Teaching Writing in English as a Foreign Language: Teachers’ Cognition Formation and Reformation (English Language Education, 28)

Foreword
References
Acknowledgements
Abstract
Contents
About the Authors
List of Figures
List of Tables
Chapter 1: Setting the Scene for Researching EFL Writing Teacher Cognition
	1.1 Research Aims and Rationale
		1.1.1 Research Aims
		1.1.2 Rationale and Significance
	1.2 The Methodological Approach
		1.2.1 Research Design
			1.2.1.1 Research Paradigm
			1.2.1.2 Research Instruments
				1.2.1.2.1 Questionnaire on EFL Writing Teacher Cognition
				1.2.1.2.2 Interview
				1.2.1.2.3 Classroom Observation
				1.2.1.2.4 Stimulated Recall Interview
			1.2.1.3 Research Procedure
				1.2.1.3.1 Stage One: Questionnaire-Based Study
				1.2.1.3.2 Stage Two: Case Study
		1.2.2 Data Collection
			1.2.2.1 Stage One: Questionnaire
				1.2.2.1.1 Participants or Population and Sampling
				1.2.2.1.2 Data Collection Procedures
				1.2.2.1.3 Reliability and Validity
			1.2.2.2 Stage Two: In-depth Study
				1.2.2.2.1 Participants or Population and Sampling
				1.2.2.2.2 Data Collection Procedures
				1.2.2.2.3 Trustworthiness
		1.2.3 Data Analysis
			1.2.3.1 Quantitative Data Analysis
			1.2.3.2 Qualitative Data Analysis
				1.2.3.2.1 Interview and Classroom Observation
				1.2.3.2.2 Interpreting, Reporting Data and Drawing Conclusion
				1.2.3.2.3 Field Notes
		1.2.4 Data Triangulation
		1.2.5 Ethical Considerations
			1.2.5.1 Participation in the Study
			1.2.5.2 Classroom Observation Recording
			1.2.5.3 Anonymity
			1.2.5.4 Confidentiality
			1.2.5.5 Informed Consent
			1.2.5.6 Participants’ Rights to Withdraw
			1.2.5.7 Audio-recording
			1.2.5.8 Exclusion of Potential Participants in Stage Two
		1.2.6 Constraints of the Research Design
			1.2.6.1 Merging of Data
			1.2.6.2 Intrusiveness
			1.2.6.3 Observer Paradox
	1.3 Overview of the Book
	References
Chapter 2: Defining Teacher Cognition and the Research Context
	2.1 Introduction to Teacher Cognition
		2.1.1 Defining Teacher Cognition
		2.1.2 Borg’s Framework for Research on Teacher Cognition
	2.2 Research Context
		2.2.1 Educational System in China
		2.2.2 Foreign Language Requirements for Chinese University Students
		2.2.3 College English Tests for University Students in China
		2.2.4 College English Curriculum in China
		2.2.5 College English Teacher Training and Promotion in China
		2.2.6 Marking Criteria of Students’ English Writing
		2.2.7 Tiers of Universities in This Study
	2.3 Chapter Summary
	References
Chapter 3: A Review of Studies on Teacher Cognition and Approaching Teacher Cognition from the Perspective of Dialogism
	3.1 General Trends in Studies on Teacher Cognition
		3.1.1 General Teacher Cognition
		3.1.2 Language Teacher Cognition
		3.1.3 EFL Writing Teacher Cognition
		3.1.4 Language Teacher Cognition in the Chinese Context
		3.1.5 Relationships Between Teacher Cognition and Teaching Practices
		3.1.6 Factors Influencing Teacher Cognition
		3.1.7 Research Methods Adopted in Studies on Teacher Cognition
	3.2 Theoretical Frameworks
		3.2.1 Theoretical Frameworks for Studying Teacher Cognition
		3.2.2 Approaching Teacher Cognition from the Perspective of Dialogism
			3.2.2.1 Dialogism
			3.2.2.2 Heteroglossia and Polyphony
			3.2.2.3 Voice
			3.2.2.4 Relevance to the Study
			3.2.2.5 Application to the Study
	3.3 Research Gaps
		3.3.1 Insufficient Research on Chinese EFL Writing Teacher Cognition
		3.3.2 Response to the Call for Mixed-Methods Research
		3.3.3 Dialogical (Re)Formation Process of Teacher Cognition
		3.3.4 Theory or Praxis: L2 Teaching Theory Development and Teaching Practices
	3.4 Chapter Summary
	References
Chapter 4: Patterns and Differences in Teachers’ Cognition about EFL Writing
	4.1 Descriptive Statistics of Questionnaire Findings
		4.1.1 Internal Reliability and Normality of the Questionnaire
		4.1.2 Descriptive Statistics of Close-Ended Questions in the Questionnaire
	4.2 General Patterns of Teacher Cognition
		4.2.1 Theme One: What Constitutes a Piece of Good-Quality Student Writing
		4.2.2 Theme Two: What Are the Criteria to Evaluate a Good Student Writer
		4.2.3 Theme Three: What Could Help Students to Become Good English Writers
		4.2.4 Theme Four: What Could Help Teachers to Teach EFL Writing More Effectively
		4.2.5 Theme Five: How Does a Teacher Teach College English EFL Writing
		4.2.6 Theme Six: What Resources Contribute to the Teaching of EFL Writing
		4.2.7 Summary
	4.3 Open-Ended Questions
		4.3.1 Results of Open-Ended Questions
		4.3.2 Resources Used by Teachers in the Classroom
		4.3.3 Instructional Language Used in Class
		4.3.4 Summary
	4.4 Demographic Differences of Teacher Cognition
		4.4.1 Cognition Differences Across Age Groups
		4.4.2 Cognition Differences by Gender
		4.4.3 Cognition Differences Based on Academic Qualification
		4.4.4 Cognition Differences Based on Professional Qualification
		4.4.5 Cognition Differences Based on Years of Teaching Experiences
		4.4.6 Cognition Differences Based on Years of Overseas Experiences
		4.4.7 Cognition Differences in Open-Ended Questions
		4.4.8 Summary of the Teacher Cognition Differences
			4.4.8.1 Age Factor
			4.4.8.2 Gender, Academic Qualification, and Professional Qualification Factors
			4.4.8.3 Years of Working Experience
	4.5 Chapter Summary
	References
Chapter 5: Individual Teachers’ Stories: Teacher Cognition of EFL Writing
	5.1 Ming
		5.1.1 Cognition
			5.1.1.1 EFL Writing
			5.1.1.2 Teaching English Writing to EFL Students
			5.1.1.3 Evaluating EFL Writing
			5.1.1.4 Feedback
			5.1.1.5 Pre-service and In-service Training
			5.1.1.6 Test-Oriented Education (CET4 and CET6)
			5.1.1.7 Difficulties, Challenges or Confusions in Teaching English Writing to EFL Students
		5.1.2 Teaching Practice
			5.1.2.1 General Teaching Processes
			5.1.2.2 Teaching Practices Relating to the Teaching of English Writing
		5.1.3 Ming: A Young, Passionate, Confident and Optimistic Teacher with Overseas Experience
	5.2 Dan
		5.2.1 Cognition
			5.2.1.1 EFL Writing
			5.2.1.2 Teaching of English Writing to EFL Students
			5.2.1.3 Teacher’s Role
			5.2.1.4 Evaluating EFL Writing
			5.2.1.5 Feedback
			5.2.1.6 Pre-service and In-service Training
			5.2.1.7 Test-Oriented Education
			5.2.1.8 Difficulties, Challenges or Confusions in the Teaching of English
		5.2.2 Teaching Practice
			5.2.2.1 General Teaching Processes
			5.2.2.2 Teaching Practices Relating to the Teaching of English Writing
		5.2.3 Dan: A Pessimistic and Introverted Teacher with her Own Teaching Style
	5.3 Jun
		5.3.1 Cognition
			5.3.1.1 EFL Writing
			5.3.1.2 Teaching of English Writing to EFL Students
			5.3.1.3 Evaluating EFL Writing
			5.3.1.4 Feedback
			5.3.1.5 Pre-service and In-service Training
			5.3.1.6 Test-Oriented Education
			5.3.1.7 Difficulties, Challenges or Confusions in Teaching English Writing to EFL Students
		5.3.2 Teaching Practice
			5.3.2.1 General Teaching Processes
			5.3.2.2 Teaching Practices Relating to the Teaching of English Writing
		5.3.3 Jun: A Confident and Diligent Teacher Who Valued the Teaching of EFL Writing
	5.4 Hao
		5.4.1 Cognition
			5.4.1.1 EFL Writing
			5.4.1.2 Teaching of English Writing to EFL Students
			5.4.1.3 Feedback
			5.4.1.4 Pre-service and In-service Training
			5.4.1.5 Test-Oriented Education
			5.4.1.6 Difficulties, Challenges or Confusions in Teaching English Writing to EFL Students
		5.4.2 Teaching Practice
			5.4.2.1 General Teaching Processes
			5.4.2.2 Teaching Practices Relating to Teaching English Writing
		5.4.3 Hao: A Pessimistic, Practical and Experienced Teacher Who Adjusted his Teaching Style to Cater to Students’ Interests
	5.5 Yan
		5.5.1 Cognition
			5.5.1.1 EFL Writing
			5.5.1.2 Teaching of English Writing to EFL Students
			5.5.1.3 Evaluating EFL Writing
			5.5.1.4 Feedback
			5.5.1.5 Pre-service and In-service Training
			5.5.1.6 Test-Oriented Education
			5.5.1.7 Difficulties, Challenges or Confusions in Teaching English Writing to EFL Students
		5.5.2 Teaching Practice
			5.5.2.1 General Teaching Processes
			5.5.2.2 Teaching Practices Relating to the Teaching of EFL Writing
		5.5.3 Yan: A Strict and Confident Teacher
	5.6 Qin
		5.6.1 Cognition
			5.6.1.1 EFL Writing
			5.6.1.2 Teaching of English Writing to EFL Students
			5.6.1.3 Evaluating EFL Writing
			5.6.1.4 Feedback
			5.6.1.5 Pre-service and In-service Training
		5.6.2 Teaching Practice
			5.6.2.1 General Teaching Processes
			5.6.2.2 Teaching Practices Relating to the Teaching of EFL Writing
		5.6.3 Qin: A Novice and Unconfident Teacher with Overseas Study Experience
	5.7 Fan
		5.7.1 Cognition
			5.7.1.1 EFL Writing
			5.7.1.2 Teaching of English Writing to EFL Students
			5.7.1.3 Evaluating EFL Writing
			5.7.1.4 Feedback
			5.7.1.5 Pre-service and In-service Training
			5.7.1.6 Test-Oriented Education
			5.7.1.7 Difficulties, Challenges or Confusions in Teaching English Writing to EFL Students
		5.7.2 Teaching Practice
			5.7.2.1 General Teaching Processes
			5.7.2.2 Teaching Practices Relating to the Teaching of EFL Writing
		5.7.3 Fan: An Experienced and Patient Teacher Who Reflected From Her Own Teaching and Managerial Experience
	5.8 Chapter Summary
	References
Chapter 6: Teacher Cognition Formation and Reformation Processes and Its Relationship to Teaching Practice
	6.1 Teacher Cognition
		6.1.1 EFL College English Teachers’ Cognition about the teaching and learning of EFL Writing
			6.1.1.1 EFL College English Teachers’ Cognition about the Teaching of EFL Writing
				6.1.1.1.1 Time Allocation
				6.1.1.1.2 Role of Teachers and Focus of Teaching Practices
				6.1.1.1.3 Teaching Theory
				6.1.1.1.4 What Helps to Teach EFL Writing More Effectively
				6.1.1.1.5 Resources Contributing to Teaching English Writing to EFL Students
				6.1.1.1.6 Teaching English Writing to EFL Students
			6.1.1.2 General Cognition
				6.1.1.2.1 General Cognition About Learning and Teaching of English Writing
				6.1.1.2.2 Evaluation Criteria and Feedback
		6.1.2 Teacher Cognition Differences Among Participants of Different Backgrounds
			6.1.2.1 Stated Factors Influencing Teacher Cognition and Teaching Practices
				6.1.2.1.1 Positive Factors Influencing Teacher Cognition and Teaching Practices
				6.1.2.1.2 Negative Factors Hindering Teachers’ Implementation of College English Teaching
		6.1.3 Summary
	6.2 Teaching Practice
		6.2.1 Survey Study
		6.2.2 In-depth Study
		6.2.3 Relationships Between Teacher Cognition and Teaching Practice
		6.2.4 Summary
	6.3 Dialogical Formation and Reformation Processes of Teacher Cognition
		6.3.1 Revisiting the Theory
		6.3.2 Voices Influencing the Formation and Reformation of Teacher Cognition
		6.3.3 The Processes of the Formation and Reformation of Teacher Cognition
			6.3.3.1 Voices by Centripetal Force
			6.3.3.2 Voices by Centrifugal Force
			6.3.3.3 Voices by Both Centripetal and Centrifugal Forces
		6.3.4 Summary
	6.4 Chapter Summary
	References
Chapter 7: Conclusion
	7.1 Summary of Main Findings
		7.1.1 EFL College English Teachers’ Cognition about Students Writing in EFL and the Teaching of English Writing to EFL Students
			7.1.1.1 Cognition about Teaching English Writing
			7.1.1.2 Cognition about Factors Influencing the Teaching of EFL Writing
		7.1.2 Differences in Teachers’ Cognition about Teaching English Writing to EFL Students: Roles of Age, Gender, and Working Experiences
		7.1.3 Convergence and Divergence of Teachers’ Stated Cognition
		7.1.4 Factors Contributing to the (Re)Formation of Teacher Cognition
	7.2 Contributions of the Study
		7.2.1 Theoretical Contribution
		7.2.2 Methodological Contribution
	7.3 Pedagogical Implications
		7.3.1 Implications for Pre-service Teacher Education Units
		7.3.2 Implications for Education Policymaking
		7.3.3 Implications for College English Textbook Writers
		7.3.4 Implications for the University Leadership Team
	7.4 Recommendations for Further Research
	References