Open Knowledge Hub

Ruth, WONG Ming Har

Abstract

What will happen if students cannot go to school and can rely on online learning? This study aimed to examine whether students’ basic learning needs could be met when teaching and learning can only be conducted through online mode. According to Ormrod (2011), the four basic learning needs are arousal, autonomy, relatedness and competence, which were used as the theoretical framework for this study. Mixed methods were used to evaluate whether basic learning needs were met. A total of 118 school students were recruited to a validated questionnaire and 36 of them joined an individual in-depth interview. Results showed that the basic learning needs of autonomy and competence were met through online learning but not the need of relatedness. Autonomy was found to have direct relationship with competence but not relatedness nor there was any relationship between arousal and other learning needs. It was so found that positive and adequate negative arousal could serve as a catalyst to facilitate effective online learning.

• Wong, R. (2023). When no one can go to school: does online learning meet students’ basic learning needs? Interactive Learning Environments, 31(1), 434–450. https://doi.org/10.1080/10494820.2020.1789672

Research Details

Angel M. Y. Lin

Abstract

Upholding a critical, ethical, multilingual stance presents numerous challenges amidst a myriad of institutional, infrastructural, and societal pressures. Despite significant breakthroughs, such as translanguaging theories and pedagogies and the evolution of English as a Lingua Franca (ELF) principles, the journey towards a more inclusive and equitable English language education remains fraught with difficulties. Monolingual English continues to dominate assessments and academic publishing, and critical scholarship often appears powerless. I discuss the need for critical research to be grounded in praxis and discuss the struggle of EMI researchers against entrenched and renewed coloniality within increasingly neoliberalized academic institutions. I explore these contradictions in an imaginary dialogue between multiple voices. I then propose a research initiative (‘PAA-STELE’) aimed at overcoming the dominance of monolingual English assessment. I conclude that through collective action and a steadfast commitment to critical-ethical principles, we may effect change, albeit slowly and incrementally, within the English language education field.

• Lin, A. M. Y. (2024). Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education. Language and Education, 38(1), 139–147. 

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Dr ZHANG, Yue Ellen

Abstract

When multilingual learners traverse across cross-border and study-abroad contexts, they enter different sociocultural spaces, negotiate conflicting identities, and may or may not invest in these identities. Addressing the lacuna, this longitudinal case study draws upon the model of investment to conduct a long-term, systematic investigation of the identities and investment of Miranda, a multilingual learner, and a pre-service teacher—as she studied, over seven years, as a university student (B.A.) in mainland China, a taught postgraduate student (M.Ed.) in Hong Kong, and a research student (M.Phil. and Ph.D.) in New Zealand. Findings reveal how Miranda negotiated, constructed, and performed multiple identities in shifting contexts and how the way her capital was valued shaped the way she positioned herself and was positioned by others. Attending to the fluidity and complexity of identities, this study provides educational authorities and teachers with implications for helping to chart the path for empowering students across contexts.

• Zhang, Y., & Huang, J. (2024). Learner Identity and Investment in EFL, EMI, and ESL contexts: A longitudinal case study of one Pre-Service teacher. Journal of Language, Identity, and Education, 1–14. 

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Dr. LIU, Yiqi, April

Abstract

Critical content and language-integrated learning (CLIL) has been advocated to attest raciolingusitic ideologies in plurilingual educational settings. However, little is known about how to help students in contesting inequalities about other structures of domination in bilingual education programs. This study aims to address this gap by examining the construction of gender identities in Secondary 4 (Grade 11) English-medium Liberal Studies lessons, which aimed to enhance awareness of gender equality and subject-specific English skills about the topic. The study shows that gender was constructed and reconstructed by conflicting multilingual and multimodal gendered discourses, including the formal curriculum, school lesson materials, and classroom interaction. The paper reveals that teachers and students jointly constructed masculinities of “real men,” “good men” and “gay men” in CLIL classrooms imbedded in curriculum contexts infused with gender dualism and alternative gender values began to emerge after the CLIL lessons. The results suggest that CLIL teachers can facilitate development of critical literacies about gender by enabling encounters of different voices in translanguaging and trans-registering spaces created by students’ familiar L1 everyday discourses and multimodal practices. Pedagogical implications were also discussed.

• Liu, Y. (2024). Translanguaging for Doing Gender in English-Medium Classrooms in Hong Kong: Towards Critical CLIL in Plurilingual Settings. Journal of Language, Identity, and Education, 1–17. 

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Dr. GU Mingyue, Michelle

Abstract

While there is growing recognition of the mutually shaping relationship between teaching with information technology (IT) and teachers’ beliefs, skills and self‐efficacy, there has been a paucity of research attention on the construction of teacher identity during actual IT‐assisted in‐class teaching and out‐of‐class networking with students, in a full institutional and social context. This study investigates how a group of secondary school English as a second language (ESL) teachers regulated their teaching and practices and constructed their identities in relation to governmental requirements for the use of IT in teaching. Teachers from seven government‐subsidised schools in Hong Kong were interviewed about their experiences of using IT in teaching. We frame the reported practices of these teachers as a process of construction of identity, formed in the context of the ‘governmentality’ supporting current examination‐oriented educational policy. Observing from the perspective of what has been termed ‘governmentality’ and an ethical framework for self‐formation of personal identity makes it possible to see these teachers’ professional identities constructed through the use of IT practices within the contradictory conditions of professional/personal demands, compliance/resistance, school promotion/peer non‐cooperation, advantage/disadvantage in use of IT, use of IT/content and pedagogical knowledge. This study has implications for developing a more supportive and rational environment for the use of IT in teaching, in which more autonomy and identity options—rather than constraints—can be provided for teachers in the digital era. This study also informs practitioners and policy makers in other educational settings experiencing a similar IT boom in teaching.

• Gu, M. & Lai, C. (2019). An ethical analysis of how ESL teachers construct their professional identities through the use of information technology in teaching. British Educational Research Journal, 45 (5), 918-937.

Research Details

Dr. WONG Ming Har, Ruth

Abstract

Traditional classroom setting has transitioned from a solely face-to-face, teacher-oriented instructional approach to an integrated, mixed-mode classroom learning dynamic. With this change of educational context, it is imperative to know: are students’ basic psychological needs being better met and fulfilled? To address this question, this paper adopted a mixed method to discover if, and how, blended learning meets students’ three basic psychological needs, specifically relatedness, competence and autonomy. Findings show that the first two need-constructs of relatedness and competence were fulfilled. The need for autonomy, however, was not being met due to school culture, assessment and the perhaps-habitual adherence to the conventional roles of teachers and students. This study also found that the three aforementioned psychological are positively related. In fact, blended learning has provided a new dimension of, and opportunity for, learning interactions for students of differing learning styles. Varieties of academic outputs released other expressions of “self” in many students, which enabled the first need for relatedness to be met. Blended learning outputs could bring a positive spiral of development of recognition from others, and meet the second need of competence later, leading to better identity formation, and ultimately again to relatedness.

• Wong, R. (2019). Basis Psychological Needs of Students in Blended LearningInteractive Learning Environments.

Research Details

Dr. ZOU Di

Abstract

This project investigated how Wikipedia can be integrated into flipped learning in higher education through the project-based learning approach. It proposed a flipped learning model where Wikipedia was involved in creating a collaborative learning environment. Two groups of students participated in the research and were asked to complete group projects of creating Wikipedia entries, one of which learned in the flipped classroom, the other in the conventional classroom. An online collaborative learning platform, GMoodle, was developed to provide an interactive learning environment for the participants’ learning with Wikipedia. The results showed that learning with Wikipedia in the flipped classroom was more effective than learning with Wikipedia in the conventional classroom. The participants in the flipped group created more versions of Wikipedia entries. The flipped learning environment provided the students with more in-class collaboration and interaction opportunities, leading to more time and space for active learning.

• Zou, D., Xie, H., Wang, F., & Kwan, R. (2020). Flipped learning with Wikipedia in higher education Studies in Higher Education.

Research Details

Dr. YU Baohua

Abstract

As a regional hub for education, Hong Kong has seen a growing population of international students. In contrast to existing conceptual models in acculturation literature that are typically devoted to studying long-term settlers such as migrants or refugees in English speaking countries, this study develops and tests a fine-grained model for degree-seeking mobile students in East Asia. A mixed-method study was conducted: a survey of 619 international students across six Hong Kong universities and focus group interviews with 22 Asian and nine non-Asian students. Bilingual competences were found to play significant roles in predicting sociocultural adaptation together with academic efficacy, social support, contact with locals, and psychological adaptation. This study offers practical and managerial insights for educational policymakers, university senior management and administrations, academicians, and research communities on how to manage the expansion and accommodate the needs of international students so that we can cater for a culturally diverse body of students. This research is significant because it extends the literature by examining sociocultural adjustment during crosscultural transitions in the increasingly globalised context of Hong Kong.

• Yu, B., Vyas, L. & Wright, E. (2020). Cross-cultural transitions in a bilingual context: The interplays between bilingual, individual and interpersonal factors and adaptation Journal of Multilingual and Multicultural Development.

Research Details

Dr. John ROGERS

Abstract

This chapter provides an overview of experimental and quasi-experimental research designs in the context of applied linguistics research. We begin by discussing key concepts, such as validity and reliability, before outlining steps and challenges when planning an experiment. Following this, descriptions of frequently used design types are provided, including pretest-posttest, latin-square, repeated measures, factorial, and time-series designs. Recent examples are used to illustrate the advantages and limitations of each approach. We further accentuate key features of each example study, with particular emphasis on how these features help control for threats to the internal and external validity of the findings. We end the chapter by summarising factors researchers should take into account when selecting and designing applied linguistics experiments. Link: https://www.researchgate.net/publication/334250281_Experimental_and_quasi-experimental_designs

• Rogers, J., & Révész, A. (2020). Experimental and quasi-experimental designs.In J. McKinley & H. Rose (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 133-144). New York: Routledge.

Research Details