摘要：This case study sets out to evaluate the effectiveness of the implementation of the reformulation technique in the L2 writing class at the public institute of Foreign Languages and Arts Josefina Contte, Corrientes, Argentina. The participants of this study were 18 students whose ages ranged from 16 to 18. Their level of English language competence at the time this project was carried out was pre-intermediate. After this writing project was implemented, all the students’ written assignments were critically analysed and interpreted in the light of the current literature on L2 writing skill teaching. For reasons of practicality and space, the analysis of only 5 of these written samples will be shown in this study. The final results obtained revealed that the use of the reformulation technique in the writing class helped these students make significant linguistic changes in their L2 written productions. After interpreting these findings some recommendations for further research in this area were given.
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