English Courses

This course seeks to equip students with persuasive communication skills, both oral and written, through analysing business cases and presenting solutions to problems identified. It provides students with a solid framework and hands-on practice to communicate persuasively and professionally in business settings.

• using business simulation to analyse two distinct business cases
• developing critical reading, critical thinking, and problem-solving skills
• fostering teamwork and leadership abilities
• showcasing the skills acquired from the course by delivering two business presentations.

• two Business Case Analysis presentations
• one written recommendation report

• Prerequisite(s): LANG 1403 OR LANG 1404 OR LANG 1003 (prior to 2022-23)
• Exclusion(s): LABU 2051, LABU 2052

Student testimonials

• "Overall I enjoyed this course, as it brought me insight into preparing presentations and reports in the market."
• "I feel like it’s a course everyone needs to experience. I do believe it does train my presentation skills and mindsets."

LABU2052 builds on the foundation of LABU 2051, and further develops skills in persuasive communication, critical thinking, problem solving, independent learning, collaboration and leadership through case analyses.

• Authentic business cases for analyses
• In-class communicative practice with timely peer and teacher feedback

• Assessment 1: Tailor a retirement financial plan to a middle-aged couple and conduct an effective financial consultation
• Assessment 2: Create two email responses demonstrating effective audience awareness
• Assessment 3: Analyse an authentic business case and provide effective recommendations to solve the company’s crisis through presentation

• Required course for all RMBI students
• Prerequisite: LABU2051

Student testimonials

• “I learnt how to present recommendations as business consultants to a variety of audiences.”
• “I started to think about my financial plan for retirement after having the financial consultation assessment.”
• “In the past, I didn’t pay much attention to audience awareness. But this course aroused my awareness on demonstrating audience awareness by using appropriate tone and language.”

LABU2060 aims to help students enhance their communication skills through practical scenarios focused on job-seeking and early-career business communication. It is required for most School of Business and Management students and MAEC students in the School of Science.

• Simulation-based learning and role-plays to mimic real business scenarios
• Focus on both job-seeking (e.g., CV, interview) and professional communication (e.g., business pitch, writing)
• Opportunities to develop business writing, presentation, collaboration, and feedback skills
• Use of GenAI tools with appropriate referencing practices

• Assessment 1: Business Pitch – Team presentation to a business audience
• Assessment 2: Business Plan –written business proposal by teams
• Assessment 3: Peer Evaluation – Evaluate team members' contributions
• Assessment 4: Learning Portfolio – Reflect on learning progress and performance

Required for students in the School of Business and Management (except GBUS and RMBI), and MAEC students in the School of Science.

Student testimonials

• “I learned how to communicate clearly in business writing and presentations.”
• “The simulations and teamwork helped me prepare for real workplace communication challenges.”

The course introduces the language and discourse of science and develops competence in speaking and writing about scientific topics with different audiences. It enhances students’ ability to deliver engaging and professional presentations and synthesize scientific sources in writing effectively.  

• Learn how to share scientific knowledge in a fun and interesting way
• Discuss and problem solve real life natural disaster case studies

• Assessment 1: Inspire the public with a science concept through a short science talk
• Assessment 2: Engage professionally in a group presentation and Q&A to share your research
• Assessment 3: Synthesize research for a written report, recommending solutions to a scientific problem
• Other assessments: self evaluation + reflective video

Required course for science students in the 2023-24 intake and earlier.

Student testimonials

• "This course helped me understand the importance of being able to communicate science to different audiences.."
• "I really enjoyed learning about natural disasters as a team!"
• "The short science talk helped me to improve my presentation skills."

The course aims to develop students’ ability to analyze critically the wider social implications of engineering products and processes, through the careful examination of texts (and other media) beyond their own specific engineering field and to communicate effectively by delivering oral presentations and writing reports on topics relevant to all engineers.

• Analyze and discuss some of the major ethical issues that engineers face in their work, with reference to real-world cases.
• Discuss and evaluate engineering innovations to devise an innovative engineering idea.

• Ethical case presentation and seminar discussion
• Analytical report
• Proposal presentation
• Proposal report, including
• Two quizzes on research skills and citing sources

Required for Year 2 students from the School of Engineering in the 2023-24 intake and earlier.

Student testimonials

• "I can analyze the causes and ethical implications of an engineering incident."
• "I find GenAI effective in the language learning of LANG2030 as it is helpful for synthesizing sources and allowing us to focus on analyzing ethical issues."
• "Working in group projects helps more than individual projects because everyone's perspectives are different. Discussions help analyze a case more thoroughly."
• "I love the second part of this course. Designing a new product with groupmates is very interesting. When we are discussing the product from different perspectives, we get new ideas. I think it is like entrepreneurship."

LANG2061 equips students with essential workplace writing skills by emphasizing strategic approaches to craft clear, persuasive, and contextually appropriate messages for a variety of professional settings.

• Combines theory and practice in workplace communication
• Focuses on real-world authenticity, reflecting workplace communication dynamics and challenges
• Includes checkpoints to support steady progress

• Individual Workplace Scenario Project: Create professional documents for a hypothetical startup, explaining writing choices for audience, purpose, and context.
• Group Genre Analysis Project: Analyze a chosen workplace genre, applying strategies to build transferable skills for future professional contexts.

• BBA or BSc students admitted in 2023-24
• Prerequisite(s): LANG1403 or LANG1404
• Exclusion(s): LANG2063

Student Testimonial

“I have learned to differentiate my writing according to my audience. Coming from a country where English is, at best, my 4th language, I learned only one writing style. But this course has helped me in consciously choosing medium, mode, vocab and some writing techniques. Thank you.”

Course outcomes

• Practical workplace writing skills that are adaptable across industries, enabling you to craft professional workplace communication with clarity and impact
• Confidence in analyzing and producing audience-focused messages by applying communication theories and strategies to real-world scenarios

LANG 2062 develops advanced spoken communication skills to influence workplace audiences, focusing on personal branding, intercultural awareness, crisis management, and effective business meeting and communication strategies.

• Communicative practice based on business scenarios with personalized feedback 
• Interactive microlearning support for assessment development

• Assessment 1: Engage potential employers and investors by creating a Personal Branding Video
• Assessment 2: Develop effective business meeting strategies by applying both intercultural communication and politeness theories in a written Business Meeting Reflection
• Assessment 3: Enhance crisis response strategies and communication by drafting a press statement and conducting a simulated crisis press conference.
• Other tasks: Complete microlearning lessons supporting course assessments. Complete peer evaluation and crisis press conference reflection.

• Designed for students who are:
  • curious about language use and interactions in professional and intercultural contexts
  • interested in careers involving strong communication skills
  • aiming to enhance their career prospects by developing a personal brand
• BBA or BSc students admitted in 2023-24
• Prerequisite(s): LANG 1403 or LANG 1404
• Exclusion(s): LANG2064

Student testimonials

• “I found the personal branding video very useful and invited the course instructors to conduct a workshop on this area for our society members.”
• “I feel like the course gave me value that I didn’t quite expect. For example, I’ve submitted a 1.5min version of my self-introduction (based on the personal branding video) to successfully apply for the Melo fellowship.”
• “The skills and practice we gained from the course helped us reach the final of the HKUST International Case competition.”

Course outcomes

Students gain transferable skills in persuasive communication, critical analysis, intercultural competence, crisis management, personal branding, and effective workplace interaction to influence and lead in diverse professional settings.

LANG 3025 develops ability to communicate ocean science knowledge to the general public through effective writing and speaking skills. Through daily examples and interactive group activities, students develop communication strategies and learn to adopt appropriate styles for popular science communication.

• Consultations for individual feedback on assessments
• Inclusion of some blended learning lessons to increase learning flexibility

• Speaking Assessment 1: Video podcast on an ocean science issue/debate/innovation/new policy
• Writing Assessment: Pop science opinion piece
• Speaking Assessment 2: TED-style talk on an OCES controversy/issue
• Other tasks: In-class and out-of-class work

• Required course (before Fall 2026) for students on the OST program
• Pre-requisite: LANG 2010

Course outcomes

• Confidence and skills to communicate high level science to the public in interesting and thought-provoking ways
• Flexibility to adjust communication style for different audiences

LANG3027 is designed to enhance the research skills and oral presentation abilities of students enrolled in the International Research Experience (IRE) program.

• Critically evaluating research writing genre in terms of structure, organization and rhetorical moves to create and refine a research article by integrating peer and teacher feedback.
• Delivering a clear and logical conference presentation by paying attention to how audience, purpose, and context influence language, organization, and rhetorical strategies.

• Research article               
• Poster presentation                                  
• Conference presentation                       

Required for students enrolled in the International Research Experience (IRE) program

Student testimonials

• “The content from class is really helpful to science students, especially for writing decent scientific literature following the literature guidelines, and the techniques in preparing and presenting a structured conference presentation.”
• “There is detailed feedback based on my individual performance for every single assessment and clear suggestions on how to improve them, which really helped my writing and presentation skills.”
• “The course is very interactive which is helpful for maintaining engagement.”

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LANG 4010 develops the linguistic and analytical skills necessary for evaluating environmental impacts in marine contexts. Students engage in discussions of authentic EIA examples and tasks to acquire effective use of language in report writing and develop spoken communication strategies required for public consultation processes.

• Online tasks and consultations for assessment development
• Authentic and practical examples and assessments

• Writing Assessment 1: An EIA executive summary and a peer review
• Writing Assessment 2: An analytical summary of field trip observations and environmental impact predictions
• Speaking Assessment: A public consultation simulation
• Self-directed learning tasks

• Co-requisite: OCES 4203 
• Required course (from Fall 2026 onwards) for students on the OST program

Course outcomes

• Communication and language strategies in report writing and public consultation processes
• Confidence and skills to communicate with different stakeholders and audiences

LANG4030 develops students’ ability to present technical content related to their Final Year Projects (FYP) in Computer Science and Engineering. Through classwork and independent study, students engage with CSE-specific materials to strengthen their written and spoken communication skills.

• Students receive step-by-step guidance in drafting each section of their FYP report before learning to present their work clearly and concisely in an oral presentation.
• Scaffolded assignments provide authentic opportunities to practise with peers, culminating in a unique role-play interview where they present a piece of work they are most proud of; equipping them with valuable communication skills for graduation and beyond.

• Technical report (written) 
• Poster presentation (oral)
• Professional presentation (oral)

Computer Science and Engineering students taking a Final Year Project 

Student testimonials

• “These skills are not just important for my academic endeavors, particularly as I work on my final year project, but they are also essential for my future career in engineering, where effective communication is vital for collaboration and project success.”
• “In general, this experience has boosted my self-assurance and skill in communicating ideas efficiently, which I think will benefit me in academic and professional environments.”
• “Reflecting on my learning experiences with the Poster Presentation and the Professional Presentation, I can confidently say that these activities significantly enhanced my communication skills and boosted my confidence in delivering technical content.”

Course outcomes

• transferable skills for success in academic and professional settings
• ability to write clear, structured technical reports aligned with Final Year Project requirements
• delivering engaging presentations and communicating effectively in professional CSE contexts, applying skills beyond the classroom

Students familiarize themselves with presenting technical information of Civil and Environmental Engineering by developing effective skills at content selection, organisation and language use.   

• Communication in professional contexts
• Communication for academic purposes

• Technical reports (spoken and written)
• Introduction and literature review (written)
• Progress report (spoken)

Civil and Environmental Engineering students taking a Final Year Project

Student testimonials

• “It aligns with the need for the FYP Report”
• “Can enhance my communication skills”
• “The course is well organised.”

LANG4034 is designed for Mechanical and Aerospace Engineering students who want to sharpen their written and spoken communication skills. From writing effective lab reports to pitching innovative design ideas, students learn how to express their engineering projects with clarity and confidence.

• Practical writing skills for MAE lab and project reports – Learn to organize, write, and critique technical documents that meet professional standards.
• Presentation and pitching strategies that resonate – Craft compelling talks and deliver them with precision for maximum audience impact.

• Laboratory report review: Create a checklist of how to write an effective lab report.
• Design proposal: Write a report on your design idea and present it to professional and business audience.

• Final-year B.Eng students in the Department of Mechanical and Aerospace Engineering admitted in 2023-24 or BEFORE
• Prerequisite(s): LANG2030 or LANG2030(H)

Transferable skills

• Develop effective communication skills by crafting impactful reports and presentations tailored to the context.
• Analyze and present technical information in a way that engages diverse audiences.

LANG4035 equips students with essential communication skills to effectively present and write about engineering concepts. The course enables students to communicate ideas clearly, persuasively, and with impact in both academic and professional contexts.

• Learning practical FYP skills like structuring reports, writing strong introductions, and designing professional posters.
• Building career-ready skills by exploring industry challenges, creating technical white papers, and delivering impactful presentations on trends and future innovations.

• FYP-Related Assessments: Write an introduction and literature review for your FYP report and design an academic research poster to present project progress.
• Industry-Focused Assessments: Create a technical white paper and deliver an engaging presentation on future developments in CBE.

• Final-year B.Eng students in the Department of Chemical and Biological Engineering admitted in 2023-24 or BEFORE
• Prerequisite(s): LANG2030 or LANG2030(H)

Transferable skills

• Develop effective communication skills by crafting impactful reports and presentations tailored to the context.
• Analyze and present technical information in a way that engages diverse audiences.

LANG4036 is designed to meet the language needs of ISD students who undertake project work for academic and professional purposes.  

• Problem-based approach to language tasks ISDN4001 requires
• Group and individual projects for FYPs and English proficiency

• Executive summary
• Promo video
• Language task project
• Proficiency project
• Participation in consultation and peer review

Required course for students taking ISDN4001

Transferable skills

• Skills in communicating technical information effectively in spoken and written English in a variety of engineering contexts
• Opportunity to further enhance English proficiency in self-selected aspects

This course supports students in the process of producing their Capstone project research on the Global China Studies program. The course enhances ability to communicate concisely using a range of language features.

• highly individualised support for students to address students' individual writing needs
• self-chosen topics of study in particular areas of Global China Studies

• Assessment 1: concisely communicate about research in writing to a non-specialist audience
• Assessment 2: communicate aspects of research findings and conclusions in writing

• For GCS students only in the 2022-2023 intake or earlier.
• Co-requisites: SHSS 4991 OR SHSS 4992

Course outcomes

• ability to write about research confidently and independently
• communicate complex ideas succinctly to target audiences

LANG5000 is designed to support research postgraduate students whose spoken English proficiency is below ELPA Level 4 (Speaking). The course addresses the immediate language needs for effective oral communication in academic and campus settings. Through targeted instruction in pronunciation, topic development, and listening strategies, the course helps students to build a strong foundation in spoken English.

• Emphasizing practical English to develop fluency through discussions and tasks on a range of topics such as university life, intercultural communication, and artificial intelligence.
• Developing pronunciation, connected speech, and coherent expression of ideas.
• Authentic listening material to familiarize students with a range of accents and real-world speech patterns.

• Short talk on the importance of your field of study and its contribution to society
• Language learning portfolio including a learning plan and verbal progress reports
• ELPA Speaking Assessment as a final evaluation of spoken English proficiency

• Intended for research postgraduate students who have not attained ELPA Level 4 (Speaking) upon entry to HKUST.
• Prerequisite for progressing in academic communication courses.
• Typically taken in Year 1.

Student testimonials

• "There are many opportunities to practice oral English in class ... I feel that I dare to express myself in English and am very satisfied."
• "Regular feedback from the instructor on assignments and assessments was highly beneficial, offering valuable insights into our progress and identifying areas for improvement."
• "Every class was enjoyable and enriching. This course not only enhanced my skills by also sparked my love for the English language."
• "Very interesting and engaging course"

This course helps research degree postgraduate students successfully communicate their research interests and journey in English to academic, cross-disciplinary and non-specialist audiences.

• A 50% blended-learning course designed for busy and motivated research degree students
• Students choose texts, interests and ideas to bring to class to share, discuss and learn with your peers and teachers

• Assessment 1: Give a short practice presentation on a topic of your choice and receive helpful feedback from peers and your teacher
• Assessment 2: Write a general or a critical review of a research area that interests you and receive feedback on drafts from your peers and your teacher
• Assessment 3: Complete brief, weekly pre-class blended learning activities that you share and discuss in class with peers

Required for almost all full-time research degree students —check program requirements.

Student testimonials

• "A great course that brings us back to basics and makes us rethink what, how, and why we write in research. Honestly a lifesaver as I'm preparing to submit my PhD thesis and other research papers. Certainly, a lifelong skill. Thanks!"
• "The active learning method employed in the course is enjoyable and effective for me."
• "The explanations are super clear, and the course content is organized really well. The instructor gives detailed feedback. I’ve learned a lot from this course".

The course cultivates effective spoken English skills for participating in academic seminar discussions, giving presentations, and communicating in academic and professional contexts.

• Gaining skills necessary for successfully leading a seminar
• Developing essential verbal and non-verbal communication skills which enhance their communicative effectiveness in both academic and professional contexts
• Enhancing strategies for persuasive communication

• Assessment 1: Lead a stimulating seminar discussion based on a Harvard Business Review article
• Assessment 2: Give a short individual presentation on a research topic/area of the student’s choice

Any student enrolled in a master's program with the School of Engineering who would like to improve their English communication skills.

Student testimonial

"The discussion part is good and interesting.  Every classmate gets a lot of opportunities to express themselves.  It helps a lot for me to make confidence in talking with other in English.”

The course develops students' ability to critically read and write and analyze issues in global China studies. Students are trained to respond critically to professional academic texts, supporting their views with appropriate academic evidence and arguments.

• Develop students' skills in managing appropriate styles and rhetorical features to ensure effective communication in different professional and academic contexts.
• Communicative practice with personalized feedback.

• Written assignment:
  Draft 1 to compare and justify the selection of three articles/sources;
  Final annotated bibliography of five articles.  
• Academic speaking: Seminar discussion in groups of 5 to analyse and critique
• Final reflection: in-class quizzes & writing
• Blended learning tasks 

MSc in Global China Studies students

Student testimonials

• "The course is very practical and each class was designed to be relevant, especially to those of us who have not had much training in academic writing in English."
• "The course bridged the gap between theory and practice and has provided me with a solid foundation for my academic development."
• "This course helped me to understand academic writing in a very practical way."
• "I learned how to give an academic presentation and developed my academic writing skills."
• "Through this course, I have not only improved my English academic writing skills but I have also acquired the important skills of carrying out academic criticism and compiling bibliographies."

Course outcomes

• Understanding features of a range of academic research genres
• Developing critical and analytical interpretations of data, sources and arguments in texts
• Producing written arguments with integrated sources and appropriate linguistic and rhetorical conventions
• Communicating own research questions and findings to peers and scholars of global China studies

The course provides students with essential training in academic writing in fields of Chinese culture. It develops students' ability to critically read and write, explain issues in cultural studies and interact with audiences to further understanding of Chinese cultures. It develops students’ ability to produce clear, coherent and supported arguments on culture-related issues.

• Communicative practice with personalized feedback
• Attractive blended learning pedagogy

• Written assignment:
  Draft 1 to compare and justify the selection of three articles/sources;
  Final annotated bibliography of five articles.  
• Academic speaking: Seminar discussion in groups of 5 to analyse and critique
• Final reflection: in-class quizzes & writing
• Blended learning tasks 

MA in Chinese Culture students

Student testimonials

• "This course has been a tremendous help to my academic writing and it has encouraged me to think critically."
• "This is a great course that really helped me learn a lot about academic English."
• "I learned a lot of skills related to English academic writing and applied them in the course assignments."
• "The course helped me to apply critical thinking to my research."
• "The course was well organised. The midterm assignment required us to critique and present an English-language article, while the final assignment focused on writing an annotated bibliography. These assignments required me to have professional-level writing skills and attention to detail."

Course outcomes

• Communicating own disciplinary focus to scholars of Chinese culture
• Understanding and producing linguistic, rhetorical and stylistic conventions of professional academic genres
• Developing critical and analytical interpretations of argumentative texts