This paper outlines a study that explored educational applications of blogs with a class of postgraduate students in a Hong Kong university over a period of one semester in 2006, and considers its outcomes. Rather than using the usual learning management system to support learning in the class, the facilitator-researcher organised a blog-based environment where students accessed course material, posted reflections featuring artifacts created in the learning tasks, commented on each other's contributions, and in other ways participated on a regular basis throughout the semester. The study results suggest that when appropriately managed by a facilitator, blogs have the potential to effectively support teaching and learning activities. The experience from this study also suggests that in order to maximise teaching and learning opportunities, a blog system can be effectively expanded by the use of a variety of other Web 2.0 applications.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14703297.2011.564009]

This study aimed to initially explore the possibility of helping front-line teachers to integrate the principles of self-regulated learning (SRL) into Chinese reading instruction in a 1-year collaborative project. A total of 197 Secondary 3 students and 6 Chinese language teachers from a secondary school in Hong Kong participated in the study. The findings of quantitative and qualitative data in this study generally support the feasibility of incorporating the elements of SRL in Chinese reading instruction. Students improved their comprehension performance, intrinsic motivation, strategic knowledge, and strategy use after this learning experience. Teachers also expressed positive attitudes towards the new instruction and made constructive changes on the instructional materials and activities. However, the study found teachers' traditional beliefs might affect theimplementation of SRL instruction. The implications of these findings for understanding Chinese students' capacity for SRL and planning effective reading instruction to enhance their SRL abilities are discussed.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13803611.2011.589985]

This paper reports on two tutors' efforts to foster reflective learning in the context of a business synoptic module delivered as part of a programme of collaborative provision at City University of Hong Kong. In assessing what the design and implementation of processes aimed at fostering reflective learning have accomplished, evaluatory evidence of students' work suggests that Hong Kong Chinese learners are as capable as Western students to adapt to modes of learning and assessment requiring a reflective, deep learning approach.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14703297.2011.564013]

This paper investigates the identity construction and language practice of a group of mainland Chinese immigrant students studying at a secondary school in Hong Kong, and explores the underlying reasons for, as well as the individual and group identities derived from, those language choices and practices. The data were collected through semi-structured interviews with the immigrant students and through observations in the school context, which focused on their views and attitudes concerning Putonghua maintenance, Cantonese and English learning and their perceptions of language ideologies in the school context. The marginalised position of Putonghua and its non-use in and out of classrooms reflects the social distinctions or language hierarchies found in the local school context. To resist the marginalised practice in the school context, the immigrant students employ their cultural and linguistic resources to establish and maintain Putonghua-speaking social networks and to imagine a proficient multilingual identity within the broader social context. The findings suggest that immigrant students should raise their awareness of language ideologies in the school context and recognise existing contradictions and discontinuities. It is also suggested that language ideologies could be incorporated into teachers' professional development.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01434632.2011.614350]

The medium of instruction (MOI) and its impact on improving the language proficiency of students has become a debated issue worldwide. The policy-makers of post-colonial Hong Kong believed that the general Chinese competency, Chinese writing and Putonghua proficiency of students would be improved through the use of a Putonghua-medium-of-instruction (PMI) rather than the Cantonese medium, the mother tongue of students and teachers. Therefore, using Putonghua to teach the Chinese language has been promulgated as a long-term goal by the Curriculum Development Council. Early studies have placed an emphasis on using standardized tests to assess students' learning outcomes with the use of PMI, but unfortunately the findings have been inconclusive. Despite teachers' involvement in implementing the MOI policy, there is a dearth of studies examining the perspective of teachers regarding the language learning of students under PMI. This paper aims to explore this important issue in greater depth through a case study of a high school, which has implemented PMI to teach the Chinese language for 10 years. The findings indicate that there are mismatches between the stated educational policy intentions and the language learning of students in various aspects. Further studies and follow-up measures on the language policy and education are suggested.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500782.2011.573076]