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ERIC Number: EJ926403
Record Type: Journal
Publication Date: 2011
Pages: 24
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0013-1911
Differences in Perceived Approaches to Learning and Teaching English in Hong Kong Secondary Schools
Mak, Barley; Chik, Pakey
Educational Review, v63 n2 p195-218 2011
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. (Contains 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong