Enhancing effective learning in an ill-designed module

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Having to teach an ill-designed module of Chinese Language, which was eventually rectified, this author conducted an action research to experiment ways of making the teaching and learning more sensible and effective. It is found that five conditions – setting a common goal; creating an open exchange spirit; recognizing student effort; initiating students to play a more active role in selecting learning alternatives, and providing timely and continuous support – could facilitate the change of student teachers’ perceptions of a generally-perceived “demotivating” subject, and in turn enhance gratifying learning outcomes. Findings of this study strongly suggest that student teachers can play an active role in establishing a constructive learning climate, given that teacher educators are simultaneously involved in a critical reflection of their own practices. Copyright © 2003 The Hong Kong Institute of Education.
Original languageEnglish
Pages (from-to)87-106
JournalAsia-Pacific Journal of Teacher Education & Development
Issue number1
Publication statusPublished - Sept 2003


Leung, P. P. W. (2003). Enhancing effective learning in an ill-designed module. Asia-Pacific Journal of Teacher Education & Development, 6[Special 1], 87-106.


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