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This study investigates the strategies for learning Cantonese that are adopted by non-Chinese English-speaking ethnic minority (EM) university students in Hong Kong. The aim is to identify the challenges these students face in applying their strategies to learn Cantonese and to explore their learning experiences when implementing them. Drawing on questionnaire surveys and semi-structured interviews with 30 EM students at a university in Hong Kong, this study identifies these learners’ strategies, elicits their views on the use of these strategies and examines their learning experiences. The findings suggest that EM students are “medium strategy users,” with social strategies being their most commonly used types of learning strategies, followed by compensation and metacognitive strategies. The more proficient Cantonese users tend to use metacognitive strategies that promote planning and are goal-oriented. Taken together, this study sheds light on the complex interplay of sociocultural variables in shaping EM university students’ Cantonese learning experience in Hong Kong. It also highlights the importance of analysing EM students’ linguistic repertoire and the local language ecology in understanding Cantonese learning in a multilingual context like Hong Kong.

With the rise of the online open course, it is in the spotlight that studying the construction strategy of the online open course from the perspective of learners, and it is becoming more significant to explore the composition and structure of the influential factors of learning experience in the online open course. Based on the ACSI model, this paper classifies the influential factors of learning experience into the course environment and design, individual learning characteristics, the interactivity and learning gain. With the selection of the learners' gender and undergraduate students as external variables, the relationship between the influential factors of the learning experience in the online open course is verified through questionnaire survey, and the structural model of the influential factors of the learning experience in the online open course is obtained, providing references for exploring the construction strategy of the online open course in domestic universities.

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