Measuring English Instructors’ Perceptions on the Challenges of College English Writing Instruction and WeCWI-Enhanced 21CLD Pedagogical Approach
DOI:
https://doi.org/10.37134/ajelp.vol13.1.10.2025Keywords:
College English writing, instructional challenges, perceptions, WeCWI, WeCWI-enhanced 21CLDAbstract
This study investigates the instructional challenges faced by College English instructors in China and evaluates the potential of the WeCWI-enhanced 21CLD pedagogical approach to address these challenges. The research objectives are to measure the perceptions among College English instructors about the instructional challenges of College English writing performance faced by undergraduate students and to measure College English instructors’ perceptions of the effectiveness of WeCWI-enhanced 21CLD in tackling these instructional challenges. Data were collected through surveys distributed to 85 English as a Foreign Language (EFL) instructors, focusing on their teaching practices and exposure to effective instructional frameworks. Key findings reveal significant challenges in integrating effective pedagogical methods and a high level of instructor unfamiliarity with the WeCWI framework, 21CLD rubrics and WeCWI-enhanced 21CLD pedagogical approach. Adopting the WeCWI-enhanced 21CLD approach improves student outcomes by embedding cognitive strategies and 21st-century skills. Consequently, institutions should prioritise professional development and support for instructors to implement these innovative pedagogical approaches effectively. The study utilises descriptive statistical analyses to evaluate the data, providing a comprehensive understanding of the challenges and perspectives of instructors. Descriptive statistics summarised the data, offering a clear picture of the instructional challenges and familiarity with the pedagogical approaches. The research highlights the need for continuous professional development and support for instructors to implement these more advanced teaching methods effectively. The findings advocate for institutional support to provide resources and train teachers to facilitate changes in teaching practices. The study concludes that the WeCWI-enhanced 21CLD pedagogical approach has great potential to influence College English writing education and improve students’ writing performance.
Downloads
References
Babu, N., & Kohli, P. (2023). Commentary: reliability in research. Indian Journal of Ophthalmology, 71(2), 400. https://doi.org/10.4103/ijo.IJO_2016_22
Chen, D. (2021). Retracted: An improvement in the teaching of college English writing and communication tools for fifth generation network: Comparative study. International Journal of Communication Systems, 34(12). https://doi.org/10.1002/dac.4852
Chen, J. J., & Johannesmeyer, H. J. (2021). Gagné’s 9 events of instruction with active learning: teaching student pharmacists how to measure blood pressure. Journal of Pharmacy Practice, 34(3), 407–416. https://doi.org/10.1177/0897190019875610
Cole, A. W., & Weber, N. L. (2019). The use of emerging technology exploration projects to guide instructional innovation. In Technology Leadership for Innovation in Higher Education (pp. 165–184). https://doi.org/10.4018/978-1-5225-7769-0.ch007
Deveci, T. (2018). Student perceptions on collaborative writing in a project-based course. Universal Journal of Educational Research, 6(4), 721–732. https://doi.org/10.13189/ujer.2018.060415
Gallagher, S. E., & Savage, T. (2023). Challenge-based learning in higher education: an exploratory literature review. Teaching in Higher Education, 28(6), 1135–1157. https://doi.org/10.1080/13562517.2020.1863354
Gao, L. (2019). Study on teaching college English writing based on lexical chunks. English Language Teaching, 12(9), 1. https://doi.org/10.5539/elt.v12n9p1
Geng, F., Yu, S., Liu, C., & Liu, Z. (2022). Teaching and learning writing in English as a foreign language (EFL) school education contexts: A thematic review. Scandinavian Journal of Educational Research, 66(3), 491–504. https://doi.org/10.1080/00313831.2021.1897872
Jager, L., Denessen, E., Cillessen, A., & Meijer, P. C. (2022). Capturing instructional differentiation in educational research: investigating opportunities and challenges. Educational Research, 64(2), 224–241. https://doi.org/10.1080/00131881.2022.2063751
Jiang, L., Yu, S., Zhou, N., & Xu, Y. (2023). English writing instruction in Chinese students’ experience: A survey study. RELC Journal, 54(1), 37–54. https://doi.org/10.1177/0033688220980227
Kryucheva, Y., & Tolstoukhova, I. (2023). Modern ways of learning as a means of enhancing the cognitive activity of students. Nuances: Estudos Sobre Educação, e023006. https://doi.org/10.32930/nuances.v34i00.9963
Li, B., & Su, Z. (2021). Research on data mining equipment for teaching English writing based on application. Journal of Intelligent & Fuzzy Systems, 40(2), 3263–3269. https://doi.org/10.3233/JIFS-189366
Li, Y. (2023). The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1165221
Liu Yinyan. (2020). The reform of online and offline blended teaching modes in college English writing teaching. 2020 International Conference on Educational Training and Educational Phenomena (ICETEP2020), 98–101. https://doi.org/10.38007/Proceedings.0000918
Mah Boon Yih. (2015). Web-based-cognitive-writing-instruction-wecwi-a-theoretical-and-pedagogical-e-framework-for-language-development. International Journal of Information and Communication Engineering, 9(2), 425–429.
Mah Boon Yin. (2023). WeCWI-enhanced 21CLD: Transform learning into enriched pedagogical experience. Https://Www.Wecwi.Com/Post/Wecwi-Enhanced21cld.
Mangundu, J. (2022). Higher education institutional innovation: An analysis of challenges to e-academic advising during emergency remote teaching. SA Journal of Information Management, 24(1). https://doi.org/10.4102/sajim.v24i1.1569
Mishra, M., & Allen, M. S. (2023). Face, construct and criterion validity, and test-retest reliability, of the adult rejection sensitivity questionnaire. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000782
Ondé, D., & Alvarado, J. M. (2020). Reconsidering the conditions for conducting confirmatory factor analysis. The Spanish Journal of Psychology, 23, e55. https://doi.org/10.1017/SJP.2020.56
P. Nishantha De Silva, D. S., Chinna, K., & Ferdous Azam, S. M. (2019). An exploratory factor analysis on variables affecting the profitability of Sri Lankan local commercial banks. European Journal of Management and Marketing Studies, 4. https://doi.org/10.5281/zenodo.3556982
Perera, C. H., Nayak, R., & Nguyen, L. V. T. (2022). Quantitative data presentation and analysis: Descriptive analysis. In Social Media Marketing and Customer-Based Brand Equity for Higher Educational Institutions (pp. 169–186). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-5017-9_5
Peter McPhee. (2022). Academic challenges and solutions in higher education: An Australian perspective. In Reclaiming Public Universities (pp. 53–69). Routledge India.
Ramma, Y., Bholoa, A., & Watts, M. (2020). Guided Discovery—Robert Gagné (pp. 191–208). https://doi.org/10.1007/978-3-030-43620-9_14
Shrestha, N. (2021). Factor analysis as a tool for survey analysis. American Journal of Applied Mathematics and Statistics, 9(1), 4–11. https://doi.org/10.12691/ajams-9-1-2
Spoto, A., Nucci, M., Prunetti, E., & Vicovaro, M. (2023). Improving content validity evaluation of assessment instruments through formal content validity analysis. Psychological Methods. https://doi.org/10.1037/met0000545
Sturm, B. L. T., & Flexer, A. (2023). Validity in music information research experiments. http://arxiv.org/abs/2301.01578
Sun, L. (2024). The impact of college English teaching on improving students’ writing effectiveness in the context of big data. Applied Mathematics and Nonlinear Sciences, 9(1), 13. https://doi.org/10.2478/amns.2023.1.00356
Taber, K. S. (2018). The use of cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
TAN Huining. (2022). Thoughts and practices on cultivating college students’ English writing ability. Journal of Cultural and Religious Studies, 10(9), 541–544. https://doi.org/10.17265/2328-2177/2022.09.007
Tan, X. (2019). Research on college English writing teaching under the background of big data: taking leshan normal university as an example. Theory and Practice in Language Studies, 9(1), 60. https://doi.org/10.17507/tpls.0901.09
Tao, Y. (2020). The reform of English writing teaching for college students in the big data age. Proceedings of the 2019 International Conference on Education Science and Economic Development (ICESED 2019). https://doi.org/10.2991/icesed-19.2020.91
Tough, D. (2012). A Focus on Robert Gagné’s instructional theories: Application to teaching audio engineering. Journal of the Music and Entertainment Industry Educators Association, 12(1), 209–220. https://doi.org/10.25101/12.9
Van Allen, J., & Zygouris-Coe, V. “Vicky” I. (2020). Preparing teachers to integrate digital tools that support students’ online research and comprehension skills. In Handbook of Research on Literacy and Digital Technology Integration in Teacher Education (pp. 47–77). https://doi.org/10.4018/978-1-7998-1461-0.ch003
Ying, Z. (2018). Exploring construction of college English writing course from the perspective of output-driven hypothesis. English Language Teaching, 11(2), 188. https://doi.org/10.5539/elt.v11n2p188
Zhang, L. (2016). Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education. Australian Review of Applied Linguistics, 39(3), 203–232. https://doi.org/10.1075/aral.39.3.01zha
Zhang, L. (2022a). Improved collaborative filtering automatic assessment system for teaching English writing in college. Advances in Multimedia, 2022, 1–9. https://doi.org/10.1155/2022/7092811
Zhang, L. (2022b). Improved collaborative filtering automatic assessment system for teaching English writing in college. Advances in Multimedia, 2022, 1–9. https://doi.org/10.1155/2022/7092811
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ye Chen, Boon Yih Mah, Nor Fazlin Mohd Ramli
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
