This study investigated how English learners complete multimodal formative quizzes. Participants included 17,950 students enrolled in a mandatory English for Academic Purposes course at a university in Hong Kong. We retrieved data from Blackboard, a learning management system, and conducted a two-step cluster analysis to examine student self-regulated learning (SRL) profiles with the quizzes. We first identified five clusters of learners with distinctively different self-regulated learning patterns. Then, we performed a multivariate analysis of variance (MANOVA) to further explore their differences in SRL, in terms of start day, days started before deadline, differences in scores between first and last attempt, and scores in language learning activities. Our findings echoed those of previous studies on the relationship between self-regulated learning and academic success. This research enables us to better understand the needs of EAP students in Hong Kong. Copyright © 2023 International Forum of Educational Technology & Society.

Guided by the Boundary Activity based Learning (BABL) principle, mobile technology-supported inquiry learning activities were implemented in a primary four science class in Hong Kong. An exploratory study was conducted to examine the effects of the BABL guided inquiry activities on students' learning performance and to explore how the key element, the boundary object, operated in different learning spaces. In the study, mixed research methods were used to evaluate students' conceptual understanding and their engagement in and attitudes toward BABL activities. The reciprocal interactions of students' cognition were qualitatively analyzed in terms of the forms and functions of boundary objects in the BABL environment. The results showed that students made significant improvements in conceptual understanding and were engaged in BABL activities. The study also revealed that the generation of abstract boundary objects, together with physical boundary objects, promoted students' learning and thinking as they shuttled between the classroom and the outside. This research contributes to informing educators about how to design and implement technology-supported teaching and learning through the use of boundary objects in crossing learning contexts. Copyright © 2020 International Forum of Educational Technology & Society.