Learning from learners : perceptions of self-access language learning in a Hong Kong secondary school

2001 ◽  
Author(s):  
Nalini Chavali
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Language Learning

scholarly journals Radio Drama Competition as an Effective Tool to Boost the Motivation and Self-Confidence of Primary and Secondary School English Learners in Hong Kong

2021 ◽  
Vol 15 (1) ◽  
pp. 154
Author(s):  
Kevin Kai-Wing Chan ◽  
William Ko Wai Tang
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Language Learning ◽  
Language Arts ◽  
English Learners ◽  
Positive Impact ◽  
Target Language ◽  
Radio Drama ◽  
Self Confidence ◽  
Primary And Secondary School

In this report, we investigate the use of a radio drama competition to boost motivation, self-confidence, and cooperation in language learning for primary and secondary school students in Hong Kong. The results suggest the radio drama competition had a positive impact on increasing motivation, collaboration, and confidence in language learning.  For the study, we used online surveys and interviews with students and teachers who participated in the radio drama competition to examine their perceptions of the competition. We have included the surveys and interview results of two competitions in consecutive years, and both years’ results indicate students had positive views about their experience. Both students and teachers believed the competition enhanced collaboration and teamwork, confidence, and communication skills most.  This paper contributes to the literature by shedding light on the pedagogical implications of English teachers incorporating more radio drama and language arts into their classrooms to improve students’ language learning. Well-selected language arts materials could increase students’ language learning process as well as their motivation and self-confidence to learn the target language.

scholarly journals Considering Your Context: The Importance of Considering Specific Institutional and Learner Contexts when Researching the Set Up of a Self-Access Centre

2015 ◽  
pp. 231-244
Author(s):  
Kate Allert
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Language Learning ◽  
Performing Arts ◽  
Relevant Literature ◽  
Institutional Culture ◽  
Planning Phase ◽  
Set Up

This article describes how a language learning centre was researched and set up at a performing arts academy in Hong Kong. The Language Learning Centre (LLC) at the Hong Kong Academy for Performing Arts opened in December 2012, after five months of research and planning. During the research phase, specific aspects of the institutional culture and of the learners themselves were identified and compared with examples found in relevant literature and with other self-access centres in the region. During the planning phase, much was unknown about the purposes that the LLC would serve, since new programmes were being introduced throughout the Academy and the incoming cohort was the product of a new secondary school syllabus. While necessary decisions were made at the outset to establish the space, others, particularly those relating to pedagogy and the provision of advising and learner training, were taken in stages, as information became available.

Four decades of ELT development in Hong Kong: Impact of global theories on the changing curricula and textbooks

2019 ◽  
pp. 136216881986556
Author(s):  
Jim Yee Him Chan
Keyword(s):  
Hong Kong ◽  
Language Learning ◽  
Language Teaching ◽  
Future Research ◽  
Oxford University ◽  
The Past ◽  
Framework Approach ◽  
Language Needs ◽  
Recent Debate ◽  
Textbook Design

The past 40 years have witnessed significant developments in ELT research, reflecting the changes in learners’ language needs and the extensive development of various language learning/teaching methods in different times and places. The aim of this study is to provide a systematic and comprehensive account of changing ELT methods (oral-structural approach, communicative language teaching and task-based language teaching) in Hong Kong’s secondary education between 1975 and the present. By adopting Richards and Rodgers’s (2014) framework (approach, design and procedure), it examined how ELT theories have been transformed into local curricula (1975, 1983, 1999 and 2002/07) and commercial textbooks (Longman, Oxford University Press) via detailed content analysis. The findings suggest that research into ELT methods in Hong Kong over the past decades has generally directed the designs of the language curricula. Changes in the textbooks, however, have been relatively limited, although considerable attempts have been made to align textbook design with ELT trends. By considering various constraints in the theory-to-practice process, this study offers suggestions for future research and language teaching, particularly regarding the recent debate over the choice between the ‘weak’ and ‘strong’ versions of task-based language teaching in EFL contexts, and the post-methods perspective in language teaching.

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