Implementing Collaborative Writing in Chinese EFL Classrooms: Voices From Tertiary Teachers

Frontiers in Psychology

article

Yao Zheng¹  Shulin Yu²  Icy Lee³ 

[1] School of Foreign Languages and Cultures, Chongqing University;Faculty of Education, University of Macau;Faculty of Education, The Chinese University of Hong Kong

关键词: collaborative writing;    teacher perceptions;    teacher knowledge;    teacher practices;    teaching materials;   

DOI  :  10.3389/fpsyg.2021.631561

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

While collaborative writing has been increasingly investigated in educational research, little is known about whether and how it is adopted as a pedagogical activity in classroom contexts. This exploratory study investigated EFL teachers' perceptions of the implementation of collaborative writing in Chinese tertiary institutions. The analysis of in-depth interviews with 31 EFL teachers from 13 institutions in the People's Republic of China and their teaching materials reveals mismatches between their perceptions and practices, as well as their perceptions and knowledge. While the teachers perceived collaborative writing as valuable and feasible, more than half of them were not using it, and their perceptions were not supported by sound teacher knowledge. Practical implications are provided for implementing collaborative writing in classroom contexts.

【 授权许可】

CC BY