Bringing Innovation to EFL Writing: The Case of a Primary School in Hong Kong

Autor/inn/en	Lee, Icy; Wong, Kevin
Titel	Bringing Innovation to EFL Writing: The Case of a Primary School in Hong Kong
Quelle	In: Asia-Pacific Education Researcher, 23 (2014) 1, S.159-163 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-013-0149-y
Schlagwörter	Elementary School Students; Writing Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Teachers; Process Approach (Writing); Teaching Methods; Instructional Improvement; Awards; Excellence in Education; Writing Achievement; Hong Kong + Suchen Sie Ihr Suchwort? Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Prozessorientiertes Schreiben; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsqualität; Award; Auszeichnung; Lernerfolg; Hongkong
Abstract	In second language writing, not much attention has been given to the English as a foreign language (EFL) primary context. This short research report describes the implementation of a writing curriculum project in a primary school in Hong Kong, where a team of EFL teachers attempted to overhaul the traditional product approach and implemented process-genre pedagogy collaboratively. The change initiative has brought improvement to students' motivation in learning writing, enhanced their writing performance, and brought honor to the teachers and their school as they were awarded a prestigious teaching excellence award by the Hong Kong government. This report presents the outcomes of the project and discusses the factors that facilitated change, providing useful tips to help all other teachers working in similar contexts bring improvement to the learning and teaching of writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01