Exploring EFL writing instruction in polytechnic college classrooms in China: an observational report on curriculum, classroom practices, and teachers’ beliefs

While catering to over a third of tertiary education students in China, English instruction within polytechnic colleges has surprisingly garnered limited attention. This article offers an observational overview of English writing instruction tailored for English majors at a Polytechnic College in China. The investigation uncovered that English writing primarily emphasized the final product, with process-oriented elements present in the curriculum documentation but occupying a marginal role in actual teaching practices. Nonetheless, indications of educators exploring innovative approaches were discernible in their underlying beliefs. Teachers consistently voiced a prevailing emphasis on idea generation and writing precision, yet observed instructional methods demonstrated scant attention to generating ideas, placing a significant focus on language-focused exercises. The study further observed that, owing to large class sizes and the prevalence of online automatic feedback tools, English teachers tended to deliver feedback on several representative text samples openly in class rather than providing personalized feedback to individual students, and the integration of peer feedback was infrequent. These findings prompt a discussion on their implications and potential modifications to writing instruction in Chinese tertiary contexts.

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