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The DigiLit Framework suggests criteria for digital text and tool selection (content accuracy, intuitiveness, interactivity, quality) and integration (model a literacy skill or strategy, guide a literacy skill or strategy, model digital feature use, guide digital feature use) in literacy lessons. Using survey research, we explored which DigiLit criteria literacy professors prepared preservice teachers to use in K-12 settings. Participants included 199 literacy professors (194 from USA and one each from Australia, Canada, Caribbean, Middle East and Europe). We used a multivariate outcome logit/probit model to analyze how this was related to (a) professor characteristics, (b) institution characteristics, and (c) time. Findings showed that certain professor characteristics (e.g., interest in integrating technology, being knowledgeable about digital literacies), institution characteristics (e.g., access to equipment, professional development, technical support, incentives), and time to plan and practice integration were related to literacy professors' increased preparation of preservice teachers to use digital text or tool selection and integration. These findings provide specific ways to improve literacy teacher preparation by providing specific kinds of supports.

As many students worldwide receive second language (L2) English private tutoring (EPT) that shadows school curricula, examining student perceptions of it is essential to understanding their L2 learning. From the L2 Motivational Self perspective, students' "ideal L2 self," "ought-to L2 self" and "L2 learning experience" are linked to student enjoyment of EPT. This study explores these links via analysis of survey responses of 2,216 Secondary Six (Grade 12) students who attended a company's L2 EPT lectures in Hong Kong. Most of these students (80%) enjoyed EPT. They were more likely to enjoy EPT if they perceived more financial resources in their families, attended schools taught in Chinese (students' first language), had internalized instrumental goals, liked English, were not influenced by advertisements to attend EPT, attended face-to-face tutoring (rather than video tutoring), had a specific tutor, or liked their EPT tutor more than their English teacher. This study offers theoretical implications and directions for further research in EPT and L2 motivation.

Background: Many studies (especially cross-sectional ones) have shown significant links between two of these three constructs-achievement, self-concept and anxiety. Objectives: Unlike past longitudinal studies that examined only two of these three constructs, this study examines all three, grounded in self-determination theory, control-value theory and transactional theory of anxiety. Methods: Chinese secondary school students (N = 823) completed questionnaires across three time points covering one school year, and we collected data on their mathematics and second language (L2) English test scores. Results: Cross-lagged panel models showed equal effect sizes in both pairs of time periods (T1-T2 and T2-T3). In both mathematics and L2 English, (a) achievement, self-concept and anxiety all showed moderate autoregression effects and hence, relative stability, (b) achievement and self-concept showed reciprocal positive effects and (c) self-concept negatively predicted subsequent anxiety. In mathematics but not L2 English, anxiety negatively predicted self-concept, and achievement negatively predicted anxiety, showing domain differences. Self-concept mediated achievement's negative effect on anxiety only in L2 English. Conclusions: Distinguishing within domain and cross domain effects of achievement, self-concept, and anxiety in mathematics and L2 English deepen our understanding of the relationships among these three constructs.

Past studies of the relation between teacher-student relationship (TSR) and students' academic achievement (SAA) yielded mixed results, so this study determined the overall link between TSR and SAA, along with their moderators. This three-level meta-analysis of 90 independent effect sizes in 74 empirical studies of 233,961 students showed an overall positive link between TSR and SAA in China (r = 0.259, 95% CI = [0.227; 0.290]). This relationship was higher in: (a) China's central region (0.305) than its eastern (0.238) or western regions (0.166); (b) senior high school (0.345), followed by junior high school (0.251), then primary school (0.221); (c) English (0.302), followed by math (0.272), Chinese (0.269), and science (0.202); and (d) females (B = 0.507) than males. These results suggest the value of improving teacher-student relationships in policies and practices.

Despite the general consensus on the positive impact of formative assessment on student learning, researchers have not shown the underlying mechanisms between specific formative assessment strategies and academic performance on an international sample. This study examines the link between student and teacher reports of teachers' formative assessment strategies (i.e. clarifying goals and monitoring progress, providing feedback, and instructional adjustments) and students' reading achievement, based on data from 151,969 fifteen-year-olds in 5,225 schools in 19 countries/regions in PISA 2018 via multilevel analysis of plausible values. The results show that clarifying goals and monitoring progress, and instruction adjustments are positively linked to reading achievement, but providing feedback alone has no significant impact. These findings highlight the complexity of formative assessment as a multifaceted concept and the different impacts of formative assessment strategies on student learning. Implications for researchers and practitioners are discussed.

Given the importance of corpus linguistics in language learning, there have been calls for the integration of corpus training into teacher education programmes. However, the question of what knowledge and skills the training should target remains unclear. Hence, we advance our understanding of measures and outcomes of teacher corpus training by proposing and testing a five-component theoretical framework for measuring teachers' perceived corpus literacy (CL) and its subskills: understanding, search, analysis, and the advantages and limitations of corpora. Also, we hypothesised that teacher CL is linked to their intention to use corpora in classroom teaching. Specifically, 183 teachers and student teachers received corpus training to develop their CL and then completed a survey to measure their CL and intention to use corpora in teaching in Likert-scale items together with open-ended questions. Confirmatory factor analysis indicated that a hierarchical factor structure for CL using the aforementioned five subfactors best fitted the data. Moreover, structural equation modelling indicated that CL is positively linked to the participants' intention to integrate corpora into classroom teaching. While all five subskills are important for teachers, greater effort should be made to develop their corpus search and analysis skills, which can be viewed as the "bread and butter" of corpus training.

Background: Face-to-face class suspensions during the coronavirus disease (COVID-19) pandemic in 2019 increased telepractice in speech and language therapy. However, little is known about speech and language therapists' (SLTs) perceived effectiveness of telepractice and its antecedents. Aims: To examine the use of telepractice and the factors affecting its perceived effectiveness in Hong Kong mainstream schools during COVID-19. Methods & Procedures: Seventy-two school-based Hong Kong SLTs completed a 110-item online survey with six structural components: (1) concerns, (2) adoption, (3) student selection criteria, (4) perceived effectiveness, (5) continuous professional development and (6) attitudes/beliefs. Outcomes & Results: Over 90% of respondents adopted telepractice during the pandemic. Confirmatory factor analysis identified reliable constructs from their component measures. These participants reported great telepractice difficulties (especially in therapy preparation and managing students' attention and/or communication). Mixed-response analysis revealed that psychosocial factors (i.e., students' engagement and SLTs' attitudes towards telepractice) but not professional practice skill factors (i.e., student client selection criteria and SLTs' years of experience in school settings) contributed to SLTs' self-perceived effectiveness of telepractice. Conclusions & Implications: Our findings suggest that psychosocial factors play a more important role than professional practice skill factors in the self-perceived effectiveness of telepractice.

This study examines how immigrants' enculturation/acculturation, language use, and parenting were linked to their oral and written language proficiencies in multilingual Hong Kong (speak English, speak Cantonese, read and write Chinese). Participants in this study included 655 immigrant parents (from Pakistan, Nepal, India, Philippines, Indonesia, Kenya, Bangladesh, Malaysia, and others). Structural equation modelling of survey responses showed that parents with greater ethnic enculturation or host acculturations reported better mainstream language skills (speak English, speak Cantonese, read and write Chinese). More heritage cultural knowledge was linked to better spoken Cantonese. Greater cultural identification with their own ethnic community was linked to better spoken English. Those with more local Chinese cultural knowledge reported better Chinese reading and writing and permissive parenting, which contributed to better English speaking. Compared to immigrant fathers, immigrant mothers reported lower Cantonese and English speaking proficiencies. Together, these results show that greater cultural identification with the ethnic community was linked to greater English-speaking skills.

We explored how teacher and child talk-turns were related to children's subsequent comprehension responses during read-alouds. Data included three kindergarten teachers' interactive read-alouds (736 talk-turns across six video-recorded and transcribed sessions). Talk-turns were coded using a priori and emergent codes. Statistical discourse analysis, which analyzes how previous talk-turns in a conversation are related to later talk-turns in the conversation, was used to identify how specific teacher and child talk-turns within a read-aloud were related to a child's later comprehension expressions during that same read-aloud. Findings show how specific talk-turns in which teachers mediate children's behavior by (a) promoting particular child actions related to the read-aloud content or (b) restricting or expanding ways that children can participate, predict children's subsequent comprehension responses during the read-aloud. Further, findings show how children's talk-turns that mediate other children's action related to the read-aloud content predict those children's subsequent comprehension responses. These findings suggest new and more fine-grained ways that teachers and children can support children's listening comprehension and vocabulary responses during read-aloud discussions.

We explored (a) emergent bilingual students' talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students' read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was used to identify talk-turn codes. Codes were categorized using Zone Theory constructs (Zone of Free Movement, Zone of Promoted Action, Zone of Proximal Development, Zone of Actual Development). Statistical discourse analysis showed that several Zone of Free Movement mediations (book/lesson/off-task) predicted comprehension talk-turns (developed connections/comparisons/contrasts). Zone of Promoted Action mediations predicted subsequent talk-turns: (a) reiteration/modeling were related to children expressing developed factual knowledge, (b) clarification/extension were related to children expressing developed opinions, (c) clarification/agreement were related to children expressing developed inferences, and (d) 11 talk-turns supported children expressing vocabulary knowledge.

Contribution: Students do not naturally give unbiased, accurate peer assessments (PAs). Hence, giving teamwork guidelines to students can improve their cooperation, understanding of one another, PA attitude, and PA accuracy. Background: During collaborative learning, PA can improve students' autonomy, evaluation, and communication, which often enhances their task performance and learning outcomes. However, student bias, low effort, or imprecision can bias PA. Hypothesis: This study hypothesized that teamwork guidelines can improve students' collaboration and hence their: 1) PA accuracy and 2) attitudes toward PA. Design/Method: This comparison study examined the 447 PAs and 143 survey responses of 143 university students studying computer science in 49 teams. 58 students received teamwork guidelines and 85 students did not. PAs and teacher assessments (TAs) were analyzed with a multilevel, structural equation model, and survey responses were analyzed with a multivariate outcome, multilevel, and ordered logit regression. Findings: PAs often exceeded TAs of the same student (positive bias), especially for low-performing students. Compared to other students, students receiving teamwork guidelines gave PAs that resembled TAs more but had a similar positive bias. The relative and absolute differences in peer and TAs (PA - TA, |PA - TA|) mostly differed across teams rather than students. Also, students receiving teamwork guidelines viewed PA as more supportive of their learning, compared to other students without the teamwork guidelines.

This meta-analysis examines the effects of game-based learning (GBL), compared with traditional instructional methods, on the science achievement of students, ranging from primary school to university. Results from the 41 primary studies of 6256 participants showed heterogeneity among effect sizes. The random effects model results showed a positive effect (g = 0.705, 95% CI = [0.603, 0.807], p < 0.001), suggesting that students learned substantially more via GBL than traditional instruction. Additionally, moderation analysis found that the link between GBL and science achievement was stronger (a) among students in Eastern countries than Western countries; (b) among primary school students than undergraduates, junior or senior secondary school students; (c) on quizzes, final exams, and course grades than assignment scores; (d) for interventions between 4 hours and 1 week, smaller for those less than 4 hours, and smallest for those over 1 week; and (e) slightly in later publication years.

Practitioners often screen depression among the general population with the Center for Epidemiologic Studies Depression (CES-D) scale (Radloff, 1977 (See CR19)). However, few studies tested the scale for bias (by gender and age) across a wide age range. This study does so with a partial credit Rasch model via Winsteps® (Linacre, 2018 (See CR11)) on 34,762 Chinese people, 10-99 years old. Results showed one gender Differential Item Functioning (DIF) item (cry) and six age DIF items. As low positive-affect was not a good indicator of depression, its four items were excluded, yielding a 16-item CES-D (CES-D16). At the same level of depression, females report crying more often than males do. Compared to young people at the same depression level, older people felt less fearful, cried less, were bothered less often, had more sleep problems, needed more effort to do things, and could not get going more often. When using the CES-D16 to examine the general population of Chinese people across different genders and ages, researchers should pay special attention to these DIF items., Author(s): Jinxin Zhu [sup.1] , Ming Ming Chiu [sup.2] Author Affiliations: (1) grid.221309.b, 0000 0004 1764 5980, Department of Education Studies, Hong Kong Baptist University, , 15 Baptist University Road, [...]

Background: Researchers debate whether game-based learning (GBL) affects students' achievement emotions, as past studies yielded mixed results. Objectives: This study determines the overall effect of GBL on students' positive achievement emotion and their negative achievement emotions (PAEs, NAEs), along with their moderators. Methods: This meta-analysis examined true or quasi-experimental studies, reported in English or Chinese, and with students (ranging from primary schools to universities) who did not report physiological and/or psychological illnesses. Results: Compared to traditional instruction, GBL had a positive effect on students' PAEs (g =0.526, k = 39, 95% CI = [0.319, 0.733]) and a negative effect on NAEs (g = -0.517, k = 22, 95% CI = [-0.709, -0.324]). GBL's positive effects on students' PAEs were (a) largest in middle school and otherwise generally larger in higher grades, and (b) largest for competition GBLs (compared to cooperative or individual GBLs). GBL's negative effects on students' NAEs were (a) larger in collectivist cultures than individualistic ones, (b) progressively larger in primary school, middle school, and university, (c) larger for non-digital games than digital games, (d) smallest for individual games, (e) progressively larger in mathematics, social sciences, language, science, and highest in engineering and technology, and (f) smallest for extremely short or extremely long intervention durations (very short: up to 45 min; very long: over 2 months). Take Away: GBL often increases students' PAEs and decreases their NAEs, though their effect sizes differ across cultural values, grade level, game type, academic subject, or intervention duration. Hence, educators should consider these aspects when designing/selecting education games for their students and instructional contexts.

Students' school belonging is critical to overall functioning. Most past studies of school belonging's antecedents focused on individual-level and proximal environmental factors, neglecting broader socioecological factors such as income inequality. Hence, this study examined whether income inequality is associated with students' school belonging. We further examined whether having high socioeconomic status could buffer the harmful consequences of income inequality on school belonging. We drew on 822,230 students' survey responses from 65 countries/regions using 3 waves of data (2000; 2003; and 2012) from the Program for International Student Assessment (PISA). Multilevel and cross-temporal analyses were used. Results showed that country-level income inequality in the past year was associated with lower school belonging, controlling for other variables at the country, school, and student-levels. School and family socioeconomic status moderated the effects of inequality. More specifically, for students in more affluent schools and more advantaged families, the association between inequality and belonging was weaker. This study demonstrates the importance of income inequality and the buffering role played by socioeconomic status in school belonging. Theoretical and practical implications are discussed.

Interactive app books are increasingly part of young children's literacy ecosystem. However, most previous studies examined buddy reading with traditional print books or CD-ROM books. Little is known about whether and how buddy reading with app books might be related to subsequent individual reading. To address this, informed by multimodal literacy and sociocultural theories, we investigated how 53 kindergarteners' (ages 5--6 years) buddy reading behaviors were related to their subsequent individual reading behaviors and comprehension outcomes while reading app books. Multivariate mixed response analysis yielded these findings: (1) buddy reading monitoring behaviors (asked questions, drew attention to book content, debated, or negotiated) were associated with higher inference/critical thinking and vocabulary meaning generation scores; (2) buddies who read in triads had lower individual-prompted retelling scores than buddies who read in dyads. The findings highlight the importance of promoting monitoring during buddy reading and paying attention to group size.

Given the increasing use of app books with young children, research is needed to inform their selection and design. Although broad guidelines exist, more fine-grained guidance is needed. To address this need, we explored the relations among app books' digital affordances, readers' behaviors with these affordances during both buddy and individual reading sessions, and their individual outcomes. Fifty-three kindergarteners (ages 5.05-6.46 years; M = 5.60, SD = 0.42) read 12 app books twice each across 24 buddy reading sessions and four app books once each across four individual reading sessions, and their comprehension was assessed after each individual reading session. Multivariate, mixed response analysis found that (a) when a greater number of minimum hotspots were available per page, retelling was better; and (b) availability of word hotspots was linked to better critical thinking/inference outcomes. Implications include choosing app books with affordances that this study showed support particular reading outcomes, in alignment with instructional goals.

This study examined student access to school counselors and the link between school counselor-to-student (SC-S) ratios and student outcomes in six states in the United States. Access to school counselors was often greater for White students, but less for Asian students, English learners, or those in larger schools. In the two states with the lowest SC-S ratios among the states studied, schools with more counselors per student (a) had higher English SAT scores and more students with postsecondary enrollment (i.e., New Hampshire), and (b) had more students enrolled in postsecondary studies (i.e., Maine). In the two states with the highest SC-S ratios of the six studied, schools with more counselors per student (a) had lower overall learning outcomes and graduation rates (i.e., Arizona), and (b) had worse academic outcomes in English, math, or science (i.e., Idaho). Schools with higher SC-S ratios showed more suspensions (i.e., New Hampshire) and more chronic absenteeism (i.e., Arizona, Missouri, and Rhode Island). We discuss implications for legislative advocacy, intentional school counselor caseload assignments, and future research.

Parents, teachers and policy makers are concerned about how immigrant students acquire the mainstream language and achieve academic success. Therefore, researchers face an urgent need to examine the broader ecological factors that influence immigrant students' academic identity construction and mainstream language learning. This study investigates the nexus of acculturation, gender, identity and Chinese language learning among 881 South Asian immigrant adolescents in Hong Kong. The results indicate that students with stronger academic identity report superior Chinese reading and writing, and the results show that among ethnic minorities, girls reported higher level of Chinese reading and writing than boys. Paradoxically perhaps, students who perceived greater discrimination didn't show significantly different academic identity from other students and reported higher proficiency in reading and writing Chinese. This implies the necessity of providing more school and social support to these students. The study also shows that students with greater assimilation have weaker academic identity and hence report poorer Chinese reading and writing. The negative link between assimilation and mainstream language learning suggests the importance of maintaining the heritage identity and sense of belonging to heritage culture for enhancing the ethnic minority students' mainstream language learning. This result informs policy makers developing suitable immigration policy.

In this study, we examine the Spanish proficiency progress of elementary Spanish-English bilinguals in three types of language program models: a dual language bilingual education (DLBE) model with a 90/10 language allocation, a DLBE model with a 50/50 language allocation, and an English as a Second Language (ESL) model over an academic year. In the domain of speaking, individual student characteristics were most predictive of progress. For listening and reading, time had the greatest impact on their Spanish language growth. With writing, the most impactful moderator was the teacher, and this was most predictive in the DLBE 90/10 model. Implications point to the need to provide immersive writing instruction and to arrange DLBE schedules to ensure the inclusion of writing. Oftentimes in 50/50 DLBE models, the domain of writing is least covered within the partner language with English taking precedence due to testing accountability. As provisions for dual language bilingual education are increasing, this study holds important implications for this model's impact on Spanish-English bilinguals' Spanish proficiency. Future studies will examine outcomes across time among emergent bilinguals in their native language, along with the potential influences of the student, the teacher, and the demographics of the school and community.

This study evaluated the similarities and differences in 50 preservice teachers' (PTs') literacy pedagogy learning outcomes when they engaged in video-based discussions that were both face-to-face (F2F) synchronous and online asynchronous. Across PTs' response sheets, 396 idea units were collected and coded to identify their reports of learning about literacy pedagogy and application of this learning to their subsequent literacy instruction. Multivariate, multilevel, cross-classification logit regressions were used to compare outcomes across formats. Findings include that PTs reported learning similar total numbers of ideas across both video-based discussion formats but reported applying significantly more ideas from learning in the F2F format. Across both formats, PTs reported learning the greatest number of ideas about literacy methods/ materials but learned significantly more methods/materials ideas in the online asynchronous format. PTs also reported applying more literacy methods/ materials than all other kinds of ideas learned. They reported applying ideas about students' processing the least. However, the differences across formats may not be practically significant. Thus, for a semester-long course, either F2F or asynchronous online formats could be used with similar learning and application outcomes for PTs.

Learning analysts often consider whether learning processes across time are related (1) to one another or (2) to learning outcomes at higher levels. For example, are a group's temporal sequences of talk (e.g., correct evaluation [right arrow] correct, new idea) during its problem solving related to its group solution? I show how to address these issues with (1) a higher-level outcome regression and (2) a lower-level process regression, applying both to 3,234 turns of talk by 80 students working in 20 groups to solve an algebra problem. The easy-to-use, outcome-level analysis of group solution score has the following problems: multicollinearity, possibly low statistical power, cannot test for links among sequence components, and cannot model outcomes at multiple levels. The complex, process-level analysis for turns of talk overcomes these shortcomings with multilevel analysis, vector auto-regression, and outcome-level regression residuals. These results suggest a combined procedure. First, run an outcome-level analysis. If the results are significant, then the outcome-level results suffice. Otherwise, non-significant results might reflect multicollinearity, which then requires a process-level analysis. This procedure can help test a comprehensive model of how learning processes or their temporal sequences are related to learning outcomes at the turn-, time period-, individual-, group-, class-, and school-levels.

Adolescents who believe that their parents treat them differently from their siblings have poorer psychosocial well-being than otherwise. This phenomenon, which is known as parental differential treatment or PDT occurs in up to 65% of families. Past studies have examined socio-demographic variables (e.g., child gender, age, and birth order) as predictors of PDT, but these immutable characteristics do little to inform interventions and help these adolescents. Hence, this study extends past research by investigating links among parent empathy, parent perception of PDT, child perception of PDT, child perception of fairness and child well-being (self-esteem, depression, anxiety, and trust in the relationship with parents). Furthermore, this study tests whether adolescent personality (openness, conscientiousness, extraversion, agreeableness, and neuroticism), child empathy, and child perception of fairness moderate these links. This study will utilize a two-wave longitudinal design with a 1-year lapse. Data will be collected from 760 Chinese adolescents studying from Secondary One to Secondary Three in 18 schools in Hong Kong and from their parents. We test our theoretical model via a multilevel structural equation model (ML-SEM). This study both addresses (a) theoretical debates about relations among empathy, PDT, fairness, and psychosocial well-being and (b) focuses on modifiable factors and behaviors, to inform future interventions, such as parent education.

In this study, we used a quasi-experimental, longitudinal design to examine the English language arts (ELA) and mathematics test scores of emergent bilinguals (EBs) in DLBE 50:50 models versus English as a second language (ESL) models in Indiana over four academic school years. With a focus on the midwestern U.S., we bring attention to a less-studied area where the EB population is more recent, but quickly growing. Results show that students who attended a DLBE program rather than an ESL program, scored significantly higher on ELA tests, but the association between program type and mathematics outcomes was more complex. The discussion and implications caution the English as a second language, bilingual, and dual language bilingual education fields to conduct a comprehensive analysis of content allocation and content complexity in relationship to language designation, instead of solely focusing on the overall language allocation of the DLBE program model.

One-hundred ninety-nine literacy professors responded to an online survey. A multivariate outcome logit/probit model was used to analyze these data to determine how professor and institution characteristics were related to (a) technologies that professors use in their courses, (b) technologies that professors prepare teachers to use, (b) teaching methods that professors use to prepare teachers, and (c) strategies that professors prepare teachers to use in K-12 instruction. While some institutional characteristics predicted literacy teacher preparation, professor characteristics predominantly predicted how teachers were prepared to integrate technologies in literacy instruction, especially professors' knowledge, comfort with using technologies, and their rank.

Online group debates hosted in asynchronous threaded discussions can facilitate critical thinking between discussants (and increase deeper understanding of complex problems) by eliminating the need for turn-taking while formulating and presenting premises to support and challenge claims. Yet to be determined is to what extent does the current number of posts (premises from teammates, premises from the opposing team, supportive replies to premises, and opposing replies to premises) induce production blocking to disrupt the generation of new premises. Statistical discourse analysis was conducted on 1554 postings from online debates produced by four cohorts of students enrolled in an online graduate-level course. The resulting stochastic model revealed that: (a) the number of premises posted by the other team, premises posted by teammates, and supportive replies from teammates were associated with the largest to smallest drop in the likelihood of posting a new premise, respectively; and (b) the number of oppositional replies from the other team was associated with an increased likelihood of posting a new premise. These findings provide evidence to support the use of specific strategies for structuring and sequencing the argumentation task to generate larger numbers of premises to achieve a deeper and more thorough analysis of problems and claims.

In many Asian countries and increasingly in the West, primary and secondary school students receive private tutoring, often in the form of lectures in cram schools. As English is an international "lingua franca," many students enroll in English courses after school. Students enrolled in English private tutoring (EPT) are often examination-driven and extrinsically motivated to learn English, but past studies have not examined whether they like EPT lessons. Hence, we integrate motivation and tutoring into a theoretical model of EPT enjoyment at different levels (student, family, teacher, tutoring) and empirically test it with the survey responses of 543 Secondary Six (Grade 12) students enrolled in EPT courses in cram schools. The findings show that most Secondary Six students in Hong Kong like EPT lessons. Family, reasons for tutoring, tutoring, and student attributes are linked to EPT enjoyment. These students are more likely to like EPT if they (a) are in families perceived to have superior financial resources, (b) are not influenced by advertisements or other people to join EPT lessons, (c) attend face-to-face tutoring, (d) have a specific tutor, (e) like the tutor more than their teachers, (f) are interested in English, or (g) have greater English self-concept. The results of this study can contribute to our understanding of which motivation and tutoring factors affect students' enjoyment of EPT and inform EPT improvements.

Dual language bilingual education (DLBE) is a unique form of bilingual education that has the potential to preserve and develop the heritage languages of emergent bilinguals, foster high levels of bilingualism, and address academic disparities, thereby changing emergent bilinguals' educational conditions and learning outcomes. Yet, DLBE schools and programs are nested within a broader sociopolitical context which may attenuate the benefits of DLBE. To address the construction of DLBE as a panacea for equity, this study examines a cohort of emergent bilinguals' academic achievement, middle school course placements, and course grades across 6 school years. The conceptual lens of "equity traps" is employed to demonstrate how equity is metaphorically trapped within the institutional constraints of schools, specifically master schedules that have courses that range from remedial to advanced. Findings demonstrate that emergent bilinguals in DLBE programs have higher achievement in English language arts (ELA) and math over emergent bilinguals in English as a second language programs. However, emergent bilinguals in DLBE programs also are shielded from advanced-level electives, reducing future opportunities to learn math and science in high school, demonstrating a unique form of exclusionary tracking. The authors propose a structural matrix that stakeholders can use to examine the equity constraints of DLBE.

AbstractComputer-supported collaborative argumentation is an online activity that can engage students in deep discussion and analysis of complex problems. Given the potentially confrontational nature of argumentation, using polite language becomes a strategic approach to prevent breakdowns in group communication and nurture productive dialogues. This study aims to understand how politeness and argumentation moves influence subsequent conversation dynamics in online debates. Student postings in threaded discussions (from 20 online debates containing 2,008 messages posted by students across five semesters of a graduate-level course on distance education) were coded and scored on politeness and impoliteness using natural language processing software. The scored postings were examined to determine how impoliteness and politeness impact students’ proclivity to engage in and produce more sustained argumentative exchanges to evaluate presented claims thoroughly. The findings show that impoliteness steadily increased by up to 84% as contentious discussion threads reached 7 levels deep, and impoliteness was significantly higher in frequency in postings presenting challenges. Correspondingly, the use of politeness increased steadily by up to 139% as discussion threads reached 6 levels deep, with the frequency of politeness nearly equal across postings presenting challenges, explanations, and evidence. [ABSTRACT FROM AUTHOR]