THE main purpose of this study was to explore a teacher's and her students' perspectives on practices designed to enhance the self-esteem of students in an aided secondary school in Hong Kong. Interviews were conducted with a local teacher of English and her female students. The findings from the interview with the teacher support a view that teachers do play a vital and planned role in developing teenagers' academic self-esteem. The teacher used a wide variety of methods inside the classroom, such as offering extrinsic rewards and facilitating the process of attaining goals. The students considered that among the teacher's different practices, the facilitation of achieving social goals was the most effective for building their academic self-esteem in the long term. Based on the findings, recommendations are made for teachers to enhance students' academic self-esteem inside the classroom. 是次研究的主要目的是從一位於香港津貼中學任職的教師及其學生的角度，探討其教學方法對提高學生自尊的成效。此研究是透過面談，訪問了一位教授英語的本地中學教師及其十名女學生。從老師的面談結果中，顯示教師於發展青少年的學業自尊過程裡，扮演著一個不可或缺的角色。該受訪教師在課堂中使用多種不同的教學方法，如對學生提供外在的獎勵、協助學生達成目標等。而學生們則認為，最有效建立長期學業自尊的方法，則是老師協助自己實現社會目標。根據調查結果，是次研究會為教師提供建議，以提高學生的學業自尊。
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

This presentation discusses the infusion of IELTS exemplars and standards descriptors into instructional materials to promote assessment for learning. The discussion is based on teachers’ experiences of a Year 2 English course offered in a university in Hong Kong which requires students to attain a specified IELTS standard before graduation. To help students to attain the required IELTS exit requirement, IELTS exemplars and standards descriptors are incorporated into the training materials. Drawing upon students’ responses, this presentation will suggest practical ideas for developing instructional materials by (a) effectively helping students approach and overcome difficulties in comprehending standards descriptors with specific reference to their own language problems, and (b) achieving the above through interactive in-class activities to help teachers use proficiency standards to develop meaningful curricular materials and assessment practices. It is hoped that the outcomes of this project can counterbalance ‘instrumentalism’ (in achieving standards) and ‘learning’ in academic settings where testing is a policy concern. Copyright © 2017 Asia TEFL.

The study reported in this paper adopted both direct (a large-scale questionnaire survey) and indirect (a verbal-guise test) measures to investigate gender differences in second language (L2) learners’ attitudes towards different English varieties in secondary schools in Hong Kong. The investigation considered various factors affecting students’ attitudes to language including their affective feelings, cultural identity, awareness of language variations, experience of language use, perceived intelligibility of English accents and, more importantly, situational language choices. Consistent with previous studies, the findings suggest that the female learners were more positively oriented towards native speaker (NS) pronunciation and tended to adopt it as their teaching model and learning target; they also had greater confidence than males in their ability to understand British English pronunciation. However, their greater sensitivity to NS standards was found to be limited to high-stakes English-speaking contexts. In contrast, male learners had greater tolerance or acceptance of local pronunciation. This paper concludes by discussing the implications of L2 learners’ gender differences in attitudes for English language education and the design of English language teaching materials and assessments.
[Copyright of System is the property of Pergamon Press. Full article may be available at the publisher's website:
http://dx.doi.org/10.1016/j.system.2018.04.010]

Drawing on self-based L2 motivation theories, the present study explored changes in the English learning motivation of eight Mainland Chinese undergraduates after their arrival at a Hong Kong university, where they took most of their courses in English. The participants were surveyed and interviewed retrospectively about their English learning experiences both in Mainland China and Hong Kong. After their relocation to Hong Kong, most participants reported heightened motivation. While their motivation generally remained stable at a high level, there were some fluctuations. The motivational enhancement may be influenced by the continuous interaction between the participants’ perceptions of different contexts of Hong Kong and their shifting actual and ideal L2 selves. The motivational fluctuations appeared to be affected by an interplay between the participants’ L2 selves and specific L2-related learning experiences such as preparation for English proficiency tests. As these activities came to an end, the participants’ motivation returned to its original state. Implications are offered to support the transitions of English as a foreign language learners to an environment where English is used as the medium of instruction.
[Copyright of System is the property of Pergamon Press. Full article may be available at the publisher's website:
http://dx.doi.org/10.1016/j.system.2018.05.011]

Private tutoring has become a widespread phenomenon worldwide, partly due to the global trend of marketisation and commodification of education. Informed by a discursive view of identity and through multimodal discourse analysis, this study aims to unveil part of the shadow education discourse by investigating the identities of 41 English language tutors portrayed in their biographies on the websites of six leading tutorial schools in Hong Kong. The findings suggest that the tutors project identities as (1) an authoritative exam expert, (2) a popular star, and (3) a well-qualified English language teacher. These multiple identities overlap and collectively create an 'exam expert-star-teacher' hybrid identity. The study sheds light on how implicit values and beliefs about shadow education are created and manifested in educational and social discourses, particularly when biography in tutorial advertisements is a prevailing commercial genre with promotional purposes. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.

In this chapter, the author, educated and trained in the UK, shares his experience of teaching first language Chinese students in Hong Kong. There is little doubt that there are many talented students in Hong Kong, who are industrious and are driven towards their work. However, at the same time, students from local Hong Kong schools may also appear as quiet and introverted compared with their Western counterparts, and they tend to keep themselves to themselves. Although not unique to Hong Kong, it is not uncommon for a teacher to meet with total silence when raising a question or inviting comments in Hong Kong classrooms. However, this does not necessarily mean students are mentally disengaged but, rather, just being reluctant to speak out. Hence, the question is, why do Hong Kong students appear to be shy? Silence may not be golden in a classroom environment nowadays, where enquiry-based learning is becoming more accepted in Hong Kong international schools. Whereas, Hong Kong students from local schools are still being bounded by traditional Chinese classroom culture, in which the teacher would do most of the talking, while the students maintain their attentive nature and intensive learning required of them. This is further exacerbated by the lack of confidence some students have in their use of English. Foreign teachers wishing to teach in Hong Kong need to adapt their Western teaching model and have an appreciation of the differences of language structure and cultural backgrounds. Copyright © 2017 Springer Nature Singapore Pte Ltd.

The perception of falling standards in education, and in second language teaching in particular, has been a constant refrain for the past 20 years as changing needs and practices affect economic processes and manpower requirements.Within this context, this article deals with the establishment of language standards ('benchmarks') for teachers of English in Hong Kong. The article deals with two separate but linked notions: first, the notion of which model of the English language should be used as the standard model for English language teacher benchmark assessment in Hong Kong; second, the level of language ability that will be decided upon in order to establish the proficiency standards expected of teachers of English. The article first describes the background to the setting of language standards for teachers of English in Hong Kong. It then examines the selection of and justification for the model of English selected as the 'minimum standard'. The following section considers the level of language ability agreed upon as the standard that teachers of English need to attain. The article concludes with an examination of the extent to which the standards that have been agreed upon match the needs of the major stakeholders in the standard-setting process. Copyright © 2002 John Benjamins Publishing Company.

This study investigated the effects of two vocabulary instructional approaches on Chinese EFL primary school students (n = 31) to vocabulary learning, extended and incidental instructions, with using a between-subject design. Student's general intelligence and initial English ability were entered as covariates. The extended instruction featured multiple encounters to vocabulary, providing opportunities to apply as well as encouraging active and deep processing. The incidental instruction featured natural exposure to the words and learning vocabulary through readings. The instructional effects on student's vocabulary knowledge were assessed by three measures: target word mastery, expressive definition as well as word association. Extended instruction showed an advantage in building up vocabulary breadth in students compared to incidental instruction. Both instructions seemed inefficient on enhancing depth of vocabulary knowledge. Implications of present findings are discussed and directions about future research are suggested. All rights reserved.