Due to it being generally regarded as an effective pedagogic approach, the flipped classroom has been widely applied in various disciplines in higher education in many places around the world, but has rarely been used in primary English education. This research investigated teacher and student perceptions of the impact, feasibility, and potential of the flipped EFL classroom by conducting a one-year project among 277 students and eight teachers in a primary school in Hong Kong. Teacher and student reflection, roundtable discussion minutes, and trainer observation and logs were employed as means of continual data collection. The results showed that the flipped classroom improved the teacher–student relationship and teaching and learning performance, and increased teacher and student motivation and confidence. This study demonstrates the high feasibility of using the flipped classroom for primary English education and its great potential for providing students with personalized learning, developing their self-regulated learning and active learning skills. Copyright © 2021 The Author(s).

This research conducted diagnostic assessment of problems in first-year undergraduates’ English academic papers and tracked potential sources of the problems to the writing process and strategy use. Data collected include 339 term papers and interviews with 17 students. The samples were manually error tagged and marked against a detailed diagnostic checklist. The resultant textual features were then compared between two subgroups of Chinese students in the sample, namely, those graduating from local schools in Hong Kong (LS) and those coming from the mainland and sojourning in Hong Kong (MS). The analyses found both groups had the poorest performance in source integration and vocabulary use. LS used simpler words and made more grammatical errors, whereas MS attempted sophisticated vocabulary more successfully and used a wider variety of words and sentence structures. The difficulties they experienced, however, were rather similar, residing mainly at the researching, planning and formulating stages. Action control theory was introduced to interpret the self-regulatory strategies they adopted to cope with perceived difficulties during the writing process. Strategies to control goals, control resources, and control cognitive load were found to be the most typical. While these strategies could reduce their difficulties, only some seemed also to help with performance. A conceptual framework is proposed at the end to link writing products, process and self-regulatory control strategies as evidenced in the study. Four diagnoses are drawn with suggestions for practice and further research.本項研究對大學一年級本科生英語學術論文寫作中存在的問題進行了診斷性評估，並通過審視寫作過程和策略使用，追蹤了問題的可能來源。收集的資料包括339篇學期論文和十七次學生訪談。研究人員對所有文本進行了詳細的錯誤標記，然後系統地比較了來自香港本地學校 (LS) 和來自大陸並在香港求學的中國學生 (MS) 這兩個組別的文本。比較發現，兩組學生都在文獻整合和詞彙使用方面表現最差。 LS的文本中使用了更多的簡單詞彙，語法錯誤也更多，而MS運用了較多的複雜詞彙，單詞和句子結構變化也較為多樣。就寫作過程而言，兩組學生遇到的困難很相似，主要存在於1) 對寫作內容進行研究，收集整理和消化資料，2) 制定寫作計畫，和 3) 撰寫這三個階段。研究應用了行為控制理論來分析寫作中的策略使用，結果發現策略主要用於控制目標，資源和認知負荷。這些策略雖然可以幫助學生減輕困難，但只有少數有助於提高文本品質。基於本研究的發現

Integrated writing is increasingly used in language assessment programmes. As a hybrid task, it requires students to coordinate different language skills, i.e. listening, reading and writing, to retrieve information from multiple sources, and compose an essay for a specific purpose. Tapping into the varied skills that contribute to successful integrated writing is especially beneficial for low proficiency students. However, the mechanisms underlying the impact of these skills on integrated writing performance have yet to be thoroughly studied. This study sampled 103 first-year undergraduate students in Hong Kong who showed relatively low proficiency in Chinese language. They completed three independent tasks measuring their listening, reading, and writing skills; an integrated listening-reading-writing task; and an integrated writing strategy use questionnaire. The results indicated that together, the independent skills accounted for 29.5% of the variance in integrated writing performance, suggesting that integrated writing is a skill that goes far beyond the simple combination of listening, reading, and writing. Independent writing showed the strongest correlation with integrated writing, while both independent listening and independent writing exerted direct and indirect effects on integrated writing performance. However, the effect of reading on integrated writing performance was insignificant, even though the two were significantly correlated. These results offer insights into the complex relationships between the skills. The findings enrich our understanding of the construct of integrated writing, as well as suggest strategies for teaching less proficient learners. Copyright © 2021 The Author(s), under exclusive licence to Springer Nature B.V.

This multiple-case study investigated the experience of three preservice teachers who attempted formative assessment (FA) strategies in their English as a second language writing class during their teaching practicum in a secondary school in Hong Kong. Based on data from 17 lesson observations and 24 interviews, the study examined the three teachers’ implementation of FA strategies during cycles of pre-, while- and post-writing stages. Also analyzed are the teachers’ reflections on and their mentors’ and students’ evaluation of their FA implementation. The study found the teachers could translate their understanding of FA principles into teaching and assessment strategies appropriately, but the school’s accountability culture worked against their innovation. School mentors’ open-mindedness and support to their FA attempts were found to be crucial. The findings are discussed centering on key issues in the relational, developmental and contextual dimensions of the teaching practicum and their impact on preservice teachers’ practice and attitude. Copyright © 2021 Elsevier Ltd. All rights reserved.

In Hong Kong, the revitalization of vocational education and training (VET) was best marked by the advocacy of vocational and professional education and training (VPET) starting from 2015. VPET hence is a key element in the vocationalization of secondary curriculum, which provide students with a diversified post-secondary articulation and to enhance the school-to-work transition for better employability in the future. In 2018, the Education Bureau (EDB) also launched the Vocational English Programme (VEP) Grant (EDB, 2018) at the senior secondary level to support English learning of students who might opt for a VPET development pathway, in addition to the NSS English language curriculum. Under this background, there are two main research focuses in this paper. Firstly, this paper will explore the relationship between VEP and the NSS English language curriculum and discuss the potential impact to students. Secondly, this paper will also survey other related available initiatives similar to VEP, such as the Workplace English Campaign (WEC) under the Standing Committee on Language Education and Research (SCOLAR), to better illustrate the landscape of vocationalization of English learning in Hong Kong throughout the years. In the current body of literature, more attention has been dedicated to the use of English and the specialized genre in the professional settings from the English for specific purposes (ESP) perspective, with relatively less focus on a vocational context. Therefore, we consider it is essential to fulfill this gap considering the continuous development of VPET. This paper will report findings from interviews and focus groups with key stakeholders (e.g. teachers and students) to generate a more holistic understanding to the research focuses. We hope that the conclusion and suggestion in this paper could provide inspirations to map out the future development directions of English learning in the (pre-)vocational context. Copyright © 2019 Inaugural Conference

This study sets out to address the call for more ecologically valid research within the field of second language acquisition (SLA) (e.g., Spada, 2015). A considerable body of research has investigated the effects of input spacing, that is the amount of time between learning episodes, on the learning of foreign language (L2) vocabulary. This body of research has overwhelmingly demonstrated that more distributed conditions lead to better learning and retention than when there is a short gap between learning episodes (Carpenter, 2017) However, as the vast majority of this body of research has been carried out in laboratory settings with adult learners, the degree that these results necessarily generalize to authentic classroom contexts is questionable. The present study attempts to address this gap in the literature by examining the learning of L2 vocabulary within an authentic L2 learning context in an elementary school context in Hong Kong.This study followed a pretest-delayed posttest design to examine the effects on input spacing on the acquisition of L2 vocabulary, specifically English adjectives. Across four primary classrooms, participants (N=52, L1 Cantonese) were taught 20 English adjectives by their normal classroom instructors over two learning sessions. Half of these adjectives were taught following a spaced-short schedule (1 day between learning episodes), the other ten adjectives following a spaced-long schedule (8 days between learning sessions). A multiple choice post-test was administered following a 4 week delay. In contrast to the findings from previous, laboratory-based research, the results of this study found a significant advantage for the spaced-short condition, thus suggesting that previous findings of lag effects in L2 vocabulary learning might not be robust to the variabilities present in authentic learning environments. The results will be discussed further in light of previous research into distributed practice effects and theories of bilingual

In 2017, the Curriculum Development Council (CDC) issued the latest secondary education curriculum guide with the highlighted theme “Learning to Learn 2+”, which introduced “Vocational English” for senior secondary level in the “Progression of VPET with Diversification” section, along with “Applied Learning as elective subject(s)” (ApL) and “Career-related Experiences in OLE”. To support this new initiative, the Education Bureau (EDB) launched a new Language Fund Project “Vocational English Programme” (VEP) Grant for schools to enrol senior secondary students on related vocational English courses, which commenced in the 2018–2019 school year. The programme aims to boost students’ confidence and interest in English learning and prepare them better for vocational education and jobs / occupations. In this new programme, each participating school can nominate about 20 students to attend courses administered by third-party course providers. From a macro-perspective, the introduction of the VEP is a step to implement vocationalization of English which complements the advocacy of Vocational and Professional Education and Training (VPET) outlined in the latest curriculum guide. However, from a micro-perspective, the impact of VEP on the senior secondary and post-secondary level does raise some questions and concerns worth further investigation – for instance, the connection of the VEP to other VPET-related components in the “Learning to Learn 2+” curriculum; the influence of the VEP on the current senior English curriculum; and the curriculum design, accreditation and articulation of the courses. This paper discusses the potential impact of the VEP based on a thorough review of relevant policy documents and literature, together with the analysis of data from interviews with students and teachers from both secondary schools and post-secondary level institutions to triangulate their views on the VEP. The paper ends with feasible suggestions and possible implications for the vocationalization

In this paper, we explored the primary students' after-class vocabulary behavioural learning patterns using a mobile user-generated-content (m-UGC) tool. A total number of 21 Grade 4 students from an elementary school in Hong Kong were recruited. Case study approach was adopted. Data collection included students' learning logs on the m-UGC tool. Content analysis and visualization were used to analyze data. Three sub-groups of primary students' after-class vocabulary behavioural learning patterns were identified and future studies were explored. Copyright © ICCE 2020 - 28th International Conference on Computers in Education, Proceedings. All rights reserved.

Previous research on comprehensive/focused written corrective feedback (WCF) has been dominated by the experimental/quasi-experimental tradition, with low ecological validity and limited pedagogical relevance, and without sufficiently recognizing the complex issues that influence teacher WCF practices in authentic classrooms. To fill this gap, this study adopts an ecological approach informed by a complexity perspective to investigate two secondary teachers’ attempts at focused WCF in the Hong Kong EFL writing context. Data were gathered for one academic year from interviews with teachers and students, classroom observations, students’ writing, as well as pre-and post-writing tests. The findings suggest that focused WCF is feasible in authentic classrooms when it is aligned with writing instruction and provided on preselected error types and selective errors based on individual students’ needs, providing an impetus for teachers to strengthen their writing pedagogy and freeing them up to enhance feedback on other areas of student writing. The study points to the potential of focused, student-specific WCF in enhancing written accuracy as well as students’ engagement with revision, and concludes with implications for the pedagogy of WCF in similar contexts. Copyright © 2021 Elsevier Inc. All rights reserved.

When solving word problems, many children encounter difficulties in making sense of the information and integrate it into a meaningful schema. This is the fundamental phase on which subsequent problem solution depends. To better understand the processing underlying this fundamental phase, this study examined the roles of schema construction and knowledge of mathematical vocabularies in word problem solving. The participants were 139 Chinese third graders studying in Hong Kong. Path analysis showed that there were two kinds of pathways to word problem solving: language-related and number-related. In particular, reading fluency was related to word problem solving in two mediated language-related pathways: one via schema construction, the other via knowledge of mathematical vocabularies. In the number-related pathway, arithmetic concept was related to word problem solving via knowledge of mathematical vocabularies. These findings highlight the specific roles of schema construction and mathematical vocabulary in word problem solving, thereby providing useful implications of how best to support children in understanding and integrating the information from the problem. Copyright © 2021 Elsevier Inc. All rights reserved.