Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Technology Integration ◽  
Online Teaching ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Online Mode ◽  
Using Data ◽  
Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

What Teachers Should and Shouldn't Do During Online Teaching

2021 ◽  
pp. 166-186
Author(s):  
Ka Long Roy Chan
Keyword(s):  
Online Learning ◽  
Hong Kong ◽  
Survey Data ◽  
Online Teaching ◽  
Structured Interviews ◽  
Online Teachers ◽  
Face To Face ◽  
Mixed Feeling ◽  
Education In Hong Kong

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.

scholarly journals Coping with English for Academic Purposes Provision during COVID-19

2021 ◽  
Vol 13 (15) ◽  
pp. 8642
Author(s):  
Lucas Kohnke ◽  
Andrew Jarvis
Keyword(s):  
Hong Kong ◽  
Collaborative Learning ◽  
Online Teaching ◽  
Qualitative Case Study ◽  
English For Academic Purposes ◽  
Teacher Perspectives ◽  
Case Study Approach ◽  
Study Approach ◽  
University Studies

COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions.

Improving music teaching and learning through online service: A case study of a synchronous online teaching internship

2016 ◽  
Vol 35 (1) ◽  
pp. 107-117 ◽  
Author(s):  
Pamela D. Pike
Keyword(s):  
Service Learning ◽  
Music Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Underserved Populations ◽  
Distance Teaching ◽  
Service Learning Projects ◽  
Musical Understanding ◽  
Synchronous Online

This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns developed teaching techniques, displayed improved comprehension of course content, learned about current distance teaching technology, and considered the role of music education in society. Based on these results, it might be feasible to provide piano lessons to underserved populations in remote locations while offering meaningful internship experiences to pedagogy students through distance service-learning projects.

Successful collaboration between smart city consortium and Hong Kong Government in Covid-19 dashboard: the case of leadership in practice

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Daniel Jung Yue Chun ◽  
Wahid Abdul Nabsiah ◽  
Cheng Ling Tan
Keyword(s):  
Hong Kong ◽  
Smart City ◽  
Third Party ◽  
City Development ◽  
Structured Interviews ◽  
Content Type ◽  
Non Profit ◽  
Mass Collaboration ◽  
The Government

Purpose This paper aims to discover why such a public partnership project had been successful with a non-profit third-party alliance such as a smart city consortium (SCC) promoting smart city development. Design/methodology/approach This descriptive case study is primarily based on analysing data collected from various texts, public statements, media interviews and three semi-structured interviews with key members involved in the Covid-19 dashboard project. Findings The data and analysis reviews that both interpersonal and interorganisational trust, dedication and proactiveness of the leaders at SCC were major contributing factors to why SCC was able to partner with the Hong Kong Government in the Covid-19 dashboard in the first place and that the success was also a direct outcome of effective mass collaborative knowledge management activities. Research limitations/implications The research in leadership attributes and activities in the non-profit alliance has been few and this collaborative partnership between the alliance and the government is an example of the importance of further research in smart city leadership. Practical implications In deploying projects for mass collaboration and knowledge sharing in smart city development (which is multi-disciplinary in nature). there are still many new and evolving organisational practices and leadership matters that many business leaders and city managers can learn from. Social implications Smart city development projects involve the notion of sharing data in an open environment enabled by software and mediating tools. Successful projects such as this Hong Kong Covid-19 dashboard which serves a diverse audience can further promote the importance of an open data policy regime for the benefit of the public. Originality/value This case study covers a highly original and unique case study with the leaders at the SCC and representatives from the Hong Kong Government.

scholarly journals A case study examining the mediating impact of Coach Educators delivering a professional development programme.

2019 ◽  
Author(s):  
Alexander Sobolewski
Keyword(s):  
Professional Development ◽  
Qualitative Data ◽  
Research Strategy ◽  
Development Programme ◽  
Personal Agency ◽  
Structured Interviews ◽  
Coach Development ◽  
Professional Development Programme ◽  
High Degree

The important mediating influence of Coach Educators (CEs) delivering a programme of learning has been largely ignored in research seeking to find the key to effective CPD. This paper aims to bring CEs to the fore by reporting the experiences of 7 CEs and 2 Programme Managers delivering a sport National Governing Body coach development programme. Qualitative data were collected via semi-structured interviews and interpreted through the theoretical lens of relational interdependence (Billett, 2008) using a retroductive research strategy. The findings identified the subjective and idiosyncratic processes through which CEs developed their understanding of the programme resulting in individual differences in construal. The high degree of workplace affordance gave CEs autonomy to deploy their personal agency and intentionality to shape practice leading to wide variations in CPD delivery. The results suggest the subjectivity of CEs can have a potentially significant impact on the fidelity of the programme being delivered.

scholarly journals PERCEPTIONS OF MRSM ENGLISH TEACHERS ON PROFESSIONAL DEVELOPMENT AND THEIR EXPECTATIONS ON IN-SERVICE TRAINING

2021 ◽  
Vol 6 (42) ◽  
pp. 155-167
Author(s):  
Faizahani Ab Rahman ◽  
Nurul Afrahah Hussin ◽  
Sutha Sugumaran
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Research Question ◽  
English Teachers ◽  
Training And Development ◽  
Structured Interviews ◽  
Proficiency Level ◽  
Group Methods ◽  
Service Training

This paper looks at the perceptions of MRSM (Majlis Amanah Rakyat or also known as People’s Trust Council) English teachers on their current professional development and their expectations on in-service training. As teachers, they are often expected to act as a source of motivation to their students apart from being accountable in providing instructions, knowledge, and skills in their respective academic subjects. However, very often, teachers are not provided with sufficient and appropriate training that would prepare them to be the kind of teacher that they are required and expected to be. This prompts this study that determines whether the in-service training provided is sufficient and aptly to help the teachers produce academically excellent students. This case study used a qualitative approach with purposive sampling of seven English teachers at Maktab Rendah Sains MARA, Beseri in Perlis with teaching experiences between 10 to 30 years. Semi-structured interviews and focus group methods were used to answer the research question which dwells on the MRSM English teachers’ expectations of professional development teacher training of their students’ achievement. The findings of the study revealed that teachers expect to have more professional development in terms of pedagogy, proficiency level, technology integration, and stress management. They also believe that improvement in professional development can positively affect their students’ achievement as teaching and learning processes can be done more effectively. It is therefore recommended that MARA should highlight its current in-service training and development policy to be consistent with the needs of teachers.

The roles of captains in megaproject innovation ecosystems: the case of the Hong Kong‐Zhuhai‐Macau Bridge

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hongquan Chen ◽  
Zhizhou Jin ◽  
Quanke Su ◽  
Gaoyu Yue
Keyword(s):  
Hong Kong ◽  
Design Methodology ◽  
Research Question ◽  
Structured Interviews ◽  
Innovation Ecosystem ◽  
Content Type ◽  
Innovation Culture ◽  
Technological Adoption ◽  
Archival Documents

PurposeThe megaproject is a vital innovation ecosystem for participants engaging in technological adoption and integration to achieve project goals. The purpose of this paper is to examine how ecosystem captains build and operate a megaproject innovation ecosystem (MIE). To be more specific, we conducted an in-depth case study to identify the roles played by ecosystem captains in establishing and managing a megaproject innovation ecosystem.Design/methodology/approachBased on the Hong Kong-Zhuhai-Macau Bridge project, the data we collected range from 2010 to 2019 and include semi-structured interviews, informal conversations, and archival documents. We employed an inductive theory building approach to address our research question and analyzed our data using the coding process and Atlas.ti software.FindingsWe find that the ecosystem captains themselves are client organizations that have evolved with the ecosystem during four distinct yet inter-related phases. In addition, we find that the captains’ roles of the client organizations include two typical activities: ecosystem establishment and ecosystem collaboration. The ecosystem captains first frame problems, plan innovative activities, set rules, and select participants for the establishment of the ecosystem, and then orchestrate resources, buffer conflicts, incorporate innovative networks, and cultivate an innovation culture to create a collaborative ecosystem.Originality/valueThis study proposes a theoretical framework showing how ecosystem captains engage in MIE to manage innovative activities during different stages. It highlights the importance of captainship roles in client organizations in a megaproject.

scholarly journals Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity

2021 ◽  
Vol 13 (16) ◽  
pp. 9025
Author(s):  
Jing Huang
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Career ◽  
Teacher Agency ◽  
Full Time ◽  
Longitudinal Case Study ◽  
School Contexts

This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.

scholarly journals Synergistic Team Teaching for Professional Development: A Case Study Approach

2020 ◽  
Vol 20 (35) ◽  
Author(s):  
Natalia Ramírez Casalvolone
Keyword(s):  
Professional Development ◽  
Team Teaching ◽  
Teaching And Learning ◽  
Classroom Context ◽  
Structured Interviews ◽  
Study Approach ◽  
Contextualized Learning ◽  
The University ◽  
Teacher's Knowledge

This study proposes an innovative approach for English professors who lack the time to engage in professional development (PD) programs, believe such programs are conducted in a decontextualized manner, or regard them as too expensive. Based on a qualitative case study performed from January to September 2018, this study addresses the following question: How can team teaching promote PD for mid-career English as a foreign language university professors? It investigates the types of PD that emerged when two English professors at the University of Costa Rica engaged in synergistic team teaching. Theparticipants team taught a course for students newly admitted into the English-teaching major. In this study, synergistic team teaching is understood as a method in which two professors share classroom space and teaching practices and engage in planning discussions together. To understand what the participants learned when practicing team teaching, data were collected through semi-structured interviews and coded following Creswell and Poth’s (2018) data analysis spiral. The coding was developed in light of the conceptualization of PD developed by Guskey (2002), Sparks (2002), and Johnson (2006). Accordingly, thisstudy identifies instances (during the interview or during the classroom observation) that can be interpreted as change of the classroom practices, change in the attitudes and beliefs of the professors (Guskey, 2002), continuous improvement of teaching and learning (Sparks, 2002), and teacher’s knowledge transformed into practice (Johnson, 2006). This study shows how team teaching offers professors a community of practice in which they can share, discuss, and implement new teaching knowledge. Through team teaching, teachers receive PD benefits that match their classroom context perfectly, enabling them to engage in authentic, fully contextualized learning opportunities.

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