Teacher Recommendations for Writing Programs in Japanese Universities

This paper investigated the recommendations from six EFL (English as a foreign language) teachers about improving writing courses in Japan. The study focused on any commonalities among responses concerning three themes: (1) describing general curriculum, (2) modifications meeting student needs, and (3) identifying innovative approaches. Answers also differed how assessed quality of their composition with some expressing doubts rubrics to evaluate students' papers. Some instructors academic writing, others emphasized emails business technical reports. Regarding second theme, urgently agreed need improve vocabulary, particularly basic knowledge collocation grammar. Instructors regarded organizations capable demand advanced students abundant resources; nonetheless, needed assistance trained tutor writing. Teachers responded third question various ways, analytic method, guided group approach, online software, process grammar checkers. implemented roleplay other activities gain students’ interest. had ideas, but they faced constraints universities or proficiencies. data clearly shows varied methods these that learners continue require formatting essential functions.