Chinese TEFL Teachers’ Conceptions of Writing: A Partial Credit Model Analysis
Chinese TEFL Teachers’ Conceptions of Writing: A Partial Credit Model Analysis

Summary/Abstract: This study aimed to examine Chinese TEFL (teaching English as a foreign language) teachers’ conceptions of writing, in particular, to find out their agreeability with multifaceted concepts of writing, multi-functions of writing, facilitators to the development of writing, and the basis of good writing. A questionnaire containing natures, functions, and development of writing, and text features of good writing was developed to collect data online; items had 5-point Likert scales. 490 (female 76.3%) participants were engaged in the sample. Partial credit model was used to analyze participants’ agreeability with these constructs concerned with conceptions of writing. Results show that participants generally tend to agree more with the transfer effect of reading activities in facilitating the development of writing as well as the contribution of vocabulary to good texts. However, results also indicate that numerous participants ignore the importance of the length and punctuations of a text, and doubt the communicative function of writing. Participants’ specific agreeability with individual construct was also presented and discussed. Findings show that a Rasch Measurement effectively identifies participants’ agreeability with conceptions of writing.

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