Practice and future directions for developing Chinese speakers' English writing across different education levels

We aim for this chapter to provide English writing educators and researchers a concise source of information on current innovative English writing classroom practices. This chapter further provides implications for the development of second language English writing instruction for Chinese speakers. We discuss current writing practices and propose future directions for teaching and researching writing in primary education, secondary education, university and graduate education. We also suggest how English writing teachers can make research-based decisions concerning their selection and implementation of instructional approaches (e.g., e-learning, metacognitive training, and genre instruction). By reviewing the studies in this book and also drawing on other sources, we aimed to reconceptualise English writing in terms of: integrating teaching approaches, incorporating e-learning, innovating process-oriented writing, introducing collaborative writing, instituting strategy-based instruction, encouraging the use of metacognitive strategies, examining washback effects, considering writing for international communication purposes, and teaching writing for publication purposes.