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.

本研究旨在探討透過行為改變技術來提升中度弱智兒童科技學習的成效層面。從國際性及東亞區研究範疇中，很少特殊教育研究涉獵這個學習層面。因此，本研究以前、後測法來比較 12 位中一至中五年級中度弱智學生在非科技教學組、科技教學組及行為改變技術融合於科技教學組中的學習差異，藉此嘉惠有特殊教育需要的學生。This paper attempts to explore into possible enhancement of using behavior modification (BM) techniques for moderately retarded schooling children’s learning through information technology (IT). Facing the under-researched special education topic in international and East Asian research literature, the paper compares the pre- and post-test learning outcomes of 12 moderately retarded students at Grade 7-12 levels in the three groups of not using IT, using IT and using IT in BM settings through quantitative research methods, for the sake of those students with special educational needs. Copyright © 2005 香港中文大學香港教育研究所 ; 華南師範大學教育技術研究所.

This paper reports on the results of part of a questionnaire survey on the relative extent to which senior secondary geography teaching in Hong Kong and England contributes to environmental education. A substantial proportion of geography teachers indicated a strong preference for traditional and resource-based strategies in teaching selected topics of environmental emphasis. Furthermore, they often relied upon textbooks, notes and worksheets with occasional use of audio-visual materials as teaching resources. Whilst teachers from both places shared some common problems in implementing environmental education, there was a significant difference in their emphasis on environmental issues. The author suggests some possible measures for future improvement of geography teaching with respect to environmental education. Copyright © 1993 Taylor & Francis Group, LLC. All rights reserved.

This exploratory study describes how 2 classes of secondary 6 commerce students in Hong Kong have used a web-based collaborative tool, Knowledge Community (KC) to build a project called “Writing up a Business Plan” collaboratively. Using a number of 2-level scaffolds, students participated in the forum discussion to build business plan. The entire process unfolds how students, facilitated by scaffolds and teachers, brainstorm business idea and mission, decide on the type of product, plan production line and eventually formulate a business plan. The sample consisted of 41 students and 2 facilitators. Students’ participation in KC was analyzed quantitatively and qualitatively. The strategies, suggestions and the feasibility of adopting KC for projects in schools will also be shared, along with the implications and key learning points of this project. Copyright © 2004 全球華人計算機教育應用學會.

Most IT researches in mathematics education are confined to classroom settings [5], ignoring the surrounding conditions for their practicality. In this paper, an innovative collaboration of three educational parties: teaching frontiers, curriculum developers and academic theorists, e.g.[1], are all involved.The 3 authors endeavor to: (i) address pedagogical, teacher-training, policymaking problems when the parties are functioning separately without mutual adaptation at present and share value-dilemmas encountered by the three educational parties in Hong Kong; (ii) adopt and examine an integrated school (hybridizing ‘top-down’ and ‘down-up’) approach in perpetuating regionalised IT school culture in order to consolidate forthcoming school-based mathematics curricula in Hong Kong and even other Asian countries in the next century; (iii) discuss some activities on using various components of IT in teaching and learning mathematics in day-time lessons and after-school activities by the new approach. Copyright © 1999 Asian Technology Conference in Mathematics.