This paper presents data from a largescale ethnographic study into the perceptions, concerns, and preferred lecturer strategies of one group of Hong Kong secondlanguage (L2) engineering students who were attending lectures given in English. Although such investigations often focus purely on the 'problem' dimensions students have when listening to lectures, there are aspects to the lecture event which students identify as aiding their listening comprehension. These positive dimensions of lectures are the focus of this paper, and were identified using journals, interviews, and focus groups, and categorized under language features and pedagogical features. The data presented also suggests that lecturers need to adopt specific lecturing strategies in order to make the content materials more accessible to this type of student.
[Copyright of Asian EFL Journal is the property of Nanzan University.
Access via Directory of Open Access Journals: http://www.asian-efl-journal.com/]

One of the major teaching challenges of higher education is helping students to bridge knowledge with real life practice. This is especially important in applied fields including medicine, social science, education and engineering. Traditionally, practicum and internship programs are the only means for students to step outside of classroom learning and to connect with the outside world, and a chance to apply what they learn to real life problems. Increasingly, information and communication technology (ICT) is being used to create yet another dimension for authentic learning beyond the boundaries of the classrooms, and in addition afford collaborative and flexible learning mode. This paper details a collaborative effort between the engineering and the education disciplines, in using ICT to support students' professional growth in teacher education. An eLearning platform was created as a result of the joint effort for the training of student teachers in developing their professional knowledge in teaching and learning and gaining understanding of the work of a teacher. Through the platform, student teachers gain understanding about the teaching profession from different people of the education sector; and they can reflect and share their teaching practicum experiences with each other using the online communication tools.
[Copyright of Electronic Journal of E-Learning is the property of Academic Conferences Ltd.
Access via Directory of Open Access Journals: http://www.ejel.org/main.html]

Much has been learnt about the advantages of computer-based self-access language learning (SALL). However, little is mentioned about the pitfalls of using SALL to promote learning independence. This article presents a study of some university students' use of SALL. It reports their responses to the integration of SALL into an ESL course. The subjects were required to do a SALL project to improve their English, develop interest in computer-based self-learning and enhance learner autonomy. On completion, they were asked to submit an individual portfolio about their SALL activities. Afterwards, a separate anonymous questionnaire was used to solicit their feedback on the effectiveness of SALL. Results from the two channels were surprisingly opposite: the former was positive while the latter was negative. A further analysis reveals that the subjects did not gain much from the project, and their positive comments were made as a part of their assignment. Comparatively, the negative comments mirrored their true feelings. According to the feedback, it would be less successful if SALL was treated as a compulsory learning task. Besides, to make SALL really helpful to the learners, the teachers' guidance is indispensable, particularly at the initial stages.
[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/10.1080/09588221.2010.511588]

This study investigated the effects of supplemental instruction, a peer-assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students' use of study skills and enhancing their motivation and academic performance. Pre- and post-intervention learning competence measures (the 10 scales of the Learning and Study Strategies Inventory) were available for 430 first year undergraduate business students (Supplemental Instruction, n = 109; Non-Supplemental Instruction, n = 321) from a university in Hong Kong. Structural equation modeling demonstrated that supplemental instruction had a significant effect on academic performance, both directly and indirectly via enhancement of student learning competence, after controlling for pre-intervention learning strategy scores and previous academic achievement. This study provides evidence that supplemental instruction can be a very effective instructional strategy for promoting undergraduate student learning.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03075070903390786]

Background: Traditionally, paper cases are used as 'riggers' to stimulate learning in problem-based learning (PBL). However, video may be a better medium because it preserves the original language, encourages the active extraction of information, avoids depersonalization of patients and allows direct observation of clinical consultations. In short, it exposes the students to the complexity of actual clinical problems.
Aim: The study aims to find out whether students and facilitators who are accustomed to paper cases would prefer video triggers or paper cases and the reasons for their preference.
Method: After students and facilitators had completed a video PBL tutorial, their responses were measured by a structured questionnaire using a modified Likert scale.
Results: A total of 257 students (92%) and 26 facilitators (100%) responded. The majority of students and facilitators considered that using video triggers could enhance the students' observational powers and clinical reasoning, help them to integrate different information and better understand the cases and motivate them to learn. They found PBL using video triggers more interesting and preferred it to PBL using paper cases.
Conclusion: Video triggers are preferred by both students and facilitators over paper cases in PBL.
[Copyright of Medical Teacher is the property of Informa Healthcare . Full article may be available at the publisher's website:
http://dx.doi.org/10.3109/01421591003686260]