The composite model of ‘speak-write’ for success in EFL writing classroom: a study on chinese university freshmen

Abstract

Written language emerges from spoken language and is a refined form of it. Certain oral activities can prepare for corresponding written expression. Based on this principle, this study carried out an action research to investigate the effectiveness of a composite model of ‘Speak-Write’ in EFL writing instruction for Chinese university freshmen. The study addressed the challenges faced by these students in developing fluency, confidence, and coherence in their writing. The model integrates speaking activities into the writing process, aiming to enhance vocabulary, fluency, and idea generation. The author has consistently used this model throughout the freshman year. Data analysis, including pre- and post-tests, writing sample analysis, teacher observations, and student surveys, revealed significant improvements in students’ writing proficiency, confidence, and engagement. Students demonstrated increased fluency, vocabulary use, and grammatical accuracy in their writing, alongside enhanced participation and positive attitudes towards writing. The ‘Speak-Write’ composite model provides a valuable framework for EFL teachers working with Chinese university freshmen. The findings suggest that integrating speaking activities into EFL writing instruction can effectively address the specific needs and challenges of Chinese university freshmen, fostering a more engaging and effective learning environment, and promoting both language acquisition and confidence in written communication. This study has implication for university EFL learners and EFL writing teachers.