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Having navigated up to two years of online course delivery worldwide as a result of the Covid-19 pandemic. Education systems are now in a better position to leverage the benefits of technology in facilitating the language acquisition process more effectively. Regardless of the student population served, there is no longer a concern as to whether students have access to facilities necessary for online delivery as the smartphone has become a standard household necessity. This conceptual literature review introduces a potential model for second language instruction utilizing a flipped classroom approach based on evidence gained through empirical research interpreted through the lens of present reality. Technology enables learners to explore the form and structure of language through the use of online autonomous learning units with no limitation of time or accessibility, while scheduled classroom engagement allows opportunity for authentic language practice and refinement. The implications of this study add value to second and foreign language instruction, providing language teachers with a pragmatic approach to enhance their instructional delivery. © 2025 selection and editorial matter, Leung Sze Ming and Chan Sin-wai; individual chapters, the contributors.
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Establishing and improving the independent reading ability of middle school students has become one of the critical topics in the world, especially for second language learners. The cultivation of independent reading ability has specific challenges. This action research investigated the effectiveness of integrating robot-assisted teaching in reading lessons at lower primary grades. A group of third-grade students (n=15) participated in this research. The instruments include the pre-and post-test of a reading competency test (RCT) and motivational index (MI), a teacher reflection journal, and focus group discussion with parents. The whole intervention is conducted in two cycles, and requires the completion of four 40-minute lessons each week per cycle. The findings support the view that integrating robot-assisted teaching in the classroom can improve students' learning motivation to a certain extent, and that intervention programs positively impact students' learning motivation and independent reading ability in English. This study provides suggestion for the design of English reading instruction, and encourages English teachers to pay more attention to improving students' independent reading ability
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Although Macau students received years of English lectures as compulsory, the outcome could be more favorable when applied to English written performance. In that written communication requires the individual to consider audience perception of the message, a challenge for ESL writers, this study explores whether different forms of feedback can enhance one’s cultural intelligence.The current study looked into the effect of incorporating peer involvement and instructor feedback in written communication, gaining insight into cultural nuances. In order to attain the objective, data were gathered through the utilization of an action research methodology employing a mixed-method design. Grade twelve local students attended a six-week six-week intervention consisting of two cycles. The focus of the intervention nurtured essay writing; the topics of which were inspired by popular musical lyrics, and involved a drafting process that incorporated feedback both from peer editing and the instructor.. The data collected throughout the study involved analysis of written samples (scores of draft and final version) using a paired samples t-test. In addition, students completed a pre-test and post-test survey of the cultural intelligence instrument (CQ), which measured their performance across four domains. There were statistically significant differences between cognitive CQ and motivational CQ between the scores attained before and directly after the intervention.. This study's findings suggest that the written communication of ESL students may be enhanced by adjusting . These findings enriched our understanding of how peer editing and teacher feedback with songs affected the outcomes of second language learners
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As societies globalize, mastery of a second language or multiple languages has become an important index to enhance interaction in the society, in that English is a widely used medium of communication globally. For engagement in international business, commerce, science, technology, and governance, the benefits of an efficacious English language teaching force to facilitate the English acquisition process of students in classrooms around the world is highly valued. The objective of the research was to investigate the possible factors (internal and organizational) related to EFL teacher's self-efficacy in Macao (Chinese Medium Instruction context) via qualitative approach. As evidenced through the EFL teachers' interviews, teachers' experience, as well as some external factors in term of working environment, organizational socialization, and work engagement can be possible factors positively related to their self-efficacy. Recommendations for the school management and educational department to enhance and sustain the efficacy of EFL teachers were discussed.
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