The present study is a follow-up study on Chan (2018a) which examined a new code-switching form in Hong Kong called trilingual code-switching. Previous studies on the code-switching in Hong Kong focused mainly on bilingual code-switching between Cantonese and English, yet Chan's (2018a) ethnolinguistic study suggested that there was a new form of trilingual code-switching among Cantonese, English and Putonghua arisen in Hong Kong because of the increasing contact with mainland China as well as the introduction of Putonghua in the school curriculum. By analyzing the quantitative and qualitative data from sixty university students collected through an online survey, the present study revealed Hongkongers' view on three language uses, including the use of pure code, bilingual code-switching and trilingual code-switching. The result showed that trilingual code-switching exists in Hong Kong with a low acceptance in Hong Kong. Also, the research showed how bilingual code-switching is linked to a Hong Kong identity.

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The current article presents a state-of-the-art review of research on the social factors that have been found to impact how learners acquire and use a second language (L2) sound system. These factors include ethnic group identification, gender, and study abroad experience. The research synthesis presents the key findings on each social factor, with examples drawn from the cited research for illustration. The article then presents recommendations for pedagogical practice. These recommendations are aimed at both teachers and learners, and for use both outside and inside the L2 classroom; they include examples and links to free online resources that both teachers and learners can use to enhance meaningful L2 pronunciation teaching and learning.

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COVID-19 has influenced teaching all across the globe. The massive use of online learning has created a problem with teachers because of the differences between face-to-face teaching and online teaching. In this chapter, a discussion on how traditional face-to-face teaching differs from online teaching will be shown. How education in Hong Kong is affected by COVID-19 is also summarized. Additionally, the result of a case study in a linguistics course in a university in Hong Kong will be shown to demonstrate the attitudes of students regarding online learning. The mixed-method case study, which consists of survey data of 100 students and semi-structured interviews of eight students, showed that students hold a general mixed feeling towards online learning because of its drawbacks, such as lack of interactions despite the convenience that online learning provides. This chapter ends with a list of suggestions for online teachers.