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

Science fiction in language classes can be very motivating for students. The stories frequently contain social dilemmas and conflicts. Such reading demands personal responses from readers. A college EFL course using science fiction texts and films can help students whose imminent concern is not only language proficiency, but also the culture of an English-speaking world. This paper presents two responses in the author's EFL classes on helping students find joy in reading and thereby enhancing language skills through different activities, including the use of films. It was found that a lecture approach would not favour some Hong Kong students who have not had any literature training. On the other hand, a more student-oriented approach which values students' opinions made a significant difference. Such information is useful to other EFL programmes in English-speaking countries, and to an introductory literature course where there are EFL members in class.
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