2021中国英语教学研讨会 (CELEA 2021)

321 / 2021-09-03 22:36:38

Effect of Talk on EFL Writing Development and Language Learner Identity：A study of Chinese College Students

EFL writing, talk for writing, language learner identity, Chinese college students, strategic talk, evaluative talk, constructive talk

This article aims to explore how EFL writing development and language learner identity are affected by talk, a process derived from social constructivism, entailing expounding, exchange, negotiation, reflection, and development. The 18-week longitudinal study applied a "talk for writing" approach to college English writing classes with 74 English-major students from a higher vocational college. This research, employing both quantitative methods and qualitative methods, yielded rich and dynamic results. (i) The quantitative data indicated that the talk for writing approach improved students’ academic writing attainment on the whole. Particularly, the cohort of so-called “modest writers” benefited the most from it. Moreover, this approach, to a large extent, exerted a positive impact on the reconstruction of students' language learner identity. (ii) The qualitative data identified the types of talk that supported writing and provided evidence for the ways in which talk supported students’ ability to generate ideas, to use talk as oral rehearsal in preparation for writing, and to improve their linguistic accuracy. It also gave insights into students’ views on this approach. Also, this approach developed students’ engagement, motivation and confidence in English writing and delineated the negotiating trajectories of students’ language learner identity.