ENGLISH CENTRE

Researcher : Berry V


Project Title:

A study of the relationship between individual learner differences in motivational orientation and task selection and completion in an e-portfolio environment.

Investigator(s):

Berry VE, Martyn ER, Wong LLC

Department:

English Centre

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

01/2005

Completion Date:

02/2007

 

Abstract:

Complaints relating to the deteriorating language skills of Hong Kong’s graduating students are regularly voiced by potential employers. In an attempt to alleviate this problem the University Grants Committee (UGC) announced in July 2002 the adoption of the International English Language Testing System (IELTS) as the Common English Proficiency Assessment Scheme (CEPAS) for students graduating from UGC-funded institutions. The cost of examination fees for final-year students from the territory’s universities who take the IELTS test is refunded by the UGC on condition that the band score achieved is noted on the student's official university transcript. A number of major employer and professional bodies have indicated their support for CEPAS, suggesting that the assessment will lead to greater efforts being put into enhancing English standards by university students, and its results will serve as a useful reference for recruitment purposes (http://www.ugccepa.com/why.asp). In response to the introduction of the CEPAS, many of Hong Kong’s tertiary institutions offer IELTS preparation workshops, or have developed Websites, specifically designed to equip students with IELTS test-taking skills since, quite naturally, each institution wants its graduates to gain the highest possible scores in the test. With their clear focus on the item types and the assessment criteria adopted by IELTS, the workshops and other resources provide a short cut to an enhanced IELTS score. However, “washback” (Messick 1996) occurs when student learning is largely determined by the assessment and not by the broader learning objectives. Although the test may motivate some students to improve their English whilst at university, scores obtained on IELTS test taken immediately following participation in IELTS workshops may be artificially elevated, since they are more a reflection of finely honed test-taking skills rather than any genuine improvement in the overall English standards of graduates. In addition, since the average overall band scores between the eight tertiary institutions range from a low of 6.06 to a high of 6.78 (mean 6.46), it is clear that IELTS test scores on their own offer a very blunt instrument for determining the language proficiency of graduating students. According to the published IELTS descrip[tors (http://www.ielts.org), Band 6 represents a "competent user" of English. There is very little discrimination at this level and therefore the value of an IELTS Band score as reference for recruitment purposes is limited. An alternative to a single exit-test score was suggested in a recent report by the Inter-Institutional Task Force (IITF) to the UGC. The IITF proposed that a common reporting mechanism might be employed which could document students’ language achievements in a number of areas, over time. This suggestion is once again under serious consideration and the IITF has recently been reconvened to investigate the possibility of developing a Hong Kong-wide exit portfolio, designed to enhance students’ communication skills and assist them to present themselves in a rich, appropriate and professional manner, thus improving both their career prospects on graduation and, perhaps more importantly, motivating them to continue to enhance their language skills on a lifelong basis. Since the number of students graduating each year from Hong Kong’s tertiary institutions is in the tens of thousands, a paper-based portfolio is not considered a practical method of presenting students’ achievements to employers. Recent research findings (Berry and Lewkowicz 2001, 2004) also confirm that employers are not prepared to wade through many pages of documents but instead want a clear overview of the abilities represented in the portfolio. This can easily be achieved through the development of an electronic, Web-based portfolio, known variously as an e-portfolios or Webfolio. The concept of motivation is very much part of personal and professional life. At its simplest, motivation concerns forming goals and making an effort to achieve them or, as Race (1995:61) puts it “wanting to learn”. Second language motivation has been defined as “…the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalized and (successfully or unsuccessfully) acted out.” (Dornyei and Otto (1998:85). A distinction is often made between extrinsic or instrumental motivation (to gain a certificate or employment) and intrinsic or integrative motivation (to better understand the subject for interpersonal reasons such as having positive feelings towards the community and culture). If a portfolio is compiled for assessment purposes, it will, by definition, be extrinsically motivating. However, research shows that students also prefer assessments to be intrinsically motivating (Ashcroft and Palacio 1996:31); the task for educators, then, is to develop intrinsically motivating assessments that are also valid and reliable indicators of the ability in question. The purpose of this research is to: - determine how, and to what extent, individual learner differences in motivation and English language proficiency affect task selection and completion in an e-portfolio context - investigate how a variety of tasks previously identified for possible inclusion in an exit-portfolio (Berry and Lewkowicz, 2000, 2001, 2004) motivate students in order to develop a pedagogically sound and fair assessment mechanism which, at the same time, fosters in the students an ongoing desire to develop their English language skills.

 

List of Research Outputs

 

Researcher : Berry VE



Project Title:

A study of the relationship between individual learner differences in motivational orientation and task selection and completion in an e-portfolio environment.

Investigator(s):

Berry VE, Martyn ER, Wong LLC

Department:

English Centre

Source(s) of Funding:

Seed Funding Programme for Basic Research

Start Date:

01/2005

Completion Date:

02/2007

 

Abstract:

Complaints relating to the deteriorating language skills of Hong Kong’s graduating students are regularly voiced by potential employers. In an attempt to alleviate this problem the University Grants Committee (UGC) announced in July 2002 the adoption of the International English Language Testing System (IELTS) as the Common English Proficiency Assessment Scheme (CEPAS) for students graduating from UGC-funded institutions. The cost of examination fees for final-year students from the territory’s universities who take the IELTS test is refunded by the UGC on condition that the band score achieved is noted on the student's official university transcript. A number of major employer and professional bodies have indicated their support for CEPAS, suggesting that the assessment will lead to greater efforts being put into enhancing English standards by university students, and its results will serve as a useful reference for recruitment purposes (http://www.ugccepa.com/why.asp). In response to the introduction of the CEPAS, many of Hong Kong’s tertiary institutions offer IELTS preparation workshops, or have developed Websites, specifically designed to equip students with IELTS test-taking skills since, quite naturally, each institution wants its graduates to gain the highest possible scores in the test. With their clear focus on the item types and the assessment criteria adopted by IELTS, the workshops and other resources provide a short cut to an enhanced IELTS score. However, “washback” (Messick 1996) occurs when student learning is largely determined by the assessment and not by the broader learning objectives. Although the test may motivate some students to improve their English whilst at university, scores obtained on IELTS test taken immediately following participation in IELTS workshops may be artificially elevated, since they are more a reflection of finely honed test-taking skills rather than any genuine improvement in the overall English standards of graduates. In addition, since the average overall band scores between the eight tertiary institutions range from a low of 6.06 to a high of 6.78 (mean 6.46), it is clear that IELTS test scores on their own offer a very blunt instrument for determining the language proficiency of graduating students. According to the published IELTS descrip[tors (http://www.ielts.org), Band 6 represents a "competent user" of English. There is very little discrimination at this level and therefore the value of an IELTS Band score as reference for recruitment purposes is limited. An alternative to a single exit-test score was suggested in a recent report by the Inter-Institutional Task Force (IITF) to the UGC. The IITF proposed that a common reporting mechanism might be employed which could document students’ language achievements in a number of areas, over time. This suggestion is once again under serious consideration and the IITF has recently been reconvened to investigate the possibility of developing a Hong Kong-wide exit portfolio, designed to enhance students’ communication skills and assist them to present themselves in a rich, appropriate and professional manner, thus improving both their career prospects on graduation and, perhaps more importantly, motivating them to continue to enhance their language skills on a lifelong basis. Since the number of students graduating each year from Hong Kong’s tertiary institutions is in the tens of thousands, a paper-based portfolio is not considered a practical method of presenting students’ achievements to employers. Recent research findings (Berry and Lewkowicz 2001, 2004) also confirm that employers are not prepared to wade through many pages of documents but instead want a clear overview of the abilities represented in the portfolio. This can easily be achieved through the development of an electronic, Web-based portfolio, known variously as an e-portfolios or Webfolio. The concept of motivation is very much part of personal and professional life. At its simplest, motivation concerns forming goals and making an effort to achieve them or, as Race (1995:61) puts it “wanting to learn”. Second language motivation has been defined as “…the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalized and (successfully or unsuccessfully) acted out.” (Dornyei and Otto (1998:85). A distinction is often made between extrinsic or instrumental motivation (to gain a certificate or employment) and intrinsic or integrative motivation (to better understand the subject for interpersonal reasons such as having positive feelings towards the community and culture). If a portfolio is compiled for assessment purposes, it will, by definition, be extrinsically motivating. However, research shows that students also prefer assessments to be intrinsically motivating (Ashcroft and Palacio 1996:31); the task for educators, then, is to develop intrinsically motivating assessments that are also valid and reliable indicators of the ability in question. The purpose of this research is to: - determine how, and to what extent, individual learner differences in motivation and English language proficiency affect task selection and completion in an e-portfolio context - investigate how a variety of tasks previously identified for possible inclusion in an exit-portfolio (Berry and Lewkowicz, 2000, 2001, 2004) motivate students in order to develop a pedagogically sound and fair assessment mechanism which, at the same time, fosters in the students an ongoing desire to develop their English language skills.

 

List of Research Outputs

 

Berry V.E., E-portfolio assessment and individual item selection , 29th Annual Language Testing Research Colloquium . Barcelona, Spain, 2007.

 

Berry V.E., Editorial , Hong Kong Journal of Applied Linguistics . Hong Kong, SARPRC, English Centre, 2006, 11:1/2: 124 pp.

 

Berry V.E., Personality differences and oral test performance , Personality differences and oral test performance . Frankfurt am Main, Peter Lang, 2007, 8 Testing and Evaluation Series: 256 pp.

 

Researcher : Chan CSC



List of Research Outputs

 

Chan C.S.C., A framework for evaluating business English materials , Paper presented at the 41st Annual TESOL Convention . Seattle, USA, 2007.

 

Chan C.S.C., Issues in research on task difficulty, Research Studies in Education 2006. Faculty of Education, University of Hong Kong, 2006, 4: 272-277.

 

Chan C.S.C., Learner perceptions of task difficulty in business English contexts , Seminar paper presented at the English Centre, University of Hong Kong . Hong Kong, 2006.

 

Chan C.S.C., Li Po Chun Postgraduate Scholarship (Renewal), Li Po Chun Postgraduate Scholarship. 2007.

 

Chan C.S.C., Li Po Chun Postgraduate Scholarship, Li Po Chun Postgraduate Scholarship. 2006.

 

Chan C.S.C., Pedagogical growth for learners on a multi-faceted grammar course , Paper presented at the 14th Annual Korea TESOL International Conference . Seoul, Korea, 2006.

 

Chan C.S.C., Promoting learner autonomy on business communication courses: Making peer teaching effective , Paper presented at the 7th Asia Pacific Conference of the Association for Business Communication . Hong Kong, 2007.

 

Chan C.S.C., Sociocultural aspects of task performance , Research Report, Postgraduate Research Conference, Faculty of Education, University of Hong Kong . Hong Kong, 2007.

 

Chan C.S.C., TESOL Professional Development Scholarship, TESOL (Teachers of English to Speakers of Other Languages, Inc.), USA. USA, 2007.

 

Chan C.S.C., Understanding task difficulty from the perspective of the learner , Paper presented at the 14th Annual Korea TESOL International Conference . Seoul, Korea, 2006.

 

Researcher : Chan LSW



List of Research Outputs

 

Hoye L.F. and Chan L.S.W., Pragmatics and multimodal discourse: The verbal-visual interface, In: Leonel Ruiz Miyares , X International Symposium on Language and Communication, January 22nd - 26th 2007, Santiago de Cuba, Cuba. Santiago de Cuba, Centro de Linguistica Aplicada, 2007, 2: 253-256.

 

Researcher : Cheung LML



List of Research Outputs

 

Cheung L.M.L., Fong N.S.N. and Wong C.W.W., An integration of MOODLE to an English writing course: Collaboration between teachers and learners, IT in Education Symposium, 9th -10th March. Hong Kong, 2007.

 

Cheung L.M.L., Making sense of knowledge building in an online context: A corpus linguistic approach, Asia TEFL International Conference, 18th -20th August. Fukuoka, Japan, 2006.

 

Cheung L.M.L., The use of a Web Bulletin Board to foster knowledge building: A corpus linguistic approach, 2nd HAAL Research Forum, 11th June. Hong Kong, 2007.

 

Wong C.W.W., Cheung L.M.L. and Fong N.S.N., A new English writing curriculum for tertiary students: The use of MOODLE to construct a community of learners, Asia-Pacific Educational Research Association International Conference: Educational Research, Policy and practice in an Era of Globalization, 28th -30th November. 2006.

 

Researcher : Chu SSY



List of Research Outputs

 

Chu S.S.Y., Lau K.K. and Lee J.C.Y., How well L2 tertiary learners manage "higher-order" information structure to achieve cohesion in writing, Hawaii International Conference on Arts and Humanties . 2007.

 

Chu S.S.Y., To what extent is subject matter knowledge necessary in teaching English for academic purposes , Hawaii International Conference on Arts and Humanties . 2007.

 

Lau K.K., Chu S.S.Y. and Lee J.C.Y., How well L2 tertiary learners manage "higher-order" information structure to achieve cohesion in writing, Hawaii International Conference on Arts and Humanities, Hawaii, USA . 2007.

 

Lau K.K., Chu S.S.Y. and Lee J.C.Y., Lost in Cohesion: An Investigative Study of Hong Kong Tertiary L2 Learners’ Problematic Manipulation of Cohesive Devices in Discipline-Oriented Writing , English Centre Seminar, English Centre, University of Hong Kong . 2007.

 

Lee J.C.Y., Chu S.S.Y. and Lau K.K., How well L2 tertiary learners manage “higher-order” information structure to achieve cohesion in writing, Hawaii International Conference of Arts and Humanities . 2007.

 

Researcher : Desloge PD



Project Title:

Creating a digital media resource to support a networked teaching and learning environment

Investigator(s):

Desloge PD, Wong LLC

Department:

English Centre

Source(s) of Funding:

Leung Kau Kui Research and Teaching Endowment Fund - Teaching Grants

Start Date:

01/2002

 

Abstract:

To generate a bank of digital meida to support innovation in a networked teaching environment and assist language teachers to exploit the University's IT infrastructure.

 

Researcher : Fong NSN



List of Research Outputs

 

Cheung L.M.L., Fong N.S.N. and Wong C.W.W., An integration of MOODLE to an English writing course: Collaboration between teachers and learners, IT in Education Symposium, 9th -10th March. Hong Kong, 2007.

 

Fong N.S.N., Different communication roles played by teachers and students in L2 classrooms: A case study of a reading and phonics class , Asia Pacific Conference of the Association of Business Communication: Professional Communication, Globalizing the Local and Localizing the Global . 2007.

 

Fong N.S.N., Good practices of the use of information communications technology in a second language classroom: An alternating use of small group learning and computers for independent learning, Hong Kong International IT in Education Conference: Capacity Building for Learning through IT. Hong Kong, Education and Manpower Bureau, 2006.

 

Wong C.W.W., Cheung L.M.L. and Fong N.S.N., A new English writing curriculum for tertiary students: The use of MOODLE to construct a community of learners, Asia-Pacific Educational Research Association International Conference: Educational Research, Policy and practice in an Era of Globalization, 28th -30th November. 2006.

 

Researcher : Gao X



List of Research Outputs

 

Benson P., Chik A., Gao X., Huang J. and Wang W., Qualitative research reports in 10 major language teaching and learning journals 1997-2005 , English Centre, The University of Hong Kong, 2006.

 

Gao X., A Tale of Blue Rain Café: A Study on the Online Narrative Construction about a Community of English Learners on the Chinese Mainland , System: An International Journal of Educational Technology and Applied Linguistics . UK, Elsevier, 2007, 35: 259-270.

 

Gao X., A realist interpretation of a mainalnd Chinese student's English learning experiences in Hong Kong: Focus on learning strategy , Research Studies in Education . Hong Kong, Faculty of Education, the University of Hong Kong, 2006, 4: 172-182.

 

Gao X., English corners as emerging communities of English learners from the Chinese mainland: Implications for research and pedagogy , Independence. UK, IATEFL, 2006, 39: 12-15.

 

Gao X., Interpreting Chinese students' motives in a weekly English discussion group: A case study , Asian Journal of English Language Teaching . Hong Kong, The Chinese University Press, 2006, 16: 129-144.

 

Gao X., Strategies used by Chinese parents to support English language learning: Voices of 'elite' university students , RELC Journal . London, SAGE Publications, 2006, 37: 285-298.

 

Gao X., Understanding Chinese students' teacher dependence, In: Thomas S.C. Farrell , Language Teacher Research In Asia. Alexandria, VA, USA, TESOL Publications, 2006, 61-74.

 

Wang W., Gao X. and Huang J., English language education in China: A bibliography of research published from 2001 to 2006 , English Centre, The University of Hong Kong, Hong Kong, 2007.

 

Researcher : Gardner DP



List of Research Outputs

 

Gardner D.P., Integrating Self-access Learning into an ESP Course , Learner Autonomy 10: Integration and Support . Dublin, Authentik, 2007, 8-32.

 

Gardner D.P., Introduction , Learner Autonomy 10 : Integration and support . Dublin, Authentik, 2007, 1-7.

 

Gardner D.P., Learner Autonomy 10 : Integration and support . Dublin, Authentik, 2007, 155 pp.

 

Researcher : Hill MM



Project Title:

English vocabulary enhancement of non-native speaking tertiary students (EVENTS)

Investigator(s):

Hill MM

Department:

English Centre

Source(s) of Funding:

Teaching Development Grants

Start Date:

06/2000

 

Abstract:

To develop a web-based vocabulary building course which will enable incoming students to increase their knowledge and use of discipline related words. Modules containing words and exercises from economics, business, and social sciences texts will be developed first, with additional modules to follow.

 

Researcher : Hogue TA



List of Research Outputs

 

Hogue T.A., 'Adios Memories': A case study in the construciton of social identity through Narrative in an L2 writer, In: Centre of Applied Linguistics, Santiago de Cuba, 22-26 January, 2007, X International Symposium of Social Communication. Santiago de Cuba, Centro De Linguistica Aplicada, 2007, Actas II: 850-854.

 

Researcher : Huang J



List of Research Outputs

 

Benson P., Chik A., Gao X., Huang J. and Wang W., Qualitative research reports in 10 major language teaching and learning journals 1997-2005 , English Centre, The University of Hong Kong, 2006.

 

Huang J. and Benson P., Autonomy in language learning: A thematic bibliography, In: Lamb, T. & Reinders. H. (eds.) , Supporting independent learning: Issues and interventions . Frankfurt, Germany, Peter Lang, 2006, 239-277.

 

Huang J., Autonomy in subcultures: An exploration of possibilities and constraints , Paper presented at The 5th International Conference on ELT in China & the 1st Congress of Chinese Applied Linguistics, Beijing, China, 16-21 May . 2007.

 

Huang J., Autonomy in the Chinese EFL context: Learners’ stories , Paper presented at The Annual Conference of CELEA (China English Language Education Association) & International Conference of Communicative Language Teaching, Guangdong Foreign Studies University, Guangzhou, China, 11-13 November . 2006.

 

Huang J., Fostering learner autonomy within constraints: Negotiation and mediation in an atmosphere of collegiality , Prospect: An Australian Journal of TESOL . Macquarie University, Australia, National Centre for English Language Teaching and Research, 2006, 21: 38-57.

 

Huang J., Lu D.F., Xia J.S., Wang W.X. and Ying D.J., Highlights of Thesis Writing for English Majors B.A. Degree (英语专业学士学位论文写作新编). Guangzhou, China, Guangdong Languages and Audiovisual Press (广东省语言影像电子出版社), 2006, 394 pp.

 

Huang J., Learner autonomy in the Chinese university classroom: An insider perspective of teacher-learner role relationships, In: Benson, P.(ed.), Learner autonomy 8: Teacher and learner perspectives . Dublin, Ireland, Authentik, 2007, 84-103.

 

Huang J., On offering training in learner autonomy to pre-service teachers , AILA Research Network on Learner Autonomy in Language Learning News. http://www.aiu.ac.jp/enlanews/#_Research_Project, 2006.

 

Huang J., Gu M. and Cheung E.P.K., Research Studies in Education (Volume 4) . Hong Kong, Faculty of Education, University of Hong Kong, 2006, 4: 296 pp.

 

Huang J., Teacher autonomy and teacher development , Featured (invited) speech at The 2nd China College English Teacher Development Conference, Zhongshan University, Guangzhou, China, 3-5 May . 2007.

 

Huang J., Teacher autonomy in second language education, Teaching English in China . Beijing, China, Foreign Language Teaching and Research Press, 2007, 30: 30-42.

 

Wang W., Gao X. and Huang J., English language education in China: A bibliography of research published from 2001 to 2006 , English Centre, The University of Hong Kong, Hong Kong, 2007.

 

Researcher : Hui-Bon-Hoa ML



List of Research Outputs

 

Hui-Bon-Hoa M.L., Teaching students to write locals stories , B.C. TEAL 38th Annual Conference, Vancouver, Canada . 2006.

 

Hui-Bon-Hoa M.L., Using biography to encourage students to read and write non-fiction , Longman Reading Conference . 2006.

 

Researcher : Lam ASL



List of Research Outputs

 

Lam A.S.L., 'Cliff of the sky' , Poetry reading at the Hong Kong English-German poetry: A celebration, the University of Hong Kong . Hong Kong, 2007.

 

Lam A.S.L., 'Once upon the Lamma hills' , Poetry reading at the Hong Kong Literary Festival . Hong Kong, 2007.

 

Lam A.S.L., 'Two foreign men talking', 'I grew mushrooms', 'My city' and 'Three photos on your travels' , Poetry reading at the Confernce on Narrating Race between Nationalisms and Globalisation, the National University of Singapore . Singapore, 2006.

 

Lam A.S.L., 'Woman to woman', 'The rape of a nation', 'I grew mushrooms', 'Once upon the Lamma hills' and 'Rendezvous with glow worms' , Poetry reading at the 'Authors at large' programme . Hong Kong, 2007.

 

Lam A.S.L., Asian cosmopolianism: Crossing boundaries between literary communities , Conference on Narrating Race between Nationalisms and Globalisation, the National University of Singapore . Singapore, 2006.

 

Lam A.S.L., Asian poetry in English: A transcultural approach , Symposium on Englishization in Asia: Language and Cultural Issues . Hong Kong, China, 2006.

 

Lam A.S.L., Author talk , Invited talk presented at the German Swiss International School . Hong Kong, China, 2007.

 

Lam A.S.L., Bamboo and bauhinea , In: L. Ho, K. Stierstorfer & M. Gomille , Hong Kong poems . Tubigen, Germany, Stauffenburg, 2006, 206-207.

 

Lam A.S.L., Bilingual or multilingual education in China: Policy and learner experience , In: A. Feng , Bilingual education in China . Clevedon, England, Multilingual Matters, 2007, 13-33.

 

Lam A.S.L., Cliff of the sky, In: L. Ho, K. Stierstorfer & M. Gomille , Hong Kong poems . Tubigen, Germany, Stauffenburg, 2006, 208-211.

 

Lam A.S.L., Conversation with an author , Invited seminar paper presented at the Hong Kong Central Library . Hong Kong, China, 2006.

 

Lam A.S.L., Creative writing , Invited workshop presented at the Open University of Hong Kong . Hong Kong, China, 2006.

 

Lam A.S.L., For Leslie Cheung , Asia and Pacific Writers Network: The fifty shrinking years . http://www.apwn.net/index.php?/apwn/more/for_leslie_cheung, 2007.

 

Lam A.S.L., Jennifer, In: L. Ho, K. Stierstorfer & M. Gomille , Hong Kong poems . Tubigin: Germany, Stauffenburg, 2006, 212-217.

 

Lam A.S.L., Moths , Asia and Pacific Writers Network: The fifty shrinking years . http://www.apwn.net/index,php?/apwn/more/moths/, 2007.

 

Lam A.S.L., My city , Asia and Pacific Writers Network: The fifty shrinking years . http://www.apwn.net/index.php?/apwn/more/my_city/, 2007.

 

Lam A.S.L., My city , In: M. Ingham , Hong Kong: A cultural and literary history . Oxford, England, & Hong Kong, China, Signal Books & Hong Kong University Press, 2007, 237-239.

 

Lam A.S.L., Paper box collector , In: L. Ho, K. Stierstorfer & M. Gomille , Hong Kong poems . Tubigen, Germany, Stauffenburg, 2006, 218-219.

 

Lam A.S.L., Reflection by Agnes S. L. Lam, In: A. Pakir & J. Lim , Beyond barriers: My Fulbright experience . Singapore, Fulbright Association (Singapore), 2007, 68-69.

 

Lam A.S.L., Shanghai Tang , In: L. Ho, K. Stierstorfer & M. Gomille , Hong Kong poems . Tubigen, Germany, Stauffenburg, 2006, 224-227.

 

Lam A.S.L., The multi-agent model of language choice: National planning and individual volition in China , Cambridge Journal of Education . 2007, 37(1): 67-87.

 

Lam A.S.L., The rape of a nation , In: L. Ho, K. Stierstorfer & M. Gomille , Hong Kong poems . Tubigen, Germany, Stauffenburg, 2006, 220-223.

 

Lam A.S.L., To our friend, Cheng Erjin , In: L. Ho, K. Stierstorfer & M. Gomille , Hong Kong poems . Tubigen, Germany, Stauffenburg, 2006, 228-237.

 

Lam A.S.L., Writing Chinese poetry in English , Invited workshop presented at the HKU SPACE Community College . Hong Kong, China, 2006.

 

Researcher : Lau KK



List of Research Outputs

 

Chu S.S.Y., Lau K.K. and Lee J.C.Y., How well L2 tertiary learners manage "higher-order" information structure to achieve cohesion in writing, Hawaii International Conference on Arts and Humanties . 2007.

 

Lau K.K., Grey’s Anatomy: Roles of Revision in Framing a Novice Writer’s Disciplinary Discursive Practices , English Centre Seminar, English Centre, University of Hong Kong . 2006.

 

Lau K.K., Chu S.S.Y. and Lee J.C.Y., How well L2 tertiary learners manage "higher-order" information structure to achieve cohesion in writing, Hawaii International Conference on Arts and Humanities, Hawaii, USA . 2007.

 

Lau K.K., Learning in a Community of Practice: Investigating the Discourse of Learning-to-Write in Placements , ESP Malaysia . Malaysia, 2006, 12: 65-75.

 

Lau K.K., Chu S.S.Y. and Lee J.C.Y., Lost in Cohesion: An Investigative Study of Hong Kong Tertiary L2 Learners’ Problematic Manipulation of Cohesive Devices in Discipline-Oriented Writing , English Centre Seminar, English Centre, University of Hong Kong . 2007.

 

Lau K.K., Moving Towards Disciplinary Practices: the Role of Teacher’s Feedback , Hawaii International Conference on Arts and Humanities, Hawaii, USA . 2007.

 

Lee J.C.Y., Chu S.S.Y. and Lau K.K., How well L2 tertiary learners manage “higher-order” information structure to achieve cohesion in writing, Hawaii International Conference of Arts and Humanities . 2007.

 

Researcher : Lee JCY



List of Research Outputs

 

Chu S.S.Y., Lau K.K. and Lee J.C.Y., How well L2 tertiary learners manage "higher-order" information structure to achieve cohesion in writing, Hawaii International Conference on Arts and Humanties . 2007.

 

Lau K.K., Chu S.S.Y. and Lee J.C.Y., How well L2 tertiary learners manage "higher-order" information structure to achieve cohesion in writing, Hawaii International Conference on Arts and Humanities, Hawaii, USA . 2007.

 

Lau K.K., Chu S.S.Y. and Lee J.C.Y., Lost in Cohesion: An Investigative Study of Hong Kong Tertiary L2 Learners’ Problematic Manipulation of Cohesive Devices in Discipline-Oriented Writing , English Centre Seminar, English Centre, University of Hong Kong . 2007.

 

Lee J.C.Y., Chu S.S.Y. and Lau K.K., How well L2 tertiary learners manage “higher-order” information structure to achieve cohesion in writing, Hawaii International Conference of Arts and Humanities . 2007.

 

Lee J.C.Y., Peer Evaluation-An effective means to enhance English academic writing of Chinese tertiary learners?, Hawaii International Conference on Arts and Humanities . 2007.

 

Researcher : Lewkowicz JA



Project Title:

Writing a thesis in a second language: helping students understand and meet expectations

Investigator(s):

Lewkowicz JA

Department:

English Centre

Source(s) of Funding:

Leung Kau Kui Research and Teaching Endowment Fund - Teaching Grants

Start Date:

01/2002

 

Abstract:

To identify any mismatch between research students' interpretation of thesis writing and supervisor expectations in order to help students bridge gaps that may exist and to improve research training for MPhil and PhD students.

 

Researcher : Martyn ER



List of Research Outputs

 

Martyn E.R., Assessing a professional eportfolio for second language learners, ED-MEDIA: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Association for the Advancement of Computing in Education (AACE), Vancouver, Canada . 2007.

 

Martyn E.R., From a home-grown course-specific professional eportfolio to an open source system for learning English from university entrance to exit, The ePortfolio Trilogy. EIfEL (European Institute for E-Learning) . Hong Kong, China, 2007.

 

Researcher : Nunan DC



List of Research Outputs

 

Nunan D.C., Action research and professional growth , TESOL Institute, Shantou University,China, November . 2006.

 

Nunan D.C., Action research for language teachers , Annual California TESOL Convention, San Diego, California, USA, April . 2007.

 

Nunan D.C., Action research in EFL settings , Plenary presentation, West Tokyo JALT, October . 2006.

 

Nunan D.C., Classroom research: what, how and why? , International seminar series: invited speaker. Kobe University, Kobe Japan, October . 2006.

 

Nunan D.C., Contemporary issues in language education , Keynote presentation, National Teachers' Conference, Guatemala City, Guatemala, June . 2007.

 

Nunan D.C., Developing self-direction , Presentation, International TESOL Convention, Seattle, March . 2007.

 

Nunan D.C., Graduate study through the Internet , Presentation, Anaheim University, Tokyo, March . 2007.

 

Nunan D.C., Grammar in the 21st Century , Intensive course, TESOL Summer Academy, Korea Seoul, July . 2006.

 

Nunan D.C., Growing for excellence through action research , 2nd International ICPNA Conference, Lima, Peru, June . 2007.

 

Nunan D.C., Motivating second language learners , Workshop 2nd International ICPNA Conference, Lima, Peru, June . 2007.

 

Nunan D.C., Task-based language teaching in theory and practice , Plenary presentation, TEFL Indonesia International Conference, Semerang, Java, Indonesia, November . 2006.

 

Nunan D.C., Task-based language teaching: Theory research and practice , Invited presentation. San Salvador, El Salvador, June . 2007.

 

Nunan D.C., Task-based materials design , Language Institute, Jakarta, Indonesia, November . 2006.

 

Nunan D.C., The role of an English Centre in a tertiary EMI environment , Plenary presentation, International conference on English as a Medium of Instruction in Tertiary Environments, University of Hong Kong, July . 2006.

 

Nunan D.C., What is this thing called TESOL?, Invited seminar, Anaheim University Tokyo, Japan, September . 2006.

 

Nunan D.C., What is this thing called language?. London: Macmillan/Palgrave, 2007, 232 pp.

 

Researcher : Tse LK



List of Research Outputs

 

Tse L.K., Interactive writing as a teaching strategy , Invited Seminar, Teaching and Research Unit, Zhongshan Education Bureau, Zhongshan, Guangdong, 14 May . 2007.

 

Tse L.K., Linking communication and medical ethics : A collaborative model for EMP , Plenary paper given at the 2006 International Symposium on English for Medical Purposes, Capital University of Medical Sciences, Beijing, 19 July . 2006.

 

Researcher : Voller PW



List of Research Outputs

 

Voller P.W., Critical Reader Response to Peer Teaching for a Change, In: Skier, E.M. and Kohyama, M., Learner and Teacher Autonomy in Japan 2: More Autonomy You Ask!. JALT Learner Development SIG, 2006, 111.

 

Researcher : Wang W



List of Research Outputs

 

Benson P., Chik A., Gao X., Huang J. and Wang W., Qualitative research reports in 10 major language teaching and learning journals 1997-2005 , English Centre, The University of Hong Kong, 2006.

 

Wang W., A comparison of NMET 2007 and NMET 2006 with reference to the new curriculum , The 2nd Forum of Hong Kong Association of Applied Linguistics, Hong Kong . 2007.

 

Wang W., EFL Learning : Experience and perceptions , Seminar at Cangzhou Teachers' College, China . 2006.

 

Wang W., Gao X. and Huang J., English language education in China: A bibliography of research published from 2001 to 2006 , English Centre, The University of Hong Kong, Hong Kong, 2007.

 

Wang W., Exploring teachers' beliefs and practice in the implementation of a new English language curriculum in China: Case studies , Asia-Pacific Educational Research Association International Conference . Hong Kong, 2006.

 

Wang W. and Cao G., Implementing a new English language curriculum in China: Experience from two schools in Guangzhou , ELT in China 2006 & the 3rd International Symposium on CLT, Guangzhou . 2006.

 

Wang W., Teacher beliefs and practice in the implementation of a new English language curriculum in China: Two case studies , Research Studies in Education: The Ninth Postgraduate Research Conference, Faculty of Education, the University of Hong Kong, Hong Kong . 2006.

 

Wang W., Teacher beliefs, practice and curriculum implementation in China: A longitudinal case study , Research Studies in Education: The Tenth Postgraduate Research Conference, 2007, Faculty of Education, the University of Hong Kong, Hong Kong . 2007.

 

Researcher : Wong CWW



List of Research Outputs

 

Cheung L.M.L., Fong N.S.N. and Wong C.W.W., An integration of MOODLE to an English writing course: Collaboration between teachers and learners, IT in Education Symposium, 9th -10th March. Hong Kong, 2007.

 

Wong C.W.W., Cheung L.M.L. and Fong N.S.N., A new English writing curriculum for tertiary students: The use of MOODLE to construct a community of learners, Asia-Pacific Educational Research Association International Conference: Educational Research, Policy and practice in an Era of Globalization, 28th -30th November. 2006.

 

Wong C.W.W., Learning Chinese as a foreign language: a preliminary study of how non-native Chinese learners learn Chinese characters and their learning difficulties , Postgraduate Research Conference . 2007.

 

Wong C.W.W., Reading Chinese sentences: the relationship between syntactic and semantic processing , English Centre Seminar, 18th October . 2006.

 

Researcher : Wong LLC



List of Research Outputs

 

Wong L.L.C. and Benson P., In-service CALL education: what happens after the course is over? , In: Hubbard, P. & M, Levy, Teacher education in CALL: an international perspective . Amsterdam, John Benjamins, 2006, 251-264.



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