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Drama-in-Education (DiE) has been recognised as a valuable teaching pedagogy in the western world for decades, and yet it has not been fully or systematically adopted in the secondary English classes in Asian contexts, including Macau, despite the numerous reported advantages for English language teaching (ELT) in the past studies. This study explores Macau’s secondary school English teachers’ perceptions of utilising DiE in their classes. A mixed-methods research (MMR) approach was adopted in this study, consisting of three phases. First, pre-survey interviews were conducted to understand the potential major concerns about the choices of teaching approaches and the application of DiE of Macau’s secondary school English teachers. Subsequently, a questionnaire survey targeting local secondary school English teachers was administered, the results of which were cross-examined by, and integrated with, the results of two post-survey group interviews. While the results affirm the local secondary school English teachers’ positive view on DiE as an ELT pedagogy and identify their perceived advantages of DiE, the study indicates the over-determination of multi-faceted challenges to its implementation in Macau’s secondary education context. The study identifies and recommends necessary substantial changes to further the application of DiE in Macau’s secondary education milieu
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Source-based summary writing is an important aspect of academic writing at the undergraduate level; it includes summarizing and paraphrasing when producing texts in essay, report, or thesis formats. For university students whose second language or foreign language is English, source-based writing can be a challenging task as it involves and requires complex cognitive processes as well as reading-and-writing demands. Organized into three phases, this mixed method, small-scale exploratory feasibility case study investigated: (i) challenges and difficulties in online and offline English source-based summary writing of English as a Foreign Language (EFL) university students in Macao, identifying the cognitive and writing processes they experienced in a timed reading-writing task; and (ii) how to design and conduct interventions that could be used to diagnose, assess, and address essay challenges in source-based summary essay writing in everyday classroom sessions. Quantitative and qualitative data were collected through a summary online writing essay using Inputlog, a keystroke logging software, and retrospective think-aloud protocol in Phase One, a source-based summary essay writing task in a quasi-experiment in Phase Two, and a survey questionnaire and error analysis of pre-test and post-test essays of the control and experimental groups in Phase Three. The processes of reading and writing in English were found to be challenging and complex for EFL university students to perform in a limited time. As an initial exploratory feasibility, efficacy trial, deliberately small scale to address issues of risk, this study found that the diagnostic assessment tools and interventions had the potential to improve the summary writing processes and proficiency of EFL students, focusing on their cognitive writing skills in everyday class sessions. The thesis recommends scaling up the research in future studies, in terms of sampling and the duration of interventions designed to improve source-based summary essay writing and the cognitive writing processes that are part of this
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This study examined the acquisition of higher-order thinking skills in an English as a Second Language (ESL) classroom at a secondary school in Macau. It included an investigation of the way teaching might affect the development of higher-order thinking skills and language proficiency. This study also included an examination of the degree to which existing societal practices or values might have influenced the acquisition of higher-order thinking skills. Research instruments such as a questionnaire, a twelve-week experiment, pre-and post-tests and interview sessions were used for the data collection. The findings suggested that after twelve weeks the experimental groups developed higher synthetical and evaluative skills than the control groups which instead demonstrated better language skills. The results also identified incongruences between the curriculum and the expectations of the parents and employers
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The thesis identifies concerns preserving, maintaining, and developing the Catholic identity of Catholic schools in Macao, the largest providers of schooling whilst being a minority religion, and with its teachers, parents, and students coming from Catholic and non-Catholic backgrounds, cultures, and values. To understand the present situation of Catholic identity in Macao’s Catholic schools, manifesting itself in part through the Catholic ethos of schools, and to identify key features, mission, vision, values, and areas for the development of Catholic identity, together with its presence and practices, this thesis reports a study of the perceptions of, and attitudes to, Catholic identity held by three key stakeholder parties in a carefully chosen representative selection of Catholic schools: teachers, parents, and students. The thesis reports their views on what the Catholic schools are currently doing in the areas of Catholic identity, and what they consider that they should be doing in these areas. The areas of focus draw on scholarship and teachings on Catholic identity, with particular emphasis placed on documents on Catholic identity and ethos from the Vatican, Archbishop Miller, and Monsignor Stock. A large-scale empirical survey here found that there was considerable support for Catholic schools in Macao, their identity, ethos, and values from the three parties. Two emergent patterns of findings are reported concerning the steps that Catholic schools were taking to promote their identity: (a) what Catholic schools should be doing concerning Catholic identity received consistently higher scores than what they were currently doing; and (b) consistently higher support for Catholic identity came from the teachers, slightly less so from the parents, and slightly less than that from the students. The study conducted a follow-up, small-scale study to investigate why these might be the case, and it suggested that the combination of Catholic values and Chinese cultural features might explain the findings on Catholic identity in the schools. The study identifies areas for possible development of, and improvements to, the identity of Catholic schools, that take account of the local cultural contexts and the teachings of the Catholic church on identity, and how these might be addressed in practice