Faculty Publications and Conference Presentations

  Recently, the development of AI and ChatGPT has been progressing rapidly, leading to increased utilization in the field of education. ChatGPT, known for its flexibility and interactive capabilities, has emerged as a promising tool for supporting educational activities. In fact, there have been reports of practical implementations of ChatGPT in education, with many of them focusing on English language teaching. From an educational perspective, there is a relatively limited number of practical examples showcasing the application of ChatGPT in third language education, particularly in the context of Japanese language instruction.

  In this presentation, I will report on the practical application of Chatbots in a Beginner Japanese University Course. The goal has been to effectively utilize Chatbots to make Japanese language learning easier, or to enhance learning effectiveness based on individual needs. I have been monitoring students' usage practices and the content of their interactions.

  Based on the monitoring of student engagement with the Chatbot, the following areas were found to be beneficial:

1)Hiragana and Katakana Learning, 2) Translation English into Japanese including word lookup, sentence lookup, Anime Japanese meaning lookup. 3) Research on Japanese Culture, etc.

  According to students’ comment, they found the Chatbot's interactive approach enjoyable. They appreciated the Chatbot's ability to provide support and teach in multiple languages, including English, Chinese, Japanese, and Romaji.

  Overall, this presentation will demonstrate the effectiveness of Chatbots as educational tools in a Beginner Japanese University Course. The findings highlight the positive impact of interactive learning, comprehensive language support, and the incorporation of cultural resources. These contributions pave the way for further advancements in Japanese language education and the integration of AI technologies in the classroom in Japanese Course.

the conference "Engagement in the Digital Age: International Conference on Language Teaching and Learning"

(Baptist University)

The Competing Motivations of Scholarly Study and Language Acquisition: Balancing Academic Rigour with Practical Career Goals

In the intricate realm of linguistics, a delicate equilibrium exists between the pursuits of scholarly research and the practical aspirations of students. As educators prioritise rigorous academic inquiry for the advancement of knowledge and the evolution of theoretical frameworks, students often lean towards the tangible goals of language acquisition and career development. This essay delves into the competing motivations within linguistic departments, emphasising the crucial balance needed between academic rigour and real-world applicability.

The Significance of Scholarly Study:

Scholarly research stands as the cornerstone of any academic discipline, serving as the driving force behind the evolution and expansion of knowledge within linguistics. Instructors, through their dedicated research efforts, propel the field forward by uncovering new linguistic phenomena, advancing theoretical frameworks, and contributing to the collective body of knowledge. This scholarly pursuit is not merely an intellectual exercise; it plays a pivotal role in enhancing the reputation of academic institutions, attracting funding for further exploration, and shaping the trajectory of the discipline. Without a steadfast dedication to scholarly study, the field of linguistics risks stagnation and intellectual inertia, hindering its ability to grow and adapt to new challenges.

Challenges Faced by Students:

On the other end of the spectrum, students enter the realm of linguistics with a myriad of motivations, often emphasising language acquisition and career prospects. While some students harbour a genuine passion for scholarly research and theoretical exploration, others are drawn to the practical applications of linguistic studies. Many students embark on this academic journey with the aim of acquiring language proficiency or gaining specialised knowledge relevant to professional fields such as translation, interpretation, and language teaching.  As such, they may view scholarly research as a secondary pursuit, prioritising practical experiences and skill development that align with their immediate career goals.

Navigating Competing Motivations:

The interplay between the scholarly pursuits of educators and the practical aspirations of students necessitates a nuanced approach to curriculum design and pedagogy within linguistic departments. Educators must strike a delicate balance between theoretical rigour and real-world applicability, catering to the diverse needs and motivations of their student body. One effective strategy is to integrate research methodologies and critical thinking skills into language acquisition courses, thereby fostering a deeper understanding of linguistic principles while cultivating the analytical abilities essential for scholarly inquiry.

Moreover, linguistic departments can bridge the gap between academia and professional practice by offering opportunities for experiential learning, internships, and industry collaborations. The Spanish language department at CLE HKUST has arranged two such opportunities for students, namely the "Language Assistants in Spain" organised by the Spanish Embassy in Beijing, Spanish Ministry of Education, Vocational Training and Sports of Spain and the "How Learning Spanish Can Transform Your Life" contest in coordination with a Spanish institution, Euroace in Valencia (Spain). These practical engagements allow students to apply theoretical knowledge in real-world settings, gaining invaluable insights and honing their skills for future careers. Additionally, fostering a culture of interdisciplinary collaboration can enrich the educational experience, exposing students to diverse perspectives and methodologies from related fields.

Incorporating new technologies into language acquisition curricula can not only make learning more engaging and accessible but also prepare students for a rapidly evolving global landscape. By embracing these advancements, linguistic departments can empower students to navigate the complexities of language acquisition while upholding the scholarly traditions of the discipline.

The Nexus of Social Media and Third Language Education:

In the contemporary digital age, the omnipresence of smartphones and the pervasiveness of social media have fundamentally transformed how individuals interact, consume information, and learn. This transformation extends to the realm of education, particularly language learning, where social media presents a rich yet underexplored resource. Platforms, like Instagram and beyond, have become integral facets of daily life for individuals across the globe.

The allure of social media lies in its ability to facilitate real-time communication, foster community building, and provide a platform for the exchange of diverse linguistic and cultural perspectives. One of the primary challenges faced by educators today is capturing and maintaining students' attention in an environment inundated with competing stimuli.

By integrating language learning materials and activities into social media platforms, educators can create a continuous stream of engaging content that aligns with students' digital consumption habits. Central to effective language learning is the principle of repetition and reinforcement. For instance, short daily language challenges, interactive quizzes, and multimedia content such as videos and infographics can serve as bite-sized learning modules that students encounter during their regular social media browsing.

The Spanish Language program incorporates the use of Instagram HKUST. Spanish to augment student engagement and learning. In 2024 we have created 73 unique content slides and 248 followers engaging with our content.

In conclusion, the competing motivations of scholarly study and language acquisition within linguistic departments underscore the importance of maintaining a delicate balance between academic rigour and practical relevance. While scholarly research remains indispensable for the advancement of the field and the cultivation of intellectual growth, educators must also recognize and cater to the diverse needs and aspirations of their students. By integrating theoretical frameworks with practical applications, fostering interdisciplinary collaboration, providing experiential learning opportunities, and leveraging the power of social media in language education, linguistic departments can empower students to navigate the complexities of the modern world while upholding the scholarly traditions that define the discipline.

References:

Yılmaz, O., & Sahan, G. (2023). A Study on the Motivation Levels and Problems in the Language Learning for the Higher Education Learners. World Journal of Education, 13(1), 1-12. https://doi.org/10.5430/wje.v13n1p1

Arslan, R. S., & Kılıç, I. (2010). Motivation, gender, and English as a foreign language (EFL) learning outcome: A case study of science and technology students. Procedia-Social and Behavioural Sciences, 2(2), 4177-4181. https://doi.org/10.1016/j.sbspro.2010.03.659

Çimen, S. (2011). The effect of learning approaches on the success of students in foreign language courses. International Journal of Human Sciences, 8(2), 989-1015.

Kırmızı, Ö., & Işıgüzel, A. (2014). Motivational strategies and motivational drive in the EFL classroom. Procedia-Social and Behavioural Sciences, 116, 4244-4249. https://doi.org/10.1016/j.sbspro.2014.01.932

Lightbown, P. M., & Spada, N. (2013). How languages are learned. Oxford University Press.

Mehdiyev, R., Uğurlu, T., & Usta, F. (2017). The relationship between foreign language learning motivation and achievement in language

背景と問題意識

　科学技術の発展に伴い、学び方が時代とともに変容してきている。コロナ禍でOnline授業、e-learningなどの教育のデジタル化が大きく進展した。対面型の授業であれ、e-learning型の学習であれ、それぞれ良さを秘めている。これからの教育活動を考える時、それぞれの良さを融合したデザインが求められると考える。この問題意識のもと、この実践がはじまった。 

研究の経過

１年次　副題「自立的に自ら学びを進める学習者を育てるために」

　コース全体のデザインを構築し、e-Learningを通して、自ら学びを進める学生を育てる実践に取り組んだ。　

２年次　副題「つながる・機能する・広がる」

　授業の中で「教師と学生」、「学生と教材」、「学生と学生」をつなぎ、学習を機能させ、広がっていくようなグループ学習の実践に取り組んだ。

３年次　副題「学びを深めるFacilitatorとしての実践事例」＜本年＞

学期ごとに履修学生はかわる。その中で、よりカスタマイズできるように柔軟に調整する実践に取り組んだ。

研究の手法や情報の収集

e-Learningについては、定期的にSFQを実施し学生の声を集め、分析を繰り返した。また、Chatbotをコース用に準備し、一人ひとりの利用状況をモニターリングした。

授業ではグループプロジェクトやタスクを豊富に含めて学生同士の学びの時間を充実させた。

研究の成果

グルーピングの意義を理解し、学生が自ら動いて築くグルーピング。

グループの状況に応じて、ファシリテーターとしての支援。

定期的なSFQからの教師の発見。

AIのツールとしての真価。

どんな時代にあっても信頼関係は基本。

研究の貢献

　誰がやるようなことでも、学生とのより良い学びを創造できるなら、そういう時間が教師を育てる。誰もやっているようなことを話し合える環境や仲間は大事である。新しいことだけが研究ではないはずだ。学生の学びが花開くなら、その実践こそが語り合うべき１つの実践研究になると信じたい。

キーワード

IT活用・Empoweringできるグループ・わかる授業・信頼関係

2024 年度 国立台中科技大学応用日本語学科国際学術シンポジウム

VUCA 時代における日本語学習者の未来を考える

-人文社会×経済経営×デジタル技術からのアプローチ-

発表概要（Abstract）

Conference Review (Taichung University of Science and Technology)

1)which conference it is.

2024 International Academic Symposium of the Department of Applied Japanese Language at the National Taichung University of Science and Technology: Contemplating the Future of Japanese Language Learners in the VUCA Era - Approaches from Humanities and Social Sciences, Business Administration, and Digital Technology.

2)how the conference relates to what we do in terms of teaching and learning or the professional work at the CLE.

This symposium consists of three research areas:

1) Research on Japanese culture and literature.

2) Research on Japanese linguistics and Japanese language education.

3) Research on Japan's economy, trade, politics, and diplomacy.

  Many researchers involved in Japanese language education will present their practical experiences. Japanese language education is considered to be a significant field of study. Therefore, by reporting on the practices of CLE's Lang1210, I hope to receive insights and valuable inspiration from international researchers, which will contribute to the further development of Japanese language courses in CLE."

The blended Learning is used in the course of CLE. In the case of the 3rd Lang, to design with the blended Learning is requested highly. Therefore, blended learning is one the good topics in CLE.

3)purpose of your review.

1) To widen the perspective on Japanese language education more and contribute to the development of Japanese language courses in CLE as the 3rd Language.

2) From the perspective of living with students, I try to learn how other researchers engage in practices that support students. And in CLE I would like to tell or share the knowledge I learn through this conference researchers.

3) From the perspective of the CLE scholarship, I will share what I have learned with English, Chinese, and other language instructors to the extent possible.

4) After I observed with Emma’s Class and after that she advised this Symposium. Thanks to her advice, I was able to apply and participate in this Symposium. It was a valuable experience that made me realize the importance of engaging in educational activities with instructors of other languages and the significance of collaboration. I would like to share this experience with many other instructors in CLE.

5) I am willing to return this experience to CLE in DPS, EYE, Workshop and so on. This research practice was started three years ago. The 1st year, I shared this in EYE. The 2nd year I shared in EYE and the conference in HK. And this is the 3rd year report. I can report especially in EYE as well as the past case.

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

From the perspective of learning and teaching the Japanese language, we were able to hear and learn the practical situation that students will not gather unless university education includes content on what they can do in the real world using their Japanese language skills, based on reports from Taiwan and South Korea. I felt the demands of the era that need not only learn Japanese but also cultivate talents who can use Japanese practically and immediately contribute to society. Indeed, in the town of Taichung and at the airport, I was able to see the immediate power of graduates from the National Taichung University of Science and Technology. Here, not the Japanese language for hobbies, but the level that can be used immediately in society was required.

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

There are many universities in Taiwan that are highly passionate about Japanese language education. I believe it has an excellent environment for learning and understanding the forefront of Japanese language education. Therefore, I would like to encourage those involved in Japanese language education to participate in this symposium.

※ This is a poster of the Coference.

Conference review(Hong Kong Baptist University)

1) Which Conference it is

Engagement in the Digital Age: International Conference on Language Teaching and Learning (Baptist University)

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

This is the AHKLC sponsored annual conference. And the President of AHKLC is our Director, Prof. Whong. With a focus on language teaching and learning, it is titled “Engagement in the Digital Age: International Conference on Language Teaching and Learning.” This is one of the most reasonable conference for us.

3) Purpose of your review 

A) I have joined International Conference of Japanese Language Education. They were conducted mainly in Japanese. And needless to say, people who were engaged in Japanese Language education joined the conference. This time I wanted to join the conference of Teaching and Learning beyond Japanese Language Education. And I wanted to touch the different perspectives of Teaching and Learning.

B) And I wanted to show what I could practice of Digital Age in my course as TEAM CLE.

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

“Engagement in the Digital Age: International Conference on Language Teaching and Learning.” This theme was wonderful and suitable. And we could meet a lot of people who were working for Language Centers in Hong Kong, etc. And we could reflect ourselves from the presenters or speakers.

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

In this conference I could understand how TEAM CLE was so great and powerful. I believe everybody could understand the strength of CLE. I recommend all CLE members. I would like to say "Thank you, Team CLE."

※ Many CLE colleagues were joining and giving their scholarly talks. I could not visit all of them. I just showed the Poster of our colleagues I could visit. They gave me the permission. Thank you. 

I want to share some PPTs from Glenn Stockwell's Keynote: "Artificial Intelligence in Language Teaching & Learning: Exploring the Road We're Travelling" from the International Conference on Technology-enhanced Language Learning and Teaching (TeLLT) & Corpus-based Learning and Teaching (CoLLT) ​2024 at EdUHK. I thought it was an informative overview on the topic, referencing the latest literature if we wish to follow up / dig deeper ... (See key Bolded points below).

ABSTRACT

Despite having been with us for decades, the past few years have witnessed phenomenal leaps in the development of artificial intelligence (AI), making this one of the most transformative periods not only for education but also for society at large. ... AI-driven tools, including intelligent tutoring systems, adaptive learning platforms, and chatbots, have gradually shaped language learning frameworks over several years, catering to diverse learner needs and fostering a more engaging, interactive, and efficient learning environment. The monumental shift brought about by recent advances in sophisticated machine translation (MT) and large language model (LLM) technologies has led to an almost instantaneous transformation in teaching and learning practices, and keeping pace with these developments has proven challenging for many. This presentation offers a comprehensive overview of the journey we've undertaken thus far, providing insights that allow us to envision the path ahead. Going beyond hype and conjecture, it explores the steadily growing body of empirical evidence, realistically assessing what lies before us. The discussion considers the interconnected threads in second language teaching and learning, encompassing pedagogical, research, ethical, policy, and legal implications.

Glenn Stockwell is a Professor of Applied Linguistics at the Graduate School of International Culture and Communication Studies, Waseda University. He is the author of Mobile Assisted Language Learning: Concepts, Contexts and Challenges (Cambridge University Press, 2022) and editor of Smart CALL: Personalization, Contextualization, & Socialization (Castledown) and Computer Assisted Language Learning: Diversity in Research and Practice (Cambridge University Press, 2012). He is editor-in-chief of Computer Assisted Language Learning and the Australian Journal of Applied Linguistics. His current research interests include the impact of technology on teaching and learning, mobile-assisted language learning, artificial intelligence in language education, teacher and learner training with technology, and the development of learner autonomy.

Humanoid robots are promising approach to automating patient interviews routinely conducted by medical staff. Their human-like appearance enables them to use the full gamut of verbal and behavioral cues that are critical to a successful interview. On the other hand, anthropomorphism can induce expectations of human-level performance by the robot. Not meeting such expectations degrades the quality of interaction. Specifically, humans expect rich real-time interactions during speech exchange, such as backchanneling and barge-ins. The nature of the patient interview task differs from most other scenarios where task oriented dialogue systems have been used, as there is increased potential of engagement breakdown during interaction. We describe a dialogue system architecture that improves the performance of humanoid robots on the patient interview task. Our architecture adds a nested inner real-time control loop to improve the timeliness of the robot's responses based on the notion of "stance", an elaboration of the concept of a "turn", common in most existing dialogue systems. It also expands the dialogue state to monitor not only task progress, but also human engagement. Experiments using a humanoid robot running our proposed architecture reveal improved performance on interview tasks in terms of the perceived timeliness of responses and users' impressions of the system. © 2024 IEEE.