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

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.

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Notes

  1. 1.

    The teachers’ innovation, which they started in 2006, was recognized and celebrated in the Chief Executive’s Award for Teaching Excellence in 2010 in Hong Kong.

  2. 2.

    As schools are not allowed to reveal TSA results to the general public, the research team does not have access to the detailed results—hence, percentages are not reported in the paper.

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Correspondence to Icy Lee.

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Lee, I., Wong, K. Bringing Innovation to EFL Writing: The Case of a Primary School in Hong Kong. Asia-Pacific Edu Res 23, 159–163 (2014). https://doi.org/10.1007/s40299-013-0149-y

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Keywords

  • L2 writing
  • EFL context
  • Primary education
  • Curriculum innovation