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

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