Purpose: This study adopted a mixed-method approach, including a classroom experiment and 24 in-depth interviews, to investigate the effects of two feedback techniques (coded focused and unfocused written corrective feedback) on ESL learners' writing in a self-financed tertiary institution in Hong Kong. Methodology: Three intact classes of 47 students served as the experimental and control groups; the control group only received feedback on content and organization, whereas the two experimental groups also received focused and unfocused linguistic feedback, respectively. The feedback intervention was conducted over an eight-week intensive summer course, focusing on three grammar errors (articles, singular/plural nouns and verb forms). Altogether, students wrote seven pieces, four of which were analysed for the present research. Results: The study found that students who received focused written corrective feedback (WCF) significantly outperformed the other two groups, though the effects varied across error types. Meanwhile, no significant differences were found between the unfocused and control groups. In-depth interviews explored how individual learners' metalinguistic understanding and engagement affect their intake of WCF. The results revealed that learners who received focused feedback developed a deeper understanding of the linguistic nature of specific error types. Learners with limited English proficiency were less likely to apply their linguistic knowledge to revise a task or write a new one. Conclusion: Because not all errors deserve equal attention, teachers and students should consider how feedback can be used more effectively, particularly in areas where comprehensive feedback is considered obligatory. When teaching students with limited language proficiency, it is recommended that, rather than providing a wide range of error corrections, teachers provide focused feedback complemented with carefully designed metalinguistic support. Copyright © 2022 National

Globalisation has significantly influenced preschool education around the world, including Hong Kong, where the official curriculum framework has recently integrated the Western notion of creativity as part of arts education, forming a new learning area: Arts and Creativity. The purpose of this study was to investigate how Hong Kong preschool stakeholders perceived Arts and Creativity and its viability in practice. We interviewed 20 teachers, 10 principals, and 20 teacher educators specialising in arts education (N = 50). Descriptive statistics and thematic analysis were used. Findings showed that Hong Kong preschool stakeholders: (1) perceived most Western pedagogical characteristics as important but not fully viable in the local context; (2) expressed that children’s arts creativity is fostered from a low/null to a moderate extent, due to constraints such as parental demands, time, and resources; (3) suggested strategies to maximise children’s arts creativity focusing on curricular amendments, parental education, teacher preparation, and societal changes at large. We conclude that Arts and Creativity is not perceived to be implemented in accordance to the official curriculum framework. The study reveals the need to ‘glocalize’ this learning area in the Hong Kong context. Implications for moving forward in arts creativity preschool education are discussed. Copyright © 2023 Pedagogy, Culture & Society.

In the current research, we developed and validated a questionnaire to measure Chinese working adults’ motivation to study accounting on a path of lifelong learning in Hong Kong, China. We conducted individual in-depth interviews with adult learners (n = 30) and professionals (n = 12) in study 1 and study 2. Qualitative analysis showed six specific common themes for Chinese working adults’ motivation to learn accounting. Based on these results and the research literature, we developed a list of 31 provisional items for the questionnaire. In Study 3, we administered the provisional questionnaire to students (N = 426) from sub-degree, undergraduate, and graduate programs. These data were analyzed using quantitative analysis. Exploratory factor analysis showed a six-dimensional structure. Removal of redundant items resulted in a 17-item questionnaire. Confirmatory factor analysis provided evidence of the reliability and validity of this measure, which assesses six domains of adult learners’ motivations for pursuing continuing education in accounting: development of knowledge and skills; family cohesion; reinforcement of social networking and communication; career development; enrichment of life; and self-development. This measure in the Chinese cultural context can be used for research purposes and for assessing students’ motivation in accounting programs in Hong Kong. Copyright © 2023 The Author(s).

Purpose: This study explored the mathematical dispositions of Hong Kong mathematics pre-service teachers (PSTs). It also constructed a mathematical disposition framework comprising their affective, cognitive and functional dispositions towards the subject. Design/methodology/approach: Thirty-one participants completed three structured metaphor tasks and one open-ended metaphor task in which they shared their views on mathematics. Responses were examined qualitatively and quantitatively. Coding based on thematic analysis was utilized to summarize the specific contents of the mathematical dispositions expressed by the PSTs, and a 5-level scoring scale was employed to evaluate the strength of the dispositions as represented by different metaphor types. Findings: The findings suggest that the mathematical dispositions of pre-service mathematics teachers were generally positive. However, the overall level was not high. The most prevalent metaphors used to describe mathematics were “rice”, “blue” and “dog”. Research limitations/implications: Hong Kong mathematics PSTs' mathematical dispositions are examined by using metaphorical tasks. Three categories are identified: affective, cognitive and functional dispositions towards mathematics. Originality/value: This study has proposed an original framework for describing mathematical disposition. Copyright © 2023 Emerald Publishing Limited.

中國語文科課程的教學目標著重語⽂能⼒的訓練，也強調思想的啟發和品德的培養。 課程由2015年中四開始引入十二篇指定文言經典學習材料為「指定考核作品」，並由2018年香港中學文憑考試開始考核。指定文言經典學習材料為文質兼美的作品，有豐富的文學、文化內涵，既鞏固學生語文學習，也可以促進文化和品德情意等範疇的學習，是語文教學的重要部份。本研究本文透過價值觀主題類目量表進行內容分析，探討課程教材的價值取向。教師以教材文本為基本，配合課程意識、教學知識和專業能力，覺知教材文本的意涵，實施教學方案，達至教學目標。本研究再通過訪談，瞭解教師的教學構想，發掘課程潛能，為教師的課堂教學提供參考。 Copyright © 2023 歐洲漢語教學協會.

中國古代文論，又稱中國文學批評，以中國傳統的文學理論及批評為研究對象。《四庫全書》集部列有“詩文評”，著錄的是古代詩文理論及批評的著作。 中國古代文論與古代文學創作密切相關，其所針對的是中國古代文學現象及作品，是對歷代文學傳統的理論總結，形成了一套理論範疇及審美命題，如風骨、神韻、興趣、妙悟、意象、意境、詩言志、文如其人、以意逆志、意在言外、情景交融等。而這些範疇及命題又對古代作家的創作具有指導意義，是中國古代文學的觀念基礎。 如西方古典詩歌理論的主軸是“模仿說”，關注的是作品與客體的關係，而中國古代詩論的主軸是“詩言志”，關注的是作品與主體、即詩與作者的關係，由此產生了“詩如其人”、“以意逆志”、“知人論世”等創作觀及作品評鑑的方法論。 在文言文教學中，教師瞭解中國古代文論的特徵及傳統，吸納中國古代文論的理論範疇及價值系統，可達到深化對中國古典作品的理解的教學效果。本報告將結合指定文言文範文，對此做分享。 Copyright © 2022 香港教育大學中國語言學系.

We used social learning theory to examine whether a supportive school environment and formal entrepreneurship education (EE) are linked to secondary school students’ entrepreneurial attributes. We obtained responses to survey questions from 850 students from a total of 28 secondary schools in Hong Kong. We then employed structural equation modelling to test the associations of formal teaching and the school environment with students’ entrepreneurial attributes. Entrepreneurship consists of four distinct constructs: opportunity recognition, innovativeness, risk-taking, and proactiveness. Students in supportive school environment show greater entrepreneurial attributes, but those receiving formal teaching of entrepreneurship show fewer entrepreneurial attributes. These findings provide important insights that can be used for reassessing notions of entrepreneurship in school students, particularly in secondary school students. Copyright © 2023 AERA.

Theoretically, abundant conversation experiences are necessary for young children to develop their preliteracy skills – the foundation for reading comprehension. But very few studies have provided empirical evidence on it. This study investigated whether K1 children experiencing a higher quality of teacher-child conversations would perform significantly better in preliteracy skills (phonological awareness, morphological awareness and oral language) and word reading and whether the quality of teacher-child conversations could moderate the contribution of preliteracy skills to word reading. Results supported the theoretical importance of good teacher-child dialogues in developing young children’s preliteracy skills and suggested that the effectiveness of preliteracy skills training might depend on the verbal environment children experience at preschools. Copyright © 2023 AERA.

The Education University of Hong Kong has launched various animation projects, such as "Jockey Club From Words to Culture Programme: An Animated Way to Learn Chinese", "The Animated Chinese History for Curious Mind Project" and "The Life and Values Education Animated Series", to enhance children's interest in learning Chinese language, history, culture, developing their moral characters and positive values through learning the good deeds and achievements of the figures. Past studies have shown that animation teaching can enhance local children's language ability and interest in learning, and is even more effective in developing children's moral values. In this study, students from the Education University of Hong Kong adapted animation materials to suit the age and language proficiency of NCS children. The students used animation as a novel way to teach NCS children. NCS children from four social welfare organizations and schools were used for four to six weeks of intervention. The research questions include (1) How to adapt the animation materials for NCS children? (2) Does the language ability of NCS children improve through teaching with animation? (3) Does the interest of NCS children in language learning improve through teaching with animation? In this way, the features of the teaching materials and pedagogies that can effectively enhance the learning of the Chinese language and culture of NCS students are also summarized in this study. Copyright © 2023 ACEID.