Based on a case study of an undergraduate course for a teacher education program at a university in Hong Kong, this chapter examines how technology-enabled case-based learning engages pre-service teachers behaviorally, cognitively, and emotionally and prepares them for teaching in schools. Qualitative data obtained from individual interviews with four pre-service teachers and online discussion threads were analyzed using a content analysis approach. This chapter describes how the use of 360-degree panoramic videos and asynchronous discussion forums supports the development of pre-service teachers’ problem-solving skills in tackling school students’ undesirable classroom behaviors, enhancing their reflective skills, and consolidating their content knowledge in classroom management. This study sheds light on how technology-enabled case-based learning may contribute to teacher education programs and prepare pre-service teachers for effective classroom management. Copyright © 2022 Springer Nature Singapore Pte Ltd.

The innovative use of technologies in language learning and teaching significantly impacts language education. This paper aims to investigate technology-enhanced language learning (TeLL) and teaching (TeLT) in higher education through surveying 223 students and 93 teachers across four Hong Kong universities, and interviewing around 50 students and 20 teachers. The current study investigated the e-resources/tools frequently adopted in language learning and teaching, how participants perceived the affordances of TeLL and TeLT, and challenges they had faced in technology-enhanced language learning and teaching. The results reveal that students and teachers perceived several affordances of TeLL and TeLT, such as provision of authentic materials, enhancement of interactivity, and enhancement of learner autonomy. A list of commonly adopted e-resources/tools for language learning and teaching were identified. The students and teachers also indicated what support they would hope to receive from a Community of Practice (CoP) on technology-enhanced language learning and teaching. Copyright © 2022 IGI Global.

Independent language learning is paramount for those wishing to develop proficiency in a second or foreign language. Language learners often have few opportunities to communicate and interact actively in their target language. In this two-phase study, a chatbot was developed to assist second-language learners at a tertiary education institution in Hong Kong with independent language learning. I employed a questionnaire (N = 128) followed by semi-structured interviews (N = 12) to gain holistic insight into learners' experiences with the chatbot. The results suggested that the participants enjoyed interacting with the chatbot both in and out of class and perceived that it improved their English skills. These findings have implications for language teachers and the future development of chatbots. Copyright © 2023 Inderscience Enterprises Ltd.

The outbreak of the COVID-19 pandemic has fundamentally shifted learning from the traditional classroom approach to online learning. As such, this study used a revision centre as a case study to develop the factors that contribute to the theoretical framework of online peer learning in the higher education sector due to COVID-19. This study also explores the integrated effects of online peer learning on students and investigates whether advanced information technology creates new opportunities or additional burdens for students in adopting online peer learning environments. Descriptive statistical analysis, factor analysis, and correlation analysis were conducted on survey data gathered from 204 sub-degree students in Hong Kong. The results addressed four main factors developed from 39 variables: enhancement of learning ability, the attitude toward learning, motivation for learning, and interpersonal relationship which were closely associated. The study findings provide strategies and constructive recommendations for educators to develop a new online learning pedagogy, construct sustainable online peer learning, and effectively manage students’ online learning to meet the needs for post-COVID online education. Copyright © 2022 Springer.

This study investigates factors affecting university student-to-student interaction within online learning platforms. A new model was proposed based on the United Theory of Acceptance and Use of Technology (UTAUT). The single-stage cluster-sampling method was employed, and 113 university students in Hong Kong were respondents. It was found that Information Quality, Social Influence, and Facilitating Conditions affect students’ intention to interact with each other. A quasi-full mediation model was established of the mechanism from Facilitating Conditions to students’ interaction behavior. The direct effect of Facilitating Conditions on students’ interaction and the effect of System Quality on the intention of student interaction were not significant. A fast network, computing facilities, and mobile-friendly software are possible candidates of the virtual environment conditions affecting the intention of student-interaction behavior within online learning platforms. Copyright © 2022 MDPI AG.

Purpose : Free and open-source software (FOSS) has been used worldwide because of the advantages of user control, cost-saving, flexibility, openness, freedom, more security and better stability. The purpose of this study is to explore the status quo of educational application of FOSS and the trends from international perspectives and its implications for higher education in Hong Kong.Design/methodology/approach: The method of cluster analysis was used in this study. The Web of Science database was used as the data source and all relevant literature for the year 2010–2020 on the theme of “FOSS” was collected for analysis. The information visualization software CiteSpace was used for citation visualization analysis, revealing the research results of FOSS worldwide, including hot spots and development trends.Findings: This paper found that FOSS has become an important research area and is playing an important role in the reform and development of education. Meanwhile, the development and application of FOSS have regional imbalances and strong differentiation, including the educational sector. The paper also found that although FOSS has entered the stage of interdisciplinary development, the research and development of FOSS in the field of education is insufficient, which poses a huge challenge to decision-makers, teachers and students.Originality/value: Implications for higher education in Hong Kong including: attach importance to and vigorously promote FOSS research and practice to benefit more teachers and students; teachers and students need to be trained for acquiring the awareness and skills of FOSS applications and formulate different strategies; the government should provide greater support to formulate and implement a short and middle-term development plan to facilitate the application of FOSS; and Hong Kong higher education institutions may strengthen exchanges and cooperation with counterparts around the world to jointly promote the development of FOSS. It is

The present study reports on the effects of a self-regulated (SRL) writing strategy-based intervention supported with e-learning tools on SRL strategy use in English writing with 468 Hong Kong primary school students. The changes to the students’ motivation in English writing, and their e-learning acceptance were also measured. The study adopted a pretest and posttest design and the data was collected through a questionnaire, which consisted of three measures, i.e. SRL writing strategy use, motivation in English writing, and e-learning acceptance. The SRL writing strategy use measure included four types of strategies, i.e. planning, text-generating, monitoring, and revising. The motivation measure had two scales, i.e. interest and self-efficacy, and the e-learning acceptance measure included four scales, i.e. perceived usefulness, perceived ease of use, attitude and continuance intention. The intervention saw significant improvements on the students’ use of all four types of SRL writing strategies. Positive changes also took place to one scale of motivation, i.e. interest, and three scales of e-learning acceptance, i.e. perceived usefulness, attitude and continuance intention. There was no significant improvement to self-efficacy and perceived ease of use. Additionally, the correlations between all the scales became stronger after the intervention. Important implications for teaching ESL/EFL writing through e-learning are drawn. Copyright © 2022 Taylor & Francis.

BACKGROUND: The potential of natural language processing tools such as chatbots in learning a second or foreign language has not yet been fully realised (Dale, 2016; Fryer et al., 2019). Language learning occurs through interaction with classmates and teachers, which provides comprehensible input, feedback on output and the opportunity to modify output (Mackey, 2012). Chatbots can serve as an always-on source of interaction. In this study, a chatbot was designed and deployed using Dialog flow Messenger. It acts as a conversational interface for English learners and is available on our website or as a mobile application (app). Language learning is most effective when it is immediate and contextual, so this chatbot not only ‘chats’ but also guides learners to appropriate language study resources. It puts students in control of their learning by answering specific questions (e.g., How do I refer to sources in written texts and oral presentations?, Where can I find IELTS materials?, What is the present perfect?); providing customised learning options; and allowing students to learn at their own level, pace, and at a time of their choosing. This study investigates English language students’ attitudes, beliefs, and perceptions towards using a customised chatbot to enhance language learning.METHODS: Participants consisted of students and teachers (n=4) from a compulsory English for Academic Purposes course at the largest public university in Hong Kong. In this study, the students (n=76) had access to the chatbot for two months. Data on attitudes, beliefs and perceptions regarding the chatbot were collected using a questionnaire and focus groups; transcripts were collected to identify questions put to the chatbot. This mix of methods was chosen to provide rich, detailed, and complex accounts of users’ experiences.RESULTS: Findings from the questionnaire and focus groups are consistent with previous research that reported positive learning experiences with chatbots (Fryer & Carpenter

BACKGROUND: This study introduces the English Language Centre’s Personal Learning Assistant, namely chatbot, an innovative language teaching and study tool for independent and effective language learning. This relatively new and under-researched area of study will, through the use of chatbots, open new and exciting teaching opportunities (Kessler, 2018). Chatbots necessitate communicative exchange, thus enhancing dialogue-based learning (Fryer et al., 2017; Thompson, Gallacher, & Howarth, 2018). In English language acquisition, teachers traditionally adopt a facilitator role. In contrast, chatbots, as conversational agents, provide students with a natural language interface. In many contexts, including English as a second language (ESL) and English as a foreign language (EFL), technology has been developed to assist language learners. However, there is still a need to practice the language with an on-demand ‘conversational partner’ (Kim, 2017), and chatbots can address this requirement (Shawar, 2017; Wang & Petrina, 2013). This study investigates how students perceive the Personal Learning Assistant as a supplement to direct teacher input in language learning.METHODS: Participants consisted of students from a general English course at the largest public university in Hong Kong. The study adopted an exploratory qualitative approach, collecting two types of data in two phases. The first phase, a questionnaire (n=47), provided an overall picture of the research problem and informed the second phase of data collection, which comprised semi structured interviews (n=12) (Ivankova, Creswell, & Stick, 2006). Thematic analysis of the interviews allowed the researcher to interpret participants’ voices and gain a holistic understanding of their views.RESULTS: The questionnaires and semi-structured interviews revealed that participants preferred the chatbot to traditional study methods such as visiting a library or asking a teacher. They benefited from unlimited opportunities to