Many researchers have stressed that the acoustic environment is crucial to the speech perception, academic performance, attention, and participation of students in classrooms. Classrooms in highly urbanised locations are especially vulnerable to noise, a major influence on the acoustic environment. This study investigates the noise levels in one such urban environment, Hong Kong. The ambient noise level, and its relationship to the speech intensity levels of both teachers and students was surveyed in 47 primary school classrooms. Moreover, the presence of acoustical treatments for noise reduction and the use of classroom amplification systems were documented for each classroom. The survey found that the mean occupied noise level was 60.74 dB (A); the mean unamplified and amplified speech-to-noise ratios of teachers were 13.53 dB and 18.45 dB, respectively; while the mean unamplified speech-to-noise ratio for students was 4.13 dB. Most of the classrooms exhibited insufficient acoustical treatments to provide significant noise reduction. The listening environment in many Hong Kong primary schools was not favourable for optimal classroom learning. Recommendations for improving the acoustical environment in classrooms in highly urbanised locations such as Hong Kong are discussed.
[Copyright of International Journal of Disability, Development and Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10349120500348714]

This article reports on a research project conducted at the City University of Hong Kong which evaluated the effectiveness of a multimedia-based English language learning programme. A major component of the project was the development and production of an interactive multimedia CD-ROM, Business English, which constituted the basis for the enhanced English language proficiency programme. Results of the study indicate that students who completed the syllabus in a multimedia-enhanced mode demonstrated significant improvement in listening skills when compared with students who completed the same syllabus in the traditional classroom mode. The results also demonstrate positive attitudinal changes for the multimedia-enhanced mode of learning. Additionally, the article elaborates on the teaching-learning experience from the student and facilitator perspective.
[Copyright of Computer Assisted Language Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/call.12.4.281.5706 ]

It is argued that language learning ought to be interactive. The traditional language classroom provides a favourable interactive situation for language learners. By contrast, the distance education mode is limited in some ways regarding language learning. Necessarily, distance education involves, primarily, self-learning. Face-to-face learning opportunities are scant compared with traditional classroom-based learning. It is, therefore, a challenge for language professionals to explore new ways of teaching language, the speaking skills in particular, within the constraints of the distance education mode. Being able to master English -- an increasingly important international language -- provides a key to information and learning societies in the 21[&SUP] stcentury. In this paper, I will suggest some ways of maximizing the amount of interactive activities in English language distance learning, based on my work-based experience as a course developer of a new English enhancement course offered by the Open University of Hong Kong. I will focus on the development of listening and speaking skills, which are in fact the most problematic areas -- the speaking skill, in particular, involves two-way communication. I will consider the issue from the perspectives of learners' motivation, peer support and technological support. Finally, I will present findings of a survey on the learners and tutors' feedback on the teaching materials of this new English language enhancement course.
[Copyright of Open Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02680510307413 ]