Faculty Publications and Conference Presentations

Abstract 

Studies of positive psychology have been developing rapidly in applied linguistics and foreign language education, especially positive psychology interventions (PPI) to facilitate L2 learning and students’ well-being. The wide range of designs and results makes it hard to see a clear general picture. Therefore, we conducted a systematic and meta-analytic review synthesizing current empirical studies examining the practices and impacts of PPIs in L2 learning contexts. Data were extracted from 26 papers with 32 independent samples and 113 effect sizes, including 2717 participants who are L2 learners. Results revealed that 1) PPI can be defined, designed and delivered in different ways, in terms of its content, instructional design and delivery mode. 2) The pooled effect sizes of the difference between experimental groups and control groups at posttest were statistically significant. More specifically, post-test PPI had a moderate to strong effect on three types of outcomes among L2 learners (i.e., L2 achievement, L2 learning process, and general well-being). 3) Further moderator analysis showed that some features could significantly shape the effects of PPI on these three outcomes, respectively, including mean age, grade level, country, first language, language similarity, PPI element number, PPI content, intervention duration, PPI integration, and outcome domain. These findings have practical implications for language researchers and educators in designing and evaluating their future positive psychology interventions.

Keywords: Positive psychology, positive psychology intervention, second/foreign language learning, well-being

READING ACQUISITION AND REFLECTIONS AMONG SOUTH ASIAN STUDENTS AT TERTIARY LEVEL IN HONG KONG

ZHOU Tong, lczhoutong@ust.hk, and CHAN Lam Yim, lccrystal@ust.hk

ABSTRACT 

The Hong Kong Education Bureau has promoted Chinese language education for South Asian ethnic minorities to support social integration. Although these measures have been implemented for a decade, there is still limited official data on the Chinese proficiency of this group. With increasing numbers of South Asian students entering Hong Kong's higher education institutions, there is a growing need to understand their learning situation and improve teaching approaches.

This study examines reading acquisition among South Asian undergraduates with prior knowledge of traditional Chinese characters and Cantonese. Preliminary findings indicate that while students benefit from their understanding of character radicals and ability to write traditional characters, they face challenges in recognizing simplified characters, particularly those significantly different in form. The study suggests that teachers should better understand students' linguistic backgrounds and provide targeted support, such as comparative materials on traditional and simplified characters and conversion rules.

 Reference

Chun Lai, Chung-Pui Tai (2021) Types of social media activities and Hong Kong South and  Southeast Asians Youth’s Chinese language learning motivation. System, 97.

https://www.sciencedirect.com/science/article/pii/S0346251X20307922?via%3Dihub

Danping Wang, (2023) Translanguaging as a social justice strategy: the case of teaching Chinese  to ethnic minority students in Hong Kong. Asia Pacific Education Review, 24, Pages 473–486.

https://link.springer.com/content/pdf/10.1007/s12564-022-09795-0.pdf

David C.S. Li, Joanne Y.P. Chuk (2015). South Asian students' needs for Cantonese and written Chinese in Hong Kong: a linguistic study. International Journal of Multilingualism. 12, No. 2, 210–224.

http://dx.doi.org/10.1080/14790718.2015.1009375

Education Bureau. (2024, July 8). Education services for non-Chinese speaking (NCS) students.

https://www.edb.gov.hk/en/student-parents/ncs-students/about-ncs-students/index.html  

Abstract

  The impact of scientific and technological advancements on education is significant. The digitalization of education, such as the development of online classes and e-learning, has been remarkable. In recent years, active discussions have been taking place regarding the "utilization of generative AI in education." Generative AI is already becoming a part of daily life, and it is now accessible for anyone to use with ease.

  This presentation will first examine the role that generative AI plays in Japanese language education. While generative AI serves as a learning tool and continues to develop with highly advanced capabilities, it is not a substitute for educators. Therefore, we aim to explore how the role of teachers is transforming in this context.

  Finally, I hope to organize the aspects that need to change and those that should remain unchanged as the essence of education, and conclude with an exchange of opinions from this perspective.

Keywords

Facilitator, Role of Educators, Role of Generative AI

This is the abstract of the presentation in;

The 14th International Symposium for Japanese Language Education and Japanese Studies

“Japanese Language Education and Japanese Studies in the Age of Generative AI”

2025 November 22 & 23

This study explores the nuanced language features essential for composing pop science communication on physics by physics students in their third year at university. The aim is to equip these students with the skills to effectively communicate controversial ideas to the public through opinion articles, podcasts, and mini TED-style talks. Unique language aspects include incorporating cutting-edge, insider physics topics while ensuring clarity for lay audiences without oversimplifying the science in physics. Such skills are crucial for physics students, recognizing that not all will pursue careers in physics but will instead leverage their physics knowledge in diverse professions. This research investigates the challenges associated with teaching such a course and explores effective pedagogical approaches. The paper also elucidates how assignments, including podcasts, opinion pieces, and mini TED-style talks, are meticulously structured to yield positive educational outcomes and enhance the teaching process.  

要　旨 　

　科学技術の発展が教育に与える影響は大きい。Online授業やe-Learningの発展など教育のデジタル化は目覚ましい。ここ数年、「生成AIの教育における活用」について活発に議論されてきている。もう生成AIは生活の一部になりつつあり、誰もが容易に使うことができるようになってきている。 　

　この発表では、まず、日本語教育において生成AIはどのような役割を担っているのかについて考察をする。生成AIは学習ツールであり、いくら開発が進んで優秀な性能を得たとしても教員にとって代わるというものでもない。そこで、我々教員の役割がどのように変容していくのかについて考察をしたと考えている。 　

　最後に、変わっていくべきことと、教育の本質として変わるべきではないことが整理できれば、また、その視点について意見交流ができればと考えている。

キーワード

ファシリテーター、教員の役割、生成AIの役割

　この要旨は「第１４回国際日本語教育・日本研究シンポジウム」における発表要旨である。

２０２５年１１月２２日、２３日開催

This training was an invaluable opportunity, allowing me to undergo a 10-day intensive program to systematically review the phonetic knowledge of Putonghua.

Under the guidance of the instructors, I revisited the pronunciation techniques and points of articulation for Putonghua initials and finals, enhanced my perception of tones, and learned to identify common phonetic errors and defects. Additionally, I engaged in extensive daily listening practice to sharpen my auditory sensitivity. Ultimately, I successfully passed the examination and became a certified Putonghua Proficiency Test (PSC) Examiner.

Looking ahead, I am eager to contribute to the CLE after this training. I hope to provide sustained and more targeted support to CLE's Putonghua programs in a more systematic manner by continuing to teach the PSC courses during the winter and summer terms, participating in the grading of the Putonghua Proficiency Test, and dedicating my efforts to other Putonghua-related projects.

In May, I joined the AHKLC 2025 symposium, and it was one of those events that really made me stop and think about where we’re heading as language teachers. The theme “Repositioning Language Education in the Age of AI” couldn’t have been more timely. With all the talk about ChatGPT, translation bots and AI writing tools, the big question really resonated with me was: what exactly is the role of a language educator now?

We’re No Longer Just “Language Experts”

One of the keynote speakers said something that stuck with me: “Our students can already generate perfect English sentences with AI, but can they tell which ones actually sound human?” That line summed up a lot of what the symposium was about. AI can handle grammar and vocabulary faster than any of us. But what it can’t do is teach empathy, context, or cultural awareness. That’s where we come in, not as walking dictionaries, but as mentors who help students think critically and communicate meaningfully.

Teaching Students to Work with AI

Several talks showed examples of how teachers are using AI in classrooms, and not just as a gimmick. Some ask students to compare their own writing with AI-generated drafts; others use AI feedback as a discussion starter. The goal isn’t to ban the tools, but to teach students how to use them wisely, to ask, “Is this tone appropriate?” or “Does this really express what I mean?” It reminded me that part of our job now is to build AI literacy: helping learners understand what these tools can and can’t do, and how to keep their own voice in the process.

Rethinking Assessment

One lively panel discussion focused on assessment. If AI can help write essays, how do we still measure learning fairly? The suggestion was to look at the process of “how students plan, edit, and reflect”  rather than just the final product. It’s about valuing learning transparency instead of just “originality.”

I liked that idea. It means encouraging students to show how they used AI and what decisions they made, rather than pretending they didn’t touch it.

Keeping the Human Heart in Language Learning

Even with all the technology talk, the message throughout the symposium was clear that language learning is still about people. The most memorable lessons often come from laughter, misunderstanding, or sharing stories but not from perfect grammar. Our human connection, empathy, and curiosity are what keep the classroom alive.
So as we move deeper into this AI era, I see our role evolving but not disappearing. We’re becoming more a co-learners, designers, and guides who help students find their authentic voices while navigating new digital tools.

Walking out of the symposium, I didn’t feel replaced by AI; instead I felt re-energized. The future of language education isn’t about competing with technology; it’s about bringing the human touch that technology can never replicate.
 

1) Which Conference it is

The 14th International Symposium on Japanese Language Education and Japanese Studies

Japanese Language Education and Japanese Studies in the Ara of Generative AI

- Recapturing their History and Essence

The University of Hong Kong, School of Professional and Continuing Education / Society of Japanese Language Education Hong Kong / The University of Hong Kong

2) How the conference relates to what do in term of teaching and learning or the professional work at the CLE

Hong Kong has a long history and tradition in Japanese language education. This symposium is held every two years and is an international symposium related to "Japanese Language Education and Japanese Studies," providing a valuable opportunity to meet instructors and researchers involved in Japanese language education and Japanese Studies. Additionally, this year’s theme is "Gen AI," which is also relevant to EYE, and I believe there is much to learn from it.

3) Purpose of your review

- As a presenter, I would like to report on the use of Gen AI Chatbot in the classroom, gather feedback from participants, and deepen my research perspective.

- To widen the perspective on Japanese language education more and more contributes to the development of Japanese language courses and iLang activities in CLE as the 3rd Language.

- I would like to connect and widen the network of practitioners and researchers.

4) What the review is about e.g. themes, organizers, speakers etc. including overall effectiveness of the conference.

 In the current report on Japanese language education, I was able to learn about the initiatives led by the Ministry of Education, Culture, Sports, Science and Technology regarding the shortage of teachers and the improvement of their qualifications. Additionally, I got a glimpse of practices in areas with a high population of foreigners, such as the 23 wards of Tokyo, from the presenters. On the other hand, I felt that the focus on improving the qualifications of Japanese language teachers was primarily centered on Japan, and I would like to see more in-depth consideration of the qualifications of Japanese language teachers working abroad. Furthermore, there seems to be an emphasis on qualifications, and I wonder if there has been sufficient research and consideration of the needs of foreign universities for those working abroad.

5)Your overall experience i.e. if you'd recommend this conference (to whom and why)

This symposium is held every two years and is primarily organized by researchers from Hong Kong. Researchers from all over Asia are likely to join and share their discoveries. It serves as a gateway for Japanese language education and Japanese studies in Asia, offering many learning opportunities. Moreover, since it is held every two years, it is easier to establish connections with fellow researchers in Asia. So, every Japanese teacher has a good chance to have a stimulations from teachers joining the symposium.