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  • Journal Articles

    1. The synergistic effect of phonology and songs on enhancing second/foreign language listening abilities
    Document Type: Journal Articles
    Year published: 2019
    Publisher: John Wiley & Sons, Ltd.
    Phonology in second/foreign (L2/FL) listening has not received much attention from scholars and teachers. This article reports on a mixed-methods study which set out to fill this gap by exploring the effectiveness of explicit instruction in phonology and the use of songs to enhance English-as-a-L2 (ESL) learners' listening abilities in Hong Kong. ESL learners (n = 92) aged 17-20 participated in a three-month experiment. Data from pre-, post-listening tests and semi-structured interviews were collated. The findings demonstrated the efficacy of L2 phonology instruction in improving learners' L2 listening. More remarkably, the positive effect was augmented when the instruction was coupled with phonological analyses of song lyrics. However, using songs alone for gap-filling exercises (as is commonplace in L2 classrooms) was not found to be effective.
    [Copyright of International Journal of Applied Linguistics is the property of John Wiley & Sons, Ltd.]
  • Journal Articles

    2. Evaluating supplementary and mainstream ESL/EFL education: Learners' views from secondary- and tertiary-level perspectives
    Document Type: Journal Articles
    Source: Studies in Educational Evaluation, 62(0), 61-71, 2019
    Year published: 2019
    Publisher: Elsevier Ltd.
    English as a second/foreign language education (ESL/EFL) in the supplementary setting is under-researched despite its prevalence worldwide. This quantitative study investigated the effects of supplementary and mainstream ESL/EFL education on eleven facets from learners' secondary-level and tertiary-level perspectives. In addition, we examined learners' perception of the usefulness of supplementary and mainstream classes in equipping them for the use of English for different purposes in the tertiary setting. 203 participants studying at two tertiary institutions in Hong Kong completed a 72-item questionnaire. The MANOVAs conducted revealed significant main effects of education settings (i.e. supplementary/mainstream) and education levels (i.e. secondary-level/tertiary-level) as well as interaction effects of these variables on learners' perception. There were also significant differences in learners' views of the usefulness of the two education settings in preparing them for the use of English for specific purposes at tertiary level. This article culminates with a discussion of these findings and implications.
    [Copyright of Studies in Educational Evaluation is the property of Elsevier Ltd.]
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