Give students more chances to produce output and communicate during writing, with varied assignment types and clear sufficient feedback¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the interview findings and the Output Hypothesis, the article recommends that college teachers give students more chances to output, especially to write, and more chances to express themselves in class so that knowledge they cannot express well draws their notice. It recommends that writing assignments vary in types and patterns to raise motivation and practical applicability, and that feedback be clear, appropriate and sufficient. It also encourages student communication and cooperation during writing so learners notice their output and test hypotheses.

Design Implications¶

Context¶

Requirements¶

• Teachers must have time to give clear, appropriate and sufficient feedback
• Writing assignments must vary in types and patterns

Constraints¶

• The suggestions respond to problems found at one Chinese normal university; the article notes teachers' limited time and heavy teaching tasks as an obstacle

Target Learners¶

• college English majors
• Chinese university EFL students

Target Learning Goals¶

• English writing ability
• motivation and interest in writing
• language output and hypothesis testing

Affordances¶

• Output Hypothesis Three Functions

Related Strategies¶

Examples¶

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Key Sources¶

• Honglan Wei. (2018). Implication of Output Hypothesis on Teaching College English Writing ------Based on an interview in JiangXi Normal University. World Journal of Education, 8(5). https://doi.org/10.5430/wje.v8n5p198