This study evaluated and compared student self-reflections and peer feedback on academic writing tasks with respect to both content and language. Twenty-nine undergraduate students were recruited from a university in Hong Kong. Guided by self-efficacy theory, the study provided three main findings. First, students tended to give feedback based on…

In neoliberal contexts, schools are accountable for educational quality, and effectiveness is measured by objective indicators, such as examination scores. Schools tend to become committed to preparing students for examinations rather than all-round and complete personal development, making it difficult for students to identify the meaningful…

In many theorizations of L2 motivation, the discrepancy between actual and possible L2 selves has been closely associated with motivation generation, and L2 selves are considered as highly interactive with the context. This article centres on the interplay between L2 self-discrepancy, motivation, and context by following two Chinese university…

Around the world, increasing numbers of students receive after-school private supplementary tutoring. Such tutoring may be provided through informal channels or by companies, and it may be received one-to-one, in small groups or in large classes. The tutoring is commonly called shadow education since its content mimics that of regular schooling.…

This report presents findings from the Asian regional module of the International Civic and Citizenship Education Study (ICCS), sponsored by the International Association for the Evaluation of Educational Achievement (IEA). ICCS studied the ways in which young people in lower-secondary schools are prepared to undertake their roles as citizens.…