Despite the global adoption of Content and Language Integrated Learning (CLIL) and extensive research on the effectiveness (product-oriented) and classroom interactions (process-oriented) of CLIL, existing studies have overlooked the motivational beliefs and metacognitive strategies of CLIL students. Hence, there is a need for a participant-oriented approach to better understand students' perspectives and enhance CLIL's success. Drawing on the social cognitive model of self-regulated learning (SRL), this study aimed to explore how students plan, monitor, and evaluate their learning in CLIL contexts by employing a novel vignette-based microanalytic assessment approach to empirically capture students' SRL processes. Participants were 108 junior secondary school students from three schools in Hong Kong. Data were analysed using structuring qualitative content analysis. Findings revealed that students employed diverse strategies to manage the demands of language and content learning, with variations in self-efficacy beliefs influencing their approaches. Furthermore, some learners faced challenges in maintaining effective self-regulation. This study argues that improving self-regulatory processes and enhancing CLIL's success requires prioritising assessment, considering the state of 'others', and fostering deeper learning beyond CLIL. This study contributes to the empirical, methodological, and pedagogical understanding of students' SRL in CLIL settings and informs future research on student-focused aspects in CLIL. Copyright © 2025 Taylor and Francis Ltd.

Recent studies on ethnic minority students in Hong Kong have highlighted the difficulties they face when learning Chinese-as-an-Additional-Language (CAL). These linguistic challenges can cause anxiety and hinder their integration into Hong Kong society. Transpositioning is an emerging notion in the field of Applied Linguistics and involves individuals stepping out of their assigned roles and adopting different perspectives through translanguaging. It has been argued that engaging in transpositioning can potentially engage students' learning and participation in classroom interaction. However, there is limited research on how multilingual classroom teachers can suspend their social roles to alleviate students' anxiety while learning a second language in classrooms. This paper seeks to fill this research gap by examining how a Chinese teacher creates a safe translanguaging space for co-learning, which allows him to move beyond his predefined social roles and alleviate ethnic minority students' anxiety in learning CAL. The study uses Multimodal Conversation Analysis to analyse classroom interaction data. The fine-grained classroom analysis is triangulated with the video-stimulated-recall-interviews with the teacher and students which are analysed using Interpretative Phenomenological Analysis. The paper argues for a Transpositioning-Translanguaging-Co-Learning approach to reduce students' anxiety related to CAL learning. By positioning both the teacher and students as equal contributors to knowledge, this can foster student engagement and active participation in classroom interactions. Copyright © 2024 Elsevier.

Quality in early childhood education and care (ECEC) has become an increasing concern in recent years. The issue has been regularly discussed by different stakeholders. However, the rising concern regarding quality in ECEC has not seriously taken into account children's perspectives. Hong Kong, with its academic-driven education system, is no exception. Children's perspectives have been neglected under the impact of neoliberalism on education in Chinese society. Engaging with children's perspectives has thus become an important matter in Hong Kong society. In April 2019, a children's pretend-play project was started in an open playground in Hong Kong. This project aimed to help children regain their subjectivities and share their thoughts through the process of pretend play. Children in this project were invited to create, pretend and imagine themselves in the role of superheroes so that they could express their perspectives. This alternative practice opened a space for children to liberate themselves through pretend-play activities, while reworking the conventional pedagogies found in the neoliberal education system. The findings offer critical reflections on how to improve quality in ECEC by redeveloping trust and respect among adults and children through listening to children's perspectives. Copyright © 2024 Wiley.

With more and more non-Chinese speaking (NCS) students learning in Hong Kong mainstream classrooms, differentiated instruction has been called for application in Chinese language education to consider the diverse learning needs of all students. However, factors influencing Chinese language teachers' use of differentiated instruction remain unclear. This study aimed to examine the influence of teacher-student relationships and teachers' work motivation on differentiated instruction, as well as the mediating role of work motivation in the relationships between teacher-student relationships and differentiated instruction. Two hundred and ninety Chinese language teachers from Hong Kong primary schools participated in the survey. The results showed that after controlling for demographic factors (i.e., gender, length of service, years of teaching NCS students, and in-service training), both dimensions of the teacher-student relationships (i.e., closeness and conflict) positively predicted differentiated instruction. Autonomous motivation positively predicted differentiated instruction, while controlled motivation did not significantly predict differentiated instruction. Furthermore, autonomous motivation partially mediated the positive effect of closeness on differentiated instruction. Contributions, implications, and limitations are discussed. Copyright © 2024 Springer.

Introduction This research project examines student perspectives on independent learning in the United Kingdom and Hong Kong. Independent learning describes learning undertaken by students outside of standard institutional learning environments. Prior research has suggested that motivations to undertake independent learning and the strategies involved may differ across cultural contexts, institutions, and individual learners.Methods This research employs primary qualitative research consisting of interviews with 16 students in Business Studies (eight British and eight Chinese). The study takes a social constructionist approach to better establish the ways in which culture may serve as a mediator for motivation to learn independently and the strategies pursued to this end.Results The study's findings note key differences in the motivations to complete independent learning across either cohort, as well as distinct conceptualizations of what strategies and practices facilitate effective independent learning.Discussion This research highlights significant cultural differences in the motivations, strategies, and skills related to independent learning between students in the United Kingdom and Hong Kong. It also notes the potential for socioeconomic factors, institutional structures, and assessment methods, alongside culture, to contribute to these differences. Copyright © 2024 Frontiers Media SA.

Although research has always related e-portfolios to self-regulated learning, recently agency, which includes individual, relational, and contextual domains, has also been highlighted. Likewise, agency has been explored in technological environments that support collaborative and co-design learning processes. This study, investigating the enactment of student agency within e-portfolio learning co-design with 68 secondary students in Hong Kong, focuses on how students perceive their agency within a co-design e-portfolio learning framework, which was coined as the Co-PIRS model in previous stages of research. With descriptive aims, a mixed research methodology was designed using quantitative and qualitative data collection instruments. Among the findings, it is argued that students report a greater awareness of agency, characterized by competence beliefs (individual domain) in the showcase phase of e-portfolios, peer learning (relational domain), and the opportunities to make choices (contextual domain) in the implementation phase. The study also reveals students' positive attitudes towards reflection, which suggests the suitability of structuring collaboration in the co-design approach. These insights serve as a foundation for implementing e-portfolio co-design frameworks to empower students' agency and provide educators with guidance in Secondary Education and beyond. Copyright © 2024 University of Barcelona.

This study investigated 48 Hong Kong English as a second language (ESL) learners' engagement in three types of interactive tasks conducted via video chat or text chat. The learners, paired with their university friends, completed a descriptive task, a narrative task, and a decision-making task. They were randomly assigned to either the video-chat or text-chat group and were interviewed about their emotional engagement in each task immediately after task performance. The findings revealed that both groups of learners were behaviourally the least engaged but cognitively the most engaged in the decision-making task. They experienced positive emotions during the descriptive task, but fewer reported positive emotions in the other two tasks. The text-chat group was the most socially engaged in the decision-making task. Furthermore, the video-chat group was behaviourally and emotionally more engaged than the text-chat group. These findings have implications for task design and selection in computer-mediated communication. Copyright © 2024 De Gruyter .

One type of teacher collaboration termed co-teaching has been gaining popularity in many Asian educational contexts such as Hong Kong, Japan, Korea, and Taiwan. The benefits and problems of the co-teaching between a native-English-speaking teacher (NEST) and non-native-English-speaking teacher (NNEST) have been extensively documented in research (e.g., Carless & Walker, 2006; Copland, Davis, Garton, and Mann, 2016). Still, this current study identified research gaps. First, the actual effectiveness of co-teaching as measured by student achievement seemed rare. Second, a quantitative analysis of how two important factors, co-teaching style and co-planning time, actually influenced student achievement during co-teaching was scarce. Third, a detailed qualitative classroom description of how the teachers specifically utilized their strengths in co-teaching practices had not been documented. This study recruited 27 teachers (NESTs and NNESTs) and 270 5th graders in Taiwan. It was found that students’ listening improved after being co-taught for 1 year. In addition, the co-teaching style and the co-planning time influenced students’ listening proficiency differently. Lastly, both qualitative and quantitative results showed that the joint-led teaching style with teachers who co-planned between 2–4 h provided the best results in students’ listening proficiency. Copyright ©2024 National Taiwan Normal University. Department of English.

Aim: It is common for Chinese students to sit quietly during classroom lectures, attentively following teachers’ instructions without interacting or asking questions, viewed as passive engagement. This study aims to understand further the passive engagement of Chinese students in relation to classroom questioning, just-in-time feedback and collaborative activities. With objectives to formulate strategies to enhance Chinese students' engagement in a large class learning environment without undermining the cultural dimension of "face". Background: Engaging in collaborative educational activities between teachers and students can be challenging in a large classroom learning environment. Within the Chinese context, Confucian-heritage culture may further exacerbate the challenges teachers face. Chinese students often appear passive when responding to questions. In this situation, educators may receive insufficient student feedback to modify and optimise their teaching and learning approaches. Design: A qualitative research method, with an interpretative phenomenological approach was employed in a self-financed institute of higher education in Hong Kong. Methods: Eight nursing graduates were invited to participate in two focus group interviews to generate teaching and learning strategies. In addition, individual in-depth interviews were conducted with twelve nursing teachers recruited through a snowballing sampling strategy. The narratives were coded, categorised, themed, analysed and interpreted through thematic analysis. Results: Chinese students are concerned with "losing face" and the fear of being teased by their peers in a collectivist culture. Based on these findings, three teaching and learning strategies for engaging students in classroom questioning and collaborative activities were generated. These strategies include using digital learning platforms, the promotion of communication and fostering interpersonal relationships. Conclusions: In higher education, academic

Since the 1990s, Hong Kong has been promoting globally-endorsed, Western-derived early childhood ideologies and approaches, such as the Project Approach (*Chen et al., 2017). This orientation appears to be influenced by policies and practices linked to global neoliberalism and neocolonialism. To shed light on the state of knowledge concerning the implementability of the imported "foreign" practices by Hong Kong kindergarten teachers (teaching children ages 3-6), I conducted a research synthesis analyzing the 10 empirical articles that met the inclusion criteria. The analysis was guided by the two existing theoretical frameworks: (1) "Tian Shi" (timing/temporal), "Di Li" (context/spatial), "Ren He" (human capital) (Chen and Li, 2023) and (2) the "foreground-middle ground-background" (Chen, 2022) as well as the newly proposed "globalization-localization interaction dynamics model." A content analysis revealed three salient findings. First, due to the lack of "Tian Shi," "Di Li," "Ren He," Hong Kong kindergarten teachers' implementation of the imported early childhood approaches with fidelity has been largely unsuccessful. Second, the evidence corroborates the "foreground-middle ground-background" theory, suggesting that a hybrid approach (combining both the local and global practices) represents the "best" implementable one. Third, the manner in which the teachers implemented the imported practices seemingly reflects a "glocalization-dominant" pattern. This pattern constitutes one of the four quadrants within my proposed "globalization-localization interaction dynamics model." The four quadrants represent the specific degree of interactive dominance: (1) "grobalization-dominant" (high in globalization and low in localization); (2) "glocalization-dominant" (high in both localization and globalization); (3) "non-committal" (low in both globalization and localization); and (4) "localization-dominant" (low in globalization and high in localization). Copyright ©2024 SAGE Publications