Differences in perceived approaches to learning and teaching English in Hong Kong secondary schools

Abstract

This 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.Keywords: approaches to learning; approaches to teaching; learning and teaching English as a second language; Hong Kong secondary schools IntroductionResearch on the approaches to learning as perceived by students studying in both secondary and tertiary sectors arose as an alternative to the information processing (IP) approach to learning, prevalent since the 1970s with its emphasis on students' mental learning processes and strategies regardless of the content and context. Unlike the IP approach, research on student approaches to learning stems from an interest in how students perceive their own learning in the learning environment. Evidence from both interview studies in the early years and subsequent inventory studies has repeatedly shown that students' approaches to learning are identifiable in distinctive categories (cf. Marton and Booth 1997) and are closely related to their conception of and outcomes in learning (cf. Watkins and Biggs 1996). Parallel to the research on student approaches to learning in design, studies of teachers' perceptions of their approaches to teaching began to flourish in the late 1990s. The results of these studies have uncovered different approaches to teaching, each embracing unique qualities that can be associated with the teachers' conception of teaching (e.g. Trigwell 1995;Lam and Kember 2006) and corresponding student approaches to learning (e.g. Prosser and Trigwell 1999;Richards 2005).

AI-powered learning application use and gratification: an integrative model

“…Another possible reason is related to the behavior of Chinese students learning English. Many scholars have acknowledged that Chinese students have relatively high anxiety when they need to speak and need to share their English capability in front of others (Mak and Chik, 2011; Woodrow, 2006). Therefore, even in the online community of Liulishou, not many students would want to share their thoughts, ideas and experiences.…”

Cultivating a teacher community of practice for sustainable professional development: beyond planned efforts

“…As Mak (2010) has elaborated, with low student achievement, there comes low teacher expectation on student achievement and this has led to low motivation on the part of some ESL teachers to take up new approaches in their teaching. Professional development for teachers of ESL is, thus, specifically emphasized by the education authority and welcomed by the schools (Mak & Chik, 2011;Nunan, 2003). For example, for the field of primary English Language education, the Consolidation and Redevelopment Work on Quality Education Fund English Language (Primary) Projects was conducted from 2012 to 2013 in which 57 QEF projects pertinent to English Language education at primary level and implemented from 1998 to 2009 were examined by teacher educators from a local university.…”

Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress?

“…Approaches to EFL learning reflect students' beliefs, knowledge, and conceptions about language learning (Mak & Chik, 2011). As digital technologies are shaping and reshaping EFL learning and are causing changes in almost every aspect of it, SAL may lead to adaptive responses from the students, who improve their digital competence of coping with the changes in digital learning.…”

“…Even though digital technologies and associated pedagogies are important for the success of language learning (Kukulska‐Hulme & Viberg, 2018), students' approaches to learning (SAL), which refer to different ways and processes students engage in learning, may also play a significant or even more important role (Ellis & Bliuc, 2019; Thompson, 2013). However, EFL learning is often perceived by some as rote learning characterized by memorization and repetition, which are typical features of a surface approach to learning (Li & Cutting, 2011; Mak & Chik, 2011). It is thus of particular interest to see how different SAL work for EFL learning supported by digital technologies so as to validate or challenge such belief.…”

“…However, EFL learning is often perceived by some as rote learning characterized by memorization and repetition, which are typical features of a surface approach to learning (Li & Cutting, 2011;Mak & Chik, 2011). It is thus of particular interest to see how different SAL work for EFL learning supported by digital technologies so as to validate or challenge such belief.…”