Abstract
The purpose of the study was to investigate the effectiveness of systematic instruction in revision within the natural context of the second language (L2) classrooms in a Hong Kong secondary school. Such an investigation, it was hoped, would sh ed light on how revision is learned and performed by secondary school L2 writers and help us understand whether L2 students in secondary schools would benefit if writing pedagogy focusing on systematic instruction in revision rather than the number of com positions completed.
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