Current full-time PhD students
Chris Kwan (Kwan, Yu Hang)
My PhD research aims to yield a thick description of the discourse of face-to-face, peer-to-peer interactions in the context of university writing centre tutoring, drawing upon Bhatia’s (2017) multi-perspective approach to discourse analysis. It is hoped that the findings in this study can make a contribution to the current literature on writing centre theory and practice, and add to our understanding of the use of peer tutoring as an alternative approach to English language teaching at the tertiary level.
TED talks are used by a wide range of speakers, some of whom are academics, to communicate their ideas to a global audience. There is evidence to suggest that TED talks are being used as learning materials in educational contexts including EAP classrooms. This thesis aims to contribute to the literature which characterises TED talks and academic lectures, to inform the discussion on the appropriate use of TED talks in educational settings. Therefore, this thesis analyses and compares a corpus of TED talks with a corpus of academic lectures in terms of (i) part-of-speech profile, (ii) academic language content, and (iii) other linguistic features, which currently includes lexical bundles. Findings from the thesis aim to contribute towards methodology, theory, and practice.
Some past graduates
Ivy Chan, A study of academic writing development over time: The case of Engineering undergraduates
Kim Chanhee, A corpus-based study on ‘evaluative that construction’ in academic and professional discourse
Aaron Doyle, The L2 motivation and academic decision making of local and international English majors in China
Andy Gao, From the Chinese Mainland to Hong Kong: Understanding shifts in Mainland Chinese students’ English learning strategy use
Ken Ho, Epistemic and rhetorical recontextualization in undergraduate Engineering writing: A text-informed investigation
Dick Huang, A corpus study of Chinese EFL majors’ phraseological performance.
Nora Hussin, Interaction from an activity theoretical perspective: Comparing learning discourse of language face-to-face, in chat and in audio conferencing in second language learning
Kevin Jiang, Metadiscursive nouns in disciplinary writing
Vivian Kwan, Academic discourse socialisation into the target disciplines: A multiple-case study of undergraduates from double-degree English teacher training programmes in Hong Kong
Ellie Law, Promoting learner autonomy through a self-access language learning (SALL) component of a taught English course
Tim Lee, The use and perception of second language motivational strategies at a Hong Kong community college
Laura Luo, Writing support for Chinese scientists seeking to publish research articles in English
Greg Wu, Language teacher development in the English-in-the-Discipline courses: Bridging academic literacy, disciplinarity, and interdisciplinarity
Richard Zhang, Language choice, language ideologies, and identity: A sociolinguistic study of Mainland Chinese students in Hong Kong and Macao
Olivia Zhang, Engaging in feedback communication: Longitudinal ethnographic case studies of postgraduate writers in research supervision and writing processes
Victor Zhang, Student engagement with feedback on their writing: Case studies of English majors in two Chinese universities