Abstract
China’s recent curriculum reform of English as a foreign language programs has shifted toward an integration of language abilities and transferable skills such as intercultural skills. This study is part of an internal evaluation project that examines the implementation and impact of a newly reformed writing course at one of China’s top foreign studies universities. The study explores students’ acceptance and learning experiences of the course with specific focus on reform features. Applying a mixed methods approach, the study drew quantitative data from the student survey and test scores, and qualitative data from interviews and reflexive journals. Mixed analyses confirmed the design and suitability of the course. Findings indicated high appreciation of the course, statistically significant increase in test scores, and moderate improvement on intercultural skills.
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Notes
College English Test (CET) is China’s national English proficiency test for undergraduate students. The test is administered by the National College English Testing Committee on behalf of the Higher Education Department, Ministry of Education of China. CET Band 4 and Band 6 indicate different levels of test difficulties. Both the writing course and CET Band 4 are designed in accordance with the National College English Teaching Syllabus (NCETS).
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Funding was provided by Beijing Municipal Educational Reform Program (Grant2015-MS066), and Beijing Foreign Studies University Basic Funding for new faculty (Grant 2016–2018).
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Liao, H., Li, L. A Mixed Methods Evaluation of College English Writing: A Case Study in China. Asia-Pacific Edu Res 26, 383–396 (2017). https://doi.org/10.1007/s40299-017-0357-y
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DOI: https://doi.org/10.1007/s40299-017-0357-y