Differences in perceived approaches to learning and teaching English in Hong Kong secondary schools
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AbstractThis paper investigates differences in approaches to learning and teaching English as a second language (ESL) as reported by 324 mixed-ability Grade 7 Hong Kong ESL students and 37 ESL secondary school teachers with different backgrounds. Information about participants' perceived approaches to learning/teaching English were collected through a student questionnaire and a teacher questionnaire. Analysis of the student data suggested significant differences among students of low, medium, and high academic abilities in their reported use of deep and achieving approaches to learning English. Analysis of the teacher data revealed that teachers with different qualifications and number of years of teaching experience performed significantly differently on the Information Transmission Approach and on collaborative approaches to teaching English. Implications for the learning and teaching of English in Hong Kong and limitations of the study are also discussed.
All Author(s) ListMak B, Chik P
Journal nameEducational Review
Detailed descriptionDOI: 10.1080/00131911.2010.534769
Volume Number63
Issue Number2
Pages195 - 218
LanguagesEnglish-United Kingdom
Keywordsapproaches to learning; approaches to teaching; Hong Kong secondary schools; learning and teaching English as a second language
Web of Science Subject CategoriesEducation & Educational Research; EDUCATION & EDUCATIONAL RESEARCH

Last updated on 2021-26-09 at 02:28