Engineering geology and the assessment of channelised debris-flows : a Hong Kong case study

COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions.

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Opportunities in Transit Tourism: a Case Study of Hong Kong as a Transit Destination

Journal of Travel & Tourism Marketing ◽

10.1080/10548408.2020.1862024 ◽

2021 ◽

Vol 38 (1) ◽

pp. 31-43

Author(s):

Priscilla C. M. Poon ◽

Grace K. S. Ho

Keyword(s):

Hong Kong ◽

In Transit

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Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽

10.1177/0033688220981784 ◽

2021 ◽

pp. 003368822098178

Author(s):

Anisa Cheung

Keyword(s):

Professional Development ◽

Hong Kong ◽

Technology Integration ◽

Online Teaching ◽

Pedagogical Beliefs ◽

Structured Interviews ◽

Online Mode ◽

Using Data ◽

Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

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