Developing students’ reflexive knowledge through EAP instruction

Zhang, Yan (Olivia) and Hyland, Ken (2025) Developing students’ reflexive knowledge through EAP instruction. Journal of Second Language Writing, 70. ISSN 1060-3743

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Abstract

Being reflective means thinking deeply and thoughtfully about one's experiences, thoughts, and emotions, fostering greater self-awareness and understanding. It is a process of self-examination and a skill learners need to develop to fully articulate their ideas and interpretations in writing. While increasing attention is now devoted to promoting students’ reflective practice, instruction that develops their reflexive knowledge remains underexplored. Based on analyses of an EAP teaching context in China, we show how sequenced tasks (guided textual analysis, multi-source feedback, collaborative text reworking and self-assessment) can enhance students’ reflection-on-practice and their use of various kinds of knowledge (cognitive, linguistic, cultural, assessment) in situated contexts. Through analyses of students’ group exemplar and self-feedback, we discuss students’ engagement and reflective judgement in writing through resources of teacher instruction, peer-assisted learning and self-assessment.

Item Type:	Article
Additional Information:	Data availability: Data will be made available on request. Funding statement: This work is funded by the 2024 Teaching Quality Enhancement Project of Sun Yat-sen University
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Language in Education
Depositing User:	LivePure Connector
Date Deposited:	29 Sep 2025 09:30
Last Modified:	30 Sep 2025 16:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/100476
DOI:	10.1016/j.jslw.2025.101245

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