, especially in finding interesting topics to write about because this learning provides suitability of materials, processes and tasks or projects according to the needs, abilities and creativity of students in the learning process.