Volume 23 Issue 5 2019
Foreword
Barry Lee Reynolds and (Mark) Feng Teng
Main Articles
- Ching-Wen (Felicia) Wang
Can Raising Phonological Awareness Enhance the English Reading Comprehension of Taiwanese Primary School-aged Children? - Fang-Chi Chang, Shu-I Chang, & Hsiu-Fen Hsu
Application of a Visual Organizer to Improve English Writing in a Taiwanese Elementary School - Qin Xie & Yuqi Lei
Formative Assessment in Primary English Writing Classes: A Case Study from Hong Kong - Shizhou Yang & Meixin Nong
Making New Books in Rural Middle Schools in China: A Preliminary Exploration of Local Realities and Community-oriented Literacy - Amy Kong & Gavin Bui
Reader Stances and Writer Responses in L2 Peer Review: A Study of L2 Writing Literacy among Hong Kong Secondary School Students - Ying-Chun Shih
Effects of Extensive Reading on Taiwanese 11th Graders’ Motivation and Grammatical Competence: A Preliminary Study
Book Reviews
- Classroom Writing Assessment and Feedback in L2 School Contexts. Icy Lee. Springer, 2017, Pp. 1 + 157.
Reviewed by Jingjing Ma - Teaching English to Young Learners: Critical Issues in Language Teaching with 3-12 Year Olds. Janice Bland (Ed.). Bloomsbury Publishing plc, 2015, Pp. ix + 301.
Reviewed by Sylvia Liu & Barry Lee Reynolds
Category: 2019 Main Journal
