Skip to main content

Advertisement

SpringerLink
Log in

Secondary teachers’ conceptions of integrated writing skills: Are teachers’ conceptions aligned with the curriculum objectives

  • Published:
Asia Pacific Education Review Aims and scope Submit manuscript

Abstract

Integrated writing skills that emphasize integrated use of language skills and multiple source materials have attracted increasing attention in language education globally and locally in Hong Kong. This study examines teachers’ conceptions of integrated writing skills and interviewed twenty-five Chinese language teachers. Three conceptions emerged from the data, representing writing as a composite of disconnected parts (Category1), a logical inquiry (Category 2), and a developmental process (Category 3). As the categories move up, the alignment between teachers’ conceptions and the curriculum objectives increases accordingly, with the purpose of writing instruction ranging from fulfilling examination requirements, enhancing reasoning skills, to developing integrated use of language skills. The findings also reveal that although the development of integrated writing skills has been a critical component of the Chinese language curriculum since the first public examination in 2007, teachers’ receptivity toward it still varied greatly. Insufficient professional training, the legitimacy of integrated writing as a curriculum component, and the fossilization of the public examination were the factors that accounted for the differing attitudes among the teachers. The discourse of integrated writing in the Hong Kong context has been centered around high-stakes testing. The unbalanced discourse resulted in an oversimplified view that conflated the teaching and learning of integrated writing with integrated writing assessment. The study contributes to the conversation between integrated writing curriculum, instruction, and assessment. Implications for teacher professional development are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. https://www.edb.gov.hk/tc/curriculum-development/kla/chi-edu/resources/secondary-edu/integrated/index.html

References

  • Ballock, E., McQuitty, V., & McNary, S. (2018). An exploration of professional knowledge needed for reading and responding to student writing. Journal of Teacher Education, 69(1), 56–68. https://doi.org/10.1177/0022487117702576.

    Article  Google Scholar 

  • Barzilai, S., Zohar, A. R., & Mor-Hagani, S. (2018). Promoting integration of multiple texts: A review of instructional approaches and practices. Educational Psychology Review, 30(3), 973–999. https://doi.org/10.1007/s10648-018-9436-8.

    Article  Google Scholar 

  • Bomer, R., Land, C. L., Rubin, J. C., & Van Dike, L. M. (2019). Constructs of teaching writing in research about literacy teacher education. Journal of Literacy Research, 51(2), 196–213. https://doi.org/10.1177/1086296x19833783.

    Article  Google Scholar 

  • Briggs, J. O., Russell, J. L., & Wanless, S. B. (2018). Kindergarten teacher buy-in for standards-based reforms: A dynamic interplay between professional identity and perceptions of control. Early Education and Development, 29(1), 125–142. https://doi.org/10.1080/10409289.2017.1361288.

    Article  Google Scholar 

  • Brown, G. T. L., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in Education: Principles, Policy & Practice, 16(3), 347–363. https://doi.org/10.1080/09695940903319737.

    Article  Google Scholar 

  • Cheong, C. M., Zhu, X., & Liao, X. (2018). Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills. Reading and Writing, 31(4), 779–811. https://doi.org/10.1007/s11145-017-9811-8.

    Article  Google Scholar 

  • Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145–170. https://doi.org/10.3102/01623737023002145.

    Article  Google Scholar 

  • Council of Chief State School Officers, & National Governors Association (CCSSO, NGA). (2010). The common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Washington, DC: CCSSO/NGA.

    Google Scholar 

  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Cuban, L. (1998). How schools change reforms: Redefining reform success and failure. Teacher College Record, 99(3), 453–477.

    Google Scholar 

  • Cumming, A. (2013). Assessing integrated writing tasks for academic purposes: Promises and perils. Language Assessment Quarterly, 10(1), 1–8. https://doi.org/10.1080/15434303.2011.622016.

    Article  Google Scholar 

  • Cumming, A., Lai, C., & Cho, H. (2016). Students' writing from sources for academic purposes: A synthesis of recent research. Journal of English for Academic Purposes, 23, 47–58. https://doi.org/10.1016/j.jeap.2016.06.002.

    Article  Google Scholar 

  • Cumming, A. Yang, L. Qiu, C. Zhang, L. Ji, X. Wang, J.... Lai, C. (2018). Students’ practices and abilities for writing from sources in English at universities in China. Journal of Second Language Writing, 39, 1–15. https://doi.org/10.1016/j.jslw.2017.11.001.

  • Curriculum Development Council. (2017). Chinese language education: Key learning area curriculum guide (Primary 1- Secondary 6). Hong Kong: Education Bureau, HKSAR.

    Google Scholar 

  • Curriculum Development Council, & Hong Kong Examinations and Assessment Authority. (2007). Chinese language curriculum and assessment guide: Secondary 4–6 (中國語文課程及評估指引: 中四至中六). Hong Kong.

  • Deng, Z. (2018). Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge. Teaching and Teacher Education, 72, 155–164. https://doi.org/10.1016/j.tate.2017.11.021.

    Article  Google Scholar 

  • Doubet, K. J., & Southall, G. (2018). Integrating reading and writing instruction in middle and high school: The role of professional development in shaping teacher perceptions and practices. Literacy Research and Instruction, 57(1), 59–79. https://doi.org/10.1080/19388071.2017.1366607.

    Article  Google Scholar 

  • Education Convergence. (2008). Report on the survey results of the Hong Kong Certificate of Education Examination: Chinese language Paper 1 and paper 5 (in Chinese). Retrieved from https://www.edconvergence.org.hk/main2.htm

  • Gholami, K., & Husu, J. (2010). How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge. Teaching and Teacher Education, 26(8), 1520–1529. https://doi.org/10.1016/j.tate.2010.06.001.

    Article  Google Scholar 

  • Gibson, W. J., & Brown, A. (2009). Working with qualitative data. London: SAGE Publications.

    Book  Google Scholar 

  • Grabe, W. (2001). Reading-writing relations: Theoretical perspectives and instructional practices. In D. Belcher & A. Hirvela (Eds.), Linking literacies: Perspectives on L2 reading-writing connections (pp. 15–47). Ann Arbor, MI: The University of Michigan Press.

    Google Scholar 

  • Griffin, P., Esther, C., & McGaw, B. (2012). The changing role of education and schools. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and Teaching of 21st Century Skills (pp. 1–15). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Harris, L. R., & Brown, G. T. L. (2009). The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students. Assessment in Education: Principles, Policy & Practice, 16(3), 365–381. https://doi.org/10.1080/09695940903319745.

    Article  Google Scholar 

  • Hong Kong Examinations and Assessment Authority. (2018). 2018 Hong Kong Diploma of Secondary Education Examination question papers (Chinese language) Hong Kong: Hong Kong Examinations and Assessment Authority.

  • Ireland, J., Watters, J., Brownlee, J., & Lupton, M. (2012). Elementary teacher’s conceptions of inquiry teaching: Messages for teacher development. Journal of Science Teacher Education, 23(2), 159–175. https://doi.org/10.1007/s10972-011-9251-2.

    Article  Google Scholar 

  • Kang, E. Y., McKenna, J. W., Arden, S., & Ciullo, S. (2016). Integrated reading and writing interventions for students with learning disabilities: A review of the literature. Learning Disabilities Research & Practice, 31(1), 22–33. https://doi.org/10.1111/ldrp.12091.

    Article  Google Scholar 

  • Kiuhara, S. A., Graham, S., & Hawken, L. S. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136–160. https://doi.org/10.1037/a0013097.

    Article  Google Scholar 

  • König, J., Lammerding, S., Nold, G., Rohde, A., Strauß, S., & Tachtsoglou, S. (2016). Teachers’ professional knowledge for teaching English as a foreign language: Assessing the outcomes of teacher education. Journal of Teacher Education, 67(4), 320–337. https://doi.org/10.1177/0022487116644956.

    Article  Google Scholar 

  • Lee, I., Mak, P., & Yuan, R. E. (2019). Assessment as learning in primary writing classrooms: An exploratory study. Studies in Educational Evaluation, 62, 72–81. https://doi.org/10.1016/j.stueduc.2019.04.012.

    Article  Google Scholar 

  • Leung, C. (2004). Developing formative teacher assessment: Knowledge, practice, and change. Language Assessment Quarterly, 1(1), 19–41.

    Article  Google Scholar 

  • Li, S. C., Poon, A. Y. K., Lai, T. K. H., & Tam, S. T. C. (2018). Does middle leadership matter? Evidence from a study of system-wide reform on English language curriculum. International Journal of Leadership in Education, 1–18, https://doi.org/10.1080/13603124.2018.1529823.

  • Loughran, J. (2019). Pedagogical reasoning: The foundation of the professional knowledge of teaching. Teachers and Teaching,25: 1–13, https://doi.org/10.1080/13540602.2019.1633294.

    Article  Google Scholar 

  • Marton, F. (1981). Phenomenography—Describing conceptions of the world around us. Instructional Science, 10(2), 177–200. https://doi.org/10.1007/bf00132516.

    Article  Google Scholar 

  • Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, N.J.: Erlbaum Associates.

    Google Scholar 

  • Meijer, P. C., Verloop, N., & Beijaard, D. (1999). Exploring language teachers’ practical knowledge about teaching reading comprehension. Teaching and Teacher Education, 15(1), 59–84. https://doi.org/10.1016/S0742-051X(98)00045-6.

    Article  Google Scholar 

  • Plakans, L. (2010). Independent vs. Integrated writing tasks: A comparison of task representation. TESOL Quarterly, 44(1), 185–194. https://doi.org/10.5054/tq.2010.215251.

    Article  Google Scholar 

  • Plakans, L. (2015). Integrated second language writing assessment: Why? What? How? Language and Linguistics Compass, 9(4), 159–167. https://doi.org/10.1111/lnc3.12124.

    Article  Google Scholar 

  • Plakans, L., & Gebril, A. (2012). A close investigation into source use in integrated second language writing tasks. Assessing Writing, 17(1), 18–34. https://doi.org/10.1016/j.asw.2011.09.002.

    Article  Google Scholar 

  • Plakans, L., Liao, J.-T., & Wang, F. (2019). “I should summarize this whole paragraph”: Shared processes of reading and writing in iterative integrated assessment tasks. Assessing Writing, 40, 14–26. https://doi.org/10.1016/j.asw.2019.03.003.

    Article  Google Scholar 

  • Polat, B. (2012). Experiencing language: Phenomenography and second language acquisition. Language Awareness, 22(2), 111–125. https://doi.org/10.1080/09658416.2012.658811.

    Article  Google Scholar 

  • Pyhältö, K., Pietarinen, J., & Soini, T. (2018). Dynamic and shared sense-making in large-scale curriculum reform in school districts. The Curriculum Journal, 29(2), 181–200. https://doi.org/10.1080/09585176.2018.1447306.

    Article  Google Scholar 

  • Reutzel, D. R., Dole, J. A., Read, S., Fawson, P., Herman, K., Jones, C. D., ... Forgo, J. (2011). Conceptually and methodologically vexing issues in teacher knowledge assessment. Reading & Writing Quarterly, 27(3), 183–211. https://doi.org/10.1080/10573569.2011.560098.

  • Richardson, J. T. E. (1999). The concepts and methods of phenomenographic research. Review of Educational Research, 69(1), 53–82. https://doi.org/10.2307/1170644.

    Article  Google Scholar 

  • Segev-Miller, R. (2007). Cognitive processes in discourse synthesis: The case of intertextual processing strategies. In M. Torrance, L. Van Waes, & D. Galbraith (Eds.), Writing and cognition : Research and applications (pp. 231–250). Amsterdam: Elsevier.

    Google Scholar 

  • Seto, M. Y. (2010). Preparation and implementation of teaching integrated language skills in the reforming senior secondary chinese curriculum. (Unpublished doctoral thesis), The University of Hong Kong, Hong Kong.

  • Shanahan, T. (2016). Relationships between reading and writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 194–207). New York Guilford Press.

  • Shum, M. S. K. (2011). Assessment and learning of integrated competence (綜合能力的評估與學習). In M. S. K. Shum, D. Y. K. Law, J. W. I. Lam, & A. L. S. Chung (Eds.), New approach for chinese language teaching: Learning and assessment (香港中國語文課程新路向: 學習與評估) (pp. 135–172). Hong Kong: Hong Kong University Press.

    Google Scholar 

  • Tan, K. H. K. (2011). Assessment for learning in Singapore: Unpacking its meanings and identifying some areas for improvement. Educational Research for Policy and Practice, 10(2), 91–103. https://doi.org/10.1007/s10671-010-9096-z.

    Article  Google Scholar 

  • Tsui, A. B. M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching, 15(4), 421–439. https://doi.org/10.1080/13540600903057179.

    Article  Google Scholar 

  • Verloop, N., Van Driel, J., & Meijer, P. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441–461. https://doi.org/10.1016/S0883-0355(02)00003-4.

    Article  Google Scholar 

  • Voon, X. P., Wong, L.-H., Chen, W., & Looi, C.-K. (2019). Principled practical knowledge in bridging practical and reflective experiential learning: Case studies of teachers’ professional development. Asia Pacific Education Review. https://doi.org/10.1007/s12564-019-09587-z.

    Article  Google Scholar 

  • Wallace, C. S., & Priestley, M. (2011). Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change. Journal of Curriculum Studies, 43(3), 357–381. https://doi.org/10.1080/00220272.2011.563447.

    Article  Google Scholar 

  • Wang, E. L., & Matsumura, L. C. (2019). Text-based writing in elementary classrooms: Teachers’ conceptions and practice. Reading and Writing, 32(2), 405–438. https://doi.org/10.1007/s11145-018-9860-7.

    Article  Google Scholar 

  • Waugh, R. F., & Punch, K. F. (1987). Teacher receptivity to systemwide change in the implementation stage. Review of Educational Research, 57(3), 237–254. https://doi.org/10.3102/00346543057003237.

    Article  Google Scholar 

  • Woods, D., & Çakır, H. (2011). Two dimensions of teacher knowledge: The case of communicative language teaching. System, 39(3), 381–390. https://doi.org/10.1016/j.system.2011.07.010.

    Article  Google Scholar 

  • Yang, H.-C., & Plakans, L. (2012). Second language writers’ strategy use and performance on an integrated reading-listening-writing task. TESOL Quarterly, 46(1), 80–103. https://doi.org/10.1002/tesq.6.

    Article  Google Scholar 

  • Yigitoglu, N., & Belcher, D. (2014). Exploring L2 writing teacher cognition from an experiential perspective: The role learning to write may play in professional beliefs and practices. System, 47, 116–124. https://doi.org/10.1016/j.system.2014.09.021.

    Article  Google Scholar 

  • Zhu, X., & Wu, Y. (2013). Secondary school students’ difficulties and learning expectation in integrated chinese language tasks in Hong Kong (in Chinese). Education Journal, 41(1–2), 27–45.

    Google Scholar 

  • Zhu, X., Li, X., Yu, G., Cheong, C. M., & Liao, X. (2016). Exploring the relationships between independent listening and listening-reading-writing tasks in Chinese language testing: Toward a better understanding of the construct underlying integrated writing tasks. Language Assessment Quarterly, 13(3), 167–185. https://doi.org/10.1080/15434303.2016.1210609.

    Article  Google Scholar 

Download references

Acknowledgements

The study reported in this article was built upon a research project funded by the Research Grants Council of Hong Kong (reference no. 15640416).

Author information

Authors and Affiliations

  1. Center for Teaching and Learning Development, National Taiwan University, Taipei, Taiwan

    Guan Ying Li

  2. Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hung Hom, Hong Kong

    Xinhua Zhu

  3. Faculty of Education, The University of Hong Kong, Pok Fu Lam, Hong Kong

    Choo Mui Cheong

Authors
  1. Guan Ying Li
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Xinhua Zhu
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Choo Mui Cheong
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Xinhua Zhu.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Li, G.Y., Zhu, X. & Cheong, C.M. Secondary teachers’ conceptions of integrated writing skills: Are teachers’ conceptions aligned with the curriculum objectives. Asia Pacific Educ. Rev. 21, 379–391 (2020). https://doi.org/10.1007/s12564-020-09629-x

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12564-020-09629-x

Keywords

Search

Navigation