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Abstract
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.
Notes
1. Cantonese is different from the written Chinese in terms of vocabulary and grammatical rules, it brings about discrepancy in spoken and written Chinese.
2. Software facilitates the analysis of qualitative study. QSR International.
3. The formal way of using Putonghua such as standard pronunciation, error correction and correct use of rules as contrast to colloquial Putonghua.