Given the significant role vocabulary plays in second language acquisition, how to help learners acquire vocabulary has always been a concern for educators. Despite the general consensus that beliefs influence learners' behaviour, limited research effort has been devoted to the exploration of English as a second language (ESL) learners' beliefs about vocabulary knowledge and learning in the secondary education context and how their beliefs are affected by such factors as grades and proficiency levels. This paper reports on a convergent mixed-methods study that addresses the research gap with the use of a questionnaire administered to 556 ESL students in a Hong Kong secondary school. Results revealed that while students in general perceived vocabulary learning as important, their beliefs about vocabulary knowledge and learning were found to be related to their grade and proficiency levels. Open-ended responses provided further insights into learners' beliefs qualitatively about the difficulties faced by learners and their perceptions of the effective ways to tackle these difficulties. Overall, this paper broadens the understanding of L2 learners' beliefs about vocabulary knowledge and learning. It complements existing literature on L2 vocabulary learning and sheds light on issues related to vocabulary learning and teaching. Copyright © 2023 Routledge.

This article examines the various educational paradigms used in the design of a European studies undergraduate programme in Hong Kong to enhance the acquisition of intercultural competences (IC) among students. The intercultural approach is supported by intensive foreign language (FL) learning and is motivated by a compulsory full year academic stay in the target language country. The article focuses on the importance of contextualising FL teaching by presenting the multifaceted aspects of identity, languages and the learner's profile in Hong Kong's societal environment. This perspective incorporates the multidimensional aspects of the concept of 'culture', while also recognising the dynamic process of the context and (social) identity for the learner. In the present case study, Hong Kong students' IC are developed along the dual educational axis of the Common European Framework of Reference (CEFR) for Languages: a vision of the learner as a social agent and an action-oriented approach. The development of IC is also enhanced by a Content and Language Integrated Learning (CLIL) approach in language courses. Some recently introduced concepts in Hong Kong higher education (HE) are envisaged as springboards for including the intercultural approach in academic programmes. Finally, the article advocates cross-disciplinarity and synergy in Hong Kong HE for the development of students' IC.
[Copyright of Language Learning Journal is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09571736.2013.858548]

This study investigates the development of reading in young Chinese learners of English in Hong Kong by comparing the effects of a guided reading intervention to an alternative treatment based on reading from e-books and a no-treatment control group. The key features of the guided reading intervention included: instruction on reading strategies and opportunities for interaction for negotiation of meaning with peers. The e-book reading focused on reading stories from CD-ROMs with embedded instructional features including opportunities to hear the stories and engage in routine word and text games but without any interaction with peers or any guidance from a teacher. Two hundred and five children, aged 9??0 years, from six primary schools in Hong Kong were stratified for gender and reading proficiency in English and randomly assigned to one of the three groups: the guided reading group, the e-book reading group and the no-treatment control group. The treatments were delivered as additional reading sessions on top of normal classroom instruction. Pre-and post-intervention tests revealed that children in the guided reading group significantly improved their reading comprehension and reading accuracy scores compared to the no-treatment control group. The children in the e-book reading group did not improve significantly compared to the no-treatment group in reading comprehension although there was significant improvement in reading accuracy. However, there was no significant difference between the children in the guided reading group and the e-book reading group ineither reading comprehension or reading accuracy scores. The pedagogical implications of the findings are discussed in the context of teaching English in primary schools in Hong Kong.
[Copyright of Language Learning Journal is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09571736.2011.625214]

While assessment and its effects on learning such as 'washback' have been the subject of much debate (e.g. Alderson & Wall, 1993; Bachman, 1995: 356; Alderson & Hamp Lyons, 1996; Shohamy et al, 1996; Andrews et al, 2002), assessment as a tool for developmental, not merely evaluative, purposes has probably not received sufficient attention (e.g. Dickinson, 1996: 101; Gardner, 1999). Of interest to this study is a project by Dickinson (1996: 106) in which participants (tutors and learners) are shown to have benefited from a scheme of collaborative assessment.
[Copyright of Language Learning Journal is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09571730585200161]

Self-access centres are a popular type of language support offered by an increasing number of schools and universities around the world. Assessment of the learning that takes place in such centres is seen as both crucial and problematic. Many barriers to successful assessment appear to exist, but these have not been comprehensively documented, making it difficult to develop systematic solutions. This article presents the results of a study of 46 self-access centres in five countries (Germany, Hong Kong, Spain, Switzerland and New Zealand), investigating current assessment practice. In-depth strength-weakness analyses were conducted with the managers of each of the participating centres. These revealed a complex interaction between pedagogical and practical challenges to assessment. They also showed an emphasis on the developmental role of assessment for learner autonomy and the importance of assessing both language gains and learning skills.
[Copyright of Language Learning Journal is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09571730801988439]