Abstract

Genre-based theory has initially introduced to China in the 1990s, and has since become predominantly integrated into the English writing system in the bulk of China. However, according to the unbalanced development in English education in China, the effective implementation of genre-based theory embedded in the English argumentative writing courses has not been thoroughly validated in Yunnan locating in the Chinese southwest field. Additionally, skilled writing proficiency constitutes a vital part for EFL and ESL college students for completing their undergraduate degree in China. Most of mandatory English tests for Chinese college students require an over-standard skill in English writing, especially in argumentative writing. Hence, this study aims to investigate whether there is an improvement in college students’ writing proficiency and critical thinking ability through genre-based argumentative written course via blended settings in Yunnan. The researcher designed a genre-based argumentative written course via blended settings with 247 college freshmen as participants and invited five experts to evaluate the validity of the course. The findings provide significant implications on these participants’ argumentative writing proficiency, identifying the effectiveness of genre-based theory applied in the argumentative written course via blended settings. Simultaneously, successful integration of genre-based theory in argumentative written course via blended settings in Yunnan offers a pioneering evidence and guarantees for the development of English writing in China’s southwestern regions.

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