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Summary: Primary human lung organoid-derived air-liquid interface (ALI) cultures serve as a physiologically relevant model to study human airway epithelium in vitro. Here, we present a protocol for establishing these cultures from cryopreserved human lung tissue. We describe steps for lung tissue cryostorage, tissue dissociation, lung epithelial organoid generation, and ALI culture differentiation. We also include quality control steps and technical readouts for monitoring virus response. This protocol demonstrates severe acute respiratory syndrome coronavirus 2 infection in these cultures as an example of their utility.For complete details on the use and execution of this protocol, please refer to Diana Cadena Castaneda et al. (2023).1 : Publisher’s note: Undertaking any experimental protocol requires adherence to local institutional guidelines for laboratory safety and ethics.

Summary: The COVID-19 pandemic continues to be a health crisis with major unmet medical needs. The early responses from airway epithelial cells, the first target of the virus regulating the progression toward severe disease, are not fully understood. Primary human air-liquid interface cultures representing the broncho-alveolar epithelia were used to study the kinetics and dynamics of SARS-CoV-2 variants infection. The infection measured by nucleoprotein expression, was a late event appearing between day 4–6 post infection for Wuhan-like virus. Other variants demonstrated increasingly accelerated timelines of infection. All variants triggered similar transcriptional signatures, an “early” inflammatory/immune signature preceding a “late” type I/III IFN, but differences in the quality and kinetics were found, consistent with the timing of nucleoprotein expression. Response to virus was spatially organized: CSF3 expression in basal cells and CCL20 in apical cells. Thus, SARS-CoV-2 virus triggers specific responses modulated over time to engage different arms of immune response.

Eosinophils are important mediators of mucosal tissue homeostasis, anti-helminth responses, and allergy. Lung eosinophilia has previously been linked to aberrant Type 2-skewed T cell responses to respiratory viral infection and may also be a consequence of vaccine-associated enhanced respiratory disease (VAERD), particularly in the case of respiratory syncytial virus (RSV) and the formalin-inactivated RSV vaccine. We previously reported a dose-dependent recruitment of eosinophils to the lungs of mice vaccinated with alum-adjuvanted trivalent inactivated influenza vaccine (TIV) following a sublethal, vaccine-matched H1N1 (A/New Caledonia/20/1999; NC99) influenza challenge. Given the differential role of eosinophil subset on immune function, we conducted the investigations herein to phenotype the lung eosinophils observed in our model of influenza breakthrough infection. Here, we demonstrate that eosinophil influx into the lungs of vaccinated mice is adjuvant- and sex-independent, and only present after vaccine-matched sublethal influenza challenge but not in mock-challenged mice. Furthermore, vaccinated and challenged mice had a compositional shift towards more inflammatory eosinophils (iEos) compared to resident eosinophils (rEos), resembling the shift observed in ovalbumin (OVA)-sensitized allergic control mice, however without any evidence of enhanced morbidity or aberrant inflammation in lung cytokine/chemokine signatures. Furthermore, we saw a lung eosinophil influx in the context of a vaccine-mismatched challenge. Additional layers of heterogeneity in the eosinophil compartment were observed via unsupervised clustering analysis of flow cytometry data. Our collective findings are a starting point for more in-depth phenotypic and functional characterization of lung eosinophil subsets in the context of vaccine- and infection-induced immunity.

Here, Rathnasinghe et al. characterize the pathogenesis of a mouse-adapted SARS-CoV-2 in infected obese and aged mice, and identify mutations that are present in SARS-CoV-2 variants of concern, associated with higher transmissibility.

Influenza vaccine effectiveness could be improved by combination with an adjuvant with the potential to enhance the host-vaccine response both quantitatively and qualitatively. The goal of this study was to explore a RIG-I agonist (SDI-nanogel) and a TLR7/8 agonist (Imidazoquinoline (IMDQ)‐PEG‐Chol) as adjuvants, when co-administered with a licensed quadrivalent inactivated influenza vaccine (QIV), and to determine the role of these adjuvants in directing helper T (Th) cell responses for their role in the immunoglobulin (Ig) class switching. Administration of QIV with the two adjuvants, individually or combined, resulted in enhanced HA-specific serum ELISA IgG titers, serum hemagglutination inhibition (HAI) titers and splenic T cell responses as examined by IFN-γ and IL-4 enzyme-linked immunosorbent spot (ELISPOT) assays, 4-weeks post-prime and post-boost vaccination in BALB/c mice. While QIV+SDI-nanogel largely induced antigen-specific IgG1 responses, QIV+IMDQ-PEG-Chol predominantly induced IgG2a antibody isotypes post-prime vaccination, suggesting efficient induction of Th2 (IL-4) and Th1 (IFN-γ) responses, respectively. Combination of the two adjuvants not only skewed the response completely towards IgG2a, but also resulted in induction of HAI titers that outperformed groups that received single adjuvant. Moreover, enhanced IgG2a titers correlate with antibody-mediated cellular cytotoxicity (ADCC) that targets both the highly conserved H1 hemagglutination (HA) stalk domain and N1 neuraminidase (NA). A booster vaccination with QIV+IMDQ-PEG-Chol resulted in a more balanced IgG1/IgG2a response in animals primed with QIV+IMDQ-PEG-Chol but increased only IgG2a titers in animals that received the combination adjuvant during prime vaccination, suggesting that class switching events in germinal centers during the prime vaccination contribute to the outcome of booster vaccination. Importantly, IMDQ-PEG-Chol, alone or in combination, always outperformed the oil-in-water control adjuvant Addavax. Vaccine-induced antibody and T cell responses correlated with protection against lethal influenza virus infection. This study details the benefit of adjuvants that target multiple innate immune receptors to shape the host vaccine response.

Background: Stuttering, a neurodevelopmental speech fluency disorder, is associated with intermittent disruptions of speech-motor control. Behavioural treatments for adults who stutter (AWS) concentrate on adopting speech patterns that enhance fluency, such as speaking rhythmically or prolonging speech sounds. However, maintaining these treatment benefits can be challenging. Neuroimaging studies suggest that supplementary motor area (SMA) which play a crucial role in speech initiation, planning and internal timing shows aberrant activation in speech production of AWS and may contribute to stuttering. Preliminary evidence suggests that brain stimulation may impact responsiveness to behavioural treatments. Aims: The present study aims to investigate whether excitatory repetitive transcranial magnetic stimulation (rTMS) of the SMA and rhythmic speech can consistently reduce stuttering severity across various measures. Methods and Procedures: Ten self-identified Cantonese-speaking AWS participated in this double-blinded, sham-controlled clinical trial study (NCT 05472181). The participants underwent 10 sessions of rhythmic speech training across two phases, combined with either neuronavigated rTMS or sham, with a 2-week washout period between phases. The stuttering severity was assessed through various outcome measures, including the percentage of syllables stuttered, self-perceived stuttering severity, and the brief version of Unhelpful Thoughts and Beliefs About Stuttering before and after each treatment phase. Outcomes and Results: Results demonstrated improved speech fluency in various speaking contexts, with no significant difference between rTMS and sham conditions immediately and 1 week post-treatment. Notably, rTMS specifically led to less stuttering in tongue twister production (d = -0.70). Both treatment conditions effectively reduced self-perceived stuttering severity and negative thoughts and beliefs about stuttering. Conclusions and Implications: The findings of this study indicate that stimulating the SMA reduced stuttering, only in the production of tongue twisters that may require greater motor control and coordination. Furthermore, it indicates that rhythmic speech might help alleviate negative beliefs and anxiety related to stuttering. This research contributes to our understanding of neuromodulation in stuttering treatment and the role of the SMA in speech motor control and emphasises the need for more research on the potential benefits and limitations of applying rTMS in this condition.

Conventional influenza vaccines aim at the induction of virus-neutralizing antibodies that provide with sterilizing immunity. However, influenza vaccination often confers protection from disease but not from infection. The impact of infection-permissive vaccination on the immune response elicited by subsequent influenza virus infection is not well-understood. Here, we investigated to what extent infection-permissive immunity, in contrast to virus-neutralizing immunity, provided by a trivalent inactivated virus vaccine (TIV) modulates disease and virus-induced host immune responses after sublethal vaccine-matching H1N1 infection in a mouse model. More than one TIV vaccination was needed to induce a serum HI titer and provide sterilizing immunity upon homologous virus infection. However, single TIV administration provided infection-permissive immunity, characterized by lower viral lung titers and faster recovery. Despite the presence of replicating virus, single TIV vaccination prevented induction of pro-inflammatory cyto- and chemokines, alveolar macrophage depletion as well as the establishment of lung-resident B and T cells after infection. To investigate virus infection-induced cross-protective heterosubtypic immune responses in vaccinated and unvaccinated animals, mice were re-infected with a lethal dose of H3N2 virus 4 weeks after H1N1 infection. Single TIV vaccination did not prevent H1N1 virus infection-induced heterosubtypic cross-protection, but shifted the mechanism of cross-protection from the cellular to the humoral branch of the immune system. These results suggest that suboptimal vaccination with conventional influenza vaccines may still positively modulate disease outcome after influenza virus infection, while promoting humoral heterosubtypic immunity after virus infection.

Human rhinoviruses (RVs) are the main cause of the common cold worldwide. To date, more than 160 serotypes of the virus have been recognized. These viruses are categorized into three major groups: A, B, and C. There are currently no approved vaccines available to prevent infection with RVs. We designed a mouse immunization strategy that aimed to elicit a humoral response against conserved regions of capsid proteins of RV-A viruses. To this end, recombinant DNA plasmids expressing the capsid proteins (VP1-4) and two proteases (2A and 3C) of RV1A, 16, 49, 68, and 71 were engineered. Mice were sequentially vaccinated with these DNA plasmids at three-week intervals. After a final boost with purified whole virus using the RV15 strain, mice spleens were extracted and cells expressing monoclonal antibodies (mAbs) were generated by hybridoma fusion. A total of 98 mAbs with reactivity to different strains of RV-A were isolated. After isotyping, 22 mAbs expressing an IgG Fc-domain were selected for further expansion and purification. Three mAbs showed cross-reactivity against multiple strains of RV-A viruses by ELISA, including 1A, 1B, 15, 16, and 49. Additional mAbs had strain-specific binding patterns, with a surprising number of mAbs showing reactivity to RV15, the strain used for the final vaccination. Using a microneutralization assay, we found that the RV15-specific mAbs, but not the cross-reactive mAbs, were highly neutralizing. Additional testing in a flow cytometry-based antibody-dependent cellular phagocytosis (ADCP) assay revealed a high degree of ADCP activity for one of the cross-reactive mAbs. Epitope mapping of the neutralizing mAbs via escape mutant viruses revealed binding sites with a shared epitope on VP1 of RV15. The epitope of the ADCP-active, non-neutralizing mAb was determined by the microarray analysis of cyclic constrained peptides generated from the VP1 capsid protein. This study identified a cross-reactive mAb that mediates phagocytosis. These findings could be used toward the development of vaccines against RV. The full study results have since been published (https://doi.org/10.1038/s41598-020-66600-x).

ABSTRACT The immunogenicity of current influenza virus vaccines is assessed by measuring an increase of influenza virus-specific antibodies in a hemagglutination inhibition assay. This method exclusively measures antibodies against the hemagglutinin head domain. While this domain is immunodominant, it has been shown that hemagglutination inhibition titers do not always accurately predict protection from disease. In addition, several novel influenza virus vaccines that are currently under development do not target the hemagglutinin head domain, but rather more conserved sites, including the hemagglutinin stalk. Importantly, antibodies against the hemagglutinin stalk do not show activity in hemagglutination inhibition assays and will require different methods for quantification. In this study, we tested human serum samples from a seasonal influenza virus vaccination trial and an avian H5N1 virus vaccination trial for antibody activities in multiple types of assays, including binding assays and also functional assays. We then performed serum transfer experiments in mice which then received an H1N1 virus challenge to assess the in vivo protective effects of the antibodies. We found that hemagglutinin-specific antibody levels measured in an enzyme-linked immunosorbent assay (ELISA) correlated well with protection from weight loss in mice. In addition, we found that weight loss was also inversely correlated with the level of serum antibody-dependent cellular cytotoxicity (ADCC) as measured in a reporter assay. These findings indicate that protection is in part conferred by Fc-dependent mechanisms. In conclusion, ELISAs can be used to measure hemagglutinin-specific antibody levels that could serve as a surrogate marker of protection for universal influenza virus vaccines. IMPORTANCE Influenza viruses are a serious concern for public health and cause a large number of deaths worldwide every year. Current influenza virus vaccines can confer protection from disease, but they often show low efficacy due to the ever-changing nature of the viruses. Novel vaccination approaches target conserved epitopes of the virus, including the hemagglutinin stalk domain, to elicit universally protective antibodies that also bind to mutated viruses or new subtypes of viruses. Importantly, the hemagglutination inhibition assay—the only assay that has been accepted as a correlate of protection by regulatory authorities—cannot measure antibodies against the hemagglutinin stalk domain. Therefore, novel correlates of protection and assays to measure vaccine immunogenicity need to be developed. In this study, we correlated the results from multiple assays with protection in mice after transfer of human serum and a lethal virus challenge to investigate potential novel serological surrogate markers for protection.

Background: Influenza virus infection predisposes to secondary bacterial pneumonia. Currently licensed influenza vaccines aim at the induction of neutralizing antibodies and are less effective if the induction of neutralizing antibodies is low and/or the influenza virus changes its antigenic surface. We investigated the effect of suboptimal vaccination on the outcome of post-influenza bacterial superinfection. Methods: We established a mouse vaccination model that allows control of disease severity after influenza virus infection despite inefficient induction of virus-neutralizing antibody titers by vaccination. We investigated the effect of vaccination on virus-induced host immune responses and on the outcome of superinfection with Staphylococcus aureus. Results: Vaccination with trivalent inactivated virus vaccine (TIV) reduced morbidity after influenza A virus infection but did not prevent virus replication completely. Despite the poor induction of influenza-specific antibodies, TIV protected from mortality after bacterial superinfection. Vaccination limited loss of alveolar macrophages and reduced levels of infiltrating pulmonary monocytes after influenza virus infection. Interestingly, TIV vaccination resulted in enhanced levels of eosinophils after influenza virus infection and recruitment of neutrophils in both lungs and mediastinal lymph nodes after bacterial superinfection. Conclusion: These observations highlight the importance of disease modulation by influenza vaccination, even when suboptimal, and suggest that influenza vaccination is still beneficial to protect during bacterial superinfection in the absence of complete virus neutralization.

Although peer feedback is highly valued in the feedback process, the specific contribution of feedback providers in this process remains unclear. In this qualitative multiple-case study, the primary focus was to explore the contribution of feedback providers and the benefits they obtained through online peer micro-teaching practices. The study encompassed both anonymity and non-anonymity settings through a videoconferencing platform, involving 20 student teachers pursuing a Bachelor of Education (English language). Data collection methods included semi-structured interviews, reflective journals and online classroom observations. The findings revealed that both anonymous and identified groups provided feedback of the same quality and types. Proactive feedback provision fostered the development of an online learning community, facilitated multimodal learning and enhanced peer cohesion. The student teachers who assumed the role of feedback providers in this study experienced cognitive, behavioural and socio-affective gains during their learning process.

The impact of evolving feedback ecology on students' feedback literacy development remains underexplored. This study examined the effects of transitioning from secondary to higher education on students' conceptions and practices of feedback literacy. The research involved 35 first-year associate's degree students from various disciplines at a Hong Kong higher education institution. Through semi-structured interviews and reflective journals, changes and continuities in students' feedback literacy were explored, alongside the critical ecological factors influencing these transformations. Three types of feedback literacy emerged--passive, bidirectional and self-regulated--representing varying degrees of student autonomy and teacher involvement in the feedback process. The study also identified contextual factors (e.g. continuous assessments, teacher-student consultation sessions, alternative communication and group dynamics) and individual factors that influenced students' feedback practices. The implications of these findings for cultivating conducive feedback ecology and enhancing student feedback literacy are discussed.

ABSTRACT Influenza remains a major global health burden. Seasonal vaccines offer protection but can be rendered less effective when the virus undergoes extensive antigenic drift. Antibodies that target the highly conserved hemagglutinin stalk can protect against drifted viruses, and vaccine constructs designed to induce such antibodies form the basis for a universal influenza virus vaccine approach. In this study, we analyzed baseline and postvaccination serum samples of children (6 to 59 months), adults (18 to 49 years), and elderly individuals (≥65 years) who participated in clinical trials with a recombinant hemagglutinin-based vaccine. We found that baseline IgG and IgA antibodies against the H1 stalk domain correlated with the ages of patients. Children generally had very low baseline titers and did not respond well to the vaccine in terms of making stalk-specific antibodies. Adults showed the highest induction of stalk-specific antibodies, but the elderly had the highest absolute antibody titers against the stalk. Importantly, the stalk antibodies measured by enzyme-linked immunosorbent assay (ELISA) showed neutralizing activity in neutralization assays and protected mice in a passive-transfer model in a stalk titer-dependent manner. Finally, we found similar patterns of stalk-specific antibodies directed against the H3 and influenza B virus hemagglutinins, albeit at lower levels than those measured against the H1 stalk. The relatively high levels of stalk-specific antibodies in the elderly patients may explain the previously reported low influenza virus infection rates in this age group. (This study has been registered at ClinicalTrials.gov under registration no. NCT00336453, NCT00539981, and NCT00395174.) IMPORTANCE The present study provides evidence that titers of broadly neutralizing hemagglutinin stalk-reactive antibodies increase with age, possibly due to repeated exposure to divergent influenza viruses. These relatively high levels of antistalk titers may be responsible for lower circulation rates of influenza viruses in older individuals. Our findings suggest that the level of antistalk antibodies is a good surrogate marker for protection against influenza virus infection. In addition, the levels of antistalk antibodies might determine the breadth of protection against different drifted strains.

This two-year longitudinal study explores whether a professional learning community (PLC) helps shift language teachers' beliefs about implementing play-based learning. Ten practitioners from a preschool participated in this case study. Data were collected through interviews and observations of participants' practices engaged in the PLC. The emerged PLC characteristics found transform teachers' beliefs that are (1) shared goals, (2) learning activities and (3) collegiality. All participants had different conceptual changes about implementing play-based learning towards a child-centred approach. The emerged change categories are the prime concern in lesson planning, learning objectives, types of lesson plans, instructional pedagogies, learning activities and teaching materials. Implications for teacher development are discussed.

Substantial research indicates that students' beliefs mediate learning strategies. Nevertheless, students' strategy-related beliefs about feedback and their mediation on strategies to act on feedback are insufficiently addressed. This case study aimed to examine: (1) students' strategy-related beliefs about feedback in L2 writing and (2) how beliefs mediated students' actions when a feedback intervention was implemented to facilitate students' use of feedback strategies. Data were collected from semi-structured interviews and reflective journals from 10 Year-1 participants who studied in an associate degree programme at a higher education institute in Hong Kong. Students' strategy-related beliefs about feedback encompass the evaluation of strategies about: (1) understanding feedback, (2) addressing areas for improvement, (3) seeking feedback, and (4) implementing feedback. Nine participants adopted a more comprehensive range of strategies to act on feedback consistent with their strategy-related beliefs. One participant, however, did not appreciate and use feedback. Pedagogical implications are discussed.

Students' perception and learning practices about online timed take-home examinations and the factors affecting students' learning practices in the presence of COVID-19 have largely been unexplored. Nine students of arts, business and science sub-degree programmes participated in this study. Semi-structured interviews and reflective journals were used to collect data. Findings indicate students' perceptions cover types and level of difficulty of examination questions, the use of online platforms, time spans, benefits and challenges of take-home examinations. The learning practices encompassed in-class online learning, after-class learning commitments and the responses during take-home examinations. The help of instructors, the participants' personal characteristics, the assessment design and online platforms are factors that affected the participants' learning practices. Pedagogical implications and future studies of take-home examinations are discussed.

AbstractAlthough the importance of teacher feedback literacy in enhancing student feedback literacy is recognized, the influence of teacher beliefs on teacher feedback literacy at the classroom level remains uncertain. This study aimed to address this issue by examining twenty-two educators’ beliefs in Hong Kong universities. Data were collected through semi-structured interviews and reflective journals. Thematic analysis revealed four distinct patterns of teacher beliefs: knowledge-oriented, social learning, relationship-building, and technology-mediated feedback beliefs. Teachers with a knowledge-oriented approach position themselves as authoritative figures, emphasizing their expertise and focusing on evaluating students’ performance based on assessment criteria. Those endorsing social learning feedback beliefs highlight the collaborative efforts of peers in enhancing feedback literacy through discussions and reviews. Educators with relationship-building feedback beliefs prioritize supportive interpersonal relationships to alleviate learner anxiety through teacher–student conferences. Lastly, teachers with technology-mediated feedback beliefs leverage technology for efficient feedback exchanges and promote AI tools for evaluating student drafts. While these belief patterns are distinct, each participant holds at least two feedback belief patterns, prioritizing one set over the others. The implications of these findings for teacher development in feedback literacy are discussed. [ABSTRACT FROM AUTHOR]

Although peer feedback is highly valued in the feedback process, the specific contribution of feedback providers in this process remains unclear. In this qualitative multiple-case study, the primary focus was to explore the contribution of feedback providers and the benefits they obtained through online peer micro-teaching practices. The study encompassed both anonymity and non-anonymity settings through a videoconferencing platform, involving 20 student teachers pursuing a Bachelor of Education (English language). Data collection methods included semi-structured interviews, reflective journals and online classroom observations. The findings revealed that both anonymous and identified groups provided feedback of the same quality and types. Proactive feedback provision fostered the development of an online learning community, facilitated multimodal learning and enhanced peer cohesion. The student teachers who assumed the role of feedback providers in this study experienced cognitive, behavioural and socio-affective gains during their learning process. [ABSTRACT FROM AUTHOR]

This study aims to explore undergraduates' perceptions of and responses to exemplar-based dialogic feedback. Forty-eight undergraduate teacher education students of Chinese language, science and social science participated. Semi-structured interviews, classroom observations and reflective journals were used to collect data. Students reported both benefits and challenges of exemplar-based discussion, which depends largely on the quality of the dialogic feedback. Three patterns of response were identified in the discussion: no response, moderate response and active response. Three factors influenced their responses: personal qualities, the availability of a supportive environment and teacher scaffolding. Reconceptualisation of feedback and pedagogical implications are discussed.

The discourse around combining local, national and international languages constitutes an important issue in the global education agenda (Kirkpatrick and Chau 2008). Ideas about how trilingual education ought to be designed and implemented vary across stakeholders. This study explores (1) the beliefs which early childhood education (ECE -- ECE refers to teaching of young children up to the age of six) principals, teachers and parents exhibit about trilingual preschool education in Hong Kong; (2) the challenges in the trilingual preschool implementation processes, and (3) the mechanisms employed by ECE principals for coping with these challenges. Semi-structured interviews and observations were conducted to collect data from four preschools, and these were supplemented with documentary analysis. Findings indicate that the inconsistent beliefs among stakeholders about the aims of trilingual education and language choice, curriculum design, and instruction (pedagogy and activities) in trilingual preschools are the major challenge administrators-principals encountered impacting the implementation process. Teachers who lack professional knowledge and skills in the provision of trilingual education are also problematic. Moreover, the recruitment of native-speaking teachers of the target language is difficult due to perceived heavy workloads and poor pay. Findings also make evident important implications for policymakers, principals and professional development.

There has been little discussion about distributed leadership through the lens of beliefs. Principals and head teachers of two case-study kindergartens in Hong Kong were invited to be participants to examine how leaders think and act. Semi-structured interviews and shadowing were employed to collect data. The findings suggest that leaders' beliefs can be categorized into five dimensions: "understandings"; "what," "how," and "why" leadership is distributed; and "to whom leadership is distributed." It is suggested that the beliefs of leaders make a difference in leadership style, practices, and the assignment of duties to their followers.

AbstractResearch consistently shows the importance of teacher and peer feedback in enabling students to generate internal feedback for improved learning. However, the utilisation of Generative Pre-Trained Transformer (ChatGPT) to support higher education students in generating internal feedback lacks clarity. This qualitative case study aimed to explore students’ experiences with ChatGPT as they sought assistance in generating internal feedback and to identify factors that influence the quality of feedback provided by ChatGPT. Forty-eight Chinese students with varying levels of writing proficiency participated in an English writing course, and data were collected through self-reflective questions, interviews, and conversation logs with ChatGPT. Qualitative data were analyzed using thematic coding. This qualitative case study aimed to explore students’ experiences with ChatGPT as they sought assistance in generating internal feedback and to identify the factors that influence the quality of feedback provided by ChatGPT. The quality of ChatGPT’s feedback was influenced by factors such as learners’ personal goals, the utilisation of the system’s multilingual capability, and their self-regulation writing strategies, which in turn affect the quality of prompts. These findings offer practical insights into the use of ChatGPT for generating internal feedback in second language (L2) writing. [ABSTRACT FROM AUTHOR]

The impact of evolving feedback ecology on students' feedback literacy development remains underexplored. This study examined the effects of transitioning from secondary to higher education on students' conceptions and practices of feedback literacy. The research involved 35 first-year associate's degree students from various disciplines at a Hong Kong higher education institution. Through semi-structured interviews and reflective journals, changes and continuities in students' feedback literacy were explored, alongside the critical ecological factors influencing these transformations. Three types of feedback literacy emerged – passive, bidirectional and self-regulated – representing varying degrees of student autonomy and teacher involvement in the feedback process. The study also identified contextual factors (e.g. continuous assessments, teacher–student consultation sessions, alternative communication and group dynamics) and individual factors that influenced students' feedback practices. The implications of these findings for cultivating conducive feedback ecology and enhancing student feedback literacy are discussed. [ABSTRACT FROM AUTHOR]

This qualitative study aimed to explore Hong Kong pre-service teachers' beliefs about the potential benefits of a short-term study abroad programme and their practices. Pre- and post-programme semi-structured interviews and reflective journals were employed to collect data. The findings suggest that the transformation of beliefs into practices plays a critical role in the actualization of possible learning outcomes, such as increasing the use of the target language, fostering pedagogical development, broadening cultural understanding and nurturing personal growth. The programme per se, however, does not guarantee target language enhancement in a short time. Implications for programme coordinators and future research are discussed.

Factors leading to successful professional learning communities (PLCs) have been widely discussed in the West, but little is known about how/whether teachers' beliefs contribute to PLCs in the Chinese context. This qualitative case study aimed to investigate teachers' beliefs about teacher learning in PLCs and their influence on collegial learning activities in two departments of a Hong Kong secondary school. Semi-structured interviews and observations were employed to collect data. The findings indicate that teachers in the Chinese Department believed that learning could be achieved in PLCs and their practices of collegial activities were conducive to teacher learning. Conversely, teachers in the English Department did not believe that interacting with colleagues would foster learning and their collegial activities yielded limited accomplishment in teacher growth. It is suggested that teachers' beliefs play an important role in facilitating or impeding reform initiatives on teacher development. Implications for teacher education and further studies are discussed.

This longitudinal study aimed to examine the role of a professional learning community (PLC) in changing teachers' beliefs and practices. Teachers of a Chinese department in a Hong Kong secondary school were interviewed and observed. The findings indicate that the features of a PLC-facilitating teacher change are development of a coherent structure, a collaborative culture, and effective learning activities. These help teachers to overcome initial difficulties and induce their motivation for transformation. Teacher change in five dimensions (curriculum, teaching, learning, roles of teachers, and learning to teach) and three patterns (change in practice but not in belief, change in belief but not in practice, change in practice and belief) were detected. It is argued that cultivating an effective PLC is significant to teacher development.

Studies suggest that pre-service teachers' existing beliefs often serve as a lens to interpret the subject matter to be taught, guide their thoughts in lesson planning and shape their behaviour in classroom practices during their teaching practicum. This study examines how these beliefs affect pre-service teachers' conceptualization of Putonghua-medium-of-instruction (PMI) and their teaching. The findings indicate that the conceptualization of pre-service teachers about PMI ranged from code switching to curriculum integration. Their focus of lesson planning and teaching practice varied from transmission of Putonghua knowledge and detailed explanation of text information to integration of Chinese Language and Putonghua.

Immediately after the handover of Hong Kong to China, the teaching of Chinese in Putonghua was promulgated by the Hong Kong SAR government as a long-term goal. However, no clear definition and guidance regarding Putonghua instruction has been provided to teachers to facilitate the smooth implementation of this change. A review of the literature indicates that teachers' beliefs have great value in assisting them to make sense of changes and govern their thoughts and behaviours. However, little is known about how teachers' beliefs help teachers to understand the transition to a new medium-of-instruction (MOI). Thus, the aim of this case study is to examine how teachers' beliefs help teachers to conceptualize the Putonghua medium-of-instruction (PMI) and how these beliefs affect their curricular decisions as well as the implementation of PMI. Data were collected from 10 secondary Chinese Language teachers in one school using semi-structured interviews and classroom observations. The findings revealed that since teachers held misconceptions about PMI in the initial phase, the implementation of PMI led to a shift of focus away from Chinese content knowledge. In the second phase, PMI was perceived merely as a code-switching device, and, as a result, only a surface change occurred that appeared unlikely to facilitate effective teaching and deep learning. This paper concludes with the observation that code switching alone is insufficient to achieve a successful transition of MOI if the deeper issue of teachers' beliefs is neglected. (Contains 2 tables and 6 notes.)

After China resumed the sovereignty of Hong Kong, the Curriculum Development Council encouraged schools to experiment with Putonghua as a medium of instruction (PMI) to teach the Chinese language. A review of the literature indicates that there have been problems in implementing the switch to the new medium of instruction (MOI). The aim of this exploratory case study is to investigate in more detail the problems that teachers and administrators of a secondary school face in implementing the new policy. Based on interviews, classroom observation, and documentary analysis, it is shown that conflicts and tensions have arisen from the incongruent beliefs of teachers and administrators regarding the rationale and impact of the PMI policy. Moreover, inadequate knowledge of Putonghua among teachers and students, a shortage of appropriate teaching resources, and the absence of helpful support from the government create further barriers to effective teaching and learning in the new programme. This paper argues that it is problematic for schools to translate any MOI policy into action if policy-makers fail to address the challenges that teachers and administrators encounter in switching to a new MOI. (Contains 6 notes and 1 table.)

The medium of instruction (MOI) and its impact on improving the language proficiency of students has become a debated issue worldwide. The policy-makers of post-colonial Hong Kong believed that the general Chinese competency, Chinese writing and Putonghua proficiency of students would be improved through the use of a Putonghua-medium-of-instruction (PMI) rather than the Cantonese medium, the mother tongue of students and teachers. Therefore, using Putonghua to teach the Chinese language has been promulgated as a long-term goal by the Curriculum Development Council. Early studies have placed an emphasis on using standardized tests to assess students' learning outcomes with the use of PMI, but unfortunately the findings have been inconclusive. Despite teachers' involvement in implementing the MOI policy, there is a dearth of studies examining the perspective of teachers regarding the language learning of students under PMI. This paper aims to explore this important issue in greater depth through a case study of a high school, which has implemented PMI to teach the Chinese language for 10 years. The findings indicate that there are mismatches between the stated educational policy intentions and the language learning of students in various aspects. Further studies and follow-up measures on the language policy and education are suggested. (Contains 2 tables and 6 notes.)

Little relevant research examining the leadership patterns of heads of department (HoD) coping with curriculum changes is found within the Chinese context. This article presents an exploratory case study which delineates the leadership qualities exhibited by a HoD as he overcomes the difficulties typically confronted in the process of school-based curriculum development (SBCD) in a Hong Kong secondary school. The findings showed that the challenges faced by the HoD included: (1) teachers' low receptivity of SBCD; (2) teachers' limited time and expertise in SBCD; and (3) a need for more effective collaboration in the department. The essential leadership patterns detected were: (1) personal charisma; (2) shared vision building; (3) empowerment of teachers; (4) changing beliefs and enhancing the capacity of teachers; and (5) fostering collegiality among teachers. This study suggests that unless the HoD is committed to making an innovation a priority, the potential of teachers to contribute to any curriculum change may not be realised. (Contains 3 notes.)