Examining preparation for teaching writing in Hong Kong

Sarah McCarthey, Jiadi Zhang

Research output: Contribution to journalArticlepeer-review


While recent research has examined cross-national curriculum and teacher preparation for second language writing, little research has investigated the influences of the pandemic and other social changes in preparing teachers to teach writing. The purpose of the study was to understand the preparation of teachers to teach writing, the factors that influenced pedagogical practices, and the changes over a five-year period during political and social changes in Hong Kong. Interviews with university professors indicated that there was limited time devoted to writing both at the university level and in primary and secondary schools. Instructors modelled process and genre approaches with the preservice and practising teacher, noting there was an increased focus on prewriting strategies in schools; however, there was little emphasis on providing feedback or revising texts. Language policies and exam pressure continued to influence writing instruction. However, signs of changing writing practices included teachers taking up process writing and formative assessment; a focus on the 21st century skills including technology use learned through the pandemic; and preservice teachers adopting more critical stances.

Original languageEnglish (US)
StateAccepted/In press - 2023


  • Hong Kong
  • Teacher preparation
  • exams
  • technology
  • writing

ASJC Scopus subject areas

  • Education


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