China’s recent curriculum reform of English as a foreign language program has shifted toward an integration of language abilities and transferable skills such as intercultural skills. This study is part of an internal evaluation project that examines the implementation and impact of a newly reformed writing course at one of China’s top foreign studies universities. The study explores students’ acceptance and learning experiences of the course with specific focus on reform features. Applying a mixed methods approach, the study drew quantitative data from the student survey and test scores, and qualitative data from interviews and reflexive journals. Mixed analyses confirmed the design and suitability of the course. Findings indicated high appreciation of the course, statistically significant increase in test scores, and moderate improvement on intercultural skills.
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