China Secondary English Teachers’ Voices on Zhongkao Writing: Challenges, Perceived Needs and a Blueprint for Module Design

Abstract

This study examined how China secondary English teachers perceive the teaching of Zhongkao English writing and how their perceptions can inform the design of an exam-aligned writing module. Thirty Grade 9 English teachers completed an open-ended online questionnaire. Items were adapted from established teacher surveys and refined through expert review. Responses were analysed using reflexive thematic analysis. Teachers described recurring challenges: limited vocabulary and grammar control, weak text organisation, difficulties connecting background knowledge to the task, high anxiety and poor time management in timed essays, and feedback pressures in large mixed-ability classes. They also reported misalignment between textbook tasks and Zhongkao essay demands, tensions with private tutoring materials and missed opportunities to build on students’ digital writing experiences. Teachers agreed that existing textbooks and exercise books are too general and called for a dedicated Zhongkao writing module that is exam-specific, updated and workable within heavy workloads. From their responses, five design principles emerged: explicit training in task analysis and time management; integrated work on grammar, vocabulary, genre and organisation within exam-like tasks; scaffolded and levelled activities; embedded assessment support through rubrics, annotated sample scripts and error-coding systems; and flexible delivery that combines intensive lessons with short writing practice. The findings suggest that exam alignment, teacher workload, fairness and links to students’ digital lives are central to how teachers define “need” in this high-stakes context. Future research should include novice teachers, triangulate teacher reports with classroom and learner data, and test prototype modules across different regions and school types.