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Research Article
Negotiating “Glocal” Identity Through Cantonese–English Translanguaging: A Qualitative Study of Hong Kong Youth’s Instagram Posts in Leisure and Academic Contexts
Qiu Zikai*
Issue:
Volume 14, Issue 3, June 2026
Pages:
86-95
Received:
12 April 2026
Accepted:
26 April 2026
Published:
11 May 2026
Abstract: Globalization, localization, and post-1997 socio-political change has jointly reshaped Hong Kong’s linguistic ecology, yet little qualitative work has examined how young Hongkongers negotiate these tensions on image-centred platforms such as Instagram. To address this gap, this qualitive multimodal study explores how Hong Kong youth negotiate a “glocal” identity on Instagram through the strategic interplay of Cantonese and English languages and multimodal symbols (emojis, hashtags, images) to balance the inheritance of local culture, the demands of globalization, and the resistance to cultural homogenization. Focusing on two contrasting domains: leisure life (e.g., diet and entertainment) and academic life (e.g., exam pressure and graduation ceremonies), the study employs critical discourse analysis and multimodal social semiotics methods to analyze 15 purposefully selected posts by Hong Kong youth users. The findings reveal that in leisure contexts, Cantonese–English translanguaging innovates local symbols through cultural translation, reinforcing local belonging. In academic contexts, English terms internalize global academic hegemony, while Cantonese emotional expression and humorous symbols deconstruct its oppressiveness. Users systematically avoid Mandarin and strategically deploy the international legitimacy of English and the local authenticity of Cantonese to negotiate the dual pressures of mainland cultural infiltration and global academic norms. The study offers a fine-grained qualitative insight that complements existing large-scale work on Hong Kong digital multilingualism, and indicates that translanguaging is not merely a communicative tool but a micro-political practice of identity negotiation, providing a new perspective for digital identity work in multilingual societies.
Abstract: Globalization, localization, and post-1997 socio-political change has jointly reshaped Hong Kong’s linguistic ecology, yet little qualitative work has examined how young Hongkongers negotiate these tensions on image-centred platforms such as Instagram. To address this gap, this qualitive multimodal study explores how Hong Kong youth negotiate a “gl...
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Research Article
Research on the Acquisition Sequence of the Multifunctional Word “ Lai ” Among Foreign Students
Haiqiang Tu*,
Zhiyao Li,
Fei Zhao,
Jiayi Wang
Issue:
Volume 14, Issue 3, June 2026
Pages:
96-108
Received:
22 April 2026
Accepted:
2 May 2026
Published:
14 May 2026
Abstract: The multifunctional word “ Lai ” (来) [come] possesses complex semantic and part-of-speech diversity, presenting significant comprehension difficulties and resulting in frequent errors among foreign students. This study employs a combined methodology integrating single-criterion and multi-criteria standards. First, two acquisition sequences were established using a direct sorting method based on the relative frequency of correct usage and the output rate of “Lai.” Second, the third acquisition sequence was generated by using implicational scaling. Following this, correlation tests were conducted on these three sequences, followed by a pairwise combination approach to generate three additional sequences. Finally, a comprehensive scoring method was applied to determine the most statistically valid acquisition sequence for learners of Chinese, which is: Lai 1 > Lai 4 > Lai 2 > Lai 3 > Lai 8 > Lai 7 > Lai 6 > Lai 5. Among these, Lai 1, Lai 4, and Lai 2 are identified as the most easily acquired senses; Lai 3 and Lai 8 are moderately accessible; and Lai 7, Lai 6, and Lai 5 represent the most difficult senses to acquire. By analyzing the semantic acquisition of the multifunctional word “ Lai ” through the HSK Interlanguage Corpus, this study establishes a definitive acquisition order to facilitate Chinese language pedagogy and minimize learner errors.
Abstract: The multifunctional word “ Lai ” (来) [come] possesses complex semantic and part-of-speech diversity, presenting significant comprehension difficulties and resulting in frequent errors among foreign students. This study employs a combined methodology integrating single-criterion and multi-criteria standards. First, two acquisition sequences were est...
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Review Article
Advances and Gaps in Chinese Chunk Research:
A Comprehensive Critical Synthesis (2001–2025)
Yujie Wang,
Yachong Cui*
Issue:
Volume 14, Issue 3, June 2026
Pages:
109-118
Received:
27 March 2026
Accepted:
2 May 2026
Published:
18 May 2026
Abstract: Over the past two decades, Chinese chunk research has evolved from a theory into a specialized discipline within the field of teaching Chinese as a second language. This paper systematically outlines the development of research on Chinese chunks from 2001 to 2025, objectively evaluates existing advances, and identifies critical research gaps that hinder further disciplinary advancement. Adopting a thematic analysis approach, this study provides an in-depth review of 78 publications, covering two primary themes: theoretical and empirical research of Chinese chunks and Chinese chunk-based instruction. The results indicate that the academic community has successfully established a localized "construction-chunk" analytical framework; meanwhile, psycholinguistic empirical studies have confirmed the processing advantage of chunks while revealing a persistent recognition-production gap among second language learners. Regarding instructional implementation, the chunk-based instruction has demonstrated significant efficacy in enhancing learners' oral fluency, writing accuracy, and grammatical mastery. However, empirical research in listening and reading remains scarce, and current textbooks exhibit systemic deficiencies in chunk sequencing and recycling mechanisms. Structural issues persist in the field, including the fragmentation of classification systems, the homogeneity of participant samples, and uneven development across subfields. The proposed future directions, such as developing multidimensional classification standards and expanding international participant coverage, offer significant guidance for optimizing curriculum systems, textbook compilation, and classroom instructional practices in International Chinese Language Education.
Abstract: Over the past two decades, Chinese chunk research has evolved from a theory into a specialized discipline within the field of teaching Chinese as a second language. This paper systematically outlines the development of research on Chinese chunks from 2001 to 2025, objectively evaluates existing advances, and identifies critical research gaps that h...
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Review Article
Applying Wayground to Teach English Vocabulary For 12th Grade at Nguyen Thi Dinh High School for the Gifted in Sports, Ho Chi Minh City
Tran Thi Hong Hoan,
Ho Van Han*
Issue:
Volume 14, Issue 3, June 2026
Pages:
119-126
Received:
13 May 2026
Accepted:
25 May 2026
Published:
2 June 2026
DOI:
10.11648/j.ijll.20261403.14
Downloads:
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Abstract: This study examines the effectiveness of Wayground, a gamified digital learning platform, in enhancing English vocabulary learning among Grade 12 students at Nguyen Thi Dinh 7High School for the Gifted in Sports. Grounded in the Technology Acceptance Model (TAM), the research adopted a sequential explanatory mixed-methods design to investigate both students’ vocabulary achievement and their perceptions of the platform. Quantitative data were collected through vocabulary pre-tests and post-tests as well as a structured questionnaire administered to 119 students, while qualitative data were obtained through classroom observations and semi-structured interviews with EFL teachers. The quantitative data were analyzed using descriptive statistics through SPSS 27, whereas the qualitative data were examined using thematic analysis. The findings revealed a statistically significant improvement in students’ vocabulary performance after the implementation of Wayground, with mean scores increasing from 6.01 in the pre-test to 7.53 in the post-test. In addition, students reported high levels of acceptance of the platform across several dimensions, including perceived learning outcomes, attitudes toward learning, usability, engagement, and frequency of use, with average mean scores approaching 4.00 on a five-point Likert scale. Strong positive correlations (r =.926–.963, p <.001) further indicated that Wayground contributed substantially to students’ motivation and engagement in vocabulary learning activities. Qualitative findings supported the quantitative results by revealing that Wayground created an interactive, flexible, and learner-centered environment that was particularly beneficial for students with demanding athletic training schedules. Teachers also perceived the platform as an effective tool for increasing classroom participation and promoting vocabulary retention. However, several minor challenges related to technical limitations and students’ autonomous learning practices were also identified. Overall, the study concludes that the integration of gamified digital platforms such as Wayground can significantly enhance vocabulary learning outcomes and student engagement in EFL contexts. The findings provide important pedagogical implications for educators seeking to integrate technology-assisted learning tools into vocabulary instruction, particularly in specialized educational settings where students face challenges in balancing academic and extracurricular commitments.
Abstract: This study examines the effectiveness of Wayground, a gamified digital learning platform, in enhancing English vocabulary learning among Grade 12 students at Nguyen Thi Dinh 7High School for the Gifted in Sports. Grounded in the Technology Acceptance Model (TAM), the research adopted a sequential explanatory mixed-methods design to investigate both...
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