Author Description

This collection of essays exemplifies the universal theme that competence in language is key to success in learning and in life. The research studies reported in the collection offer insights into the challenges of literacy learning in Asia: social, cultural, and linguistic factors that sometimes constrain the teacher's approach to instruction. While coming from different Asian educational systems, the essays reflect similar themes and concerns. Following an introduction, essays in the collection are: (1) "Literacy Instruction in Taiwan: Teachers' Beliefs and Their Classroom Practices" (Chem Chiou Lan); (2) "The Composing Processes of University Student Writers: A Comparison across Two Competence Groups" (Antonia Chandrasegaran); (3) "Learning English in Hong Kong Pre-School Centres: A Research Project" (Ng Seok Moi); (4) "Promoting Second Language Development and Reading Habits through an Extensive Reading Scheme" (Vivienne Yu Wai Sze); (5) "Use of Action Research in Exploring the Use of Spoken English in Hong Kong Classrooms" (Andy Curtis); (6) "A Study of Extensive Reading with Remedial Reading Students" (Propitas M. Lituanas, George M. Jacobs, Willy A. Renandya); and (7) "Second Language Writers' Knowledge and Perceptions about Writing and Learning to Write Strategies" (Kwah Poh Foong). Short reports are: (1) "The Message of Marking: Teachers' Attitudes to the Writing of ESL Students" (Vivian Li Yuk Yi); (2) "An Investigation of EFL College Students' Listening Comprehension: A Case Study of Cadets Studying English at the Chinese Military Academy" (Chen Li Jung); and (3) "The Effects of Well-Written Texts and Glossaries on the Comprehension of Academic Texts" (Evy Chrysanti Ridwan, Purnama Wahyuningsih, Etika Noor). (Each essay contains references.) (NKA)