Keywords
English writing autonomy
Literacy
Status quo
Influencing factors
Enhancement strategies
Submitted : 2024-07-18
Accepted : 2024-08-02
Published : 2024-08-17
Abstract
The purpose of this study is to examine the current situation of English writing autonomy and literacy among Chinese college students, to analyze their performance, scale, and distribution as well as influencing factors, and to explore the correlation between English writing autonomy and literacy. This study will provide an in-depth analysis of the current situation of Chinese college students’ English writing autonomy and literacy, reveal the scale, distribution, and influencing factors, as well as put forward strategies to enhance them, so as to provide a reference for the reform and development of college English education.
References
Li M, 2021, A Corpus-Based Study on the Use of Causal Connectives in Chinese College Students’ English Writing. Overseas English, (18): 98–99.
Zhang L, 2018, Cultivation of Non-English Majors’ Academic English Writing Ability. Journal of Chifeng University (Philosophy and Social Science Chinese Edition), 39(10): 155–157. https://doi.org/10.13398/j.cnki.issn1673-2596.2018.10.043
Lian P, 2018, Research on the Preparation and Correction of Sub-Descriptors of English Literacy and Critical Thinking Ability of High School Students, Master’s thesis, Fujian Normal University, 98–100.
Cheng S, Wang X, 2018, A Study of Evaluative Meanings in English Essays Written by Chinese College Students. Journal of Hubei Normal University (Philosophy and Social Sciences), 38(6): 140–144.
Zhong Y, Xu X, 2018, Explicit Transition and Avoidance: The Use of Transition Markers in Chinese College Students’ English Argumentative Writings. Journal of Southwest Jiaotong University (Social Sciences), 19(5): 72–82.
Liu X, 2018, The Effect of Task Cognitive Complexity on Chinese Students’ English Writing Performance, Master’s thesis, Shandong University, 103–105.
Brown J, 2012, Exploring the Link between Chinese University Students’ Autonomy in English Writing and Their Reading and Writing Abilities. Journal of Applied Linguistics, 24(1): 45–62.
Heng Hartse J, 2015, Acceptability and Authority in Chinese and Non-Chinese English Teachers’ Judgment of Language Use in English Writing by Chinese University Students, Doctoral dissertation, University of British Columbia, 120–122. http://hdl.handle.net/2429/54047
Lin YL, Tsai YC, Chester Hsieh CY, 2023, Discourse Competence Across Band Scores: An Analysis of Speaking Performance in the General English Proficiency Test. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2022-0154
Winiharti M, Suprato D, 2020, Is College Students’ Reading Habit Truly Related to Their Writing Ability? Humaniora, 11(2): 103–112. https://doi.org/10.21512/humaniora.v11i2.6427
Yao J, Liu H, Liu T, et al., 2020, “Reading to Promote Writing” is a Practical Exploration of the Cultivation of College Students’ English Writing Ability. PR Magazine, (2): 101. https://doi.org/10.16645/j.cnki.cn11-5281/c.2020.02.069
Wang J, 2019, The Impact of Context and Second Language Input in Audiovisual Continuation on the Use of Form and Name Matching in Chinese College Students, Master’s thesis, Qufu Normal University, 97–99.
Ling J, 2020, An Exploration on the Effect of “Fragmented” Reading in Micro-Environment on English Literacy Skills of Non-English Majors, Master’s thesis, Xi’an International Chinese University, 78–82.