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Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective
Shulin Yu1; Hao Xu2; Lianjiang Jiang1,3; Iris Ka Ian Chan1
2020-06-01
Source PublicationJournal of Second Language Writing
ISSN1060-3743
Volume48
Abstract

Despite a growing recognition of the importance of teacher beliefs and practices, those of novice EFL secondary teachers regarding writing instruction remains underexplored. Drawing on complexity theory, this article reports on two secondary teachers’ beliefs and practices about writing instruction in Macau. Data were gathered through classroom observations, in-depth interviews and documents. The findings reveal two distinctive systems of beliefs and practices within the two cases, one being element-based and the other being process-oriented. Specifically, while the teacher of element-based beliefs experienced difficulties in enacting key elements of genre, audience, and feedback in practice, the teacher of process-oriented beliefs adopted a step-wise approach in instructional practice, which was nonetheless constrained by the school curriculum. These findings suggest that while the two cases were able to maintain internal coherence between their individual beliefs and practices, they experienced external constraints stemming from their curriculum and schools that led to dissonances in their beliefs and practices. The study calls for attention to the complex interactions among beliefs, practices and contexts and to how novice teachers develop their beliefs and practices systems regarding writing instruction within their situated contexts.

KeywordComplexity Theory Instructional Practice L2 Writing Novice Teachers Teacher Belief
DOI10.1016/j.jslw.2020.100728
URLView the original
Indexed BySSCI ; SSCI
Language英語English
WOS Research AreaLinguistics
WOS SubjectLinguistics
WOS IDWOS:000542282200013
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Cited Times [WOS]:1   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorHao Xu
Affiliation1.Faculty of Education,University of Macau,Macau,China
2.National Research Centre for Foreign Language Education,Beijing Foreign Studies University,Beijing,100089,China
3.School of Foreign Languages,Jimei University,Xiamen,China
First Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Shulin Yu,Hao Xu,Lianjiang Jiang,et al. Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective[J]. Journal of Second Language Writing,2020,48.
APA Shulin Yu,Hao Xu,Lianjiang Jiang,&Iris Ka Ian Chan.(2020).Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective.Journal of Second Language Writing,48.
MLA Shulin Yu,et al."Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective".Journal of Second Language Writing 48(2020).
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