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Designing and Evaluating the Pedagogy of an Online Review Genre Writing Course for PhD Candidates

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Title: Designing and Evaluating the Pedagogy of an Online Review Genre Writing Course for PhD Candidates
Language: English
Authors: Xiuwen Zhai (ORCID 0000-0002-9029-5935), Yan Cao, Shengji Li
Source: European Journal of Education. 2026 61(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 37
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Doctoral Students, Review (Reexamination), Foreign Countries, Course Evaluation, Writing Instruction, Curriculum Design, Online Courses, English for Academic Purposes, Writing Improvement
Geographic Terms: Malaysia
DOI: 10.1111/ejed.70610
ISSN: 0141-8211
1465-3435
Abstract: This study aims to design and evaluate an online academic writing course for PhD candidates who use English as a Foreign Language (EFL), with a specific focus on review genre writing. Although genre-based approaches have been widely applied in academic writing instruction, relatively limited research has examined the systematic design of review genre writing courses for EFL doctoral students, particularly in Asian higher education contexts. This lack of pedagogically grounded course models has created a gap in supporting doctoral students' ability to develop review article writing competence. Drawing on the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model and genre-based approaches (GBAs), the course was developed to enhance participants' ability to produce review articles in academic contexts. Data were collected through timed writing tasks, questionnaires and focus group discussions involving 120 international PhD candidates in Malaysia. The course design addressed participants' identified writing needs, including general academic writing skills, language-related challenges and review genre awareness. The findings indicate significant improvements in review genre writing performance, alongside consistently positive evaluations of the course structure and instructional content. This study demonstrates the value of integrating the ADDIE model with GBAs in supporting the academic writing development of EFL PhD candidates, particularly in relation to review article writing. The findings contribute to research on doctoral education and English for Academic Purposes (EAP), and offer practical implications for the design of academic writing courses in multicultural higher education settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506881
Database: ERIC
FullText Text:
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  Data: Designing and Evaluating the Pedagogy of an Online Review Genre Writing Course for PhD Candidates
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  Data: <searchLink fieldCode="AR" term="%22Xiuwen+Zhai%22">Xiuwen Zhai</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9029-5935">0000-0002-9029-5935</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yan+Cao%22">Yan Cao</searchLink><br /><searchLink fieldCode="AR" term="%22Shengji+Li%22">Shengji Li</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 37
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Review+%28Reexamination%29%22">Review (Reexamination)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Evaluation%22">Course Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22English+for+Academic+Purposes%22">English for Academic Purposes</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink>
– Name: DOI
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  Data: 10.1111/ejed.70610
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aims to design and evaluate an online academic writing course for PhD candidates who use English as a Foreign Language (EFL), with a specific focus on review genre writing. Although genre-based approaches have been widely applied in academic writing instruction, relatively limited research has examined the systematic design of review genre writing courses for EFL doctoral students, particularly in Asian higher education contexts. This lack of pedagogically grounded course models has created a gap in supporting doctoral students' ability to develop review article writing competence. Drawing on the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model and genre-based approaches (GBAs), the course was developed to enhance participants' ability to produce review articles in academic contexts. Data were collected through timed writing tasks, questionnaires and focus group discussions involving 120 international PhD candidates in Malaysia. The course design addressed participants' identified writing needs, including general academic writing skills, language-related challenges and review genre awareness. The findings indicate significant improvements in review genre writing performance, alongside consistently positive evaluations of the course structure and instructional content. This study demonstrates the value of integrating the ADDIE model with GBAs in supporting the academic writing development of EFL PhD candidates, particularly in relation to review article writing. The findings contribute to research on doctoral education and English for Academic Purposes (EAP), and offer practical implications for the design of academic writing courses in multicultural higher education settings.
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        Value: 10.1111/ejed.70610
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 37
    Subjects:
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Review (Reexamination)
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Course Evaluation
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      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Online Courses
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      – SubjectFull: English for Academic Purposes
        Type: general
      – SubjectFull: Writing Improvement
        Type: general
      – SubjectFull: Malaysia
        Type: general
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      – TitleFull: Designing and Evaluating the Pedagogy of an Online Review Genre Writing Course for PhD Candidates
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            NameFull: Shengji Li
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              Y: 2026
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