English, as a worldwide language, is the language most often used both online and offline. The implementation of e-learning practices widens learners’ horizons through different educational opportunities and enhances their learning abilities, and it reduces the costs of higher education. Upon reviewing the literature, some research gaps related with this study are listed. The first was that preservice English teachers sometimes lacked adequate knowledge and skills to choose the proper educational technologies for implementing e-learning in their field practices. The other was that some teacher educators over-focused on their choices of educational technologies and not on their implementation of e-learning in a precise subject. Although many studies have focused on the use of English learning strategies and skills, this research will focus on implementation of e-learning practices in preservice English language teacher education. Second, the existing research lacks adequate coverage of the training for preservice English teachers to become English language teachers, when that training is conducted through implementing e-learning practices in English language learning strategies. Meanwhile, other current issues are apparent: preservice English teachers do not have sufficient resources to lead their teaching process using supplementary digital resources. The methods designed and used to implement e-learning practices are vital aspects of those implementations. E-learning practices in preservice English language teacher education have been discussed extensively in Hong Kong and Mainland China. It is important that teachers nurture students’ digital literacy and their abilities for critical thinking and conducting logical presentations. Student teachers not only understand the pros and cons of e-learning practices in preservice English language teacher education, but also the general developments of teacher education. This study aims to investigate how e-learning practices

The knowledge and pedagogies of e-learning in English language learning in teacher education courses would be developed and transformed by student teachers via pre-service learning experiences. The strategies of e-learning in the English language learning of student teachers in the teaching education courses and their own teaching practices lead to a widespread discussion in Hong Kong and Mainland China. It not only benefits educators and student teachers to intuitively understand the strategies of e-learning in English language learning but also helps student teachers to refine their e-learning strategies in English language learning in further teaching practices. This study aims to compare the implementations and transformations of strategies of student teachers to e-learning in English language learning from pre-service learning experiences in Hong Kong and Mainland China. One hundred student teachers were involved. The mixed-method approach would be adopted in the research including questionnaires, interviews, observations and analysis of weekly teaching dairy. The findings would help educators and student teachers to know the general situation of strategies to e-learning in English language learning through their pre-service learning experiences in Hong Kong and Mainland China. Meanwhile, the results of this study will give some suggestions to student teachers for future in-service teaching and learning experiences. Copyright © 2018 The Asian Conference on Education.