Identification and Implementation of Effective Language Advising Practices to Enhance Teaching and Learning at the CAES and Beyond
At the Centre for Applied English Studies (CAES) at HKU, the Communication Support Services provides help to students enrolled in UGC-funded programmes with their language needs through its four strands: 1) Writing Centre, 2) Speaking Studio, 3) General Language Advising Zone, and 4) Digital Literacy Lab. The success of these language advising services depends on professional advisers and trained peer tutors with knowledge of learner autonomy, new technologies, and second and foreign language learning acquired through a professional training in advising skills. Since the skill sets needed for one-on-one advising are distinct from that of teaching in terms of a) facilitating the advising dialogue so as to enable students to gradually examine their own needs and goals and become more independent learners, and b) simultaneously requiring advisers to consider the various affectual components (i.e. emotions and feelings) that come into play during language learning, it is important for advisers to be equipped with the dialogic and emotional skills to accompany learners in their path towards becoming autonomous language learners. Therefore, this project seeks to identify and provide simple but effective strategies for new advisers and for those who feel ill-prepared to take on the role of a language adviser by means of a language advising guide for beginners supplemented with annotated videos illustrating sample dialogues between advisers and learners.
This project is supported by the Teaching Development Grant, The University of Hong Kong (Project number: 18/695). More about the project can be found here. For further information, please contact Dr. Aditi Jhaveri at firstname.lastname@example.org and Albert Wong at email@example.com
Analysing English Learners’ Experiences in the Transition from Senior Secondary Mainstream and Shadow Education to University Studies
This project investigates first-year university students’ English learning backgrounds in mainstream schooling and private tutoring in Hong Kong, and how university English teachers can facilitate their learning in the transition to higher education. The findings have implications for the development of the Hong Kong senior secondary curriculum and first-year undergraduate university English courses (e.g. Core University English at HKU).
The project is supported by the Standing Committee on Language Education and Research (SCOLAR), Education Bureau, The Government of the Hong Kong Special Administrative Region (Project number: EDB(LE)/P&R/EL/164/15). For further information, please contact Dr. Natalie Fong at firstname.lastname@example.org.
ProWriteHK: Enhancing Professional Writing
ProWriteHK, developed by the in-house Publicity and Outreach Committee of CAES, is a knowledge exchange website which contributes our knowledge of professional communication to the business sector and the general public. It is an interactive online platform to enhance professional writing skills providing free self-help language resources for the public in areas such as job search writing, writing at work, appraisals and references.
Development of ProWriteHK was supported by the Knowledge Exchange Fund offered by the University Grants Committee (Project number: KE-IP-2014/15-9). For further information, please contact Dr. Ken Lau at email@example.com.
E3 (Engage, Empower & Enhance): An Evaluation of the Impact of ProWriteHK
This project aims to evaluate quantitatively and qualitatively the impact brought about by the ProWriteHK website through soliciting views from the stakeholders and users, and to improve the website to further benefit the targeted group of users.
The project is supported by the HKU Knowledge Exchange Fund (Project number: KE-IP-2015/16-16). For further information, please contact Dr. Ken Lau at firstname.lastname@example.org.
Case Studies on How Chinese English Learners in Hong Kong Secondary Schools Mediate Automated Content Feedback and Related Contextual Learning Elements for Essay Writing: Implications for Pedagogy
This project is an inter-disciplinary and inter-institutional research study investigating (1) how young Chinese learners of English in Hong Kong secondary schools mediate automated content feedback provided by a Web-based Essay Critiquing System (ECS), and (2) how other contextual learning elements facilitate L2 writing. The findings will shed light on the ways in which computer technology can empower L2 writing.
The project is supported by the Standing Committee on Language Education and Research (SCOLAR), Education Bureau, The Government of the Hong Kong Special Administrative Region (Project number: EDB(LE)/P&R/EL/164/14). For further information, please contact Prof. Cynthia Lee at email@example.com.
Automated Content Feedback and English Essay Writing
This project aims to promote the use of computer technology for English essay writing through the Essay Critiquing System (ECS) among English teachers and students in Hong Kong secondary schools. It showcases the design and implementation of the system, and discusses impact on teaching and learning in the English language profession in Hong Kong and elsewhere.
This project is supported by the HKU Knowledge Exchange Fund (Project number: KE-IP-2016/17-7). For further information, please contact Prof. Cynthia Lee at firstname.lastname@example.org.
Big Language Data for Beginners: HKU CorpusMate
This KE initiative aims to develop a bilingual online and mobile corpus query training package for English language users in Hong Kong with accompanying jargon-free, feedback-driven software suitable for absolute beginners to big language data. The aim is to encourage the Hong Kong English-using community to use language corpora as a viable reference source alongside traditional dictionaries or translation websites.
The project is supported by the HKU Knowledge Exchange Fund (Project number: KE-IP-2016/17-5). For further information, please contact Dr. Peter Crosthwaite at email@example.com.