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Kore University of Enna
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Prof. Dr. Gabriela Topa
Social and organizational Psychology, Universidad Nacional de Educacion a Distancia
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Home > Archives > Vol. 11 No. 2 (2026): Publishing > Research Articles
ESP-4543

Published

2026-02-11

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Vol. 11 No. 2 (2026): Publishing

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Research Articles

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Copyright (c) 2026 Xu Dong*, Nur Ainil Sulaiman, Wahiza Wahi, Siti Shuhaida Shukor

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How to Cite

Xu Dong, Nur Ainil Sulaiman, Wahiza Wahi, & Siti Shuhaida Shukor. (2026). Exploring the role of input in teaching of continuation writing task : A case study for senior high school English teacher. Environment and Social Psychology, 11(2), ESP-4543. https://doi.org/10.59429/esp.v11i2.4543
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Exploring the role of input in teaching of continuation writing task : A case study for senior high school English teacher

Xu Dong

Faculty of Education, Universiti Kebangsaan Malaysia

Nur Ainil Sulaiman

Faculty of Education, Universiti Kebangsaan Malaysia

Wahiza Wahi

School of Liberal Studies (Pusat Pengajian Citra Universiti), Universiti Kebangsaan Malaysia

Siti Shuhaida Shukor

Faculty of Languages and Communication, Universiti Pendidikan Sultan Idris


DOI: https://doi.org/10.59429/esp.v11i2.4543


Keywords: Adaptability; Emotional Intelligence; Performance; Team Dynamics; Team Reflexibility


Abstract

This qualitative case study investigates how senior high school English teachers in China plan and prepare input materials for the Continuation Writing Task (CWT), a component of the National College Entrance Examination (Gaokao). Through semi-structured interviews and document analysis with three teachers, the research identifies four interconnected themes. Findings reveal that teachers’ reading material selection for students CWT writing is strategically focused on aligning with exam trends, ensuring thematic relevance, controlling difficulty, and stimulating student interest, primarily using narrative genres. However, they face significant challenges, including a scarcity of high-quality texts, difficulty mismatches, cultural accessibility issues, and balancing exam preparation with classroom engagement. In response, teachers employ adaptive strategies such as diversifying resources (e.g., textbooks, online materials, past papers), implementing tiered adaptations for proficiency levels, and building cultural bridges. The study concludes that effective CWT preparation requires teachers to act as critical curators, navigating the tension between standardized exam demands and the need to foster student engagement and writing proficiency.


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