Yuen Ka-Ming has been an English teacher since graduation. Before he joined HKUST, he had worked at a primary school, secondary schools, a tutorial school, the Vocational Training Council, and City University of Hong Kong. He obtained his MPhil in Education and MA in English Studies in 2002 and 2007 respectively.
Professional Interests
Evaluation of teaching and learning
Literary studies and discourse analysis
Development of materials for teaching English as a foreign language
Scholarship
2022
Working Paper
A short review of using AI transcription for presentation feedback
YUEN, Ka-Ming
This idea of using AI transcription was originated by Kasina, who has been using the transcript from Zoom for giving feedback on speaking.
If we aren't on Zoom, we can get the transcript by uploading the video to YouTube or Word:
The referenced media source is missing and needs to be re-embedded.
I use a template to give feedback:
The referenced media source is missing and needs to be re-embedded.
The referenced media source is missing and needs to be re-embedded.
Now I don't need to transcribe any part of the presentation to give specific feedback. It's much easier to highlight those parts in a transcript. If you don't mind watching the video after the presentation in class, you may try and see if this works for you.
2011
Journal Publication
The representation of foreign cultures in english textbooks
Yuen, Ka Ming
Source: ELT Journal, v. 65, (4), p. 458-466
DOI: 10.1093/elt/ccq089
DOI: 10.1093/elt/ccq089
<p>A case study of the foreign cultures represented in two English language textbooks used by Hong Kong secondary schools was conducted. Its aim was to investigate whether the representation of foreign cultures in these textbooks reflected the status of English as an international language. In order to do this, references to foreign cultures were categorized into four aspects: products, practices, perspectives, and persons. It was found overall that the representation favoured the cultures of English-speaking countries, while the cultures of Africa were underrepresented. The selection of English language textbooks and the implications for redressing the imbalance in cultural content are discussed.</p>
2006
Journal Publication
Constructivist teaching and teacher-centred teaching: A comparison of students' learning in a university course
Yuen, Ka Ming; Hau, Kit Tai
Source: Innovations in Education and Teaching International, v. 43, (3), p. 279-290
DOI: 10.1080/14703290600750861
DOI: 10.1080/14703290600750861
<p>A case study of an undergraduate Educational Psychology course that incorporated both constructivist and teacher-centred teaching was conducted. The learning processes and higher-level learning outcomes were examined through participant observation, interviews with students and analyses of student assignments. The lessons were audio recorded and transcribed, and a total of 68 interviews, each about 1.5 hours long, were conducted. In general, the constructivist teaching facilitated students' creation of their own knowledge, as they were allowed to think more over the problems together and generate original ideas. Students' performances in recalling, critiquing and generating with the knowledge gained in the constructivist teaching context were also better than those in the teacher-centred context. This could be explained by the deeper processing of the material, the activation of students' prior knowledge and the similarity between the situations of knowledge construction and knowledge application. The strengths and limitations of constructivist teaching are also discussed.</p>