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.

While assessment for learning (AfL) has been strongly promulgated by an increasing number of education systems internationally, little research is available that investigates students' responses to such AfL innovations, particularly in a Chinese learning context. There is a need to research and evaluate the AfL practices introduced and their impact on student learning approaches. This study focused on students' perceptions of AfL practices and the relationships these have with students' learning approaches. The study investigated perceptions of AfL practices experienced by students (N = 582) at three universities in mainland China and Hong Kong. Results indicated that student AfL experience positively influenced their learning approaches. Results revealed that all dimensions of students' perceived AfL experience (i.e., engagement with subject matter, teacher support, and peer support) were found to be significantly positively correlated with students' tendency to use a deep approach to learning, suggesting that in the Chinese and Hong Kong university environment, AfL practices contribute to students adopting a meaningful approach to learning.
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