ENGLISH CENTRE
| Researcher : Benson P |
| List of Research Outputs |
| Benson P., (Auto)biography and learner diversity , In: P. Benson and D. Nunan , Learners Stories: Difference and Diversity in Language Learning. Cambridge, Cambridge University Press, 2004, 4-21. |
| Benson P., Autonomy , In: J. Cummins and C. Davison , The International Handbook of English Language Teaching. (Vol. 2.) . Norwell, MA, Springer, 2005. |
| Benson P., Autonomy and information technology in the educational discourse of the information age, In: C. Davison , Information Technology and Innovation in Language Education . Hong Kong, Hong Kong University Press, 2004, 173-192. |
| Benson P., Exploring our histories as autonomous teachers and learners , National ELT Conference on Self-directed Learning, Universidad de los Andes, Bogotá . 2004. |
| Benson P. and Nunan D.C., In: P. Benson and D. Nunan , Learners' Stories : Difference and Diversity in Language Learning . Cambridge, Cambridge University Press, 2004. |
| Benson P. and Nunan D.C., In: Benson, P, Nunan, D., Learners' Voices : Difference and Diversity in Language Teaching . Cambridge, Cambridge University Press, 2004, 178 pp. |
| Benson P., Making sense of autonomy in language learning , National ELT Conference on Self-directed Learning, Universidad de los Andes, Bogotá . 2004. |
| Benson P., The monolingual dictionary: a special case of bilingualism?, In: Chan Sin-wai , Translation and Bilingual Dictionaries Lexicographica Series Maior, 119 . Tübingen, Germany, Max Niemeyer Verlag, 2004, 39-48. |
| 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 |
| 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 |
| 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., A study of the interaction between individual personality differences and oral performance test facets, Ph.D Thesis . London, U.K., King's College London, 2004, 315 pp. |
| Berry V.E. and Lewkowicz J.A., Hong Kong Journal of Applied Linguistics, 9:1 . Hong Kong, English Centre, 2004, 9:1: 96 pp. |
| Berry V.E., In: Vivien Berry , Hong Kong Journal of Applied Linguistics, 9:2 . Hong Kong, English Centre, 2004, 9:2: 85 pp. |
| Berry V.E. and Hamp-Lyons L., International Language Testing Association e-newsletter . electronic - USA, International Language Testing Association, 2005, 1. |
| Researcher : Bruce NJ |
| List of Research Outputs |
| Bruce N.J., Dovetailing Reading and Writing - via increasing IT-based provision - in an undergraduate English for Law programme , Seminar given in CITE's seminar series, Education Faculty, HKU, 10 June . 2005. |
| Bruce N.J., Dovetailing Reading and Writing in an undergraduate English for Law programme , Paper given at the Hong Kong Reading Association Conference, 3-4 June . 2005. |
| Bruce N.J., Asker B., Bianco J.L. and Choi D., Targeting biliteracy & trilingualism : Implications for tertiary language policy in HK , Colloquium at the ILEC Conference, 16-18 December . 2004. |
| Bruce N.J., Teaching law in a foreign language - Implications for teaching and learning in HKU's Law Dept, Seminar given to the HKU Law Faculty, 22 February . 2005. |
| Bruce N.J., Teaching law in a foreign language - implications for teaching and learning in a Law program , Presentation to delegates from Macau University School of Law, 19 April . 2005. |
| Bruce N.J., Using specialised EAP corpora to promote learner autonomy : An English for Law case study , Seminar given to the English Centre, HKU, 26 January . 2005. |
| Researcher : Chan LSW |
| List of Research Outputs |
| Chan L.S.W., Japanese influence on the lexicon of Hong Kong Chinese , In: Vincent B Y Ooi, Anne Pakir, Ismail Talib, Lynn Tan, Peter K W Tan & Ying Ying Tan , Asialex 2005: Words in Asian Cultural Contexts . Singapore, National University of Singapore, 2005, 4th Asialex Conference: 36-40. |
| Chan L.S.W., Learning Japanese as an additional language: A case study of one learner's experience , International Online Conference on Second and Foreign Language Teaching and Research . The Reading Matrix, 2004. |
| Researcher : Chu SSY |
| List of Research Outputs |
| Chu S.S.Y., How information structure is manipulated in achieving coherence - A study of undergraduate science students' writing samples , Career-oriented Language Education and Training Symposium (COLET) . 2005. |
| 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. |
| List of Research Outputs |
| Desloge P.D., Exploring the feasibility of open source Learning Management Systems , Career Oriented Language Education and Training Symposium 2005 . Hong Kong, 2005. |
| Desloge P.D. and Gardner D.P., Facilitating self-access learning online , PaCALL Conference . Singapore, 2004. |
| Desloge P.D., Promoting learner autonomy in online environments: A recipe for sucess or a losing combination?, Thailand TESOL . 2005. |
| Researcher : Fong NSN |
| List of Research Outputs |
| Fong N.S.N., An alternating use of ICT in independent learning and small group learning in second language classrooms in primary schools , Poster Session, Research Fairs, Faculty of Education, The University of Hong Kong . 2005. |
| Fong N.S.N., Good practices in a second language classroom: An alternating use of ICT in independent learning and small group learning , IT in Education Symposium, “IT in Educational Reform: Research and Practices”, Centre for Information and Technology Education (CITE), The University of Hong Kong . 2004. |
| Researcher : Gao X |
| List of Research Outputs |
| Gao X., A changing perspective on Chinese learners' dependence on teachers: How we can learn from some learners' English learning experiences , Hong Kong Association of Self-access Learning and Development Monthly Meeting. Hong Kong, 2005. |
| Gao X., A critical review of questionnaire use in learner strategy research , Prospect, An Australian Journal of TESOL . Sydney Australia, NCELTR, Macquaire University, 2004, 19: 3-14. |
| Gao X., A qualitative enquiry into changes in Chinese students' situated uses of learner strategies in China and Britain, Research Studies in Education . Hong Kong, Faculty of Education, the University of Hong Kong, 2004, 2: 192-202. |
| Gao X., A tale of two Mainland Chinese English Learners, Asian EFL Journal . Asian EFL Journal Press, 2005, 7: 4-23. |
| Gao X., Mainland chinese students' shifting strategy use in Hong Kong: A longitudinal enquiry. Faculty of Education, The University of Hong Kong , The Postgraduate Research Conference (PRC) 2005 . 2005. |
| Researcher : Gardner DP |
| List of Research Outputs |
| Desloge P.D. and Gardner D.P., Facilitating self-access learning online , PaCALL Conference . Singapore, 2004. |
| 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 : Hui-Bon-Hoa ML |
| List of Research Outputs |
| Hui-Bon-Hoa M.L. and Lam A.S.L., Understanding narratives , Seminar paper presented at the English Centre, the University of Hong Kong . Hong Kong, People's Republic of China, 2004. |
| Researcher : Hussin NAB |
| List of Research Outputs |
| Hussin N.A.B., Interaction as an activity: Comparing learner discourse of four different tools in second language acquisition, Postgraduate Research Conference (PRC), Faculty of Education, University of Hong Kong. 2005. |
| Researcher : Lam ASL |
| List of Research Outputs |
| Hui-Bon-Hoa M.L. and Lam A.S.L., Understanding narratives , Seminar paper presented at the English Centre, the University of Hong Kong . Hong Kong, People's Republic of China, 2004. |
| Lam A.S.L., A tree-lined street , In: D. McKirdy & P. Gordon , Poetry Live!: An anthology of Hong Kong poetry for teens . Hong Kong, People's Republic of China, Chameleon Press, 2005, 1 pp. |
| Lam A.S.L., ELT Today: The experience of HKU and relevance for China, Teaching English in China . Shanghai, People's Republic of China, 2005, 28(1): 3-10. |
| Lam A.S.L. and Chow K., English language education in China: An update, In: K. K. Tam & T. Weiss , English and globalization: Perspectives from Hong Kong and Mainland China . Hong Kong, People's Republic of China, Chinese University Press, 2004, 233-251. |
| Lam A.S.L., Finding your voice in poetry , Seminar paper presented at the HKU-SPACE Community College . Hong Kong, People's Republic of China, 2004. |
| Lam A.S.L., Fish soup man, In: D. McKirdy & P. Gordon , Poetry Live!: An anthology of Hong Kong poetry for teens . Hong Kong, People's Republic of China, Chameleon Press, 2005, 58-59. |
| Lam A.S.L., La montagna dei crisantemi The mountain of chrysanthemums, In: M. Coppola & A. Mioni; Trans., Coppola & P. Vallerga, Singapore: Sedici racconti dall'Asia estrema Singapore: Sixteen stories from the Far East . Milan, Italy, Isbn Edizioni, 2005, 161-165. |
| Lam A.S.L., My kindergarten teacher , Poetry reading at the Hong Kong Book Fair . Hong Kong, People's Republic of China, 2004. |
| Lam A.S.L., Paper box collector , In: D. McKirdy & P. Gordon , Poetry Live!: An anthology of Hong Kong poetry for teens . Hong Kong, Chameleon Press, 2005, 1 pp. |
| Lam A.S.L., Three white hairs , Honoring Fathers Reading organized by Bookazine and Women in Publishing Society . 2005, 1 pp. |
| Lam A.S.L., Three white hairs , In: G. H. Abad & A. A. Yuson, Honoring fathers: An international poetry anthology . Mania, The Philippines, The University of the Philippines Press, 2005, 34-36. |
| Researcher : Lau KK |
| List of Research Outputs |
| Lau K.K., Communities of Practice: Writings in Two Rhetorical Contexts , Analysis and Categories Symposium, Lancaster University . 2004. |
| Researcher : Legg MG |
| List of Research Outputs |
| Legg M.G., Power roles in Problem-based Learning , The 3rd International Interdisciplinary Conference on Communication, Medicine and Ethics & the 8th Annual Seminar of the Centre of Values, Ethics and Law in Medicine (COMET-VELIM 2005), Macquarie University & The University of Sydney . 2005. |
| 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. |
| List of Research Outputs |
| Berry V.E. and Lewkowicz J.A., Hong Kong Journal of Applied Linguistics, 9:1 . Hong Kong, English Centre, 2004, 9:1: 96 pp. |
| Researcher : Nunan DC |
| List of Research Outputs |
| Benson P. and Nunan D.C., In: P. Benson and D. Nunan , Learners' Stories : Difference and Diversity in Language Learning . Cambridge, Cambridge University Press, 2004. |
| Benson P. and Nunan D.C., In: Benson, P, Nunan, D., Learners' Voices : Difference and Diversity in Language Teaching . Cambridge, Cambridge University Press, 2004, 178 pp. |
| Nunan D.C., (ed.) Practical English Language Teaching. Chinese edition . New York : McGraw Hill, 2005, 341 pp. |
| Nunan D.C., Action research colloquium , 40th International TESOL Convention . San Antonio, Texas, 2005. |
| Nunan D.C., Alternative assessment : e-portfolios , Keynote presentation, ThaiTESOL . Bangkok, Thailand, 2005. |
| Nunan D.C., Classroom-based research , Plenary presentation, Chulalongkorn University International Convention. Bangkok, Thailand, 2004. |
| Nunan D.C., Developing listening skills , Invited presentation, Kaosiung Normal University . Taiwan, 2005. |
| Nunan D.C., Enhancing motivation in language learning , Invited presentation, National Science and Technology Museum . Kaosiung, Taiwan, 2005. |
| Nunan D.C., Five steps to listening success , Invited presentation, Southern Taiwan University. Taiwan, 2005. |
| Nunan D.C., Go For It. Books 2 4. Taiwanese edition . Taipei : Thomson, 2005, 121 pp. |
| Nunan D.C., Implementing a learner-centred curriculum in the middle school , 40th International TESOL Convention . San Antonio, Texas, 2005. |
| Nunan D.C., Learner autonomy and the language curriculum , Plenary presentation, International Symposium on Applied Linguistics and Language Teaching . Shanghai, China, 2004. |
| Nunan D.C., Learning styles and strategies , Plenary presentation, Inaugural Cambodia TESOL Convention . Phnom Penh, Cambodia, 2005. |
| Nunan D.C., Listening in a second language , National Taiwan ELT Conference . Taipei, Taiwan, 2005. |
| Nunan D.C., Listening in a second language , Plenary presentation, Annual AIPRIS (Applied Linguistics) Conference . Porto Alegre, Brazil, 2004. |
| Nunan D.C., Motivating young teens to produce English , Workshop, Annual AIPRIS (Applied Linguistics) Conference . Porto Alegre, Brazil, 2004. |
| Nunan D.C., Motivating young teens to produce English , Workshop, Annual International BrazTESOL Convention . Belo Horizonte, Brazil, 2004. |
| Nunan D.C., Motivating younger learners , International seminar, Binational Centre . Rio de Janeiro, Brazil, 2004. |
| Nunan D.C., Motivating younger learners , Plenary presentation, National Taiwan ELT Conference . Taipei, Taiwan, 2005. |
| Nunan D.C., Practical English language teaching , 40th International TESOL Convention . San Antonio, Texas, 2005. |
| Nunan D.C., Practical Teaching : Grammar . New York : McGraw Hill, 2005, 341 pp. |
| Nunan D.C., Practical ways to improve students' listening skills , Invited presentation, Feng Chia University. Taiwan, 2005. |
| Nunan D.C., Task-Based Language Teaching . Cambridge University Press, 2004, 222 pp. |
| Nunan D.C., Teacher beliefs and practice , 40th International TESOL Convention . San Antonio, Texas, 2005. |
| Nunan D.C., The Learner Centered Curriculum Revisited , Korea International Conference . Seoul, Korea, 2004. |
| Nunan D.C., The research basis for materials development , 40th International TESOL Convention. San Antonio, Texas, 2005. |
| Nunan D.C., What is this thing called grammar?, Keynote presentation, Annual International BrazTESOL Convention . Belo Horizonte, Brazil, 2004. |
| Nunan D.C., What is this thing called grammar?, Plenary presentation, International seminar, Binational Centre . Rio de Janeiro, Brazil, 2004. |
| Nunan D.C., What is this thing called language? , Invited workshop, DISAL Publishers . Sao Paulo, Brazil, 2004. |
| Nunan D.C., World English , 40th International TESOL Convention . San Antonio, Texas, 2005. |
| Nunan D.C., with Bailey K. and Curtis A., Pursuing Professional Development : The Self as Source. Chinese edition . FLTR Press/Thomson Learning, 2005, 174 pp. |
| Wong L.L.C., Nunan D.C., Bailey K., Landers S., Thorpe J., Springer S. and Davison C.M., Researching teaching, teaching researching , Colloquium, Research & Teacher Education Intersection, the 39th Annual International TESOL Convention . San Antonio, Texas, USA, 2005. |
| Wong L.L.C., Nunan D.C. and Christison M.A., The Dimensions of Teacher Beliefs , Paper, the 39th Annual International TESOL Convention . San Antonio, Texas, USA, 2005. |
| Researcher : Smith GPS |
| List of Research Outputs |
| Matthews S.J. and Smith G.P.S., Substrate influence as reflected in Chinese and English sources for China Coast Pidgin , Creole structure between substrate and superstrate. 2005. |
| Researcher : Storey AM |
| Project Title: | Improving English enhancement for first year medical students in the problem-based learning (PBL) context |
| Investigator(s): | Storey AM, Tse LK, Lam LON, Koubek-Yao PA, Legg MG, Shek EMF |
| Department: | English Centre |
| Source(s) of Funding: | Leung Kau Kui Research and Teaching Endowment Fund - Teaching Grants |
| Start Date: | 01/2002 |
| Abstract: |
| To improve the pedagogical effectiveness of the English provision in the light of students' needs and current practices in problem-based learning within the Medical Faculty. |
| List of Research Outputs |
| Storey A.M. and Tse L.K., Insights into conceptualisations of problem-based learning in clinical education through communicative pedagogy , The 3rd International Interdisciplinary Conference on Communication, Medicine and Ethics & the 8th Annual Seminar of the Centre of Values, Ethics and Law in Medicine (COMET-VELIM 2005), Macquarie University & The University of Sydney . Sydney, Australia, 2005. |
| Researcher : Tse LK |
| List of Research Outputs |
| Storey A.M. and Tse L.K., Insights into conceptualisations of problem-based learning in clinical education through communicative pedagogy , The 3rd International Interdisciplinary Conference on Communication, Medicine and Ethics & the 8th Annual Seminar of the Centre of Values, Ethics and Law in Medicine (COMET-VELIM 2005), Macquarie University & The University of Sydney . Sydney, Australia, 2005. |
| Tse L.K., Implementing portfolios: Assessment issues , A workshop for teachers from pilot schools in Zhongshan . Zhongshan, PRC, 2004. |
| Tse L.K., The purpose, the specificity and the language in EMP: From research to pedagogy , Keynote presentation given at the 2004 International Symposium in English for Medical Purposes . Xian, PRC, Xian Jiaotong University, 2004. |
| Researcher : Wang W |
| List of Research Outputs |
| Wang W., A study of the implementation of a new English language curriculum in China: Some preliminary findings , Postgraduate Research Conference (PRC), Faculty of Education, The University of Hong Kong. 2005. |
| Wang W., The English language curriculum for senior secondary schools in China since 1949 , English Centre Seminar, The University of Hong Kong . 2005. |
| Researcher : Wong LLC |
| List of Research Outputs |
| Wong L.L.C., Changing times, changing technologies: Supporting change through teacher education , Paper, 25th Annual Thailand TESOL International Conference . Bangkok, Thailand, 2005. |
| Wong L.L.C., Educational technology professional development in ELT , XXXI MexicoTESOL National Convention . Morelia, Michoacán, México, 2004. |
| Wong L.L.C., Electronic student portfolios for change: Reflective learning and authentic assessment with e-portfolios , Featured presentation, 25th Annual Thailand TESOL International Conference . Bangkok, Thailand, 2005. |
| Wong L.L.C., Information technology and teacher professional development , Paper, Chulalongkorn University International Convention. Bangkok, Thailand, 2004. |
| Wong L.L.C., Inservice teacher education with information technology , Invited presentation, VIII ABLA Convention and the XXIII National Conference for Teachers of English . Guatemala City, Guatemala, 2004. |
| Wong L.L.C., Integrating information technology into English Language Teaching , Paper, First CamTESOL Conference on English Language Teaching . Cambodia, Phnom Penh, 2005. |
| Wong L.L.C., Nunan D.C., Bailey K., Landers S., Thorpe J., Springer S. and Davison C.M., Researching teaching, teaching researching , Colloquium, Research & Teacher Education Intersection, the 39th Annual International TESOL Convention . San Antonio, Texas, USA, 2005. |
| Wong L.L.C., Technology-enhanced self-access learning , Invited presentation . Shantou University, Shantou, China, 2004. |
| Wong L.L.C., Nunan D.C. and Christison M.A., The Dimensions of Teacher Beliefs , Paper, the 39th Annual International TESOL Convention . San Antonio, Texas, USA, 2005. |
| Wong L.L.C. and Christison M.A., The good language learner , Invited presentation, VIII ABLA Convention and the XXIII National Conference for Teachers of English . Guatemala City, Guatemala, 2004. |
| Wong L.L.C., Understanding learning styles and strategies of ‘good’ language learners , Paper, XXXI MexicoTESOL National Conference . Morelia, Michoacán, México, 2004. |