Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts. Copyright © 2021 The Author(s).

As many students worldwide receive second language (L2) English private tutoring (EPT) that shadows school curricula, examining student perceptions of it is essential to understanding their L2 learning. From the L2 Motivational Self perspective, students’ ideal L2 self, ought-to L2 self and L2 learning experience are linked to student enjoyment of EPT. This study explores these links via analysis of survey responses of 2,216 Secondary Six (Grade 12) students who attended a company’s L2 EPT lectures in Hong Kong. Most of these students (80%) enjoyed EPT. They were more likely to enjoy EPT if they perceived more financial resources in their families, attended schools taught in Chinese (students’ first language), had internalized instrumental goals, liked English, were not influenced by advertisements to attend EPT, attended face-to-face tutoring (rather than video tutoring), had a specific tutor, or liked their EPT tutor more than their English teacher. This study offers theoretical implications and directions for further research in EPT and L2 motivation. Copyright © 2020 The Author(s).

Private tutoring, or shadow education, has become a widespread phenomenon globally. Its growth can be attributed to the expansion of cram schools offering live and video tutoring. This study critically analyses students' perceptions of video-recorded classes. Specifically, it problematises students' preference for video-recorded classes by exploring their reasons for enrolment and their perspective on the benefits and shortcomings of video tutoring in a Hong Kong cram school. It adopts an exploratory sequential mixed-methods approach. Data were collected through classroom observations, student interviews and questionnaire. The findings reveal that students chose video-recorded classes mainly because of their flexibility of timeslots and locations. A critical discussion of the findings unveils students' contradictory attitude towards the presence of tutors in classrooms, their preference for passive learning and anxiety about tutor–tutee interactions. This study contributes to the growing literature of shadow education and offers implications for potential policy change in the private tutoring context. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.

This paper examined the effect of using an online collaborative learning platform on students’ learning outcomes in higher education. An online collaborative learning platform called GMoodle was implemented at The Education University of Hong Kong. To investigate the benefits and drawbacks of online collaborative learning, students were invited to complete the pre‐test and post‐test questionnaires to evaluate their learning outcomes. The quantitative and qualitative studies of 75 undergraduate students were conducted based on the pre‐test and post‐test questionnaires and focus group interviews, and the results showed that students’ learning outcomes especially self‐management skills and collaborative skills were enhanced through the online collaborative activities. In the pilot study, training was provided for in‐service and pre‐service teachers. Most of them reflected that GMoodle is a useful platform for educators to understand students’ learning progress, promote active collaboration and facilitate team teaching across different disciplines. Not only the students but also the teachers benefited from this online learning platform for collaborative learning, fair assessment, and team teaching. Copyright © 2019 The author.

Private tutoring is one of the unintended outcomes of high-stakes testing and has become a widespread global phenomenon. It is called shadow education because it mimics the mainstream curriculum. From the critical perspective, this study investigated the role of private tutoring in a context of high-stakes testing through Interpretative Phenomenological Analysis. It explored 18 Secondary Six (Grade 12) students’ reflections on their learning experiences in private tutoring in Hong Kong for one year. Conceptualized with Freire’s Pedagogy of the oppressed, the findings reveal that while students are being oppressed in the washback of high-stakes testing under neoliberalism, shadow education further oppresses the students by (1) intensifying the “banking” concept of education, (2) teaching as the “authority”, (3) emphasizing performativity and (4) offering “false generosity”. The findings provide implications for potential educational change in contexts where education systems increasingly rely on accountability and selection through high-stakes testing. By problematizing the role of private tutoring through the conceptual lens of oppression, the study calls for research to take a closer look at the impact of shadow education on learners’ experiences in the current neoliberal era. Copyright © 2020 National Institute of Education, Singapore.

In many Asian countries and increasingly in the West, primary and secondary school students receive private tutoring, often in the form of lectures in cram schools. As English is an international lingua franca, many students enroll in English courses after school. Students enrolled in English private tutoring (EPT) are often examination-driven and extrinsically motivated to learn English, but past studies have not examined whether they like EPT lessons. Hence, we integrate motivation and tutoring into a theoretical model of EPT enjoyment at different levels (student, family, teacher, tutoring) and empirically test it with the survey responses of 543 Secondary Six (Grade 12) students enrolled in EPT courses in cram schools. The findings show that most Secondary Six students in Hong Kong like EPT lessons. Family, reasons for tutoring, tutoring, and student attributes are linked to EPT enjoyment. These students are more likely to like EPT if they (a) are in families perceived to have superior financial resources, (b) are not influenced by advertisements or other people to join EPT lessons, (c) attend face-to-face tutoring, (d) have a specific tutor, (e) like the tutor more than their teachers, (f) are interested in English, or (g) have greater English self-concept. The results of this study can contribute to our understanding of which motivation and tutoring factors affect students' enjoyment of EPT and inform EPT improvements. Copyright © 2020 De La Salle University.

This article introduces the use of public exam questions in fishbowl debate to engage highly exam-oriented secondary students with communicative language teaching (CLT). The practice aims to address the issue that many teachers of English as a second language (ESL)/English as a foreign language (EFL) in Asian contexts either teach to the test or implement CLT without catering for the students' pragmatic needs to pass external assessment. A series of activities was implemented in a secondary school in Hong Kong to promote positive washback from the public exam. The author's experience and reflections informed by ongoing dialogue with the stakeholders in the school and data collected from student focus group interviews suggest that the fishbowl debate encouraged students to use English for authentic and meaningful purposes, while appreciating its relevance to the writing exam. An important pedagogical implication is for teachers to balance CLT and exam preparation and help students to reach both their mastery and performance goals. Copyright © 2020 The Author(s).