Background: There has been a lack of research on exploring how beliefs about language learning (BALLs) and out-of-class language-learning activities are related. BALLs and out-of-class language-learning activities play an important role in influencing the learning behaviours of learners and learning outcomes. Findings of this study provide useful pedagogical implications for English teaching in Hong Kong.
Aim: The aim of the study is to gather information on the BALLs and out-of-class language-learning activities of young adult ESL learners in Hong Kong.
Sample: Convenience sampling is adopted in this study of 324 ESL (English as a Second Language) learners undertaking vocational education in Hong Kong.
Methods: Surveys on BALLs and out-of-class language-learning activities. Results: Findings indicate that learners held mostly positive beliefs. Watching films and television, reading, listening to English songs, music and radio channels, formal learning and practising speaking with others were the out-of-class language-learning activities reported by subjects that they carried out most frequently. There is an association between BALLs and the implementation of activities. Learners who regarded out-of-class language-learning activities as useful were found to possess more positive beliefs regarding their English learning in terms of BALLI (Beliefs About Language Learning Inventory) items. Learners who implemented out-of-class language-learning activities were found to have more positive beliefs in terms of two factors, "Perceived value and nature of learning spoken English" and "Self-efficacy and expectation about learning English."
Conclusion: The contextual influences of English being a prestigious language in Hong Kong and being attached with tangible rewards and power are suggested to contribute to the prevalence of instrumental motivation among ESL learners in Hong Kong. These influences, together with notion of modesty and the fear of losing face

Governments are aiming to expand the intake to higher education, so it is important to understand what motivates students to enter university and choose a particular programme. The aim of this study was to see whether a motivational orientation framework, developed to explain motivation to study, could also be applied to motivation to enrol in a selected university programme. Data were collected through individual open interviews with 36 undergraduate students at three universities in Hong Kong. Analysis used a grounded theory approach. The motivational orientation framework consists of six continua, labelled: compliance, individual goal setting, university lifestyle, sense of belonging, career and interest. It was possible to interpret data on decisions to go to university and to pick particular programmes with the framework. Students could be allocated to a position on each continuum, which then characterised their initial motivation for study.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/03075070903023510]

This is a comparative study of the career drivers of accounting students in Singapore, Australia and the Hong Kong Special Administrative Region (HKSAR). The study examines the motivational factors that steer accounting students into choosing accounting as a programme of study in their respective countries. Comparative analyses are performed to examine the importance of each career driver, taking into consideration gender and country/institutional variables. The results indicate significant differences between male and female students with respect to the importance of the following career drivers: search for meaning, security, material rewards and creativity. Significant differences are also found among countries/institutions and the importance of career drivers such as expertise, status, security, affiliation and creativity. The study concludes with a discussion of the implications of the findings for both the profession and academic educators as well as suggestions for future research.
[Copyright of Journal of Education and Work is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13639080801957014]