Abstract

College English (CE), a required course for college and university’s students in China, plays a significant role in students’ academic performance and future career success. The quality of College English instruction contributes to students’ outcomes of English proficiency. Writing, as an important outcome of students’ English learning, is an integral part to the assessment of College English competence. As an instructor paying less attention to students’ English writing may have a dramatic consequence on reading instruction and thus has led to the inefficiency of improving students’ overall English proficiency. Based on professor Yan’s one year visiting scholar experience at University of Massachusetts (Boston) of the United States, especially by sitting in several English faculties’ lectures, here the author tries to illustrate new ways of improving College English instruction at colleges and universities in China. It might have important impact on College English instruction pedagogies. The paper also attempts to provide suggestions for College English teachers to rethink their College English instruction pedagogies, especially in the area of College English Intensive Reading, in a changed, and changing, context.

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