Informed by the perspective of complexity theory, this study seeks to explore two English-as-a-foreign-language (EFL) teacher educators' expertise in Hong Kong. Drawing on data from interviews, field observation, and informal communication over one academic year, the study revealed that the teacher educators' expertise entailed different components: 1) a dialogic teaching approach informed by research-based and contextualized knowledge; 2) emotional intelligence for maintaining personal emotional wellbeing and channeling emotions for effective teaching; 3) a reflective and agentive mindset for continuous learning; as well as 4) willingness and capacity to promote and distribute expertise in multiple communities. The participants' expertise functioned and transformed through their continuing engagement in different forms of teacher education practice, influenced by their personal beliefs and situated contexts. The study concludes with practical implications for language teacher educators on how to develop their expertise as a complex, adaptive, and evolving system in daily practice. Copyright ©2021 Wiley.

Against the backdrop of the worldwide prevalence and importance of internationalisation in higher education, the mixed-methods study examined the relationships between tertiary-level learners' on-campus intercultural activity participation (e.g. intercultural talks and workshops), seven aspects of whole-person development (civic responsibility, cultural engagement, intellectual capacity, peer relationship, community care, leadership, and self-appreciation), and academic performance. A questionnaire was distributed to 518 participants studying at two universities in Hong Kong. No positive relationship was found between participation and academic achievement. However, participation was positively correlated with all aspects of whole-person development. Community care and cultural engagement had the strongest correlations with participation. Following an explanatory sequential design, 18 of these participants were invited for a follow-up interview to expound on the findings based on their experiences, observations and understanding of their peers. The article ends with a discussion of the findings and implications for intercultural learning and teaching in higher education. Copyright ©2021 Routledge.

This qualitative case study examined a group of undergraduate students' motivations towards extracurricular research in a Hong Kong university. Drawing upon data from semi-structured interviews, this study analysed the students' motivation change from the cognitive, social, and affective perspective. The findings revealed that the students were externally and internally motivated to join informal research activities and that their motivation change was intertwined with their cognitive learning, social interactions, and emotional experiences in the research process. The paper concluded with practical implications on supporting and sustaining undergraduates' motivations in extracurricular research activities to benefit their academic studies and future work. Copyright ©2021 Routledge.

This research explored the congruence and disparity between teachers' and students' attitudes towards French as a second language (L2) teaching strategies in a non-target language classroom context in the USA. The findings suggest students' and teachers' attitudes towards the direct and indirect teaching strategies were generally consistent, but not in terms of the collaborative teaching strategies. The findings also indicate that the beginner and elementary level students held different preferences for all the three teaching strategies. The underlying reasons could be learners' different language proficiency levels, and how well teachers execute these different teaching strategies in class. This study concludes with some implications for foreign language teacher education.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607476.2015.1044228]

This paper reports a study that investigated the motivations towards teaching of six pre-service English teachers enrolled on a teacher education course in Hong Kong. A qualitative case study approach was adopted, using data gathered from pre- and post-course interviews with individual participants, their dialogue journals with the teacher educator as well as their post-course reflection papers. Drawing on existing research on motivation in teacher education and educational psychology, the findings show that while some pre-service teachers developed their motivations towards teaching in the course, some others showed little change. The study suggests that pre-service teachers' previous experience and personal beliefs as well as the course content and design could play an important role in changing their motivations. The paper concludes with some implications for language teacher education regarding ways to promote and sustain student teachers' motivations towards teaching.
[Copyright of Language Culture and Curriculum is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/07908318.2014.890211]