Five Reasons Why Listening Strategy Instruction Might Not Work With Lower Proficiency Learners

by Willy A Renandya National Institute of Education, Nanyang Technological University (Singapore) Abstract Despite numerous theoretical discussions and empirical studies that have been generated in the past 30 years or so, a strategic approach to teaching L2 listening has not been whole-heartedly embraced by practitioners, in particular when they work with lower proficiency learners of […]

Assessing Students’ Language Arts Performance: The Experience of Hong Kong Teachers

by Benjamin Li The Hong Kong Institute of Education (Hong Kong, China)   Abstract This article reports findings from an investigation of the English language arts (LA) assessment strategies used in Hong Kong secondary schools, and the extent to which these strategies reflect the principles of performance-based assessment. The summative and formative assessment tasks, together […]