This study investigates the influences of process-based instruction (PBI) on students' self-regulated learning (SRL) strategy use in English as a foreign language (EFL) writing. Participants were 1521 fourth to sixth graders in Hong Kong primary schools. The students, in response to a questionnaire, reported that their English teachers used PBI at a high frequency in the classroom, while the students employed SRL strategies at a medium frequency. No significant differences in SRL strategy use were found across the three grade levels. Results of structural equation modelling (SEM) indicate that instruction at the before-writing stage had the strongest influence on the students' use of SRL strategies; instruction at the after-writing stage significantly impacted their use of self-initiating, self-monitoring and revising strategies; teaching writing at the while-writing stage had very little influence on the students' SRL strategy use. Implications for future research are discussed and suggestions for EFL teachers to improve their students' SRL strategy use in writing through PBI are included. Copyright © 2021 Elsevier Science Ltd.

In the Greater China region, there were unprecedented curriculum and teaching reforms around the early years of the new century which have stimulated teacher education institutions to echo changes. This chapter first examines the notion of “quality” of curriculum reforms and teacher education and their contexts of change in Hong Kong, Mainland China and Taiwan. Then innovative curriculum, teaching and assessment practices of teacher education are highlighted. Finally, several directions for the future development of pre-service and in-service teacher education in the Greater China region are proposed.

Classroom experience is shaped by a number of factors. In this paper, we report a classroom observation study in China, illustrating regional variation in students' classroom learning experiences. Through comparing and contrasting observed classroom practices in three different regions in China (Chongqing, Hong Kong and Shanghai), the paper provides an analysis of the variation in classroom learning experiences of primary school students in China. Our empirical classroom observation data illustrates some key differences in the pedagogy, the use of classroom activities, and the implementation of the curriculum between individual schools. More substantial differences in classroom practices are found when comparing schools from different regions than those within a given city, leading us to conclude that regional impacts on student experience appear to be more important than within-city factors such as the location of a school or its level of facilities.
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http://dx.doi.org/10.1080/02188791.2013.860005]