A corpus provides extraordinarily rich and flexible resources for self-learning and can guide students in finding answers to their language queries. Although corpus linguistics has become mainstream in language research, a corpus-based language teaching approach remains largely unknown to the frontline teachers due to various reasons. In the past few years, our EdUHK corpus team have been working towards bridging the gap between corpus linguistic research and teachers’ teaching practice by introducing a corpus-based language pedagogy (CBLP) to English teachers in Hong Kong, China’s Mainland and elsewhere. In this presentation, we will focus on an awardwinning website, The Corpus-based Platform for Language Teachers (CAP) (https://corpus.eduhk.hk/cap/), and demonstrate how we theorised CBLP and enacted CBLP training for in-service and pre-service English teachers through the learning and teaching resources we created on the CAP website. The CAP website serves as the ideal pathway to transfer our expertise in corpus linguistics to the broad teacher community in Hong Kong, China’s Mainland, and other regions/countries. We will first provide the theoretical framework for CBLP and then use concrete examples from the CAP website to show how we implemented the CBLP training for our target participants to help them develop competence to learn and teach with corpora. Copyright © 2022 ICELEAL.

Little attention has been given to computer-assisted language teaching (CALL) lecturers in community colleges in Hong Kong. In this chapter, we present a novel study of CALL lecturers’ emotions and well-being while coping with emergency remote teaching (ERT) at a community college in Hong Kong during the COVID-19 pandemic. In addition, this study sheds light on emergency CALL teaching design and technical preparation, as well as synchronous and asynchronous online teaching and assessment in this context. We employed interviews to give vivid accounts of four CALL lecturers’ inner voices. The resulting data were coded and grouped into themes, and we report the findings as narrative accounts from the representative lecturers and in-depth thematic descriptions. We found that, overall, the CALL lecturers were stressed and overworked, and their physical conditions, especially eyesight, were impaired due to long-term online activities. They were also concerned about the quality of delivery, student feedback, student learning outcomes, and privacy issues. The analysis further revealed practical strategies that the lecturers adopted to address the difficulties they faced during the pandemic. Based on these strategies and the interviews, we present a conceptual emergency adjustment (EA) model to help understand the experiences, emotions, and well-being of CALL lecturers in community colleges in Hong Kong under the impact of the COVID-19 pandemic. This research offers a significant contribution to the EA literature and the contextual adaptation of CALL lecturers in Hong Kong and elsewhere. In addition, the use of narrative accounts to present data could contribute to methodological developments in studying teaching and learning in an ERT environment. Copyright © 2023 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Adequate reading literacy skills are essential for receiving formal education and subsequently gaining full participation in society. Research into L2 reading demonstrates that L2 vocabulary knowledge is key for developing learners’ L2 reading comprehension. This chapter looks into the vocabulary knowledge measured by word associations and sheds some light on the implication of developing vocabulary knowledge to facilitate young learners’ L2 reading literacy for Hong Kong primary schools. The results show that word knowledge and word class have an important influence on young L2 learners’ word association patterns. A number of implications are proposed, including enlarging children’s vocabulary size to reach a threshold level for L2 reading, utilizing graded readers to control vocabulary and teaching words of different word classes with their preferred collocates. Copyright © 2019 The Author(s).

With the fast development of mobile technologies, mobile learning has been adopted by more and more students and staff in higher education institutions. However, most students and staff tend to explore mobile learning as individuals, and there is a lack of systematic exchange of ideas and strategies related to mobile learning among them. This chapter reports on a project on building a mobile learning community (MLC) to promote mobile learning in a Hong Kong tertiary institution. The research questions are as follows: ‘What are the key factors in building a successful mobile learning community?’ and ‘How can the effectiveness of the MLC be evaluated?’ The key factors identified in building a successful mobile learning community are recruitment of community members, establishment of a mobile learning community website as a platform for exchange of ideas, organization of sharing seminars/workshops, making an impact on students’ learning and on staff development. The evaluation of the effectiveness of the mobile learning community will also be deliberated. It is hoped that this chapter can provide some practical guidance and useful references for those who wish to establish a mobile learning community in their institutions in order to promote Scholarship of Learning & Teaching (SoLT).

This paper proposes a personalised instructional strategy, student-selected vocabulary, to facilitate secondary school students' vocabulary building. It then reports how this personalised instructional strategy was implemented and evaluated through a teacher-led intervention study of 57 low-achieving Hong Kong secondary school students. Data were collected with multiple measures: student-made vocabulary cards, paper questionnaires, and personalised vocabulary tests. The findings show that these low-achieving students selected words to learn in a responsible way to meet with their academic needs and achieved good retention rates of their personalised curriculum. Evidence also shows that learner differences were catered for and well addressed in this innovative personalised vocabulary pedagogy.
[Copyright of Language and Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500782.2014.942318]

Language learners and teachers’ cognition in respect of learning and teaching plays a critical role in mediating their actual behaviour and decisions in the process. This study investigates the vocabulary learning and teaching beliefs held by pre-service and in-service teachers in Hong Kong and on the Chinese mainland so that teacher education programmes can better equip teachers with appropriate knowledge concerning the vital task of vocabulary teaching. A mixed approach was adopted in inquiring into the nature of vocabulary learning and teaching beliefs held by these participants. Statistical tests (factor analysis, multi-variate analysis, and Chi-square test) were employed in conjunction with qualitative analysis of the data collected. The analyses revealed variations in the beliefs held by the participants in the two contexts. The identified variations in the beliefs held by pre-service and in-service participants both in Hong Kong and on the Chinese mainland were less significant than those that emerged when comparing Hong Kong participants’ beliefs with those of their mainland Chinese counterparts. The findings are indicative of profound contextual mediation on the participants’ vocabulary teaching and learning beliefs. They also confirm the importance of raising and strengthening language teachers’ strategy and language awareness in teacher development programmes.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09658416.2011.579977]