HONG KONG

1. Belifes and Out-of-class Language
learning of Chinese-speaking ESL
Learners in Hong Kong
Presenter: Mickey Chan
Instructor: Teresa Hsu
Date: Nov 24th,2014

2. Citation
Man-fat, Wu. (2012). Beliefs and Out-of-class
Language Learning of Chinese-speaking
ESL Learners in Hong Kong
New Horizons in Education,60(1), 35–52.
2

3. Contents
Introduction
Literature review
Method
Results
Conclusion
3

4. Definition of Terms
Beliefs about language learning
English as a second language
4
BALLs:
ESL:

5. Introduction
Background
Purpose of the study
Research question
5

6. Background
Introduction
BALLs and out-of-class language-learning
activities play an important role in
influencing the learning behaviors of
learners and learning outcomes.
6

7. Purpose of the study
Introduction
 To gather information on the BALLs and
out-of-class language-learning activities of
young adult ESL learners in Hong Kong.
 To explore the relationship between BALLs
and out-of-class language-learning
activities
7

8. Research questions
What are the BALLs of ESL learners in
Hong Kong?
What are the out-of -class language-learning
activities implemented by ESL
learners in Hong Kong?
Introduction
8

9. Research questions
Introduction
Is there an association between the
BALLs and implementation of out of
class language learning activities among
ESL learners in Hong Kong?
9

10. Literature review
 BALLS
 Out-of-class language-learning activities
10

11. BALLs
Four dimensions:
Literature
review
self efficacy and expectation about
learning English
perceived value and nature of learning
spoken English
beliefs about foreign language aptitude
beliefs about formal structural studies
(Yang, 1999)
11

12. Out-of-class language-learning
activities
Literature
review
An advocate of out-of-class language
learning, divides out-of-class learning into
three types.
Self-instruction
Naturalistic language learning
Self-directed naturalistic language learning.
(Benson,2001)
12

13. Explore the reasons for the reluctance of
Hong Kong Chinese-speaking ESL learner
to participate in classroom spoken
interactions.
Lack of experience
Lack of confidence
High level of anxiety
13
Out-of-class language-learning
activities
Literature
review
(Liu&Littlewood,1997)

14. Methodology
Participant
Instruments and procedures
14

15. Participants
methodology
324 students undertaking vocational
education were selected
15
 Are the size and major
characteristics of the population
studied described?

16. Subject
• If the sample was selected, is the
method of selecting the sample
clearly described? (Yes, p38)
• Is the method of sample selection
described one that is likely to result in
a representative, unbiased sample?
16

17. • Did the researcher avoid the use of
volunteers? This paper doesn’t
mention it
• Are the size and major
characteristics of the sample
described? Yes
17
Subject

18. Instrument
methodology
Gathering quantitative date from
learners employed in this study was
a questionnaire in Chinese.
18

19. procedures
methodology
Chinese-translated version of the
34-items BALLI
Separate items measuring out-of-class
language-learning activities
Survey items on the background
information of research subjects
19

20. Instrument critiques
• Is the rationale given for the
selection of the instruments used?
Yes
• Is each instrument described in
terms of purpose and content?
Yes
• Are the instruments appropriate for
measuring the intended variables?
20

21. • Is evidence presented that
indicates that each instrument is
appropriate for the sample under
study?
• Is instrument validity discussed and
coefficients given if appropriate?
• Is reliability discussed in terms of
type and size of reliability
coefficients?
21
Instrument critiques

22. • Is the design appropriate for
answering the questions or testing
the hypotheses of the study?
• Are the procedures described in
sufficient detail to permit them to be
replicated by another researcher?
• If a pilot study was conducted, are its
execution and results described as
well as its impact on the subsequent
study?
22
Design and Procedure
critiques

23. • Are control procedures described?
• Did the researcher discuss or
account for any potentially
confounding variables that he or
she was unable to control for?
23
Design and Procedure
critiques

24. Results
What are the BALLs of ESL learners in Hong
Kong?
Foreign language aptitude
The difficulty of language learning
The nature of language learning
Learning and communication strategies
Language learning motivations
24

25. Appendix
Foreign language aptitude
25

26. Appendix
The difficulty of language learning
26

27. Appendix
The nature of language learning
27

28. Appendix
Learning and communication strategies
28

29. Appendix
Language learning motivations
29

30. Results
What are the out-of –class language-learning
activities implemented by ESL
learners in Hong Kong?
30

31. Results
Is there an association between the BALLs
and implementation of out of class language
learning activities among ESL learners in
Hong Kong?
31

32. Learners who regarded out-of-class
language-learning activities as useful
were found to posses more positive
beliefs regarding their English learning in
terms of BALLI items.
32
Results

33. 33
Results

34. 34
Results

35. Results
35

36. Results
36

37. Conclusion
The contextual influence of English being a
prestigious language in Hong Kong and being
attached with tangible rewards and power
are suggested to contribute to the
prevalence of instrumental motivation
among ESL learners in Hong Kong.
37