Asian EFL Journal Volume 23 Issue 5 July 2019

Foreword by Barry Lee Reynolds and (Mark) Feng Teng

Research Articles

1. Ching-Wen (Felicia) Wang
   Can Raising Phonological Awareness Enhance the English Reading Comprehension of Taiwanese Primary School-aged Children?
2. Fang-Chi Chang, Shu-I Chang, & Hsiu-Fen Hsu
   Application of a Visual Organizer to Improve English Writing in a Taiwanese Elementary School
3. Qin Xie & Yuqi Lei
   Formative Assessment in Primary English Writing Classes: A Case Study from Hong Kong
4. Shizhou Yang & Meixin Nong
   Making New Books in Rural Middle Schools in China: A Preliminary Exploration of Local Realities and Community-oriented Literacy
5. 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
6. Ying-Chun Shih
   Effects of Extensive Reading on Taiwanese 11^th Graders’ Motivation and Grammatical Competence: A Preliminary Study

Book Reviews

1. Classroom Writing Assessment and Feedback in L2 School Contexts. Icy Lee. Springer, 2017, Pp. 1 + 157.
   Reviewed by Jingjing Ma
2. 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