Substantial research indicates that students' beliefs mediate learning strategies. Nevertheless, students' strategy-related beliefs about feedback and their mediation on strategies to act on feedback are insufficiently addressed. This case study aimed to examine: (1) students' strategy-related beliefs about feedback in L2 writing and (2) how beliefs mediated students' actions when a feedback intervention was implemented to facilitate students' use of feedback strategies. Data were collected from semi-structured interviews and reflective journals from 10 Year-1 participants who studied in an associate degree programme at a higher education institute in Hong Kong. Students' strategy-related beliefs about feedback encompass the evaluation of strategies about: (1) understanding feedback, (2) addressing areas for improvement, (3) seeking feedback, and (4) implementing feedback. Nine participants adopted a more comprehensive range of strategies to act on feedback consistent with their strategy-related beliefs. One participant, however, did not appreciate and use feedback. Pedagogical implications are discussed. Copyright © 2023 Routledge.

Self-regulated reading-to-write (R2W) can be portrayed as learners' proactive learning of useful elements (e.g. content, rhetorical features, and conventions) from reading by using strategies, which is an effective mechanism connecting reading and writing, to improve their writing competence. In the present study, six major types of self-regulated R2W strategies, i.e. mining reading, writerly reading, cognitive strategies, purposive reading, recalling while writing, and peer revision reading that can contribute to writing competence were included in the proposed self-regulated R2W framework. Importantly, a self-regulated R2W scale was established to understand the impacts of four types of strategies. Participants were 458 primary students (9 to 13 years old, M = 10.12, SD = 0.62) in Hong Kong. They completed the self-regulated R2W questionnaire along with motivational variables and a writing competence test. The motivational variables (i.e. self-efficacy and perceived task values) were positively related to self-regulated R2W strategy use. Important differences in self-regulated R2W strategy use among the high, average, and low achievers were identified. Results indicated that self-regulated R2W strategy use had positive impacts on writing competence. This is the first time that reading-to-write is proposed from a self-regulated learning perspective in ESL/EFL school contexts. The self-regulated R2W framework, scale and positive impacts of strategy use on writing have important implications for future research and practices. Copyright © 2023 SAGE Publications.

The article focuses on teacher-based materials development, which encourages teachers to create their own materials to align with the needs of their students. Topics include a case study in which a teacher in Hong Kong created a learning unit for her English as a Second Language (ESL) class, aimed at developing critical thinking, creativity, and cultural awareness; and the purposes of teacher-based materials design are to promote situational interest and affection in food culture. Copyright © 2023 Wiley-Blackwell.

This paper extends our understanding of agency in second language (L2) students' academic English socialization by reporting on an investigation into how two mainland Chinese doctoral students enacted their agency in feedback-seeking for improving academic English writing during their studies in an English-medium university in Hong Kong. The findings show that the ways in which they exercised their agency to seek language feedback from socializing agents varied between individuals and in different feedback-seeking contexts. In particular, their enactments of feedback-seeking agency are found to be differentially shaped not only by their academic writing goals, but also by the habitus derived from their past experiences and the forms of social and cultural capital they accumulated prior to and during their doctoral studies. The findings also reveal that their language ideologies regarding the role of native-speaker norms in academic English writing mediated their feedback-seeking agency by exerting influence on their academic writing goals and their perceptions of different socializing agents as affordances for their language socialization. Overall, this paper offers more nuanced understandings of agency in L2 students' academic English socialization and illustrates the complex and dynamic interplay between agency, goal, habitus, capital and language ideology in shaping their feedback-seeking behaviour. Copyright © 2023 Routledge.

English-medium instruction (EMI) is taking hold within higher education in non-Anglophone settings, but there is insufficient research into the challenges students encounter when taking EMI courses online. This exploratory quantitative study conducted in Hong Kong examines the language and studying challenges faced by undergraduate students when in-person classes were suspended due to COVID-19. One hundred thirteen first- and second-year students completed a questionnaire, rating their perceived challenges in the areas of writing, speaking, reading, listening, and study skills. The results showed that they faced particular challenges with reading and study skills (especially self-motivation), as well as vocabulary range, which affected more than one skill. Corroborating existing research, students with less secondary school EMI experience reported greater challenges. As providing English for Academic Purposes (EAP) courses is a primary way to support the language skills of students in EMI settings, we offer guidance to EAP practitioners who seek to help their students overcome the challenges identified in this article. As online technology continues to deliver content in tertiary education, EAP courses must be closely aligned with the language and study skills needs of students in digital EMI environments. Copyright © 2023 by the authors.

This paper proposes and describes a context- and subject-specific professional digital competence (PDC) framework for beginning English language teachers in Hong Kong. Taking a localised approach, the framework was developed through a four-stage data collection process, (1) Literature review of empirical studies conducted in Hong Kong of English language teachers’ technology use, (2) Review of local government curriculum documents; (3) An online survey of English language teachers’ technology use (n = 83); (4) follow-up individual interviews (n = 22). The study revealed that the local subject-specific PDC of teachers includes five aspects; Technological proficiency; Pedagogical compatibility; Preparing students for the digital world; Risk, well-being and ethical awareness and Professional work. Each aspect includes ability statements. The framework can be used to evaluate existing teacher education programmes, support the development of pre-service English-language teachers and facilitate self-, peer- and teacher assessment. The elements of PDC can be converted into programme- and course-level learning outcomes or incorporated into assessment rubrics. In addition, the methods used to develop the framework can be used by scholars in other contexts and subject areas to develop localised subject-specific PDC frameworks. Copyright © 2023 De La Salle University.

Fifty-five Chinese kindergarten teachers from Shenzhen (n = 38) and Hong Kong (n = 17) were surveyed to discern their beliefs and reported practices about multiple literacies related to e-learning and knowledge management. Results indicated that: (1) Shenzhen teachers had a better knowledge about multiple literacies and facilitated the development of multiple literacies in their students more than their counterparts from Hong Kong; (2) Teachers' educational attainment and their beliefs did not predict the multiple literacies practice; and (3) after controlling for these variables, child-PC ratio significantly contributed to the variation in multiple literacies practice. Educational implications and challenges associated with teacher education are discussed. Copyright © 2009 Laboratory for Knowledge Management & E-Learning, The University of Hong Kong.

This study investigated how English learners complete multimodal formative quizzes. Participants included 17,950 students enrolled in a mandatory English for Academic Purposes course at a university in Hong Kong. We retrieved data from Blackboard, a learning management system, and conducted a two-step cluster analysis to examine student self-regulated learning (SRL) profiles with the quizzes. We first identified five clusters of learners with distinctively different self-regulated learning patterns. Then, we performed a multivariate analysis of variance (MANOVA) to further explore their differences in SRL, in terms of start day, days started before deadline, differences in scores between first and last attempt, and scores in language learning activities. Our findings echoed those of previous studies on the relationship between self-regulated learning and academic success. This research enables us to better understand the needs of EAP students in Hong Kong. Copyright © 2023 International Forum of Educational Technology & Society.

The integration of generative artificial intelligence (AI) in English language teaching presents opportunities and challenges for instructors. This study explores the attitudes of higher education English language instructors towards generative AI tools, their intentions to use them and the institutional support and professional development necessary to teach and learn with them. As the field continues to evolve rapidly, it is essential to comprehend the readiness of front-line language instructors. This qualitative interpretive study seeks to identify the digital competencies and pedagogical knowledge required to implement generative AI in education and provide guidance for the design of professional development programmes that address the challenges and concerns associated with adopting AI. Drawing on semi-structured interviews with twelve instructors at a higher education institution in Hong Kong, the findings reveal the significance of familiarity and confidence with using AI-driven teaching tools, the challenges and concerns language instructors face and the need for tailored support and professional development. The study offers ten practical implications to cultivate language instructors’ digital competencies, pedagogical knowledge and positive attitudes towards integrating AI to enhance their students’ learning experiences. Copyright © 2023 The Authors. Published by Elsevier Ltd.

Reading is a multidimensional process that has evolved through history to adapt to accommodate environmental changes. Today, reading continues to evolve to meet the demands of globalization. The study examined the complex connection between curriculum, teachers, and students. To explore and research the relationship between stakeholders in the English reading curriculum, primarily policymakers, teachers, and students. The author selected English reading education for Hong Kong secondary students as a case study. Current and prior literature suggests that English reading to English Second Language Learners (ESL) focuses on the general perceptions and motivations of ESL learning and teaching. However, minimal research focuses on Chinese learners' self-perception of ESL reading, teachers’ beliefs and practices, curriculum interpretation, implementation, and intent. Therefore, examining, understanding, and identifying the relationship between Curriculum Intentions and Classroom Realities is essential.The objective of the study was threefold (1) to find the relations between learning and teaching and the perceptions of students, (2) to identify teachers' interpretations of the English reading curriculum and how their beliefs and classroom practices could affect the implementation of curriculum, and (3) the alignment of ESL reading lessons prescribed by the Education Bureau of Hong Kong policymakers and the teachers’ implementation in class.There were 250 junior form students participants and 24 English teachers. Questionnaires, semi-formal interviews, lesson observations, and focus group discussions were employed for data collection.The results highlighted four themes around the area of (i) teachers' efficacy of curriculum interpretation, (ii) challenges affecting beliefs and classroom practice for the implementation of curriculum, (iii) students' understanding of the intent of curriculum, and (iv) the misalignments of curriculum intentions and classroom realities. The points