This article presents data from a qualitative case study examining secondary ESL students' attitudes toward and perceptions of a collaborative e-mail exchange between a Form 4 (10th grade) ESL class in Hong Kong and an 11th grade English class in Iowa. The exchange was based on a researcher-designed instructional model, utilizing widely accepted theories and methods for modern second language instruction: cooperative learning, communicative language learning, process writing, project-based learning, and an integrated approach.
After exposure to the exchange, Hong Kong students were questioned about (a) changes in attitude towards computers and language learning; (b) effect of computer background on attitude, interest, and motivation; (c) perception of their acquired reading, writing, speaking, and listening skills; and (d) attitude towards cooperative learning. Data was collected primarily from pre- and post-model surveys and personal interviews.
The majority of Hong Kong participants said they enjoyed the exchange, gained general confidence in English and computer skills, and felt that they made significant progress in writing, thinking, and speaking. They were, however, ambivalent as to whether it improved standardized exam-related skills such as grammar usage and discrete language functions. As the project progressed, students with strong computer skills indicated less satisfaction than those with weak computer skills.
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In recent years, studies have proposed the use of intercultural communication to promote understanding among students across geographic distances and foster students' global awareness and international experience. This study compared Hong Kong students' WebCT discussion postings with those of U.S. students to investigate differences in their online communication patterns. Results showed that while Asian students were more interactive by inviting other students' opinions, American students were less responsive and more interested in stating their own views. In addition, American students tended to be direct and straightforward in expressing their positions whereas Asian participants used ambiguous language and conveyed their thoughts implicitly.
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This paper reports on a large-scale study on learner autonomy conducted with a group of tertiary students at the Hong Kong Polytechnic University in Hong Kong. The study investigates students' views of their responsibilities and decision-making abilities in learning English, their motivation level and the actual language learning activities they undertook inside and outside the classroom with a view to gauging their readiness for autonomous learning. The paper presents the student profile generated from the study and concludes with the pedagogical implications of the findings for the implementation of learner autonomy at tertiary level in Hong Kong.
[Copyright of Evaluation & Research in Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09500790208667003]