ABSTRACT
Our study directly compares three different English as a foreign language (EFL) contexts in order to understand how EFL writing practices differ (or not) across the world. The researchers conducted teacher surveys, focus groups, and selected teacher interviews with teachers from Poland (42), China (15), and Mexico (14). A perceived low value of English writing skills was common to all contexts; however, the Mexican teachers, not pressured by national exams, practiced process writing and less form-focused assessment. The effects of strict national policies as well as striking similarities across remote EFL contexts stand out. Implications for teacher training are considered.
