Abstract

This paper aims to investigate potential advantages of process writing in Chinese EFL classrooms in higher education. A survey of questionnaires and semi-structured interviews are employed to elicit data. 150 Junior English majors and 3 writing teachers who have conducted process writing at China West Normal University (CWNU) in Sichuan, Southwest China are invited to take part in the investigation. The results show that process writing has many advantages during its three stages: the pre-writing stage (including brainstorming), the while-writing stage (involving three drafts of writing) and the post-writing stage (covering peer review, teacher feedback and final publication). It is concluded that process writing can benefit both students and their teachers, which can be regarded as an effective part of Chinese EFL classrooms in higher education. As EFL classrooms share some similar features in teaching writing, this study may have some implications for other EFL countries as well.

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