Effective teaching practice requires that teachers know their students not as ‘faceless average learners’, but as individuals. The most individual of learner characteristics is personality, and yet language education research has made little progress in understanding the role of personality. As the field of language learning motivation seeks to develop frameworks for motivational teaching practice, a richer understanding of learners’ individuality is crucial in shaping practices that respond to learners’ needs. The present study examines the role of learners’ personality and teachers’ practice in shaping motivation and self-efficacy in language learning. Drawing on data gathered from 277 learners of English in Hong Kong, aged 11–14 years, and 24 lesson observations, across 10 classes, the study applies hierarchical multiple regression analysis to reveal a significant role of personality and teachers’ motivational practice in predicting language learning motivation and self-efficacy. Results reveal that while personality variables demonstrated large effect sizes for motivational orientations, teacher practice variables evidenced large effect sizes for language learning self-efficacy. Implications are discussed for theorization of language learning motivation and for teaching practice, with a particular emphasis on language teacher education. © The Author(s) 2020.

Since the first study on computer-mediated communication tools in support of language learning was published in 1992, asynchronous and synchronous tools have been widely adopted; however, few reviews have been conducted to explore the research status in this field. As COVID-19 has increased the use of online tools in education, the need to understand how asynchronous and synchronous tools are being used in language education has grown. In this bibliometric analysis, we reviewed asynchronous and synchronous online language learning (ASOLL) by analyzing the trends, topics, and findings of 319 articles on ASOLL. The results indicate that interest in ASOLL has increased over the past three decades with ASOLL for oral proficiency development and collaborative ASOLL being the two main research issues. Interest in three topics – collaborative ASOLL, emotions, and corrective feedback – was especially apparent. The review contributes to the understanding of ASOLL while providing practical implications for using information communication technologies to enhance language learning. Copyright © 2023 Laboratory for Knowledge Management & E-Learning, The University of Hong Kong.

Independent language learning is paramount for those wishing to develop proficiency in a second or foreign language. Language learners often have few opportunities to communicate and interact actively in their target language. In this two-phase study, a chatbot was developed to assist second-language learners at a tertiary education institution in Hong Kong with independent language learning. I employed a questionnaire (N = 128) followed by semi-structured interviews (N = 12) to gain holistic insight into learners' experiences with the chatbot. The results suggested that the participants enjoyed interacting with the chatbot both in and out of class and perceived that it improved their English skills. These findings have implications for language teachers and the future development of chatbots. Copyright © 2023 Inderscience Enterprises Ltd.

BACKGROUND: The potential of natural language processing tools such as chatbots in learning a second or foreign language has not yet been fully realised (Dale, 2016; Fryer et al., 2019). Language learning occurs through interaction with classmates and teachers, which provides comprehensible input, feedback on output and the opportunity to modify output (Mackey, 2012). Chatbots can serve as an always-on source of interaction. In this study, a chatbot was designed and deployed using Dialog flow Messenger. It acts as a conversational interface for English learners and is available on our website or as a mobile application (app). Language learning is most effective when it is immediate and contextual, so this chatbot not only ‘chats’ but also guides learners to appropriate language study resources. It puts students in control of their learning by answering specific questions (e.g., How do I refer to sources in written texts and oral presentations?, Where can I find IELTS materials?, What is the present perfect?); providing customised learning options; and allowing students to learn at their own level, pace, and at a time of their choosing. This study investigates English language students’ attitudes, beliefs, and perceptions towards using a customised chatbot to enhance language learning.METHODS: Participants consisted of students and teachers (n=4) from a compulsory English for Academic Purposes course at the largest public university in Hong Kong. In this study, the students (n=76) had access to the chatbot for two months. Data on attitudes, beliefs and perceptions regarding the chatbot were collected using a questionnaire and focus groups; transcripts were collected to identify questions put to the chatbot. This mix of methods was chosen to provide rich, detailed, and complex accounts of users’ experiences.RESULTS: Findings from the questionnaire and focus groups are consistent with previous research that reported positive learning experiences with chatbots (Fryer & Carpenter

This study explored emotions and self-regulatory learning in postgraduate students, forced to transition to emergency remote teaching, at a Hong Kong university after the start of the academic semester. Self-regulation is a critical factor for successful online learning, and emotions are important antecedents of self-regulated learning. The study adopted a two-phase research design, with an initial online questionnaire (n = 52) followed by semi-structured interviews (n = 16) to gain a rich and holistic understanding of students' experiences. Our findings indicate that: (1) locating a suitable location to attend online classes and sharing problems with classmates were the two most frequently self-regulatory learning strategies employed by students; (2) students experienced some enjoyment attending online classes but experienced increased pressure and time commitment to complete assigned work; (3) students found online learning to lack a sense of community, making it challenging to interact with classmates. The findings suggest teachers need to incorporate various synchronous and asynchronous collaborative activities, and they need to increase their own and students' presence online to motivate and facilitate effective teaching and learning. Copyright © 2021 by the authors.

This study presents a systematic review of previous research on e-book-based language learning. E-book-based language learning has been increasingly investigated in the field of language education, whereas previous review studies of relevant literature were relatively low in volume and incomprehensive from aspects of research participants and research perspectives. In the present study, we identified 52 relevant journal articles on e-book-based language learning published in the recent decade, coding them from three dimensions: methodology, e-book devices and features, and research issues and findings. The results indicated that: (a) most studies on e-book-based language learning were of a large sample size and one-session investigation; (b) pre-school children and university students were the most frequently investigated sample groups; (c) computers and tablets were the most frequently used devices; (d) multimedia, feedback giving, gamification and personalisation were the four features most frequently applied in enhancing the efficiency of e-book-based language learning; (e) researchers collected and processed data mainly through pre- and post-tests and group comparisons; (f) learning outcomes, learning behaviours and learners’ psychological states were investigated in most studies, whereby the findings indicated overall positive effects of e-book on language learning. Copyright © 2020 Laboratory for Knowledge Management & E-Learning, The University of Hong Kong.

This paper investigates mainland Chinese students? experiences of learning English as a second language (L2) in a multilingual university in Hong Kong, with particular attention to their negotiation of participation and identity. Drawing on a series of in-depth interviews with a group of mainland Chinese students, the study revealed that their participation in L2 practices appeared to be shaped by the contextual conditions in different communities within the university and mediated by their agentic responses to the contextual realities of these communities. While they gained fuller participation in L2-mediated activities in the local student community and the classroom community as a result of their appropriation of the associated language practices and their display of knowledge and competence in the related social practices, they struggled to gain access to L2 interactional opportunities in the community of exchange students, where their negotiation of positionalities was subject to the perceived unequal power relations between native and non-native speakers of the English. It is argued that their participation in L2-mediated activities in the university could be understood as a complex, dynamic, situated and co-constructed process of negotiating access, competence, membership, positionality, identities and discursive practices associated with different communities.
[Copyright of Research Papers in Education is the property of Routledge.]

This study investigated the relationships between students' self-efficacy and self-concept for learning languages and students' academic achievement in learning English and Chinese. 1092 eighth to eleventh graders from four Hong Kong secondary schools completed questionnaires reporting their self-efficacy, self-concept and academic results for Chinese language and English language. Results indicated that Chinese language self-efficacy and self-concept were significant predictors for Chinese language learning achievements. English language self-efficacy and self-concept predicted both students' English and Chinese learning achievements. These results provide some support for both the domain specificity of self-efficacy and the internal/external frame of reference effect. There is also support for the notion that learning English language facilitates the learning of Chinese language but not the other way around.
[Copyright of Asia-Pacific Education Researcher is the property of Springer.]

Adopting a case study approach with multiple data sources, this paper explores the ways in which rapport is built, and its impact on the learning process based on five successive writing support consultations between a native English-speaking (NES) tutor and her second language (L2) tutee in a Hong Kong university. With reference to the prepared coding categories, six strategies that realize the four key elements of rapport management were identified, namely greetings, small talk, the use of qualifiers and mitigation devices, first-person plural pronouns, praises and expressions of empathy, and open-ended questions. These strategies symbolized association, addressed face work and emotional reactions, and encouraged equity in the directive and tutor dominance writing consultations. Motivated by the harmonious relationship, the tutee gradually took a more active role in learning in different ways by asking questions, expressing an opposite view, admitting inadequate knowledge, reflecting on cognitive processes, and initiating small talk. The implicit impact was further reflected in her improved self-rating and the completion of the five consultations. Pedagogical recommendations for tutor training are made.
[Copyright of Language and Education is the property of Taylor & Francis. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500782.2015.1038275]

This paper reports the progress of a pilot project exploring the integration of a collaborative virtual learning environment (Second Life) with the instruction of English courses at Lingnan University in Hong Kong. An educational partnership was developed with two TESOL teacher-training courses at Texas A&M University in the US. The project enrolled over 200 participants, with about half from each participating university. Coordination of online activities was done using the Moodle learning management system. A large non-traditional language learning facility was developed in the Second Life virtual environment in the style of a 1950's American diner on a private island, complete with Cadillac booths, traditional diner booths and tables, and outdoor campfire settings to facilitate conversational groupings. Both IM typed chat and VOIP voice interactions were explored inside the virtual environment. Student behavior observed during the study indicates the conditions which result in the most productive interactions, and also highlights several key problem areas which must be addressed before successful interactions can be achieved. This paper presents a process which has been developed and trialed, and the plans at Lingnan University to adopt it on a wider scale to support the development of language skills.
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