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ERIC Number: EJ888523
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: ERIC
Reference Count: 22
ISSN: ISSN-1544-0389
How Do Culturally-Derived Values Affect Teachers' Perception of the Value of On-Line ELT Courses: The Case of Hong Kong
Lui, Icy
Journal of College Teaching & Learning, v6 n3 p55-60 May-Jun 2009
As an international city, Hong Kong has been a meeting place for the East and West for many years. In many aspects of life, Hong Kong is very westernized. Yet when it comes to the views, values and beliefs of how education works, teachers are still very Asian-oriented. This paper reports on what motivates teachers in Hong Kong, how they themselves see their work and how their previous experience shapes their teaching pedagogy. In particular, this paper focuses on teachers' perception and priorities on the delivery of English on-line Courses run by the School of Continuing and Profession Education of the Hong Kong Institute of Education in 2006. The first part of the paper describes the program characteristics of the on-line courses, the second part analyses how culturally-derived values influence teachers' conception of their roles in the learning situation. They include teacher conception of their roles as teachers and of their professional responsibilities, teachers' goals of teaching, possible factors (such as their personal experiences, the expectation of their students) that influence teachers' practice; the place of face-to-face communication in ELT, teacher preparation and attitudes towards the usefulness of on-line materials, and the function of learning English via the computers and its place in the curriculum. The last part of this report aims at describing the classroom pedagogical implication in terms of the future role of teachers in order to make the most out of the on-line courses that the School offers for students.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong