Language choice and code-switching are commonplaces for peer interaction among bilingual children from various language backgrounds in Hong Kong. However, few studies concern these linguistic practices of immigrant children proficient in Mandarin and English. This study adopted a qualitative research approach to investigate three Mandarin-English preschoolers’ language choice and code-switching by analyzing their conversations in interaction with a Cantonese–English bilingual peer under the framework of translanguaging. The findings reveal that these Mandarin-English preschoolers’ priority language for interaction is English, indicating that choosing a shared language is an essential communicative strategy for integrating with their Cantonese–English peers. The factors for those language choices include social environment, interlocutor’s ability, and sense of identity and belonging. Both inter-sentential and intra-sentential code-switching are adopted in verbal interaction. However, intra-sentential code-switching occurs more frequently and with greater diversity in Mandarin-based sentences, where nouns are the most easily switched component, followed by verbs and adjectives. This study enriches the study of bilingual children in Hong Kong, extends the application of translanguaging to peer interaction outside the classroom in multilingual contexts, and provides pedagogic implications. Copyright © 2024 Informa  UK  Limited, trading as Taylor & Francis Group.

Background: Since the outbreak of COVID-19, universities in Hong Kong have implemented online and hybrid teaching modes, making computer-assisted language learning (CALL) a primary way for English learning. Research on English learning motivation and self-regulation has seldom considered learners' emotions (satisfaction and preparedness) and the synchronic online courses in a CALL context. Objectives: This study analyses the relationship between Hong Kong university students' motivation and self-regulation by considering their emotions in computer-assisted synchronic online English courses. Methods: 311 Hong Kong university students were invited to complete two questionnaires that investigated students' motivation and self-regulation in computer-assisted online English courses. SPSS 26 was employed for exploratory factor analysis (EFA) to extract factors and exclude unsuitable items, and confirmatory factor analysis (CFA) was performed to verify the results of EFA. One-way ANOVA was conducted to detect the impact of personal emotion on motivation and self-regulation. AMOS 26 was adopted to construct a structural equation model (SEM) to explore the relationship between motivation and self-regulation in the CALL context. Results and Conclusions: The results show that satisfaction and preparedness positively correlate with online English learning motivation and self-regulation. Instrumentality-attitude significantly predicts all factors of self-regulation via SEM and goal setting significantly predicts all factors of motivation. With feasible English learning goals, Hong Kong university students are more proactive in learning English online where they actively interact with teachers and peers. Implications: Based on the L2 self-system (Dörnyei, The psychology of the language learner: Individual differences in second language acquisition, 2005) and self-determination theory (Barnard et al., Internet and Higher Education, 2009, 12, 1–6), this study clarifies the relationship

This study attempted to analyze learning strategies used by Hong Kong university students for learning English. Results indicate that Cantonese native speakers mostly used cognitive strategies when learning English, while memory strategies were the least used. Besides, the use of memory strategies among males varied significantly, and little difference was observed in the use of metacognitive strategies by females. The use of cognitive strategies was significantly associated with grade level, with fourth-year students using cognitive strategies more often than fifth-year students. Finally, on correlating the daily study time with cognitive strategies, it was observed that students who studied more than 0.5 hours a day used cognitive strategies more frequently than those who studied less than 0.5 hours a day. This study not only provides new evidence that grade level and study time affect the use of English learning strategies in Hong Kong, but also yields some important pedagogical implications. Copyright © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This study is based on the data analysis of reading assessment of PIRLS 2016 in Hong Kong, students were found to have poor performance in both reading behavior and attitudes, ranking low compared with international levels. Reading fluency is directly related to this low ranking. This paper discusses the three elements of reading fluency which are accuracy, automaticity, and prosody, and includes suggestions for improvements. The repeated reading training methods is also advised. In addition, this paper also focuses on the importance of enhancing prosody awareness in reading. It is hoped that the Education Bureau in Hong Kong can advocate, and support the primary and secondary schools to pay attention to fostering students' prosody awareness in the Chinese reading class in order to improve the reading fluency of students in Hong Kong. Improving reading fluency will result in improved reading literacy, which in turn is an important factor in the development and competitiveness construction of the country and individuals.本文通過對香港PIRLS 2016閱讀測評中的相關數據分析後發現：香港學生存在嚴重的閱讀行為態度問題，在PIRLS 2016的排名中處於國際末尾。而這一問題的存在與學生的閱讀流暢性程度高低有直接關聯。鑒於此，本研究進一步提出如何完善閱讀流暢性三要素（準確性、自動化和韻律）方面的培養，及增加「重複閱讀訓練」的方法。此外，本研究還提出提升韻律意識在閱讀中的重要性。寄希望於香港教育局可以將對學生韻律意識的培養放到中文閱讀課堂中來，以此提升香港學生的閱讀流暢性，進而提高其閱讀素養能力，這反過來又是國家和個人發展和競爭力建設的重要因素。Copyright © 2019 文藻外語大學.