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Lu Zhang
Faculty of Education and Social Work, The University of Auckland, Auckland 1023, New Zealand

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Short Biography

Lu Zhang has earned her PhD in Education (Applied Linguistics & TESOL) from The University of Auckland, New Zealand. She is going to take up a position as Lecturer/Assistant Professor at the School of Foreign Languages, Ocean University of China, Tsingtao, China. Her current interests include English for academic purposes, second language writing development, especially EFL students’ understanding of authorial stance and stance-taking. She has published research in journals such as Applied Linguistics Review, among other Chinese journals.

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Journal article
Published: 12 April 2021 in Sustainability
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Effective stance-taking is considered as a crucial skill for successful academic writing and sustainable development of writing scholarship. However, student writers often encounter difficulties in this aspect. Scholars have thus called for explicit instruction to develop students’ academic writing ability as a sustainable goal. Learning stance-taking is a particularly relevant area of intensive interest among writing scholars. Yet, few empirical studies have been conducted to examine its effectiveness on students’ academic writing quality and stance deployment. To fill this gap, a quasi-experimental research was conducted with 46 undergraduate students in a Chinese university, who were randomly assigned to two conditions: a treatment group and a comparison group. The treatment group received an eight-week explicit stance instruction, while the comparison group received curriculum-based writing instruction at the same time. Academic texts were collected both prior to and after the period of intervention. Results revealed that the treatment group outperformed the comparison group in the post-test in terms of academic writing quality and stance performance. Their writing also exhibited changes in the frequencies of an array of stance types deployed (e.g., proclaim: pronounce, proclaim: endorse, entertain, attribute), indicating their enhanced understanding of stance and improved competence of mitigation and integrating external voices for better academic writing. Implications for writing instruction are discussed.

ACS Style

Lu Zhang; Lawrence Zhang. Fostering Stance-Taking as a Sustainable Goal in Developing EFL Students’ Academic Writing Skills: Exploring the Effects of Explicit Instruction on Academic Writing Skills and Stance Deployment. Sustainability 2021, 13, 4270 .

AMA Style

Lu Zhang, Lawrence Zhang. Fostering Stance-Taking as a Sustainable Goal in Developing EFL Students’ Academic Writing Skills: Exploring the Effects of Explicit Instruction on Academic Writing Skills and Stance Deployment. Sustainability. 2021; 13 (8):4270.

Chicago/Turabian Style

Lu Zhang; Lawrence Zhang. 2021. "Fostering Stance-Taking as a Sustainable Goal in Developing EFL Students’ Academic Writing Skills: Exploring the Effects of Explicit Instruction on Academic Writing Skills and Stance Deployment." Sustainability 13, no. 8: 4270.