The challenge of academic writing for Chinese students within ...

in exams, such as grammar practice. Therefore, I have never thought about how
to use the language and had the feeling that the exam is the purpose of learning
the language. (Jo, autobiographical account)
Moreover, the participants also pointed out that there was a lack of an environment in
which they could improve their communicative skills. They reported that their English
language class in schools was taught predominantly in Mandarin or Cantonese Chinese.
They seldom spent time outside of the class attending extra-curricular classes or activities
that might have provided an opportunity to practise English language speaking and
listening skills due to heavy course workload and examination pressure.
To some extent, different forms of English education across regions were identified by
the participants as having disadvantaged their English learning. Some obtained their
education in different locations since their family moved from rural China to cities, from
inland to coastal cities. They noticed the distinctions in relation to English textbooks and
teachers, and teaching approaches. Chris found it difficult when he moved to one coastal
city to study, catching up with the rest of the class since English textbooks used in his
previous school in an inland city were less advanced than the one in coastal cities. He
also pointed out that students started to learn English earlier in coastal cities than in his
home city. Jo, Celine, Holly, and Ridi experienced similar difficulties of learning English
in cities. For instance, Jo recalled how outdated the English textbooks were in her
hometown school to the extent that she was able to use her elder cousin‘s textbooks
without purchasing new ones. Compared with students in big cities, some participants‘
English learning started one or two grade later. In some cities English classes in schools,
especially primary schools, are more relaxed and linked to extracurricular activities in
which students‘ competence in using English for communication is developed. Some
participants reported that their English learning experience in schools and difficulties
they encountered had a detrimental effect on their future learning:
I transferred to another private full-time boarding school in 1999. It is a big and
beautiful school. I was studying in that school for six years (junior high school
and senior high school). There was one English lesson taught by a foreigner
teacher each week. The foreigner teacher just spoke English. It was not an
effective way to improve my English, because I knew too little English to
understand. Finally, my English developed very slowly. I really disliked
English very much. I failed most of my English exams in those six years.
(Holly, autobiographical account)
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