A Study on a Writing-Driven Teaching Model for Chinese Expression through the Integration of Multiple Language Skills

Abstract

This study addresses the problem of students’ insufficient willingness to express themselves in the process of Chinese language acquisition. Grounded in an expression-driven approach, it develops a teaching model that is oriented toward learners’ needs, centered on writing, and aimed at integrating multiple language skills. The model seeks to move beyond the traditional positioning of writing as a single outcome-based task following textbook learning, and to reconceptualize it as a process-oriented expressive activity that integrates multiple skills. Findings from classroom practices and learner questionnaires suggest that the model may help stimulate students’ willingness to express themselves and facilitate the development of multiple language skills, while also showing potential for classroom implementation and pedagogical application.