This study explores the impacts of popular music education in classroom practices from different aspects such as learning by ear, motivation, musicianship, peer learning and creativity. The Sing by Ear approach was created based on the concepts of informal learning in singing a cappella. A total of 323 participants aged 11–14 were invited to participate in the 3-month project. Students learnt to sing cover songs by ear in an a cappella setting instead of reading music notations. The result from the case studies showed that students gained positive experiences in musicianship, peer-learning and peer-teaching, confidence and satisfaction, and creativity following the project. A pedagogical model was proposed based on the literature and findings in the study to inform the research and practice in popular music education for teachers and researchers. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Flipped learning is a pedagogical approach that directs instruction from a group to an individual learning space. This approach can stimulate students’ motivation, promote adequate physical activity levels, and reduce sedentary (SED) behaviour. Addressing the literature gap regarding the correlations among these factors in school physical education (PE), this study aimed to examine the association of students’ motivation, physical activity levels, and SED behaviour with flipped learning in a four-lesson learning unit. Framed by self-determination theory, a quasi-experimental design was adopted to measure and compare the moderate-to-vigorous physical activity (MVPA), SED, and motivation levels of 111 primary school students aged between 10 and 11 years (mean = 10.07, standard deviation =.26) in Hong Kong. Fifty-two of the participants were female, and 59 were male. They were randomly assigned to experimental (n = 57) and control (n = 54) groups, in which a flipped learning approach was adopted in the experimental group for two weeks. A questionnaire survey and accelerometers were used to measure participants’ motivation (autonomous motivation, controlled motivation, and amotivation) and their physical activity levels. The findings revealed significantly higher MVPA levels and lower SED levels in the experimental group. Autonomous motivation was found to have a positive correlation with MVPA levels and a negative correlation with SED levels, indicating a positive predictor of the two. The findings of this study reveal the potential of flipped learning to enhance students’ MVPA and reduce their SED behaviour during primary school PE lessons. Copyright © 2023 The Author(s).

Proficiency in speaking is one of the hallmarks of communicative competence, which is currently a key goal of many FL education curricula. The present study examined how FL-related emotions (anxiety, boredom, and enjoyment), speaking motivation, and spoken input beyond the classroom (IBC) related to young EFL learners’ speaking proficiency. One hundred and ten Grades 3–4 EFL learners from four primary schools in Hong Kong completed a questionnaire and a speaking test. Their parents/guardians also attended individual interviews. The data collected were analyzed using descriptive statistics, correlation, multiple regression, and path analysis. Overall, all three emotions were interrelated, but none was connected directly to speaking proficiency. Enjoyment had the strongest correlation with speaking motivation and proficiency, and it was predictive of proficiency only via speaking motivation (i.e., full mediation). IBC showed both significant direct and indirect predictive pathways towards proficiency. To our knowledge, this is the first study that has examined the interrelationships among the three emotions, speaking motivation, spoken IBC, and speaking proficiency holistically with young FL learners. Copyright © 2023 Elsevier Ltd. All rights reserved.

Physical education continuous professional development (PE-CPD) has been vaunted as a powerful influence on teachers' professional competence and subsequent student learning. Despite this proposition, there remains limited empirical evidence for the effect of teacher participation in CPD on student learning outcomes. In light of this void, the purpose of this study was to examine the influence of an eight-month PE-CPD program on students' perceived physical literacy, motivation and enjoyment of physical education. A randomized control trial design was used to assign a sample of 65 physical education teachers from Hong Kong to the CPD and control intervention groups. Students' (n = 1,485) perceived physical literacy, motivation and enjoyment of physical education measures were collected across three phases of the program (post-program, eight-month follow-up, and 14-month follow-up). Repeated measures ANOVAs were conducted to analyze changes in student learning outcomes across the three phases of the intervention. Results revealed low significant interaction effects of perceived physical literacy, motivation, and enjoyment across time depending on the participation level in CPD. The findings of this study provide an important addition to the extant literature on CPD, by revealing that teachers' commitment to participation in professional development may have a sustained influence on student affective learning outcomes. Copyright © 2022 Elsevier.

The COVID‐19 pandemic has triggered an unexpected digital revolution, speeding up universities' digital transformation worldwide. It has brought heavy disruptions to travel and mobility worldwide, but it drives the opportunity for hosting region‐wide or even international academic exchanges through learning programs, workshops, and conferences via an alternative online mode. This study reports on a case study of a 1‐month online aviation learning program that engaged 108 university students from Mainland China and Hong Kong during the lockdown. At first, we first recruited students in Hong Kong; however, the program registration was unsatisfactory. This could be attributed to the students' perceived future aviation career prospects and readiness of emergent remote teaching during the pandemic. In the program, we designed an alternative blended learning approach to attract students to sustain their aviation learning. First, we transformed the activities from face‐to‐face (F2F) to online settings using digital technologies including flight simulation and virtual visits in a web‐conferencing environment. Second, we extended the reach of the event and attracted a larger audience in the neighbouring regions in Mainland China. It turned out that we could successfully recruit 108 students from 20 cities. In the end, students' interviews and motivational surveys indicated that this online learning experience could effectively enhance students' knowledge and motivational gain. Since the government has relaxed the policy of homeschooling, we organised two F2F meetings for students in Hong Kong to connect them together. This blended mode of teaching favoured the students in Hong Kong who showed a greater motivation than those in Mainland China. Furthermore, follow‐up interviews for teachers revealed how they invest in new technological equipment and knowledge to support the radical changes. Overall, the virtual event eliminates geographical barriers which successfully motivate

The present study reports on the effects of a self-regulated (SRL) writing strategy-based intervention supported with e-learning tools on SRL strategy use in English writing with 468 Hong Kong primary school students. The changes to the students’ motivation in English writing, and their e-learning acceptance were also measured. The study adopted a pretest and posttest design and the data was collected through a questionnaire, which consisted of three measures, i.e. SRL writing strategy use, motivation in English writing, and e-learning acceptance. The SRL writing strategy use measure included four types of strategies, i.e. planning, text-generating, monitoring, and revising. The motivation measure had two scales, i.e. interest and self-efficacy, and the e-learning acceptance measure included four scales, i.e. perceived usefulness, perceived ease of use, attitude and continuance intention. The intervention saw significant improvements on the students’ use of all four types of SRL writing strategies. Positive changes also took place to one scale of motivation, i.e. interest, and three scales of e-learning acceptance, i.e. perceived usefulness, attitude and continuance intention. There was no significant improvement to self-efficacy and perceived ease of use. Additionally, the correlations between all the scales became stronger after the intervention. Important implications for teaching ESL/EFL writing through e-learning are drawn. Copyright © 2022 Taylor & Francis.

This article reports on the results of a qualitative interpretive pilot study investigating the role of comic strips on tertiary ESP learners’ motivation and discipline-specific language learning. The participants were 10 third-year students enrolled in two discipline-specific English courses at a university in Hong Kong. The results show that integrating multimodality through comic strips helped to transform the traditional delivery of instruction and also motivated and facilitated learners’ understanding of discipline-specific concepts and vocabulary. Participants also indicated that technology contributed to more student agency and fostered language creativity as they expended more effort in their learning. The findings suggest the need for ESP teachers to explore technology and integrate creativity and multimodality in the delivery of discipline-specific course content. Copyright © 2021 Asian ESP Journal.

A museum is an educational fair which facilitates individuals to explore and discover through inquiry. Museums provide participants with direct learning experience with objects and exhibits that relate to concepts and disciplinary subjects in the arts, history, science, and social science of specific time and space. Learning through museums is considered as one of the informal learning ways which is very different from formal learning in schools. This study aims to investigate Hong Kong primary school teachers’ and students’ perspectives, learning experiences and motivations in museum learning and visits. A survey study is adopted to gather the views and experiences of a sample of senior primary school students and teachers, in the local primary school context, on museum learning and visits in the past three years. Learners’ actual and preferred visits to museums as well as the types of motivations involved in visiting museums in a Chinese culture and context will be explored. The ways of interactions and various types of museum learning will also be examined, and teachers’ and students’ perspectives will also be compared. This study will provide insights into the enhancement of meaningful museum education journeys for students. Copyright © 2021 International Conference on Learning and Teaching.

This qualitative case study examined a group of undergraduate students' motivations towards extracurricular research in a Hong Kong university. Drawing upon data from semi-structured interviews, this study analysed the students' motivation change from the cognitive, social, and affective perspective. The findings revealed that the students were externally and internally motivated to join informal research activities and that their motivation change was intertwined with their cognitive learning, social interactions, and emotional experiences in the research process. The paper concluded with practical implications on supporting and sustaining undergraduates' motivations in extracurricular research activities to benefit their academic studies and future work. Copyright ©2021 Routledge.

There has been an increasing concern on teachers’ adoption of information and communication technology (ICT) in their teaching practices. However, little has been explored about English as a second language (ESL) teachers’ ICT adoption. This study synthesizes the technology acceptance model (TAM), the value-expectancy theory, and a learning perspective to propose a model -for investigating ESL teachers’ continuance intention to use ICT in teaching. In the proposed model, motivational beliefs, ICT learning behaviors, facilitating conditions, and perceptions towards ICT use were put together to see how they worked together to influence continuance intention. Participants were 156 primary school ESL teachers in Hong Kong, who attended a teacher professional development program. Structural equation modeling showed that ICT self-efficacy and facilitating conditions were positively associated with continuance intention through perceptions (i.e. perceived ease of use and perceived usefulness). ICT anxiety had a negative effect, whereas interest had a positive effect on continuance intention. Growth mindset had a positive effect on continuance intention through learning of ICT (i.e. adaptive help seeking). Implications for teachers’ professional development programs are discussed. Copyright © 2021 Taylor & Francis Ltd.