This qualitative study examined the pedagogical thoughts of three kindergarten teachers in the English classroom practice. It is a partial replication of Gatbonton Model (1999, 2008) and Mullock Model (2006). Three teachers were invited to attend stimulated recall interviews to explain their segments of their lesson recordings. The underlying assumption is the cognitive thinking of teachers can be coded when they are prompted with visual or audio aids. These pedagogical thoughts were labeled and categorized into 50 pedagogical thoughts under eight domains. The highest consulted pedagogical thoughts of the three teachers were compared and discussed to find patterns, and similarities and differences. The data were further studied to find out the PCK of kindergarten English teachers (PCK-EKT). Seven PCK components were identified: (1) Subject Content Knowledge (PCK-SCK), (2) Knowledge of Students (PCK-KS), (3) Knowledge of Educational Context (PCK-KEC), (4) Knowledge of Education Ends (PCKKEE), (5) Knowledge of Curriculum (PCK-KCu), (6) General Pedagogical Knowledge, and (7) Child-friendly Pedagogy. With a focus to inform teaching practice, the components are basically like the seven categories of Shulman’s teacher knowledgeg. The derived PCK-EKT emphasizes the knowledge in PCK. For example, PCK-SCK means Subject Content Knowledge within teaching kindergarten English. The knowledge is discipline-specific. The category in teacher knowledge in Shulman’s model is in a broad sense. Besides, the PCK development of the three teachers was recorded. Their stories give insights on teacher professional development and the role of principals in ‘nurturing’ competent English teachers. All rights reserved.

Online pronunciation teaching becomes particularly challenging because of the distance between teachers and students, and the lack of interactions, feedback and supervision (Dumford & Miller, 2018). The study aims to describe the process of designing an e-teaching package on English phonetics and pronunciation course for pre-service teachers in Hong Kong, and to evaluate the effectiveness of this online teaching package. Thirty-nine pre-service teachers divided into the control group (CG) and experimental group (EG) attended five training sessions on Zoom, an online conference platform. Participants in the CG received traditional Powerpoint lectures with pre-set Zoom functions for interaction, while participants in the EG received training with an e-package of Edpuzzle, Nearpod, Padlet, Mentimeter and Kahoot. Pretest–posttest designs and questionnaire were employed to evaluate students’ pronunciation improvement and their attitudes towards the e-package. Results showed that participants from both groups made fewer errors on English consonants and vowels after the training sessions. 80% of the participants in the EG agreed that the e-package was well-designed and could make the online instruction more interactive compared with the traditional online instruction. 75% of them reported that they received more feedback when the e-package was applied. 45% of the participants reported that their favorite e-tool was Edpuzzle. This tool not only helped them review and consolidate the content knowledge but provided more input for them to identify their pronunciation errors. As for two online quizzes, students showed more interest in Kahoot as it was more competitive compared with the individualized quiz using Nearpod. Copyright © 2021 International Conference on Learning and Teaching.

Despite English being a priority in China and extensive policy changes over the past decades, English language teaching and learning at Chinese tertiary institutions remains insufficient. College English (CE) courses focus on holistic and humanistic education by teaching English for general purposes. However, they are often inefficient and unable to serve university students’ needs. Researchers and practitioners alike call for a transition from CE to English for Academic Purposes (EAP). This study explored pre-service teachers’ perceptions of EAP provision in mainland China through a qualitative, interpretive approach. Sixteen pre-service teachers, who completed their bachelor's education in China and master's education in Hong Kong, participated in semi-structured interviews, sharing their experiences and discussing the challenges and opportunities for EAP to serve as a replacement for or supplement to CE. Thematic analysis revealed complexities comprising current education, the traditional, top-down system, learning styles, status, and lack of professional development opportunities. This paper discusses the challenges of implementing EAP in mainland China in an effort to help policymakers, researchers, and practitioners identify the way out. Copyright © 2022 The Author(s). Published by Elsevier Ltd.

Creativity is an important 21st Century skill that enhances students’ ability to see new opportunities, confront new challenges, and adapt flexibly to the changing study, work and life situations. To nurture students with strong self-efficacy in creative thinking is as important as the contexts and strategies involved in its application. But how to develop sustainable interventions (without generating excessive workload for teachers) to promote students’ self-efficacy in creativity is a long-lasting challenge. This study presents a simple and relatively cost-effective instructional intervention, i.e., self-assessment mind maps, and examines its effect on students’ self-efficacy in creativity, self-efficacy in learning English, and academic performance in English language tests. A pretest-posttest non-equivalent design was adopted for the experimental and control groups of students in a Hong Kong primary school in 2021/22 Spring semester. The results show that students from the experimental group significantly outperformed those from the control group on self-efficacy in creativity after the intervention. However, the intervention did not improve students’ self-efficacy and test performance in English learning. The findings demonstrate the potential of self-assessment mind maps as an effective and sustainable instruction intervention to promote students’ higher-order abilities. This study sheds light on designing sustainable instructional strategies for empowerment in creativity. Copyright © 2022 Yan, Lee, Hui and Lao.

Listening strategies have been explored almost exclusively in contexts where second/foreign (L2) learners listen to audio-recordings. The limited research in understanding teacher input in the classroom is unjustified given how pervasive teacher talk is, particularly in Asian contexts. This area of research is even more scarce in the increasingly popular content and language integrated learning (CLIL) classroom, where students learn content subjects (e.g., science) through their L2. Considering its dual focus on content and L2 learning, it would be interesting to investigate whether CLIL learners may deploy some new listening strategies and how much they are drawing upon their top-down (more meaning-focused) and bottom-up (more language-focused) processing strategies. This study sets out to explore how learners deploy listening strategies to understand teacher talk in the CLIL biology classroom in Hong Kong. Data was collected through lesson observations and stimulated recall interviews with grade 11 students. Findings reveal that students deploy some novel strategies which are more relevant to the CLIL classroom (e.g., decoding subject-specific terminology by breaking down "biodiversity" to "bio" + "diversity"), and these strategies include both top-down and bottom-up ones. There are some teacher-aided strategies such as aided selective attention, which involves the teacher explicitly prompting students to attend to certain keywords. This study, therefore, highlights the interactive nature of listening to the teacher input in the CLIL classroom and the pivotal role of the teacher in achieving the dual goal of content and language learning. Pedagogical implications and professional development in CLIL are highlighted. Copyright © 2020 AsiaTEFL.