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Innovations in Writing Instruction in China: Metasynthesis of Qualitative Research for the Period 2005–2016

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Innovation in Language Learning and Teaching

Part of the book series: New Language Learning and Teaching Environments ((NLLTE))

Abstract

With academic writing now viewed as an important part of English language instruction, research studies have seen an increased emphasis on the question of how innovations in writing instruction impact students’ writing outputs. Using the method of qualitative metasynthesis, this study provides an in-depth and comprehensive analysis of 60 empirical studies published during the period of 2005–2016 that examine this question. Several constructs pertaining to the domain of innovations in writing instruction from primary, secondary, and higher education have been identified. Based on this research review, we explicate the impetus of, lessons learned from, and future directions of innovations in writing instruction in China.

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Author information

Authors and Affiliations

  1. Nanyang Technological University, Singapore, Singapore

    Chiew Hong Ng & Yin Ling Cheung

Authors
  1. Chiew Hong Ng
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  2. Yin Ling Cheung
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Editor information

Editors and Affiliations

  1. Department of Education, Unitec Institute of Technology, Auckland, New Zealand

    Hayo Reinders

  2. University of Hong Kong, Pokfulam, Hong Kong

    David Nunan

  3. Xi’an Jiaotong-Liverpool University, Suzhou, China

    Bin Zou

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Ng, C.H., Cheung, Y.L. (2017). Innovations in Writing Instruction in China: Metasynthesis of Qualitative Research for the Period 2005–2016. In: Reinders, H., Nunan, D., Zou, B. (eds) Innovation in Language Learning and Teaching. New Language Learning and Teaching Environments. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-60092-9_4

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  • DOI: https://doi.org/10.1057/978-1-137-60092-9_4

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-60091-2

  • Online ISBN: 978-1-137-60092-9

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