Towards an Eclectic Framework for Teaching EFL Writing in a Chinese Context

The challenges of writing itself and lack of appropriate teaching methodology demotivate EFL (English as a Foreign Language) learners in some Chinese universities to write more, especially as the only incentive for students to write is the compulsory tests. The main objectives of this article are: (1) to discuss the background of the EFL learners in Chinese tertiary education and then to elaborate on their needs and problems for EFL writing; (2) to review the existing approaches to teaching writing; and (3) to propose and justify an integrated model on the basis of these approaches for teaching EFL writing in the Chinese context.