Anderson, J. (1993). Is a communicative approach practical for teaching English in China? Pros and cons. System, 21, 471-480.
 Andrews, S. (2003). Teacher language awareness and the professional knowledge base of the L2 teachers. Language Awareness, 12, 81-95.
 Bax, S. (2005). Correspondence. ELT Journal, 59, 90-91.
 Bax, S. (2003). The end of CLT: A context approach to language teaching. ELT Journal, 57, 278-287. http://dx.doi.org/10.1093/elt/57.3.278
 Biggs, J. (1996). Western misconceptions of the Confucius-heritage learning culture. In D. Watkins, & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 4567). Hong Kong: The University of Hong Kong, Comparative Education Research Center.
 Breen, M., & Candlin, C. N. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1, 89-112.
 Burnaby, B., & Sun, Y. (1989). Chinese teachers’ views of Western language teaching: Context informs paradigm. TESOL Quarterly, 23, 219-238. http://dx.doi.org/10.2307/3587334
 Education Commission. (1995). Enhancing language proficiency: A comprehensive strategy. Education Commission report No. 6. Hong Kong: Government Printer.
 Falvey, P., & Coniam, D. (2000). Establishing writing benchmarks for primary and secondary English language teachers in Hong Kong. Hong Kong Journal of Applied Linguistics, 5, 128-156.
 Grabe, W., & Mahon, D. (1983). Teacher training in China: Problems and perspective. In On TESOL 1982, Pacific perspectives on language learning and teaching (pp. 47-60). Washington, DC: TESOL (Teachers of English to Speakers of Other Languages).
 Gu, P. Y. (2003). Fine brush and freehand: The vocabulary-learning art of two successful Chinese EFL learners. TESOL Quarterly, 37, 73104. http://dx.doi.org/10.2307/3588466
 Hong Kong Curriculum Development Committee (1983). Syllabus for English (Forms I-V). Hong Kong: The Government Printer.
 Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
 Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). New York: Oxford University Press.
 Li, D. (1998). “It’s always more difficult than you plan and imagine”: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32, 677-703.
 Littlewood, W. (1981). Communicative language teaching. Cambridge: Cambridge University Press.
 Littlewood, W., & Liu, N.-F. (1996). Hong Kong students and their English. Hong Kong: Macmillan.
 Luk, J. C. M., & Lin, A. M. Y. (2007). Classroom interactions as cross-cultural encounters. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
 Mey, J. L. (1998). Concise encyclopedia of pragmatics. Amsterdam: Elsevier.
 Morris, P. (1996). The Hong Kong school curriculum—Development, issues and policies (2nd ed.). Hong Kong: Hong Kong University Press.
 Nazari, A. (2007). EFL teachers’ perception of the concept of communicative competence. ELT Journal, 61, 202-210.
 Rao, Z. (2002). Chinese students’ perceptions of communicative and non-communicative activities in EFL classroom. System, 30, 85-105.
 Savignon, S. J. (1991). Communicative language teaching state of the art. TESOL Quarterly, 25, 261-275.
 Tsui, A., & Tollefson, J. (2007). Language policy, culture, and identity in Asian contexts. Hillsdale, NJ: Erlbaum.
 Valdes, A. I., & Jhones, A. C. (1991). Introduction of communicative language teaching in tourism in Cuba. TESL Canada Journal, 8, 5763.