This mixed-methods study investigates whether and to what extent positive psychology constructs (classroom enjoyment, grit, and growth mindset) and Extramural English predict primary school students’ willingness to communicate in a second language (L2 WTC) both in the classroom (a fictitious but common setting for English communication among English as an Foreign Language [EFL] students) and outside the classroom (a natural and increasingly prevalent environment for EFL communication). We collect and analyze survey data from 160 EFL primary school students in Hong Kong (ages 6–13 years old). Hierarchical regression analyses reveal that L2 WTC in the classroom is predicted by classroom enjoyment, grit, and Extramural English. A slightly different picture emerges outside of the classroom, with grit, growth mindset, and Extramural English predicting L2 WTC. Semi-structured interviews (N = 8) confirm and elaborate on the quantitative findings. Our findings suggest that through grit- and Extramural English-integrated intervention programmes, EFL teachers can improve young learners’ L2 WTC both inside and outside the classroom. Furthermore, teachers can improve young learners’ L2 WTC in the classroom by creating a positive learning environment, while also improving their L2 WTC outside of the classroom by cultivating their growth mindset system. Copyright © 2022 Informa UK Limited, trading as Taylor & Francis Group.

The issue of the “research-practice gap” has been a long-standing concern in the education community. To tackle this issue, there is a growing interest in research–practice partnerships (RPPs) to connect research with practice by providing solutions for improving practice in schools. Although studies have reported that constructive relationship would produce positive outcomes, establishing long-term and mutually beneficial RPPs requires further investigation. In Hong Kong, the Learning Study (LS) approach with Variation Theory derived from phenomenology as the theoretical framework for pedagogical design has been adopted as a RPP model and has sustained for two decades. Like many RPPs models, LS approach has been facing different challenges when teachers are increasingly held accountable for meeting new demands from education reform. In this respect, this paper explores the challenges and strategies of the LS approach as a RPP model and its conditions of success. It reports a case study of how a group of English Language teachers adopting a LS approach while integrating education initiatives in their instructional design. The findings have identified trust building, teacher’s capacity building and visible outcomes as possible key factors of effective RPP model. This paper may shed light on the implementation of research–practice partnerships. Copyright © 2022 National Institute of Education, Singapore.

The paper reports on 740 Primary (Grade) 5 students' knowledge building and sharing of e-learning resources in a recent project work, involving inter-school learning community of 4 prestigious Catholic primary schools in Hong Kong. By using an interactive web-based learning platform called Knowledge Community (KC) and adopting learning community approach of advancing both individual and communal knowledge through knowledge building discourse (Collins & Bielaczyc, 1997), the project helped gather groups of students from four schools, forming 72 communities to generate thematic discussion on environmental protection over a period of 7 months. Empirical data showed that students exercised higher-order thinking skills through interdisciplinary project learning in the Bloom taxonomy of knowledge (7.77%), comprehension (30.68%), application (25.15%), analysis (9.08%), synthesis (3.52%) and evaluation (23.79%). As a whole, the project has exemplified an inter-school learning community model in East Asia, with stresses on e-leadership in school's collaborative learning cultures, parental involvement in student learning and students' scaffold supports in computer-mediated communication environment. Copyright © 2005 The authors. All rights reserved.

Lately, the topic of emotions in academic contexts has gained research attention, yet there has been relatively little exploration of how beliefs about collaboration contribute to students’ epistemic emotions. The objective of the present study was to examine this relationship in a Liberal Studies lesson. Forty-three Hong Kong secondary school students from two Liberal Studies classes participated in the study voluntarily. They completed instruments measuring their beliefs about collaboration and epistemic emotions (curiosity, confusion, anxiety) after they had completed a collaborative activity in the class. Path analysis showed a negative association between beliefs about collaboration and the two negative emotions (anxiety and confusion), yet a positive one with curiosity. These relationships were found to be consistent, as predicted by theory. Results of the study underscored the need to understand beliefs about collaboration and emotive variables and how these can be harnessed to promote positive learning outcomes. Copyright © 2021 selection and editorial matter, Junjun Chen and Ronnel B. King; individual chapters, the contributors.

The current literature on the impact of high-stakes testing largely focuses on Western countries, is adult-centric, and mainly considers the impact on teaching and learning. This study not only examines the learning experiences of children, but also other aspects of their wellbeing, including their social relationships, leisure activities, and health, in the high-stakes testing environment of Hong Kong, from the perspectives of children. A qualitative approach using focus group interviews was employed to listen to the views of primary school children. The children’s perceptions of the school learning environment revealed the negative consequences of high-stakes tests, with major findings concerning skewed curricula, the spillover of major subjects, major subject-centered scheduling, undermining recess, exam-oriented pedagogy, endless homework and drilling, and overemphasis on grades. The findings also show that children’s wellbeing is jeopardized in this environment, with major themes including schoolwork as a source of family conflict, distant relationships with teachers, friendship as a comfort zone (though it may be hampered by competition), no real leisure time, deprived sleep, enduring pressure and stress, and overall happiness reduced by academic study. Implications of the findings are discussed. Besides the short-term measures of improving children’s experience in learning and wellbeing, reforming the educational system to be less emphasizing academic achievement and making student wellbeing a policy priority can be the long-term strategies. Copyright ©Elsevier Ltd.

Due to the challenges of all-round development, higher-education students are increasingly demanding more flexible learning that goes beyond the on-campus/online dichotomy. However, university students miss learning opportunities because of the conflict of time and space. Blended learning is an effective way to create more learning opportunities and support university students’ flexible learning, but its implementation varies across contexts. This study proposed an alternative blended teaching and learning approach to solve practical problems defined in the context of a traditional classroom in a university in Hong Kong when students pursue flexible learning and global learning. A three-round action research approach was used to improve the effects of blended synchronous teaching and learning. Data collection and analysis in each round showed that the students positively rated the implementation of blended learning according to their needs, the quality of the technologies adopted, and the benefits gained. This blended synchronous teaching and learning mode was structured based on the implementation of different actions in three rounds, bridging the gap between research and practice in blended synchronous learning.
[Copyright of Asia Pacific Journal of Education is the property of Routledge.]

With the aim to provide proper educational support for socially and economically deprived students, the present study examined a homework tutoring programme that focused on self-regulated learning (SRL) and implemented at an afterschool setting in Hong Kong. The programme was designed according to Zimmerman's SRL model, integrated explicit and implicit instruction, and took a social psychologist perspective. The findings from multiple sources of data showed that the overall effect of the programme was observed as small to moderate yet the tutees' positive changes in the use of four SRL strategies were reported: managing time, monitoring the use of cognitive strategies in doing homework, maintaining motivation and handling distraction, and arranging the sequence of assignments. The present study confirms the role of SRL-based homework tutoring in the promotion of deprived pupils' SRL capacity. This result may encourage more research efforts in the future to explore proper educational support for deprived students at after-school settings, with an ultimate aim to reduce the gap of inequality in education. Copyright © 2020 ASPE.

Research on intrinsic and extrinsic future goals has mostly focused on their impact on wellbeing with relatively lesser attention being focused on key learning outcomes. This study investigates how the pursuit of different future goals (i.e., society-, family-, career-, wealth-, and fame-oriented goals) affects students' self-control, and whether self-control mediates the relationship between future goals and distal learning outcomes (i.e., students' affect to school and academic achievement 1 year later). The study adopted a longitudinal design involving 8,354 secondary students from 16 schools in Hong Kong. Students had to complete English and Mathematics achievement tests and answer questionnaires measuring the key variables. Structural equation modeling analysis indicated intrinsic future goals were more adaptive compared to extrinsic ones. In particular, results revealed the importance of society-oriented goal on self-control and distal learning outcomes. Theoretical and practical implications are discussed.
[Copyright of Psychology in the Schools is the property of John Wiley & Sons, Ltd.]

Existing research on the psychological and academic experiences of China-born students studying outside of China has mainly been conducted in Western English-speaking countries. Using a coping resources framework, we investigated the predictors of psychological and academic adaptation of 2,201 mainland Chinese students (74% female) studying in universities in Hong Kong, China’s Special Administrative Region and a former British colony. We found that academic self-efficacy, social support, and low levels of perceived discrimination predicted both psychological and academic adaptation. Language competence in English and the local dialect Cantonese was found to be additional factors in mainland Chinese students’ academic adaptation. Implications for future research and higher education policies and practices are discussed. Copyright © 2019 Society for Research into Higher Education.

This longitudinal study investigated the bidirectional relationships between executive functioning (EF), visual skills, Chinese and English word reading abilities in children transitioning to primary school. A total of 165 children in Hong Kong were followed from the third year of kindergarten (Time 1) (mean age: 62.80 months, SD: 3.74) to the first year of primary school (Time 2) (mean age: 77.25 months, SD: 4.60). Assessments for measuring EF, visual skills, phonological awareness, morphological awareness, and Chinese and English word reading were administered to the children at the two time points. Results of cross-lagged panel analyses revealed that after age, phonological awareness, and morphological awareness were controlled, EF and visual skills exhibited a bidirectional relationship. Furthermore, EF and word reading in Chinese or English reciprocally predicted each other during the school transition period after other skills were controlled. However, visual skills and word reading in Chinese or English did not predict each other. These findings highlight the close associations between EF and visual skills as well as the importance of EF in learning to read Chinese and English in kindergarten and early primary school. Copyright © 2019 Elsevier Inc. All rights reserved.