EXPERT REVIEW OF THE WECWI-ENHANCED 21CLD LESSON PLAN TO IMPROVE COLLEGE ENGLISH WRITING PERFORMANCE: A PILOT STUDY

Abstract

This study presents an expert review of lesson plan design based on the WeCWI-enhanced 21CLD pedagogical approach, aimed at enhancing Chinese undergraduates' College English writing performance. The purpose was to validate its instructional clarity and goal alignment, task design and cognitive demand, student engagement and collaboration, and instructional resources and implementation feasibility of the lesson plans. Two experienced College English instructors were invited to evaluate the clarity, feasibility, and alignment of instructional components with learning objectives.  A checklist consisting of closed-ended items rated on a 5-point Likert scale and open-ended questions was administered to the instructors. The methodology employed both quantitative and qualitative instruments, comprising Likert-scale items and open-ended feedback. Content Validity Index (CVI) and Cronbach's alpha were computed to evaluate content validity and reliability. Results show excellent agreement (I-CVI and S-CVI/Ave =1.00) and internal consistency (Cronbach's alpha = 0.66). Thematic analysis of qualitative feedback identified strengths such as task clarity, alignment with objectives, and integration of ICT, while suggesting areas for improvement, including differentiated scaffolding and resource adaptation. The discussion offers insights into the role of expert review in refining lesson plans and ensuring implementation of fidelity. As a pilot study, it focused on validating the design components and instructional instruments before the implementation phase. This validation phase contributes to the methodological rigour of the main study and supports the feasibility of deploying the WeCWI-enhanced 21CLD pedagogical approach in real-world EFL classrooms.