| Summary: | The impacts of ‘Globalization’ are multi-dimensional. In the realm of education, driving for ‘quality’ in the delivery of educational service has become a global tide of educational reforms since the past 2 decades. Being a global city, Hong Kong is no exception and therefore not immune from this global wave of ‘quality education reforms’ either.
The current paper attempts to identify the strategic responses of a local Senior-Form Private Secondary School in Hong Kong to its outer context of the quest for ‘quality education reforms’ in the city. In particular, the challenges facing the English language teachers of the research school are explored and discussed at the institutional level.
Both ‘quantitative’ and ‘qualitative’ data collection methods have been adopted in the research, including ‘questionnaires’, ‘in-depth interviews’ and ‘class observations’. An English Language Proficiency Assessment Exercise has also been conducted following the ‘classroom observations’ of the English Language Teachers of the research school.
The 4 propositions of Ho’s (2005) Conceptual Framework at the institutional level were discussed and explored in the Case Study. Although the Research has its own limitations, the overall findings do provide scope for future researches and studies.
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