Background: There has been a lack of research on exploring how beliefs about language learning (BALLs) and out-of-class language-learning activities are related. BALLs and out-of-class language-learning activities play an important role in influencing the learning behaviours of learners and learning outcomes. Findings of this study provide useful pedagogical implications for English teaching in Hong Kong.
Aim: The aim of the study is to gather information on the BALLs and out-of-class language-learning activities of young adult ESL learners in Hong Kong.
Sample: Convenience sampling is adopted in this study of 324 ESL (English as a Second Language) learners undertaking vocational education in Hong Kong.
Methods: Surveys on BALLs and out-of-class language-learning activities. Results: Findings indicate that learners held mostly positive beliefs. Watching films and television, reading, listening to English songs, music and radio channels, formal learning and practising speaking with others were the out-of-class language-learning activities reported by subjects that they carried out most frequently. There is an association between BALLs and the implementation of activities. Learners who regarded out-of-class language-learning activities as useful were found to possess more positive beliefs regarding their English learning in terms of BALLI (Beliefs About Language Learning Inventory) items. Learners who implemented out-of-class language-learning activities were found to have more positive beliefs in terms of two factors, "Perceived value and nature of learning spoken English" and "Self-efficacy and expectation about learning English."
Conclusion: The contextual influences of English being a prestigious language in Hong Kong and being attached with tangible rewards and power are suggested to contribute to the prevalence of instrumental motivation among ESL learners in Hong Kong. These influences, together with notion of modesty and the fear of losing face

Background: Most previous research on beliefs on language learning (BALLs) has been focusing on tertiary level learners. Information of learners of other backgrounds is extremely lacking.
Aim: To identify the BALL patterns of Chinese ESL learners undertaking vocational education in the Hong Kong context and to explore the possible influences on their BALLs.
Sample: Questionnaires were administered to 243 Chinese ESL learners undertaking vocational education in Hong Kong.
Method: Surveys on the Beliefs About Language Learning Inventory (BALLI) were conducted and descriptive analyses were performed.
Results: Results indicate that respondents endorsed the existence of a specialized ability on language learning. They believed in the existence of foreign language aptitude, but did not agree that they had a special ability of learning foreign language. Respondents regarded English a language of medium difficulty. One hour a day for one to two years was regarded as necessary for speaking the target language well. The learning of vocabulary and grammar were regarded as important, and respondents viewed foreign language learning as different from learning other academic subjects. Respondents were overwhelming in their view that it is best to learn English in an English-speaking country. In addition, they endorsed the importance of excellent pronunciation, repetition, practicing, guessing word meanings, and were tolerant of making mistakes in speaking. Finally, there existed a high level of motivation among the respondents, with instrumental motivation being more prevalent than integrative motivation.
Conclusion: Certain learner characteristics and features of the socio-linguistic context of the Hong Kong society are suggested to contribute to the unique BALL patterns of this group of learners. Several implications for teaching in light of the findings are suggested.
背景：過往大部份關於語言學習觀念的研究，對象為大專學生。現時關於其他背景的學生在這方面的資料很缺乏。
目的：找出在香港正接受職業教育的學生對語言學習的觀念

There has been a lack of research on the relationship between metacognitive language-learning strategies (MCLLSs) and language-learning motivation (LLM) among Chinese-speaking ESL learners in Hong Kong. This article reports the results of a survey of the relationships between the use of MCLLSs and LLM among Chinese-speaking ESL learners at a vocational education institute in Hong Kong. The aims of the study were to identify the patterns of the use of MCLLSs and LLM of the learners and to explore the relationships between the two variables. A survey questionnaire containing items on MCLLSs of the Strategy Inventory for Language Learning (SILL) as well as items on integrative and instrumental motivation from the Attitude/Motivation Test Battery (AMBT) were administered to 192 ESL learners at the institute. Findings indicate that 'Paying Attention', 'Finding out language learning' and 'Self-monitoring' were of the high use range, while all the other strategies including 'Self-evaluation', 'Setting goals and objectives' 'Seeking practice opportunities' and 'Organizing' were of the medium use range. Respondents' level of LLM in general was found to be moderate, and respondents were more instrumentally than integratively motivated. Results indicate that the levels of the use of MCLLSs are positively related to the levels of motivation of respondents, with integrative motivation having a stronger relationship with strategy use than instrumental motivation and total motivation. Results from stepwise regression show that integrative but not instrumental motivation predict the levels of strategy use. The conclusion of this study is that LLM is positively related to the use of MCLLSs, and integrative motivation is a predictor of the use of MCLLSs. The inadequacies of Gardner's (1985) dichotomous classification in measuring LLM are discussed, and implications for how to promote LLM in the local and other Asian contexts in order to bring about more use of MCLLSs are suggested.