Faculty Publications and Conference Presentations

<p>With the growth of education in multilingual setting, language teachers who teach in multilingual settings are now facing challenges in adapting new linguistic environments where multiple language contacts take place. It is therefore necessary to educate pre-service and in-service teachers on how multilingualism influence language learning, and one of the key areas is L2 pronunciation teaching, in which teachers could conduct their own mini-research, or even guide their students to conduct ones, to facilitate their understanding and acquisition. Traditional phonetic research relies mainly on sound collection which requires labour forces and equipment. Conventionally, to obtain sound samples from/under a controlled environment, good quality microphones are essentials for both on-site and off-site data collection (Munro and Derwing, Pronunciation in Second Language Learning and Teaching Proceedings, 11(1), 2020) and the assistance from other research team members is needed for off-site collection. However, with the development of the Internet, there have been multiple studies using online sources for phonetic research (e.g. Sewell and Chan, English World-Wide, 31(2):138–161, 2010; Chan and Chan, Journal of Universal Language, 22(2):1–44, 2021). Internet-based corpora are usually composed of sound clips recorded under uncontrolled environments with varied recording quality. Studies using Internet-based corpora have demonstrated the advantage of having an easier data collection process, especially under the pandemic era when on-site data collection is sometimes not possible. Internet-based corpora are also effective in long-distance data collection for individual researchers with limited help. It is surely one interesting way for (pre-service and/or in-service) teachers to conduct their own research in order to deepen their understanding in multilingualism. Despite the obvious advantages, researchers may still question the validity and quality of such data source in phonetic studies. Therefore, this chapter aims to suggest an interesting plan for teacher educators, in which (pre-service and/or in-service) teachers could conduct their own research in L2 phonetics and phonology by creating their own corpora with online sources or using existing well-established spoken corpora such as the Asian Corpus of English (ACE. The Asian corpus of English. Director: Andy Kirkpatrick; Researchers: Wang Lixun, John Patkin, Sophiann Subhan. https://corpus.eduhk.hk/ace/index.html, 2020). In that way, teachers could have a better understanding in how multilingualism may affect L2 pronunciation. This chapter will also investigate the challenges over these phonetic studies which utilised internet sources. In addition, recommendations on how to use these Internet-based corpora for future research opportunities will be discussed. This chapter aims to provide insights for researchers by examining the risks and potentials of Internet-based corpora, and suggesting some ideas of how to use such corpora for future language teacher education.</p>

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.