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Article published In: Australian Review of Applied Linguistics
Vol. 39:3 (2016) ► pp.203–232

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Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education

 | Faculty of Education and Social Work, University of Auckland
Published online: 6 April 2017
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https://doi.org/10.1075/aral.39.3.01zha
The teaching of writing in English as a second/foreign language (ESL/EFL) has been a challenging task for many teachers due to its multifaceted nature. This paper is a reflection on ESL/EFL writing teaching in three countries, namely China, Singapore, and New Zealand, with particular reference to professionalizing ESL/EFL writing and ESL/EFL writing-teacher education. It first addresses issues facing EFL writing and writing-teacher education that relate to the offering of English at various levels in China. It then moves on to elaborate on how western pedagogical practices have been implemented in Singapore, especially that of a genre-based pedagogy. Nestled in the context of globalization, I focus on New Zealand, positing that globalization has exacerbated the challenge in teaching ESL writing because of large numbers of students who are seeking higher education in western countries in English as the medium of instruction, and yet their first language is not English. I conclude the paper with recommendations that professionalizing L2 writing (even in school settings) is a mission for all those who are in this enterprise. Proper teacher preparation programs for training L2 writing teachers should be in place in order for this to happen. China needs to critically appraise, and learn from, successful experiences such as Singapore and many institutions in the USA and Canada. New Zealand is yet to formalize ESOL writing teacher preparation programs, where English-as-an-L2 writing-teacher education for primary and secondary schools is still not a priority in most teacher-education institutions.
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2023. Effects of teacher explicit instruction in stance-taking on students’ perceptions of stance and on their academic writing beliefs. Frontiers in Psychology 14 DOI logo
Chen, Jing, Lawrence Jun Zhang & Judy M. Parr
2022. Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model. Metacognition and Learning 17:1 ► pp. 191 ff. DOI logo
Richter, Kenneth, Patricia Marie Anne Houde & Krisztina Zimányi
2022. The Repertory Grid Interview: Exploring Qualitative and Quantitative Data on Language Teachers’ Pedagogical Beliefs. Profile: Issues in Teachers' Professional Development 24:2 ► pp. 215 ff. DOI logo
Zhang, Lu & Lawrence Jun Zhang
2022. Book review. Journal of English for Academic Purposes 56 ► pp. 101080 ff. DOI logo
Zhang, Lu & Lawrence Jun Zhang
2023. Development and validation of the questionnaire on EFL students’ perceptions of authorial stance in academic writing. Applied Linguistics Review 14:5 ► pp. 1219 ff. DOI logo
Zhang, Lu & Lawrence Jun Zhang
2023. Improving EFL students’ stance-taking in academic writing with SFL-based instruction: A qualitative inquiry. Language Teaching Research DOI logo
Zhang, Weiwei & Lawrence Jun Zhang
2022. Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation. System 111 ► pp. 102951 ff. DOI logo
Zhao, Huan & Lawrence Jun Zhang
2022. A Review of Studies on Teacher Cognition and Approaching Teacher Cognition from the Perspective of Dialogism. In Teaching Writing in English as a Foreign Language [English Language Education, 28], ► pp. 47 ff. DOI logo
Zhao, Huan & Lawrence Jun Zhang
2022. Teacher Cognition Formation and Reformation Processes and Its Relationship to Teaching Practice. In Teaching Writing in English as a Foreign Language [English Language Education, 28], ► pp. 143 ff. DOI logo
Zhao, Huan & Lawrence Jun Zhang
2022. Setting the Scene for Researching EFL Writing Teacher Cognition. In Teaching Writing in English as a Foreign Language [English Language Education, 28], ► pp. 1 ff. DOI logo
Zhao, Huan & Lawrence Jun Zhang
2022. Conclusion. In Teaching Writing in English as a Foreign Language [English Language Education, 28], ► pp. 171 ff. DOI logo
Cherkasova, Inna Petrovna, Tatiana Nikolaevna Reva, Nadezhda Valerievna Palanchuk, Svetlana Aleksandrovna Pashneva, Margarita Anatolievna Kozhevnikova, I. Klimova & M. Konurbaev
2021. Crystallisation of meaning as a technique for forming intercultural communicative competence within the real–virtual dichotomy. SHS Web of Conferences 127 ► pp. 02008 ff. DOI logo
Kim, Kyung Ja & Tae-Il Pae
2021. Examining the Simultaneous Effects of L1 Writing, L2 Reading, L2 Proficiency, and Affective Factors on Different Task Types of L2 Writing. Discourse Processes 58:7 ► pp. 662 ff. DOI logo
Leng, Jing, Yuhe Yi & Xiaoqing Gu
2021. From cooperation to collaboration: investigating collaborative group writing and social knowledge construction in pre-service teachers. Educational Technology Research and Development 69:5 ► pp. 2377 ff. DOI logo
Li, Hui Helen, Lawrence Jun Zhang & Haoran Xie
2021. Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students’ individual writing: A quasi-experimental study. PLOS ONE 16:5 ► pp. e0251569 ff. DOI logo
Putra, I Komang Janu Prianda, Ni Nyoman Padma Dewi & Ni Kadek Sintya Dewi
2021. Self-Editing Activities Improve Recount Text Writing Skills. Jurnal Ilmiah Pendidikan Profesi Guru 4:1 ► pp. 138 ff. DOI logo
Sun, Qiang & Lawrence Jun Zhang
2021. A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers’ Cognitions About Form-Focused Instruction. Frontiers in Psychology 12 DOI logo
Wu, Xiaoming (Molly), Lawrence Jun Zhang & Helen R. Dixon
2021. Implementing Assessment for Learning (AfL) in Chinese university EFL classes: Teachers’ values and practices. System 101 ► pp. 102589 ff. DOI logo
Wu, Xiaoming (Molly), Lawrence Jun Zhang & Qian Liu
2021. Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment. Frontiers in Psychology 12 DOI logo
Zhang, Lawrence Jun & Xiaolong Cheng
2021. Examining the effects of comprehensive written corrective feedback on L2 EAP students’ linguistic performance: A mixed-methods study. Journal of English for Academic Purposes 54 ► pp. 101043 ff. DOI logo
Zhang, Tingting & Lawrence Jun Zhang
2021. Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement. Sustainability 13:21 ► pp. 11616 ff. DOI logo
Cheng, Xiaolong & Lawrence Jun Zhang
2020. Book review. System 94 ► pp. 102358 ff. DOI logo
Cheng, Xiaolong & Lawrence Jun Zhang
2021. Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision. Frontiers in Psychology 12 DOI logo
Cheng, Xiaolong & Lawrence Jun Zhang
2021. Sustaining University English as a Foreign Language Learners’ Writing Performance through Provision of Comprehensive Written Corrective Feedback. Sustainability 13:15 ► pp. 8192 ff. DOI logo
Cheng, Xiaolong & Lawrence Jun Zhang
2022. Teachers Helping EFL Students Improve Their Writing Through Written Feedback: The Case of Native and Non-native English-Speaking Teachers' Beliefs. Frontiers in Psychology 13 DOI logo
Gao, Lori Xingzhen & Lawrence Jun Zhang
2020. Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19. Frontiers in Psychology 11 DOI logo
Huang, Yu & Lawrence Jun Zhang
2020. Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study. Reading & Writing Quarterly 36:4 ► pp. 339 ff. DOI logo
Jiang, Anne Li, Lawrence Jun Zhang, Stephen May & Limin Tony Qin
2020. Understanding novice teachers’ perceived challenges and needs as a prerequisite for English curriculum innovation. Language, Culture and Curriculum 33:1 ► pp. 15 ff. DOI logo
Jiang, Dayu & Lawrence Jun Zhang
2020. Collaborating with ‘familiar’ strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing. Computers & Education 150 ► pp. 103841 ff. DOI logo
Karaca, Mehmet & Serhat Inan
2020. A measure of possible sources of demotivation in L2 writing: A scale development and validation study. Assessing Writing 43 ► pp. 100438 ff. DOI logo
Li, Hui Helen, Lawrence Jun Zhang & Judy M. Parr
2020. Small-Group Student Talk Before Individual Writing in Tertiary English Writing Classrooms in China: Nature and Insights. Frontiers in Psychology 11 DOI logo
Wei, Xing, Lawrence Jun Zhang & Wenxia Zhang
2020. Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency. Journal of English for Academic Purposes 47 ► pp. 100907 ff. DOI logo
Zhang, Lawrence Jun & Donglan Zhang
2020. Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English. Asian-Pacific Journal of Second and Foreign Language Education 5:1 DOI logo
Chen, Jing & Lawrence Jun Zhang
2019. Assessing student-writers’ self-efficacy beliefs about text revision in EFL writing. Assessing Writing 40 ► pp. 27 ff. DOI logo
LI, Zhijun & Jinfen XU
2019. The evolution of research article titles: the case of Journal of Pragmatics 1978–2018. Scientometrics 121:3 ► pp. 1619 ff. DOI logo
Rahimi, Muhammad & Lawrence Jun Zhang
2019. Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing 32:3 ► pp. 761 ff. DOI logo
Rahimi, Muhammad & Lawrence Jun Zhang
2022. Effects of an Engaging Process-Genre Approach on Student Engagement and Writing Achievements. Reading & Writing Quarterly 38:5 ► pp. 487 ff. DOI logo
Xu, Linlin & Lawrence Jun Zhang
2019. L2 doctoral students’ experiences in thesis writing in an English-medium university in New Zealand. Journal of English for Academic Purposes 41 ► pp. 100779 ff. DOI logo
Bai, Barry
2018. Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols. System 78 ► pp. 15 ff. DOI logo
Teng, Lin Sophie & Lawrence Jun Zhang
2018. Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning 13:2 ► pp. 213 ff. DOI logo
Yousefpoori-Naeim, Mehrdad, Lawrence Jun Zhang & Sasan Baleghizadeh
2018. Resolving the Terminological Mishmash in Teaching Link Words in EFL Writing. Chinese Journal of Applied Linguistics 41:3 ► pp. 321 ff. DOI logo
Jiang, Anne Li & Lawrence Jun Zhang
2017. ESP/EAP Through English-Medium Instruction: Teachers’ Perceptions and Practices. In Innovation in Language Learning and Teaching, ► pp. 173 ff. DOI logo
Wu, Hongyun & Lawrence Jun Zhang
2017. Effects of different language environments on Chinese graduate students' perceptions of English writing and their writing performance. System 65 ► pp. 164 ff. DOI logo

This list is based on CrossRef data as of 14 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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