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.
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 English.
This paper reports on the pedagogic reasons for using blogs as a learning aid and how blogging was integrated into a curriculum at the National University of Singapore to support the learning of grammar editing skills of music students.