抄録
Our previous researches on English compositions written by upper secondary school pupils led us to hypothesise that both top-down and bottom-up approaches should be adopted to improve the volume and the accuracy of pupils’ compositions, with the former expected to improve the volume and the latter the accuracy. The present study was conducted to test this hypothesis. Eighty participants were divided into the control and experimental groups randomly. The control group received writing instruction in a top-down approach while the experimental group received writing instruction integrating a top-down approach and a bottom-up approach. The experimental group improved the volume of their compositions as much as the control group, although they had received only half of the top-down treatment the control group received. The experimental group also improved the accuracy of their compositions more than the control group, although the difference in the degree of improvement was not statistically significant.
