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A study of falling learning performance of students in a Hong Kong CMIschool: perceptions of students andteachersLau, San-fat., 劉新發. January 2005 (has links)
published_or_final_version / Education / Master / Master of Education
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What kind of feedback is appropriate for the journal writing of language learners?: action research in asecondary classroom in Hong KongCowler, Richard Alan. January 2010 (has links)
published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics
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563 |
The vicissitudes of student engagement in junior secondary school and their relationships with perceived teacher supportWong, Pak-ho., 王柏豪. January 2011 (has links)
published_or_final_version / Psychology / Doctoral / Doctor of Philosophy
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564 |
School readiness and transition to primary education by non-Cantonese speaking children with special needs in Hong KongBecher, Yvonne Beatrix. January 2011 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Communicativeness of activities in EFL primary school classrooms in Nanhai Guangdong, China: teachers'interpretations of task-based language teachingDeng, Chunrao., 邓春娆. January 2011 (has links)
Task-based language teaching has a high profile within contemporary ELT. There
are, however, few empirical studies of how teachers actually implement tasks in
Chinese primary school contexts. This study aims to fill this gap by exploring how
four teachers in two primary schools in Nanhai, Guangdong implement
communicative activities in a top-down national innovation.
This study involves three areas of investigation. The first area describes
classroom practice. A particular focus is on activity types and the degree of
communicativeness of activities. The second area analyzes how the practice reflects
the general understanding of task-based pedagogy: the extent to which classroom
activities are congruent with features of task? The third area concerns factors
influencing communicativeness of lessons.
Extensive data are drawn over a period of an academic year with four selected
teachers (Betty, Rose, Paul and Jane). A total of 55 observations were conducted.
Methods of documenting classroom data include a quantitative instrument based on
COLT observation scheme (Communicative Orientation of Language Teaching) and
qualitative field notes. The tool used to analyze the degree of communicativeness is
derived from a well-recognized framework proposed by Littlewood. 64
semi-structured interviews were conducted to gauge participants’ perception of
task-based teaching. Teachers, school principals and focused-group students were
interviewed.
The main findings are as follows. It is found that Betty and Rose use mainly
focus-on-forms activities, Paul uses meaning-form-focused and Jane meaning-focused activities, suggesting, respectively, a low, medium and medium-high degree of
communicativeness. Further analysis of activity features indicates that Betty and
Rose’s teaching are teacher-centered, decontextualized and without a clear
communicative goal and outcome, and thus not congruent with task features. Paul’s
activities share features of non-communicative teaching and TBLT. Paul tried to
integrate some communicative elements in his approach, although the majority of
Paul’s activities still focus on the practice of language form. Jane’s activities,
message-focused, student-centered and contextualized, reflect general features of
tasks. Three sets of contextual and participant factors are found to influence TBLT
implementation in the two case schools: 1) contextual, 2) teacher factors and 3) those
related to pedagogical practice, including planning and instructional factors.
The significance of this study is threefold. Firstly, I propose an adapted version
of Littlewood’s communicative framework. This version contributes to the existing
literature as it is a useful tool to analyze communicativeness of classroom activities in
school context. Secondly, this study extends our knowledge of the kind of factors that
influence TBLT implementation. Lastly, this study adds insights into character
teachers cope with changes in the new English curriculum and the kind of classroom
activities in Nanhai primary schools. It is hoped that these findings carry some
resonances in other EFL contexts in East Asian Region. / published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Qualitative differences in teachers' enactment of task-based language teaching in the English as second language (ESL) primary classroomChan, Sui-ping., 陳瑞冰. January 2006 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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567 |
How participation in the school play impact on the formation of English as a second language (ESL) speakers' identityCheung, Oi-li, Olivia., 張靄妮. January 2012 (has links)
The present study investigates the impact of a school play on the identity formation of six English as a Second Language (ESL) learners attending a local EMI secondary school. Data pertaining to students’ perception of their participation in the school play was collected through semi-structured interviews and diary entries over a period of four months. The findings show all participants generally view the group experience and the social interaction in the school play community as the major factors boosting their sense of belonging and engagement with the community at large. A number of generally positive (and evolving) multiple identities have been identified in the study as a result of the of social, cultural and symbolic capital accumulated by acquiring the English speaking proficiency needed on the stage. However, there is a slight difference between participants who assume a more major role and those who take up a minor role in regard to their level of engagement in the school play. Some informants acknowledge the difficulty in gaining a legitimate membership in the school play. Nevertheless, the general findings all point to the view that the school play supports the participants in the process of becoming a member of an ESL Community of Practice. / published_or_final_version / Education / Master / Master of Education
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The use of English in teaching critical thinking skills in liberal studies in Hong Kong schoolsTang, Wing-chi, Queenie, 鄧穎姿 January 2013 (has links)
This study investigates critical thinking skills of secondary school students in Hong Kong. It focuses on one specific subject of Liberal Studies, that has been one of the four core subjects in the New Senior Secondary curriculum since 2009. Most Hong Kong schools that use English Language as the medium of instruction conduct the lesson and assessment in the students’ second language. The assessments (public examination) include two written examinations (Paper 1: Data-based questions and Paper 2: Extended-response questions) and one Independent Enquiry Studies task accomplished under the guidance of a teacher.
Critical thinking is regarded as one of the core skills that students need to master and demonstrate during the lessons and assessments (CDC, 2007). According to the Curriculum guide (CDC, 2007), the design of the curriculum and assessment framework for this subject “has taken into account overseas experiences in cross-disciplinary studies, pertaining in particular to critical thinking, life education, values education and civic education, with due consideration given to their relevance in the Hong Kong context”. Yet, the guide fails to examine the possible difficulties and challenges for Hong Kong students to acquire and demonstrate critical thinking through their second language. This study attempts to analyze whether predominantly Cantonese-speaking students can acquire and express critical thinking in an English-medium classroom. One of the central arguments of this paper is that while the mastery of critical thinking is rather abstract, whether a student can acquire critical thinking skills is assessed by more concrete measurements (written public examinations) which are largely dependable on the student’s ability to communicate effectively in English. Therefore, this study draws on first-hand data from the 2013 Liberal Studies Practice Paper. Sample scripts chosen by the Hong Kong Examinations and Assessment Authority and the relevant marking guidelines are employed to aid the discussion. / published_or_final_version / English Studies / Master / Master of Arts
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Exploring teachers' understanding and practice of gender equity: case study of a kindergarten in HongKongLuk, Miu., 陸苗. January 2005 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
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A study to reflect the induction practices in some secondary schools in Hong Kong: from the principals' and theteachers' perspectiveWong, Wing-wood., 王榮活. January 1996 (has links)
published_or_final_version / Education / Master / Master of Education
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