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This chapter has two major objectives. First, it sets out to examine writing proficiency of pre-service EFL teachers. The writing proficienc of pre-service EFL teachers is situated in the context of the professional preparation of English teachers. Current qualification/requirements regarding language proficiency in both native and non-native speaking settings are discussed. Following this, the construct inherent in requirements/standards of writing proficiency for pre-service EFL teachers, which has received little attention in the literature, is discussed.Third, a list of discourse features is proposed and its relevance to the analysis of writing performance of pre-service EFL teachers is evaluated.
The second aim of this chapter is to arrive at the discourse analytic measures for the selected features, which can be used as a basis for the empirical investigation of the writing performance of pre-service EFL teachers. Relevant literature on the operationalization and measures of each of these features is discussed. A list of discourse analytic measures is then chosen, which will be further explored and employed in Study One.