Artificial intelligence (AI) tools have become a popular topic in the education field. Most of the schools in Hong Kong focus on how to properly use AI software to help students' learning experience. As this is still a relatively new technology, the stance for most of the schools in Hong Kong is skeptical. This study aims to find out whether AI-generative tools, such as ChatGPT, can help to improve students' English writing skills in university. Interviews were used to find out students and teachers' opinions towards using AI in writing. The results indicate that students find AI tools convenient for learning writing skills, but teachers are concerned that the feedback and examples provided by AI are too general and ambiguous. This study provides some interesting opinions from students and teachers about their experience using AI in learning and writing and helps us to understand more about how to use AI effectively in the education sector. Copyright ©2024 Online Learning Consortium.

It is essential for second/foreign/additional language teachers to develop their digital competence in digital environments. This article explores language teacher development in digital technology integration in terms of exploration, communication, collaboration, and reflection (ECCR). It presents the results of a study that investigated how language teachers explore, communicate, collaborate, and reflect for technology-enhanced language teaching (TELT), how they approach ECCR, how much they engage with ECCR activities, and what support they need to improve their competence in TELT. Data were collected from an online questionnaire and semi-structured interviews with groups of in-service language teachers in Hong Kong and Taiwan. Findings indicate that the teachers in both countries are engaged with various ECCR activities with different interests and competencies in their contexts. They enhance our understanding of language teacher development and provide implications for professional development with ECCR. Copyright ©2024 Online Learning Consortium.

In Hong Kong, after-school activities have long been used to foster friendships and to allow students to pursue their interests in an informal setting. This case study reports on a three-phase action research process in which information technology teachers delivered after-school activities focused on artificial intelligence during the COVID-19 transition to remote learning. Using semi-structured interviews, a motivational questionnaire, and lesson observations, this study describes how extracurricular activities were delivered online using social networking sites and how students perceived the new experience. Our results suggest that, in order to deploy meaningful activities via social media, teachers need to build collaborative environments that facilitate social engagement among students. These findings have implications for new practices in social media and other blended technologies, and can help students strike a healthy balance between their academic and non-academic life during this challenging period. Copyright © 2021 Online Learning.