數學核心素養是指人在面對複雜的情景和實際問題時，能夠以積極主動的態度，靈活地運用數學知識和思維方法，有效地運用輔助功具，進行推理、交流、分析和判斷，從而解決問題。在數學學科的教學中，教師可以利用現實情境的教學原則作為指導教學的參考，使用探究式教學、自主學習模式等方式，運用跨學科或跨課程的學習作為補充，善用信息資訊科技手段，最終達到數學教育核心素養的實現。 Copyright © 2018 廣東高等教育出版社.

Next generation of language learners need learner-centredness in higher education ELT courses. A Holistic Flipped Classroom model (HFC) has been proposed in this research for such ELT course design. The effectiveness of three key components of the model - an authentic or near-authentic language learning community, flipped teaching, project-based assessment – are examined in an interactive storytelling short course for Early Childhood Education pre-service teachers at a teacher’s university in Hong Kong. A mixed research method of pre- and post-course surveys and interviews was used to measure students’ preference for such a model and their perceived effectiveness of the model on their learning outcomes. Data collected from students' survey and interviews showed students' higher motivation in learning and overall improvement of confidence and story creation as well as moderate enhancement in learner autonomy. This paper shares the design of this holistic flipped classroom model and further recommendations on teacher training and language learning enhancement technology are made. Copyright © 2019 Author.

Globalisation has made higher education increasingly internationalised, reinforcing the importance of English as a means for academic communication. In this regard, many universities in non-English-speaking countries mandate that local first-year undergra

In the last two decades there has been a growing trend of adopting English medium instruction (EMI) in universities. EMI increases the need for teaching English for specific purposes, so as to help students develop discipline-specific English language skills. Summary writing skills in such a disciplinary context are considered to be essential as students need to comprehend, synthesise and integrate source materials into their own academic writings. This paper focuses on a project supporting students’ summary writing skills through ESP summary writing workshops and an online learning platform in a university in Hong Kong. Data were collected through students’ self-reflections and post-workshop interviews. Findings reveal that disciplinary-specific summary writing training raises students’ awareness of writing skills that can be adapted to writings in their own subject courses; students also perceived that the online learning platform offers the chance for them to self-evaluate their own summaries and regulate their own learning. The present study contributes to the understanding of strategies that can support university students’ discipline-specific summary writing skills in the EMI context. Copyright © 2018 Asia TEFL.

Globalisation has made higher education increasingly internationalised, reinforcing the importance of English as a means for academic communication. In this regard, many universities in non-English-speaking countries mandate that local first-year undergraduates take an English for Academic Purposes (EAP) course. At the same time, native speakers of English and local students who attain outstanding English results in public examinations may be granted exemption. An important question to ask is: Are students of high English proficiency ready to use English for university studies without taking an EAP course? This study addresses this question by focusing on the cases of nine first-year high English proficiency undergraduates admitted to an English-medium university in Hong Kong. These students attained the highest level in English language in the local secondary school leaving public examination. Two in-depth interviews were conducted with each participant to evaluate their learning experiences in secondary school and taking the university EAP course. The findings reveal the challenges of learning EAP among those high-achievers and reveal the gap between secondary school English and academic English. The study offers insights into what first-year students need in EAP when they transition from the local secondary school context to the increasingly globalised higher education context. Copyright © 2018 Asia TEFL.

While there is growing recognition of the mutually shaping relationship between teaching with information technology (IT) and teachers' beliefs, skills and self‐efficacy, there has been a paucity of research attention on the construction of teacher identity during actual IT‐assisted in‐class teaching and out‐of‐class networking with students, in a full institutional and social context. This study investigates how a group of secondary school English as a second language (ESL) teachers regulated their teaching and practices and constructed their identities in relation to governmental requirements for the use of IT in teaching. Teachers from seven government‐subsidised schools in Hong Kong were interviewed about their experiences of using IT in teaching. We frame the reported practices of these teachers as a process of construction of identity, formed in the context of the 'governmentality' supporting current examination‐oriented educational policy. Observing from the perspective of what has been termed 'governmentality' and an ethical framework for self‐formation of personal identity makes it possible to see these teachers' professional identities constructed through the use of IT practices within the contradictory conditions of professional/personal demands, compliance/resistance, school promotion/peer non‐cooperation, advantage/disadvantage in use of IT, use of IT/content and pedagogical knowledge. This study has implications for developing a more supportive and rational environment for the use of IT in teaching, in which more autonomy and identity options—rather than constraints—can be provided for teachers in the digital era. This study also informs practitioners and policy makers in other educational settings experiencing a similar IT boom in teaching. Copyright © 2019 British Educational Research Association.

Motivation has always been considered an important factor in language learning, and this is particularly crucial for first year undergraduates in the new four-year curriculum. With one year less English learning experience in secondary schools and one more year to study at universities, where English is usually used as a medium of instruction and a lingua franca for international knowledge exchange, this transition can be challenging. To bridge the gap, first year undergraduates are usually required to take courses of English for Academic Purposes (EAP). However, students are usually instrumentally motivated or not motivated at all. Therefore, course developers and teachers play vital roles in developing learners’ L2 learning motivation, and preparing them for further study in their own discipline using English. This paper investigates research in L2 learning motivation and how it can be applied to EAP classrooms to enrich the English learning experience of first year undergraduates. Findings of a study on the English learning experience in secondary school among 14 first year universities through narrative inquiry are highlighted with reference to shadow education (private supplementary tutoring). Practical strategies to motivate students to participate in classroom activities and out-of-class learning are suggested. Copyright © 2013 Centre for Applied English Studies, The University of Hong Kong.

Based on a well-recognized formative assessment strategy model (Leahy et al, 2005) and multiple analytical frameworks of teacher feedback, the present study investigated three teachers (a novice, an experienced, and a veteran teacher) with regard to their instructional, assessment, and feedback practices throughout the pre-, during-, and poststages of a second language (L2) writing instruction cycle. Adopting a case study approach, multiple data were gathered from interviews, lesson observations, teaching materials, students’ writing, and teacher written feedback. Cross-case comparisons were conducted to understand teachers’ formative assessment strategies, feedback practices, and their difficulties. The study found that the teachers engaged primarily with the pre- and post-writing stages. In the pre-writing stage, they conducted a variety of activities to prepare students for writing and to clarify target writing criteria. However, they tended to skip the during-writing stage. In the post-writing stage, all teachers adopted comprehensive error correction with the novice teacher giving more corrections than the other two. Only the experienced teacher required students to compose a second draft, the other two requiring only a single draft. Unlike the veteran teacher, the two younger teachers avoided writing negative comments and wrote many personalized comments probably in order to build relationships with students. In terms of feedback orientation, teachers paid more attention to what a student did and could do better in the task at hand than what a student could do in future tasks. Implications drawn from this research were presented in the form of a checklist for teachers, which integrated instructional and formative assessment strategies with the L2 writing instruction processes. Copyright © 2019 English Language Education Publishing.