The Impact of a Writing Workshop Approach on Chinese English Teachers' Beliefs about Effective Writing Instruction

Abstract

The article presents a study which examined the influence of a three-week professional development workshop in the teaching of writing on the views of Chinese English teachers about teaching writing. Chinese teachers of English in an urban school district in southeast China experimented with a variety of genres as they experienced the writing processes. The workshop improved the writing skills of teachers and change their beliefs about teaching writing.