Acknowledgements; Contents; List of Figures; List of Tables; Abstract; 1 Introduction; 1.1 The Higher Education Context of Hong Kong; 1.2 Questions to Discuss; 1.3 The Significance of the Study; 1.4 Summary; 2 Tertiary English Language Teaching and Learning in Hong Kong; 2.1 Introduction; 2.2 General Review on the Higher Education of Hong Kong; 2.3 English Language Education in Hong Kong; 2.4 English Language Teaching in Hong Kong's Universities; 2.5 Summary; 3 Research Development; 3.1 Introduction; 3.2 Theoretical Framework for Teaching Strategies Investigation; 3.3 Context of the Study

3.4 Methodological Triangulation3.4.1 Quantitative Investigation; 3.4.2 Qualitative Investigation; 3.5 Data Analysis; 3.6 Summary; 4 Findings from Survey; 4.1 Introduction; 4.2 Results from Surveys; 4.2.1 The Participants; 4.2.2 Surveys Results; 4.3 Discussions of Survey Findings; 4.4 Summary; 5 Findings from Classroom Observation; 5.1 Introduction; 5.2 Results from Classroom Observation; 5.2.1 Observed Lessons and Courses; 5.2.2 Classroom Observations Results; 5.3 Discussions of Findings from Classroom Observation; 5.4 Summary; 6 Findings from Interviews; 6.1 Introduction

6.2 Results from Interviews6.2.1 The Participants; 6.2.2 Interview Data; 6.3 Discussions from Interview Findings; 6.4 Summary; 7 Developing Inclusive Teaching Strategies; 7.1 Introduction; 7.2 The Taxonomy of Teaching Strategies and Its Use in Practice in Discipline-based English Studies; 7.3 Classroom Interaction Influenced by Cultural Factors; 7.4 Inclusive Teaching Strategies to Enhance Language Attainment and Class Interactions; 7.5 Implications for the Higher Educational Institutions in Hong Kong; 7.6 General Conclusion; Appendix A: Survey; Appendix B: Clasroom Observation Maunal