Given the significant role vocabulary plays in second language acquisition, how to help learners acquire vocabulary has always been a concern for educators. Despite the general consensus that beliefs influence learners' behaviour, limited research effort has been devoted to the exploration of English as a second language (ESL) learners' beliefs about vocabulary knowledge and learning in the secondary education context and how their beliefs are affected by such factors as grades and proficiency levels. This paper reports on a convergent mixed-methods study that addresses the research gap with the use of a questionnaire administered to 556 ESL students in a Hong Kong secondary school. Results revealed that while students in general perceived vocabulary learning as important, their beliefs about vocabulary knowledge and learning were found to be related to their grade and proficiency levels. Open-ended responses provided further insights into learners' beliefs qualitatively about the difficulties faced by learners and their perceptions of the effective ways to tackle these difficulties. Overall, this paper broadens the understanding of L2 learners' beliefs about vocabulary knowledge and learning. It complements existing literature on L2 vocabulary learning and sheds light on issues related to vocabulary learning and teaching. Copyright © 2023 Routledge.

The identification of the effects of university-based entrepreneurship education has attracted increasing interest in both academic and practical communities. On the basis of integrating passion- and competency-based perspectives, this study attempted to offer a sound understanding of how university-based entrepreneurship education influences the entrepreneurial intention of university students. Based on a dataset of 1050 university students from 50 universities in the Guangdong-Hong Kong-Macao Greater Bay Area in China, a hierarchical linear modeling analysis was performed, and the results support our hypotheses. Our research provides the first empirical evidence illustrating how, in the organizational context, university-based entrepreneurship education facilitates the shaping of future entrepreneurs from dual perspectives. The implications of our findings were discussed. For these parts, we sought to incorporate reviewers' suggestions, which have been highlighted in revision version. • The impact of EE on the EC not only concerning with creating businesses but also enhancing recognition of business opportunities. • In light of this TPB theory, intentions toward implementing behaviors could predict planned behaviors (e.g., entrepreneurial behavior). • This study focused on students majored in the business management, and science and technology, which have relatively high startup potential. • Along this reasoning, EI seems to play dominant part in the set of variables that are employed to evaluate the effectiveness of EE programs. • Although the benefits of EE have been established, studies on the implications of EE remain divided. Copyright © 2023 Elsevier.

Substantial research indicates that students' beliefs mediate learning strategies. Nevertheless, students' strategy-related beliefs about feedback and their mediation on strategies to act on feedback are insufficiently addressed. This case study aimed to examine: (1) students' strategy-related beliefs about feedback in L2 writing and (2) how beliefs mediated students' actions when a feedback intervention was implemented to facilitate students' use of feedback strategies. Data were collected from semi-structured interviews and reflective journals from 10 Year-1 participants who studied in an associate degree programme at a higher education institute in Hong Kong. Students' strategy-related beliefs about feedback encompass the evaluation of strategies about: (1) understanding feedback, (2) addressing areas for improvement, (3) seeking feedback, and (4) implementing feedback. Nine participants adopted a more comprehensive range of strategies to act on feedback consistent with their strategy-related beliefs. One participant, however, did not appreciate and use feedback. Pedagogical implications are discussed. Copyright © 2023 Routledge.

While increasing the equitable participation in computer science (CS) education at schools, most existing studies focus on the acquisition of computational skills and measurements of cognitive skills as the learning outcome. The potential benefits of developing psychosocial attributes in the process of computational learning are of less concern, particularly for the underprivileged youth with Special Educational Needs (SEN) and from low-income family. To improve the inequitable learning in school, the "Project C program" has been developed to integrate computational participation and mentoring scheme through social-cognitive approach for underprivileged youth. The aim of this research is to investigate the psychosocial impact of the program, and examine the interrelation between hope, sense of community, and perceived social support in computational learning. The Project C program was piloted in a special school in Hong Kong under the category of "Schools for Children with Moderate Intellectual Disability," targeting 8th grade students (n = 51) with SEN (i.e., mild autism) living in low-income residential districts, and a self-reported pre/post questionnaire was administered to measure the psychosocial changes before and after the intervention. The findings reveal a statistically significant change in hope, sense of community, and perceived social support through the program, and the relation between sense of community and hope was fully mediated by the perceived social support. Based on the findings, theoretical and practical implications of social-cognitive approach to computational learning are discussed. Copyright © 2023 Springer.

The purpose of this study is to make a comparison between training culture in the perspective of digital technology and the approach of middle and upper volleyball coaches in Hong Kong and Indonesia to get reflection or feedback, as well as recommendations from the research results obtained for improvement. The quality of coaches in both countries. Comparative study research method with a questionnaire instrument. Data analysis used t test, or different test. The sample used in this study is a purposive sample from the two countries with the subject being a volleyball coach who practices at high school or equivalent. Data analysis was carried out by comparing the average differences in respondents' answers regarding the use of digital technology and training culture and training style between the two countries. The higher the average, the better the culture and style of training in a country. Data normality analysis with Kolmogorov-Smirnov and Homogeneity with Lavene's Test. The research subjects were 85 high school volleyball extracurricular coaches in Indonesia, and 22 coaches from Hong Kong. The findings of the research results Sig.(2-tailed) value (0.038 < 0.05) there is a significant difference between the culture and coaching style of volleyball coaches in Indonesia and coaches in Hong Kong. There are significant differences between culture and coaching styles in the context of digital technology in volleyball practice in Indonesian and Hong Kong high schools. Copyright © 2023 Ismail Sahin.

Creativity, one of the cornerstones of students' 21st-century skills, is regarded as an important learning outcome of science, technology, engineering, arts, and mathematics (STEAM) education. Meanwhile, problem-based digital making (DM), which combines the child-friendly programming activities of DM with problem-solving elements, is an emerging instructional design to facilitate STEAM learning. This qualitative case study examines the implementation of a problem-based DM instructional program that used the block-based programming tool Scratch to cultivate the participants' creativity. Fifty-four middle school students (aged 10-14 years) in Hong Kong participated in the program, which totaled 10 contact hours over five consecutive weeks. Through triangulating students' DM artifacts, video recordings, field notes, and interviews, the researchers characterized the students' creative expression, examined the role of problem-based DM in encouraging creative work, and investigated the use of Scratch for mediating student creativity. The results showed that problem-based DM activities fostered students' creative expressions in the dimensions of novelty, utility, aesthetics, and authenticity. While Scratch mediated the way the students presented their solutions, it had limitations that hindered the students' digital artifact construction. The findings provide theoretical insights for framing creativity and offer practical implications for the implementation of problem-based DM in K-12 contexts. Copyright © 2023 SAGE Publications.

Self-regulated reading-to-write (R2W) can be portrayed as learners' proactive learning of useful elements (e.g. content, rhetorical features, and conventions) from reading by using strategies, which is an effective mechanism connecting reading and writing, to improve their writing competence. In the present study, six major types of self-regulated R2W strategies, i.e. mining reading, writerly reading, cognitive strategies, purposive reading, recalling while writing, and peer revision reading that can contribute to writing competence were included in the proposed self-regulated R2W framework. Importantly, a self-regulated R2W scale was established to understand the impacts of four types of strategies. Participants were 458 primary students (9 to 13 years old, M = 10.12, SD = 0.62) in Hong Kong. They completed the self-regulated R2W questionnaire along with motivational variables and a writing competence test. The motivational variables (i.e. self-efficacy and perceived task values) were positively related to self-regulated R2W strategy use. Important differences in self-regulated R2W strategy use among the high, average, and low achievers were identified. Results indicated that self-regulated R2W strategy use had positive impacts on writing competence. This is the first time that reading-to-write is proposed from a self-regulated learning perspective in ESL/EFL school contexts. The self-regulated R2W framework, scale and positive impacts of strategy use on writing have important implications for future research and practices. Copyright © 2023 SAGE Publications.

The article focuses on teacher-based materials development, which encourages teachers to create their own materials to align with the needs of their students. Topics include a case study in which a teacher in Hong Kong created a learning unit for her English as a Second Language (ESL) class, aimed at developing critical thinking, creativity, and cultural awareness; and the purposes of teacher-based materials design are to promote situational interest and affection in food culture. Copyright © 2023 Wiley-Blackwell.

This study aimed at using a mixture of direct observations and interviews to investigate kindergarten teachers' knowledge and pedagogical approaches to visual arts. An adapted version of the Early Childhood Teacher Behaviour Observation (ECTBO) instrument was used to investigate the possible reasons for teachers' current behaviours in Hong Kong visual arts classrooms. In an observation study, a total of 18 classrooms with 76 children in two local kindergartens in Hong Kong were observed during a 30-min visual arts activity. Altogether, 540 min of video data were recorded and analysed using field notes and a time sampling strategy. In addition, 18 class teachers from the observed classrooms were invited to give post-observation interviews, and 810 min of data were recorded. The interview participants supported the importance of non-directive early childhood arts. However, the observation findings revealed that they still relied heavily on directive teaching in implementing early visual arts teaching. Thus, a discrepancy was found between the teachers’ subject matter knowledge in visual arts and the integration of their pedagogies in their actual classroom practice. The findings of this study in a local setting have the potential to significantly change the way in which early childhood visual arts teaching is conceptualised and discussed in international contexts. Copyright © 2023 Elsevier.

This paper extends our understanding of agency in second language (L2) students' academic English socialization by reporting on an investigation into how two mainland Chinese doctoral students enacted their agency in feedback-seeking for improving academic English writing during their studies in an English-medium university in Hong Kong. The findings show that the ways in which they exercised their agency to seek language feedback from socializing agents varied between individuals and in different feedback-seeking contexts. In particular, their enactments of feedback-seeking agency are found to be differentially shaped not only by their academic writing goals, but also by the habitus derived from their past experiences and the forms of social and cultural capital they accumulated prior to and during their doctoral studies. The findings also reveal that their language ideologies regarding the role of native-speaker norms in academic English writing mediated their feedback-seeking agency by exerting influence on their academic writing goals and their perceptions of different socializing agents as affordances for their language socialization. Overall, this paper offers more nuanced understandings of agency in L2 students' academic English socialization and illustrates the complex and dynamic interplay between agency, goal, habitus, capital and language ideology in shaping their feedback-seeking behaviour. Copyright © 2023 Routledge.