The Post-pandemic Landscape of Education and Beyond: Innovation and Transformation: Selected Papers from the HKAECT 2022 International Conference

HKAECT
Preface
Organization of the Conference
	International Advisory Board
	Organizing Committee
	International Program Committee
	Conference Organizers
Contents
Innovation in Language Learning and Teaching
Intelligent CALL: Individualizing Learning Using Natural Language Generation
	1 Introduction
	2 Background
	3 Learning and the Individual
	4 Intelligent CALL
	5 Question Generator
	6 Classroom Observation of Pilot Testing
	7 Conclusion
	References
Teaching Shakespeare to EFL Students Through Transmedia
	1 Teaching with Transmedia at University
	2 Purpose of the Paper
	3 Research Questions
	4 Research Methodology
	5 Research Findings and Discussion
		5.1 Students’ Perception of Using Transmedia to Study Shakespeare
		5.2 Student Satisfaction in Learning Shakespeare in the Control Group and the Experimental Group
		5.3 Academic Performances in the Control Group and the Experimental Group
	6 Conclusion and Recommendations
	References
Use of Perusall for Pre-class Reading Assignments in an English Reading and Writing Course at the Tertiary Level: Students’ Perception of a Flipped Approach
	1 Introduction
	2 The Teaching Context
	3 Reasons for the Innovation
	4 The Innovation Aspect
	5 Methodology
		5.1 Participants
		5.2 Data Collection and Analysis
	6 Reflection
		6.1 Usefulness of the Platform
		6.2 Development of Self-reflection
		6.3 Degree of Interactivity
		6.4 Appropriateness of Reading Text Levels
	7 Pedagogical Directions in the Post-pandemic Landscape
	References
Is Extra English for Academic Purposes (EAP) Support Required for Degree Holders Pursuing Master Programmes in Less Familiar Fields?
	1 Introduction
	2 Literature Review
	3 Research Methodology
		3.1 Findings
	4 Results and Discussions
		4.1 Cognition of English Academic Purposes (EAP) as a University Subject
		4.2 Recount of the Need to Switch to English for Academic Purposes (EAP) in Master Degree Experience
		4.3 Strategies in Adopting English for Academic Purposes (EAP) in Less Familiar Subjects in Master Degree Programmes
		4.4 Perception Over the Usefulness of Academic English in General and English for Academic Purposes (EAP) in the Master Degrees in Less Familiar Fields
		4.5 Perception Over the Usefulness of English for Academic Purposes (EAP) in the Bachelor Degree Level
		4.6 Perception of English for Academic Purposes (EAP) as a University Curriculum
	5 Conclusions
	Appendix
		Interview Instrument
	References
Lecturers’ Practices and Perceptions on the Effectiveness of Feedback in the Assessment of Academic Writing in Hong Kong
	1 Introduction
	2 Aims of the Study
	3 Literature Review
		3.1 Background to Feedback and Student Support
		3.2 Student Learning Needs and Achievement
		3.3 Assessment Effects and Strategies
	4 Research Methodology
		4.1 Research Paradigm
		4.2 Research Approach
		4.3 Sampling and Participant Selection
		4.4 Data Analysis
		4.5 Ethical Concerns
		4.6 Findings
		4.7 Major Themes: Support, Guidance, Direction, Improvement, Critiquing, Language, Structure, Interpretation, Themes, Model
		4.8 Major Themes: Criticism, Challenges, Ambiguity, Uncertainty, Goals, Skills, Foundations, Scaffolding, Development, Language
		4.9 Major Themes: Support, Guidance, Exchange, Feedback, Insights, Critique, Learning, Development
		4.10 Major Themes: Engagement, Communication, Specificity, Goal-Setting, Direct, Feedback, Targeting
		4.11 Thematic Synthesis
	5 Discussion and Conclusions
	6 Conclusions
	Appendices
		Appendix A: Interview Instrument
	Appendix B: Transcript TP2
	References
Reflections on Online Learning and Teaching
Research on the Contributing Factors of Postgraduate Students’ Online Learning Experience
	1 Introduction
	2 Literature Review
		2.1 Concept and Constituent Elements of Online Learning Experience
		2.2 Factors Affecting Online Learning Experience
	3 Research Questions
	4 Methodology
		4.1 Research Participants
		4.2 Data Collection
		4.3 Data Analysis
	5 Findings
		5.1 External Contributing Factors Such as Online Learning Environment
		5.2 Internal Contributing Factors of Individuals
	6 Discussion and Conclusions
		6.1 Strengthen Teachers’ Training to Improve Their Online Teaching Ability
		6.2 Enhance the Interactivity of Online Learning
		6.3 Carry Out Online Learning Guidance to Cultivate Students’ Independent Learning Ability
		6.4 Improve Platform Construction and Optimize Online Learning Technical Support Services
	Appendix
	References
A Case-Study on Revamping Course Structure and Assessments of Practical Course to Online Learning During an Ongoing Global Pandemic in a Taiwan University
	1 Introduction
	2 Literature Reviews
		2.1 The Exhibition Industry
		2.2 Technology Development
		2.3 Teaching Methods
		2.4 Technology Embedded into Teaching
	3 Research Methodology and Design
	4 Findings and Discussions
		4.1 Responses from Students
	5 Recommendations
		5.1 Learn New Knowledge and Skills for Both Teachers and Students
		5.2 Online Studying Development Trends
	6 Limitations and Further Research
	7 Conclusion
	References
How Vietnamese Foreign Language Teachers Survive and Thrive: Tracing Successful Online Teaching During the COVID-19 Pandemic
	1 Introduction
	2 Literature Review
		2.1 Online Education: An International and National Irresistible Trend in the ‘New Normal’
		2.2 The Need for Developing ICT Capability for Teachers
		2.3 Benefits and Challenges of Online Teaching and Learning
	3 Methodology
		3.1 Theoretical Framework
		3.2 Data Collection Techniques
		3.3 Sampling and Selection of Participants
		3.4 Data Process and Analysis
	4 Findings and Discussions
		4.1 Key Stressors of Online Teaching as Perceived by Teachers
		4.2 Understanding Teacher’s Transformation
		4.3 Factors Contributing to Teachers’ Positive Experiences
		4.4 Implications for Teacher Training: Developing Teacher’s Pedagogical Digital Competence
	5 Conclusion
	References
Teacher Support and Student Engagement in Digital Learning
	1 Introduction
	2 Literature Review
		2.1 Theoretical Background: Student Engagement and SDT
		2.2 Teacher Support Dimensions and SDT
	3 This Study and Method
		3.1 This Study
		3.2 Research Design and Participants
		3.3 Procedures and Measures
		3.4 Analytics Approach
	4 Results
	5 Discussions
		5.1 Empirical Implications
		5.2 Theoretical Contributions
		5.3 Practical Suggestion
	6 Conclusions
	References
The Effects of Learning Analytics on Online Self-regulated Learning: A Meta Analysis
	1 Introduction
	2 Literature Review
		2.1 Learning Analytics
		2.2 Online Self-regulated Learning
		2.3 Learning Analytics and Online Self-regulated Learning
	3 Research Questions and Hypotheses
	4 Methods
		4.1 Search Strategies
		4.2 Inclusion and Exclusion Criteria
		4.3 Coding Procedures
		4.4 Moderator Analysis
		4.5 Data Processing and Analysis
	5 Results
		5.1 Test for Publication Bias
		5.2 Test for Heterogeneity
		5.3 Test for Overall Effect
		5.4 Subgroup Analysis
	6 Discussion
	References
Shaping a Positive Learning Environment
Bridging the Gap Between Digital Divide and Educational Equity by Engaging Parental Digital Citizenship and Literacy at Post-Covid-19 Age in the Hong Kong Context
	1 Introduction
	2 Brief Conceptualization and Overview of Digital Divide and Educational Equity in the Globe and Hong Kong
		2.1 Brief Conceptualization and Overview of the Global Digital Divide and Educational Equity
		2.2 Overview of the Digital Divide and Educational Equity in Hong Kong
	3 The Current Situation of Digital Divide and Educational Equity at Post Pandemic Age in Hong Kong
		3.1 Inadequate Access Opportunity Deteriorating Digital Divide and Educational Equity
		3.2 Digitally Illiterate Disadvantaged Parents Undermining Their Supporting Role on Remote Learning
		3.3 Immature Development of Digital Citizenship Education in Terms of Current Local Education Context
	4 Discussion and Implication
		4.1 Engaging Parental Digital Citizenship in Remote Learning
		4.2 Advocating Parental Digital Literacy Through Home-School Cooperation
	5 Concluding Remarks
	References
Education Transformation for Hong Kong Cross-Boundary Students During the Pandemic and Beyond: A Planned Behaviour Perspective
	1 Introduction
	2 Theoretical Framework and Research Questions
		2.1 The Theory of Planned Behaviour
		2.2 Research Questions
	3 Research Method
	4 Research Findings
		4.1 Education Transformation Strategies During the Pandemic
		4.2 Themes Matched with the TPB Components
	5 Discussion and Conclusions
	References
Exploring the Roles of Cognitive and Affect Empathy in Enhancing Prosocial Bystander Behavior in Simulated Cyberbullying Context
	1 Introduction
		1.1 Definition and Impacts of Cyberbullying
		1.2 Bystander Effect
		1.3 Bystander Effect and Cyberbullying
		1.4 Empathy
		1.5 Empathy, Bystander Effect, and Cyberbullying
		1.6 The Present Study
		1.7 Conceptual Framework and Hypotheses
	2 Methods
		2.1 Participants
		2.2 Procedures
		2.3 Measures and Materials
		2.4 Ethical Considerations
	3 Results
		3.1 Descriptive Statistics
		3.2 Main and Interaction Effects on Prosocial Bystander Behavior
	4 Discussion
		4.1 Activation of Affective and Cognitive Empathy
		4.2 Presence of Different Types of Bystanders
	5 Conclusion
	References
Cross-Disciplinary Skill Training at the Post-pandemic Workplace: A Case Study on Adapting Applied Behavior Analysis into Mainstream Teaching Practice
	1 Introduction
	2 Adapting Applied Behavior Analysis in Mainstream Teaching Practice
	3 Self-Directed Learning in Self-Organised Learning Environments
	4 Role of Mentors in Facilitating SDL in SOLE
	5 Methods
	6 Participants
	7 Procedure
	8 Results
		8.1 Limitations of Existing Teacher Training Programmes in Supporting Children with Special Educational Needs
		8.2 Imparting Applied Behavior Analysis Skills to the Teacher
		8.3 The Mentor’s Role in Facilitating the Teacher’s Self-Directed Learning
		8.4 Emergence of the Teacher’s Working Theory
		8.5 Conditions that Facilitated Self-Directed Learning in a Self-Organized Learning Environment
	9 Discussion
		9.1 Unfolding Self-Directed Learning in Experienced Practitioners in Vocational Training
		9.2 Facilitating Self-Directed Learning in Self-Organized Learning Environments
		9.3 Role of Mentorship in Vocational Training
		9.4 Emergence of “My Working Theory” in a Self-Organized Learning Environment
	10 Implications
	11 Limitations
	12 Conclusions
	Appendix
	References
Optimizing Digital Learning Experiences
The Effect of Peer Collaboration on Students’ Regression Modelling Ability Within a Technology-Enriched Environment
	1 Introduction
	2 Literature Review
	3 Collaborative Learning
	4 Experimental Study
		4.1 Research Participants
		4.2 Experimental Instrument
		4.3 Experimental Procedure
	5 Results
		5.1 Test in Stages I and II
		5.2 Test in Stages III and IV
	6 Conclusion
	References
The Impact of COVID‐19 Pandemic on Higher Education: Reshaping Workplace Learning and Assessment (WLA) After COVID-19
	1 Introduction
	2 Literature Review
		2.1 International Practices of WLA
		2.2 WLA in VTC Context
		2.3 Conceptual and Analytical Approach
	3 Research Questions
	4 Changing Nature of WLA Implementation by the Pandemic
		4.1 Method: Tacking Surveys Involving Relevant Stakeholders
		4.2 Analysis of the Results
		4.3 Feedback from the Employers
		4.4 Feedback from the Trainees
		4.5 Key Observations
	5 Reshaping WLA After COVID-19
		5.1 Enhancement of Web-Based Assessment System Based on Comments Received
		5.2 Scaffolding Employers’ Engagement
		5.3 WLA Engagement Series
	6 Upholding Quality Assurance of WLA
		6.1 Quality Assurance Mechanism
		6.2 Assessment Moderation and Feedback
	7 Conclusion
	8 Way Forward
	Appendix
	References
Enhancing Teacher Resilience for Coping with Uncertainty and Riding the Waves of Change: Voices of EFL Teacher Educators in Vietnam
	1 Introduction
	2 Literature
		2.1 Conceptualizing Resilience and Teacher Resilience
		2.2 Understanding Teacher Adaptation
		2.3 Factors Affecting Teacher’s Resilience
	3 Methodology
		3.1 Selection of Participants
		3.2 Data Collection and Analysis
		3.3 Our Positioning in the Research Process
	4 Findings and Discussions
		4.1 Challenges from Teaching Online as Risk Factors to Positive Adaptation
		4.2 Resilience-Enhanced Resources
		4.3 Strategies for Building and Promoting Teacher Resilience
		4.4 Teacher Resilience and Transformation as Outcomes of the Adaptation Process
	5 Conclusion
	References
An Investigation on the Teachers’ Perceptions on “ICT Integration”: Evidence from Indonesian EFL Classrooms
	1 Introduction
	2 Literature Review
	3 Method
	4 Results and Discussion
		4.1 Teachers’ Perspective on the Definition of ICT Integration
	5 Conclusion
	References
Author Index