Exploring Students’ Experiences with Integrated Writing in the Chinese EFL Classroom: A Qualitative Study

Abstract

Integrated writing, which requires writers to synthesize information from source texts, has been adopted in second language (L2) writing pedagogy. However, little is known about how English as a foreign language (EFL) learners engage with classroom-based integrated writing. To better understand how integrated writing can be incorporated into classroom practice, it is important to gather insights from student writers. Using a qualitative design, this study investigates the experiences of Chinese EFL learners engaging in integrated writing in the English writing classroom. It was conducted among 49 first-year undergraduates majoring in English at a Chinese university. Qualitative data were elicited through semi-structured interviews and reflective journals. All participants engaged in four integrated writing tasks and submitted written reflective journals in their classrooms over a 15-week semester. Ten participants attended the semi-structured interviews by the end of the research. The findings revealed that students faced multiple challenges in reading and writing and employed various coping strategies. Despite challenges, students identified the perceived learning gains from integrated writing. Students reported that integrated writing helped them learn background knowledge, synthesize supporting evidence, and develop vocabulary and grammatical knowledge for writing argumentative essays. The study contributes to a comprehensive understanding of the use of integrated writing as an instructional method for learning to write in EFL pedagogical contexts.