Faculty Publications and Conference Presentations

<p>This article aims to bridge the research gap in understanding the dynamic and discursive nature of translanguaging spaces. It does so through exploring the temporal and interactional qualities of translanguaging spaces using a newly proposed space-centred systematic observation approach to analyze two cases from Kongish Daily, a Hong Kong Facebook page with 75,000 subscribers. By examining initial social media posts, responses, and related discourses at the core of the interaction and in surrounding events, we describe how spaces expand over time through incorporation of new sociocultural references. Results demonstrate how new networks of meaning are created through the expansion and interconnectedness of multiple spaces. Case 1 shows the expansion of the translanguaging space during engagement with a Kongish poem. Case 2 reveals how the expression "loong"and its network of significations developed across sociopolitical and temporal contexts. By observing translanguaging spaces longitudinally across timescales, this novel approach effectively captures their context-dependent dynamic qualities beyond static language and space constructs. It also shows the creative and critical potential of translanguaging to circumvent more powerful state discourses while camouflaging resistance. The study thus offers theoretical and methodological contributions regarding translanguaging spaces' interactional properties. It has implications for more adequately researching complex linguistic repertoires and translanguaging in diverse communities today.</p>

<p>Teacher emotions are vitally important for the classroom environment and students’ language attainment; however, studies concerning foreign language teaching anxiety remain scarce. This study examined foreign language teaching anxiety through administering questionnaires to 235 in-service teachers to investigate the impacts of educational stages and teaching experience on foreign language teaching anxiety. The statistical results show that secondary school teachers exhibit significantly higher levels of foreign language teaching anxiety than their primary counterparts, especially in ‘lack of student interest’ and ‘fear of negative evaluation’. Novice teachers are significantly more anxious than experienced teachers in the dimension of ‘teaching inexperience’, whereas no other differences are shown in other aspects. No interaction effects are observed between the two variables. Pedagogical implications for understanding foreign language teaching anxiety in different educational and experiential stages and corresponding anxiety-reducing strategies are discussed.</p>

<p>This longitudinal mixed-methods study tracked the informal language contact and phrasal verb knowledge of 21 Chinese foundation program students in the United Kingdom (UK) during the 2019-2020 academic year through three rounds of data collection. Because of the disruption due to the COVID-19 pandemic, the study was able to capture the impact of a global crisis on the experiences of international students studying abroad and learning a second language (L2). Data from a Language Contact Questionnaire, a Study Abroad Social Network Survey, and semi-structured interviews indicated significant changes in their L2 use and social networks. Our findings showed that the students sharply reduced their L2 contact and increased their use of first language (L1) during the pandemic. Productive and receptive tests assessing phrasal verb knowledge revealed that the students did not make significant gains after the pandemic lockdown. The study suggests that significant changes in the living environment can directly impact students’ L2 usage and their formulaic language development.</p>

<p>Generative artificial intelligence (GenAI)-powered tools have become influential in the landscape of informal digital learning of English (IDLE). However, the psychological mechanisms underlying English-as-a-foreign-language (EFL) learners’ intention to continue using GenAI in IDLE remain underexplored. Drawing on the cognitive appraisal theory, the present study examined the relationship between appraisals of language learning (control, intrinsic value, extrinsic value), appraisals of technology (usefulness, ease of use, risk), emotional responses towards the use of GenAI, and continuance intention. To this end, 503 Chinese university students completed a survey, and data were analyzed using partial least squares structural equation modeling. The results showed that learners’ perceived control over the language was indirectly and positively related to their continuance intention. Their indirect relationship was mediated by higher perceived usefulness, higher perceived ease of use, or lower perceived risk, each of which was followed by increased positive emotions. Additionally, extrinsic value appraisal was found to be significantly and positively associated with perceived risk, which was then related to a decrease in positive emotion and continuance intention. Based on these findings, practical implications for EFL teachers on how to support learners in achieving a balanced and productive use of GenAI tools in IDLE are advanced.</p>

This study examines a redesigned peer observation of teaching (POT) framework in a Hong Kong university language centre. The framework offers multiple observation formats—self-observation, observing peers, and reciprocal observation—combined with peer dialogue and self-reflection to give teachers more autonomy. While existing literature lacks in-depth analysis of choice in teaching observations, findings indicate strong engagement with self-observation and peer observation, with many participants valuing reflective discussions and learning through observation. However, teachers suggested making participation optional and allowing observation reports to remain private. Overall, responses were positive regarding increased flexibility, with recommendations for incorporating ‘unseen observations' and a ‘just watching' approach. The paper concludes by advocating for professional learning communities and conversational networks to broaden the impact of teaching observations, fostering collegial development across the centre.

<p>The rapid emergence and integration of generative artificial intelligence (GenAI) in higher education present both challenges and opportunities. There is a critical need to consolidate empirical evidence, existing practices, assessments, and normative discussions to reflect on the recent advancement and inform adaptation in higher education policies. Asia presents a compelling context in which to explore the impact of GenAI on higher education due to its diverse educational landscape, rapid technological advancements, and unique socio-cultural dynamics. This Special Issue examines the inclusion of GenAI in higher education in Asia and reflects on the challenges and opportunities brought about by this sweeping revolution. Ten articles in this special issue examine GenAI and its application in higher education from diverse perspectives. Synthesizing these fresh findings based in Asia, this introductory article proposes a framework of actionable strategies for integrating GenAI into higher education that may inform education policymaking and administration in the years to come.</p>

The rapid advancement of Generative Artificial Intelligence (AI) has ushered in both unprecedented opportunities and challenges within the realm of higher education, particularly in the context of English language teaching. This article delineates seven foundational principles that aim to optimize the integration of Generative AI in teaching and learning environments. Developed from the practical experiences of frontline language teachers at Hong Kong universities, these principles advocate for a paradigm shift in the perception and utilization of AI—from viewing it merely as a tool for information retrieval to recognizing it as a robust collaborator capable of enhancing cognitive development and interaction. These principles emphasize the importance of leveraging AI's capabilities to foster a more interactive and dynamic educational experience. They address the need to prioritize AI as a reasoning engine, ensure the quality of data inputs, customize AI interactions, actively harness AI to simulate human textual interactions, and focus on ethical AI usage, among others. By implementing these principles, educators can transform AI into a powerful ally that not only streamlines educational processes but also significantly enriches learning outcomes. This approach prepares students to adeptly navigate and analyze the complex information landscapes of their academic and professional futures, thus making AI an essential partner in education. The article serves as a call to action for educators to engage deeply with AI technologies, proposing a thoughtful framework that fosters enhanced educational practices and prepares students for a digitally integrated world.

<p>This study explores the transformative impact of participatory research on the conceptualization of Kongish. A hybridized written form comprising a creative blend of Cantonese and English, Kongish is a grassroots media-linguistic phenomenon within the vibrant sociocultural ecology of Hong Kong. Our research aims to evaluate how a participatory methodology—as opposed to traditional researcher-oriented approaches where researchers remain at arm's length with their research subjects—reshapes the understanding of Kongish as well as Hong Kong English (HKE). Using a participatory linguistics framework, this study triangulates data from focus group interviews, individual interviews, and online surveys to explore the reciprocal influences between researchers and participants. The study is organized into two tiers: first, the transformation of participants, and second, the transformation of researchers. Each tier draws on personal narratives to offer distinct insights into real-life encounters with Hong Kong's written vernacular. By integrating the “lived experiences” of both researchers and participants, the study reveals how our interactions continuously influence each other's perceptions of language, language practices, and personal identities.</p>

This article examines the transformative role of Artificial Intelligence (AI), Generative AI (GenAI), and Large Language Models (LLMs) like ChatGPT and DeepSeek in language teaching and learning. It highlights their capabilities, including personalized content generation, automated assessment, real-time feedback, and administrative efficiency, while emphasizing the necessity of prompt engineering to optimize outputs. The PROMPT (Persona, Requirements, Organization, Medium, Purpose, Tone) framework is introduced as a structured approach to crafting effective prompts. Case studies, such as DeepSeek’s Python code generation, demonstrate practical applications. However, the article critically addresses limitations like bias, factual inaccuracies, and ethical concerns, advocating for rigorous fact-checking and balanced human-AI collaboration. By synthesizing research and practical examples, this article underscores AI’s potential to enhance language education while urging educators to adopt critical literacy and ethical frameworks to mitigate risks and ensure equitable, human-centered learning experiences.

<p>This brief article explores the integration of Generative Artificial Intelligence (GenAI) tools into blended learning environments for designing and teaching pronunciation tasks. Adapting Calamlam’s (2016) conceptual framework, a flowchart is proposed to guide the use of three GenAI tool types to enhance pronunciation instruction: Listen-Mimic Type, Analyze-Feedback Type, and Practice-Feedback Type. The framework facilitates effective use of both synchronous and asynchronous learning opportu-nities. While this study offers a theoretical overview, it highlights the potential for broader application across various language skills. Future research is necessary to evaluate the effectiveness of these tools and their role in the evolving educational landscape.</p>