A Systematic Review Of The EFL Writing Module Development And Implementation

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Jing Sun ; Saeid Motevalli ; Nee Nee Chan


A growing number of English as a Foreign Language (EFL) modules have used various methods to develop their tool. However, there is little research assessing the empirical evidence of EFL writing learning module development to researchers and EFL instructors. This article aims to review how the writing module was developed and how it worked in the English as a Foreign Language (EFL) context. A systematic review method is used to analyze the key research conducted and published from 2018 to April 2022, in order to reveal the problems existing in the current EFL writing pedagogy, the main concerns in EFL writing module development, and the factors affecting the implementation of the writing module. This paper selects the most highly relevant 9 modules for analysis. The results show that: (1) the main problems in EFL writing from K12 to university level are still the lack of language proficiency and writing skills; (2) research and development methods are generally used to develop writing modules; (3) reflective reports, self-evaluation and focus group discussions are increasingly applied in class to meet the expectations for improving learners’ competence, performance and skills. When conducting SEM, there are many issues that should be addressed. Overlooking these issues may invalidate findings. The results of this review provide a reference for EFL writing Syllabus designers, writing module developers and teachers and pave the way for researchers to adopt this method in their studies.

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