Angie obtained her BA and MA in English language studies and taught English Usage, English for Technical Communication, English for Workplace Communication and Business Communication at various tertiary institutions. Prior to embarking on her career in higher education, she took up an executive position in public relations department in the hotel industry, where she gained extensive experience in PR writing. This paved the way for her to develop short PR writing course materials – Press Releases that Impress. Her interest shifted from PR writing to ICT in language acquisition after she had been exposed to the online language learning environment of HKUST. Having a keen interest in the study of ICT in language learning, she has been working on her research focusing on teachers’ beliefs about ICT in second language acquisition.
At HKUST, Angie teaches a wide range of ESP courses, ranging from academic English to English for Technical Communication. Besides teaching and conducting research, she also enjoys travelling and baking.
Professional Interests
Teachers’ beliefs in relation to ICT
Professional Development
English Language Learning Strategies
English Language Teaching Methodology
Scholarship
Enhancing language self-efficacy of EFL university students through experiential learning: a study of the learning league project
Ho, Sze Han; Wong, Chun; Li, Wing Chi Angie; Lau, Lo
ISBN: 9788413960852
Location: Valencia, Spain
Source: International Conference on Higher Education Advances, June 2023, p. 1089-1096
DOI: 10.4995/HEAd23.2023.16219
The Learning League project aims to study the improvement of language self-efficacy among English as a foreign language (EFL) university students in Hong Kong after delivery English language classes to secondary school students in a 12-week programme. The project adopts a blended learning approach, utilizing the learning-by-teaching pedagogy and gamification to enhance students' motivation and English speaking skills. 13 university students were recruited as student tutors. They received teaching training before teaching English to 63 secondary school students. English speaking-related weekly tasks and selected materials were provided to the student tutors to complete and read before they taught. The language self-efficacy of university students were measured using language self-efficacy scale (Wong, 2005). The programme evaluation showed positive results for the university students' English speaking skills and language self-efficacy. © 2023 International Conference on Higher Education Advances. All rights reserved.