Higher-degree research being undertaken by Wei Wang




Associate Professor Hui-zhong Shen

Thesis title:

Academic genre learning: an examination of Chinese EFL college students in a thesis writing course.



Project description

Wei Wang’s on-going research project focuses on English as a Foreign Language (EFL) students’ learning of academic genres in classroom settings in China. Informed by three theoretical constructs: genre-based pedagogy of academic writing (Hyland, 2004, 2007), Critical Language Awareness (Clark, 1992; Fairclough, 2001, 2010) and learner autonomy (Benson, 2001; Littlewood, 1997), it adopts a qualitative case-study design for investigating a group of master’s students’ learning experience in a Thesis Writing course at a Chinese university. Two research questions designed for this study are as follows:
1) How do Chinese EFL college students build their genre knowledge of thesis writing through learning in an academic writing course?
2) How do learner characteristics influence genre knowledge development in their learning process?
Data are collected from interviews, classroom observations, process logs and participants’ written texts in the one-semester writing course and analysed by the method of constant comparison. Findings of this study will provide insights into Chinese EFL students’ learning experience in the emerging EAP pedagogy in Chinese universities. A pedagogical framework/model will be developed to inform the design and teaching of English academic writing in universities across China and other similar contexts.

Wei Wang was awarded her BA and MA degrees from prestigious universities in China: Nanjing University and Fudan University. She has been working as Lecturer at College English Center of Fudan University since 2006. As an exemplary classroom practitioner, Wei teaches the units of College English (Level 1 to 4), English Listening and English Speaking. She has also undertaken the roles of Course Coordinator, Research Assistant and Student Advisor at her Faculty.
Wei’s research areas include genre studies, genre-based writing pedagogy and L2 academic literacies. Currently, Wei is making steady progress in the final stage of her PhD journey and appreciates the unfailingly invaluable support from her experienced supervisor, Associate Professor Hui-zhong Shen.

Book chapters:

  • Wang, W. (2011). Register analysis in EAP writing. In D. Qiu, P. Ji, & Y. Fan (Eds.), Exploration and Practice of College English Teaching (pp. 29-38). Shanghai: Fudan University Press.

Conference presentations: