Chinese efl teacher trainees’ perceptions of writing after the practicum

Abstract

In teaching English as a foreign language (EFL), teacher trainees’ knowledge about writing is little known in the literature. The study aimed to understand trainees’ perceptions of writing and how the practicum shapes their thinking in the Chinese context. A self-developed questionnaire with 5-point Likert scales targeting natures, functions, and development of writing, and the basis of good writing was employed to collect data online. 204 EFL trainees answered the questionnaire in January 2017 just after completing their practicum. While most respondents held views conforming to present research consensus, some had difficulty recognizing multiple natures of writing. Participants paid more attention to the functions of writing concerned with the self and self-expression, and much less to those focusing on the addressees. They generally accept the facilitators to the development of writing, but highlighted coherence and cohesion, semantics, and length of a text as features of good writing. Specific English studies relating to writing and pre-service programs in general were found significantly weakly but not systematically related to participants’ perceptions. The length of practicum, school level, school location, and school type did not make a difference in participants’ perceptions of writing. However, the class size and frequency of teaching writing were associated with their understanding of writing. The findings suggest that the practicum is too short to contribute significantly to trainees’ learning about writing. They concurrently raise questions and call for further research regarding trainees’ relative inattention to the social and communicative nature of writing, and linguistic features of good writing.