Research reveals that although teachers in English as second language (ESL) classrooms are often good at teaching language forms and skills, many are less confident about the cognitive engagement required to develop critical thinking skills. However, little research has been done to examine the development of critical thinking in the context of second-language learning and teaching. In this article, I report the results of a study that assesses the effectiveness of a program called Philosophy in Schools (PIS) in developing students’ critical thinking and English proficiency in Hong Kong. In the study, I provided training and support for five teachers in two schools so that they could teach PIS to their secondary 3 and 4 ESL students during integrated humanities and English lessons respectively. I found that PIS played an important role in promoting the students’ critical thinking and enhanced the development of their English proficiency to a significant extent. Copyright © 2020 by Francis W. Parker School, Chicago. All rights reserved.

This study examined the use of first language in English reading lessons and the perceptions of teachers and students towards it in three Hong Kong Chinese-medium secondary schools. The data comprised three teachers and sixty-three Form 2 students' participation and responses in (i) 3 classroom observations about how L1 was used in actual teaching and learning settings, (ii) survey forms gathering the frequency of participants using L1 teaching and learning strategies (based on the three teachers and nineteen selected students from the pool), and (iii) subsequent in-depth interviews concerning their perceptions about using L1 in English reading lessons. The findings revealed that (i) the use of L1 bottom-up language focused teaching strategies and condition-oriented teaching and learning strategies were effective for teaching and learning in English reading lessons and (ii) there was a negative relationship between students' proficiency in English and the use of L1. The study concluded that the use of first language in English reading lessons brought positive effects on the second language learning in English reading, especially when students' English proficiency and teaching contexts were taken into consideration. Copyright ©International Journal of Instruction.

This paper reports on a qualitative inquiry into language identities in English as a lingua franca (ELF) communication from the perspectives of a group of Chinese-English bilingual students at a Hong Kong university. Using eighteen university students' narratives of their lived experiences in ELF communication, the study revealed that the students oriented to multiple language identities closely associated with their self-perceived proficiency of English in their communication experiences. It was found that they acknowledged the co-existence of their dual identities as language users and language learners in ELF communication and made reference to their language expertise by way of explicit orientations to their self-ascribed identity as English majors. Furthermore, the students constructed and negotiated their language identities differently in relation to their interlocutors who were defined in terms of the native/non-native dichotomy. Taken together, the findings point to the multiple and variable nature of language identities that are implicated in ELF communication experiences and demonstrate the role of language ideologies in mediating language identities in ELF contexts. The paper also calls for more nuanced understandings of bilingual individuals' own – or emic – perspectives on their language identities in ELF communication. Copyright ©Routledge.

English medium instruction (EMI) is a growing phenomenon in many countries. Some researchers have investigated the difficulties and strategies students use to cope with EMI. However, the pedagogical challenges faced and strategies used by other key participants, teachers, have been surprisingly under-researched. This study utilizes questionnaire and interview data to identify the challenges and coping strategies used by secondary school EMI science teachers in Hong Kong. A number of challenges and strategies were reported. The authors argue that many of these challenges can be overcome with principles and strategies from ELT, as the 'English' in EMI is often the main issue. The most prevalent strategy reported is the use of L1. Two perspectives on L1 usage in EMI contexts are discussed. Two emergent realities are presented as possible solutions: the idealized reality and the immediate reality. Implications for teachers and suggestions for future research are provided. Copyright ©Oxford University Press.

Involving parents in their children's school-based English language learning is beneficial to learners' academic achievement as well as their language and literacy development. However, involving parents can be challenging. This study reports on one teacher's use of a digital learning platform, Seesaw, with his third-grade (7 to 8 year-olds) English language writing class in Hong Kong to address the lack of parental involvement. The platform became a space for parents to be involved in their child's school-based writing. It enabled them to view, like and comment in response to their child and other children's English work. Although parents were seen to be involved on the platform, it was observed they mainly viewed and liked rather than commented. Future pedagogical directions will be discussed with suggestions provided on how parents can be encouraged to take a more active role on such platforms. Copyright ©Sage Publications Ltd.

The 3P (presage, process, product) model was introduced as a conceptualisation to underpin research into students' approaches to learning (SAL). This paper proposes the refocusing of the 3P model by formulating the initial presage phase as a teaching and learning environment, thus making the 3P model more consistent with SAL research which examines the influence of perceptions of aspects of teaching, learning and assessment on approaches to learning. The method was to use structural equation modelling to test a hypothesised version of the refocused 3P model. Data from a questionnaire administered to students at a university in Hong Kong showed a good fit to the data. The model showed that a teaching and learning environment influenced approaches to learning then impacted on the attainment of graduate attributes. The model showed that a well-designed teaching and learning environment, including teacher-student and student-student interaction, plus a lively co-curriculum had a part to play in promoting deep approaches to learning. Deep approaches then had a positive effect on attribute development in students. Copyright ©Routledge.

In recent years, the widespread growth of mobile-assisted language learning using apps has made English vocabulary learning increasingly accessible. This study investigated students' perceptions of a vocabulary learning app developed by the researcher as a tool to help them to improve their L2 receptive vocabulary. The app, containing 20 levels, works with both iOS and Android. The participants were 14 undergraduate students at an English-medium university in Hong Kong. A qualitative methodology of semi-structured interviews captured a holistic overview and revealed students' perceptions of the app. The results suggested that Hong Kong university students have a strong motivation for acquiring an L2 vocabulary. Participants also indicated a preference for mobile applications using gamified features. The study highlights directions for future research into apps for English language learning. Copyright ©I G I Global.

This paper demonstrates how the Content and Language Integrated Learning (CLIL) approach can be useful for developing a critical sexual literacy curriculum that combines gender and sexuality education and critical language teaching. The findings from an action research study conducted with 20 tertiary students in a voluntary English class in Hong Kong show how a heightened awareness of conflicting discourses could be stimulated by the heteroglossic nature of the classroom input that included media texts, face-to-face interaction with queer individuals and in-class Boal's Image and Forum Theatres. The learners also experienced mixed emotions toward LGBTI people and reported language gain from the curriculum. A lot more would have to be done in critical sexual literacy research and practice to foster critical awareness of gender and sexuality and to challenge homo- and transphobic ideologies in everyday discourses. 摘要: 本論文探討如何應用「內容和語言整合性學習」(Content and Language Integrated Learning, 縮寫CLIL)模式, 發展一套結合性/別教育與語言學習的批判性性/別識讀課程。參與此課堂行動研究的大專學生有二十位, 課程不但使用了多媒體材料, 也包括與性小眾朋友在課堂上的互動, 和參與波瓦式的形象和論壇劇場。研究結果顯示, 這些課堂材料與活動的語言雜多性, 會令學生對性別討論中的矛盾現象加深了認識, 對LGBTI人士產生複雜的情緒, 並在語言知識上有所增長。在未來, 批判性的性別教育在研究和課堂實踐方面, 我們需要進一步了解如何培養學生對性/別議題進行批判思考, 以及在日常話語現象中挑戰恐同、恐跨的意識形態現象。Copyright ©National Taiwan Normal University. Department of English.

Flipped classrooms emphasise a learner-centred and results-oriented approach. They have been widely adopted in recent years, to enhance the effectiveness of student learning and encourage students to understand and apply new information. This approach is also regarded as a type of blended learning, given that tutors decide on the pre-class work, which is often characterised by online materials, and in-class time is devoted to collaborative tasks. This paper proposes teaching English narrative genres by combining digital drawing with active learning approaches – storymaking and storytelling. It also examines Hong Kong university students' perceptions of gamified flipped classrooms, as well as their understanding of the narrative concepts taught. Based on a combination of surveys, narrative writing scores, and focus group interviews, this study found that participants regarded the group-based game task as more effective than the group discussion task. The collaborative group-based game fostered a positive classroom atmosphere, served as a review session that allowed students to identify areas for improvement and prepare for the exit examination, and reduced their anxiety and reticence toward using English. These findings confirmed previous research findings that students' behavioural, cognitive, and motivational engagement could be enhanced through a gamified flipped classroom. Pedagogical implications for ESL teachers were also discussed. Copyright ©Routledge.