Faculty Publications and Conference Presentations

<p>This study explores professionals’ construction of their multifaceted identities as representatives of their corporations in business writing. The self-mention framework is applied to explore the representation of the “business-self” which I propose encompasses the projection of individual, collective, and corporate identities. A corpus of 100 CEO's letter to shareholders was examined for the use of personal pronouns and company referential terms and collocation analysis performed to understand the surrounding discourse contexts. The findings reveal a distinct hierarchy of identities; US business professionals communicate with stakeholders by immersing themselves in the identity of the collective and make a concerted effort to project the corporate identity, whereas representation of the individual self is minimal. The study provides important insights into the identity construction work undertaken by professionals in authentic business texts and the findings can help inform English for Specific Purposes (ESP) practitioners of business communication courses in higher education.</p>

<p>This paper examines a new first-year EAP course in a Hong Kong university. It utilizes teacher and student reflections to understand the course’s strengths and weaknesses, aiming to enhance its design and delivery. The study employed a qualitative approach whereby textual analysis was used to interpret the data collected in the form of written teacher reflections, written student reflections, and notes of teacher reflective dialogue. The thematic categories for coding the data were established based on the course’s main learning outcomes: Effective Learning, Spoken Language, and Written Language. Findings reveal that teachers were more critical of the course compared to learners. Teachers expressed dissatisfaction with the pedagogical approach to Effective Learning unit, insufficient time provided in the course to teach solo speaking, and the inability to cover too many organizational and linguistic features in the writing unit. Students, however, did not have much to reflect on about Effective Learning, had mixed views about Spoken Language with some worried about reading from notes, and wrote extremely positively about their learning of Written Language. Nonetheless, their views provide valuable insights for course improvement. Consequently, the paper advocates for a reflective pedagogy approach to EAP that considers both teacher and student reflections to enhance teaching and learning outcomes.</p>

The advent of the internet has made online education more widely available and may have led to a creation of a new teaching model (Harasim, 2000). Online education’s convenience and multimedia options have also broadened the range of skills and courses that can be taught remotely. Online education continued to develop and grow throughout the 1980s and 1990s (Harasim, 2000) and with the ongoing evolution of technology, online education has become a distinct form of teaching and learning. In this context, China’s government initiated the ‘Online Education and Research Network Demonstration Project’ in 1994 (Jiang et al., 2023). In 2012, the trend of online education spread to the global higher education field, and internationally renowned MOOC platforms such as Udacity, Coursera, and EdX were gradually established (Pappano, 2012). It can be argued that the rapid expansion of online education empowers both students and teachers by breaking free from geographical and environmental constraints. However, anecdotal evidence suggests that many students and teachers are still uncertain about the quality and effectiveness of online courses and that it may negatively impact the teacher–student relationship. Also, online education may challenge traditional teacher-learner identities and relationships (Dai &amp; Matthews, 2023). There are also concerns that factors such as limited interaction, time, location and participation may affect the teacher–student dynamic and relationship (Kang et al., 2006). Therefore, this article examines the impact of online education on the relationship between teachers and students in higher education institutions in China, using both quantitative and qualitative research methods. The quantitative research findings indicate that factors such as the communication platform used, student personality, and expectations surrounding the teacher–student relationship have different effects on the relationship. Additionally, qualitative research shows that factors such as course types and major choices have both positive and negative effects on the relationship between teachers and students in Chinese higher education institutions. This article also offers recommendations to help improve the relationship between teachers and students in the context of online education in China.

<p>Previous language attitude research has paid little attention to the (para)linguistic inventory of the speech samples used for accent evaluation. As an example, this study used five Hong Kong English (HKE) voices with more or less localised features, which were assessed by 100 English language teachers in Hong Kong in a verbal-guise experiment. In addition to the closed questions used in the verbal-guise study, we asked the listener judges, in open-ended questions, to reflect on their first-hand impressions of the speakers, their perceived likability, and what in particular they had noticed in the speakers’ language. Findings show that suprasegmental features are highlighted as important for speaker identification and evaluation, whereas segmental features are not mentioned. Listener judges mention prosody (intonation, pitch and stress) as particularly salient; nativeness and level of proficiency are also highlighted. Findings are discussed vis-à-vis language attitude research methodologies, and we argue that the study has contributed towards disentangling the language attitudes processes by emphasising the salience of suprasegmetals for accent recognition and evaluation. We conclude with a call to replicate the research in other socio-cultural contexts and to include other research methods.</p>

<p>Generative artificial intelligence (GenAI) tools such as ChatGPT with their human-like intelligence and language processing capabilities are significantly impacting the way we live, work, and communicate with each other. While scholars have increasingly focused on the use of GenAI in higher education since its inception, little is known about how key higher education stakeholders, particularly students, perceive its impact on teaching and learning within the context of academic communication, an area central to students' development of transferable skills and literacy competencies yet heavily influenced by the technology. This empirical study addresses the gap by investigating students' experiences and attitudes toward GenAI tools for English academic communication, focusing on their overall perceptions, perceived benefits, limitations, and challenges. Drawing on data from a questionnaire survey with 475 students and interviews with 12 at two universities in China, our findings indicate that students generally view GenAI positively, considering them useful for learning academic communication skills, particularly in writing, grammar, vocabulary, and reading. However, limitations are recognized in terms of giving feedback on critical thinking, creativity, and speaking skills. In addition, information reliability, ethical issues, and impact on assessment and academic integrity also emerged as important concerns. Our study argues that universities should embrace and capitalize on the affordances of GenAI and address its challenges to better support students' learning of critical academic literacy.</p>

When anxiety strikes, people feel tense, worried or preoccupied. The purpose of this activity is to intervene in these anxious thoughts and feelings. Unlike mindfulness techniques, which are for becoming more present and reducing stress in a more general and less situational way, this coping strategy draws on Task Concentration Training (TCT) (Bögels, Sijbers and Voncken, 2006) and is designed for use in the moment, to counter anxiety while it is being experienced. It will help the individual to proceed with the speaking activity and engage more deeply, rather than withdrawing from it, when they feel anxious. As teachers, we know that speaking activities can be anxiety-inducing for students. Some activities, such as speaking in front of the whole class, are nerve-racking even in your first language! But since it might not be possible to design a full programme of language activities that completely avoid causing anxiety, it seems a good idea to equip students with strategies to cope with anxiety when it arises. Also, since anxiety affects performance, it would be good if we can support students to do well in the emotional aspect of the activities, too, just as we support them with activities practising other areas of language and content....

<p>The verbal guise test, also known as the verbal guise technique, comprises a longstanding history in linguistic research, particularly within the realms of language attitudes and language variations. This method is considered a modified iteration of the classical matched guise test (or matched guise technique). Over the years, the verbal guise test has found application in a spectrum of studies concerning language attitudes toward different accents and varieties, encompassing both inner circle Englishes and outer circle Englishes. Despite its widespread use in language attitude research, the verbal guise test is not without inherent challenges, such as the quality of audio clips and participant sampling techniques. These limitations have been acknowledged by researchers as commonplace, but thorough discussions and practical solutions to address these limitations have been relatively scarce, with Chan being a notable exception. This chapter endeavors to offer valuable recommendations to researchers who employ the verbal guise technique in their studies by examining recent research endeavors that have incorporated the verbal guise test and by providing a comprehensive overview of the test's historical evolution. The chapter aims to reintroduce this classical tool to contemporary language attitude researchers while engaging in a modern discourse about effective approaches to mitigate its limitations.</p>

Background and Problem Statement:

With the advancement of science and technology, the way we learn and teach has been evolving over time. The COVID-19 pandemic has accelerated the digitization of education, leading to the widespread adoption of online classes and e-learning. Both face-to-face and e-learning approaches have their merits. When considering future educational activities, a design that integrates the strengths of both approaches is increasingly sought after. It is within this context and problem statement that this practical implementation began.

Progress of the Study:

Year 1: Subtitle - "Fostering Self-directed Learners"

  During the first year, I focused on constructing the overall course design and implementing practices that fostered self-directed learning through e-learning. The goal was to empower students to take ownership of their learning and make progress independently.

Year 2: Subtitle - " Connected, Functional, and Expansive"

  In the second year, my focus was on implementing group learning practices that fostered connections between "instructor and students," "students and learning materials," and "students and other students." The aim was to create a learning environment where collaboration and interaction facilitated the functioning and expansion of knowledge.

Year 3: Subtitle - "A Case Study of Facilitating Deeper Learning as a Facilitator" (Current Year)

  As the enrolled students change each semester, I have focused on practices that can be more customized and flexibly adjusted to meet their specific needs. The emphasis has been on serving as a facilitator to deepen learning experiences and provide tailored support.

Methodology and Information Gathering:

  For e-learning, I conducted regular Student Feedback Questionnaires (SFQ) to gather student feedback and conducted iterative analysis. Additionally, I prepared a Chatbot specifically for the course, monitoring individual usage patterns.

In the classroom, I incorporated various group projects and tasks to enrich the learning experience among students.

Research Findings:

The findings of my study include:

1) Understanding the significance of group dynamics: Students developed an understanding of the value of group work and took initiative in forming their own groups.

2)Support as a facilitator based on group dynamics: The facilitator provided support tailored to the needs and dynamics of each group.

3)Insights from regular SFQ feedback: Valuable insights were obtained from the regular SFQ feedback, which informed instructional adjustments and improvements.

4)The true value of AI tools: The use of AI tools demonstrated their effectiveness in enhancing the learning experience and providing personalized support.

5)The fundamental importance of building trust: Regardless of the era, establishing trust remains a fundamental aspect of the teaching and learning process.

Research Contribution:

These findings contribute to the understanding of effective course design, facilitation, and the integration of technology in language education, providing valuable insights for instructors and researchers in similar contexts.

I hope this contributes to the understanding that even tasks that anyone can perform can foster better learning experiences with students. The time spent in creating such learning environments nurtures instructors' professional growth. It is crucial to have an environment and colleagues with whom one can discuss and share ideas, even if they involve practices that others may already be implementing. Research should not solely focus on novelty but rather on practices that promote student learning and growth. If the implemented practices lead to the flourishing of student learning, they become a valuable subject of discussion and a practical research endeavor to be shared.

Key words:

IT utilization, Empowering groups, Understandable instruction, Trust relationship

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-

Abstract for the presentation in this conference

Recommendations for CLE Website (Scholarship) 

This paper recommends changes and updates to the CLE website in two main areas: 

1. Scholarship 

2. About us -> Staff --> Scholarship 
   These changes are made or recommended with the intention of providing more accurate, clearly worded, and up-to-date information about scholarship at the Center to people visiting the site.  

CLE Website → Scholarship 
Up until now, the Scholarship category had 5 main categories:  

1. About Scholarship,  

2. Funded Projects,  

3. Digital Platform, 

4. Conferences and Scholarship Series, and 

5. Publications and Conference Presentations.  

 Below we detail changes which have been made as these required minimal modifications to the Scholarship site. Following this, we provide a list of changes we recommend to the site along with the reasons why these are needed. 

 Changes Made (January, 2024)

1.  Hidden ‘Digital Platform for Scholarship’ as its intended purpose was for it to be an internal facing platform until we have reviewed the DPS and its way forward (see image 1 below). 

2.  Rewritten ‘About Scholarship’ section to present better what scholarship is at the CLE (please see image 1 and appendix below).  

3.  Renamed Conferences and Scholarship Series to ‘Professional Development and Scholarship Series’ to accurately represent current scholarship activities. Additionally, this change avoids the repetition of the word ‘conference’ in the next category too.

Changes Recommended 

4. PIs of externally funded projects to update their projects on the CLE website 
   At the beginning of every semester, staff involved in externally funded projects will be asked to update their ‘Funded Projects’ (if any). At the time this paper was written, no projects could be seen for 2022 on the CLE website and only one project was displayed for 2023. To do this, a walk-through has been created for staff to easily and promptly enter their project information on the site.  

5. Scholarship outputs from SPD to be reflected in ‘Publications and Conference Presentation’ page 

Ensure that CLE members’ published scholarship outputs are reflected in the ‘Publications and Conference Presentations’ section through data synchronization with other departments in charge of the University’s ROS (Research Output System). This change is unidirectional, i.e., while the changes made in the ROS/SPD system will be reflected in the CLE website, it cannot be done the other way around. 

  
Ensure that most recent outputs (last 3 years) are shown by proposing that the cut-off date be set as 01.01.2020. Published works before this date will be shown as archived on the CLE scholarship page. 

 
As this recommendation required follow-up on pending work related to the Scholarship Activity section in CLE FORS in Aug 2023, AD(Scholarship) convened a meeting with AL (Scholarship Advancement), Manager (Admin), IT team and relevant GO persons. The highlights of the meeting are as follows: 

1. FORS is updated in Mar/early April, which means that most staff input their scholarship outputs for the year during this time when FORS guides them to ROS to submit their conference presentations and publications.  

2. However, ROS is updated approximately between July and August every year. Staff should pay attention to the email reminders asking them to update their outputs on ROS to keep their conference presentations and publications up to date. A reminder could also be sent in July/August through the Bulletin.  

2. CLE Website → About us → Staff  -> Scholarship

Change Recommended (Feb, 2024)

2.1 ALL scholarship outputs to be reflected in ‘About Us-Scholarship’ page 

2.1.1 To be more consistent in how different academic staff choose to display their ‘Scholarship’ profiles in the ‘About Us’ site, we recommend that all staff display their scholarship outputs where interested parties can view a scholar’s outputs. 

2.1.2   It should be noted that many scholarship outputs stated on FORS such as academic blogs, podcasts, certain working papers etc., are not reflected in the university’s SPD (Scholar Profile Data/Depository Therefore, these will be hosted on DPS and synced to the ‘CLE Staff – About Us –Scholarship’ site. Once the FORS is completed, the latest outputs from both SPD and DPS will both be visible on the ‘CLE – About Us – Scholarship' site for staff. 

3. Tentative Project Timeline and Resources Needed (Feb 2024)

in a meeting with the IT team, the technical feasibility of implementing these recommendations was discussed. An estimated number of manhours needed for the IT Team to update our CLE site (Scholarship) is given below. 

3.1 Synchronizing the CLE’s ‘Publications and Conference Presentations’ site 

      with the ROS/SPD site would take approximately 3 months due to possible 

      paperwork and approval needed beyond CLE/IT team’s control, and 

      negotiations on technicalities involved with IT staff who manage the research 
      output system centrally at the University.  

 
The technical work required for CLE IT team would take about 14 days in total. 
CLE - sync from SPD (14 days in total)  

1. Request API access from RO (2 days) 

2. Clone current CLE website to dev (2 days) 

3. On development server  

1. Implement data sync (5 days) 

2. Modify display (2 days) 

4. Bug fixing and apply changes to the production server (3 days)  

3.2 CLE Staff - link to SPD pages (1 day)  
      The technical work required for CLE IT team would take about 1 day in total 

Revised ‘About Scholarship’ 

At the CLE, scholarship is driven by our dedication to language teaching and learning. We strive to contribute to our field through our work by embracing multiple perspectives on language education and relying on evidence-based teaching.  

 
Through scholarship, we collectively define, explore, and enhance our understanding as teaching practitioners and aim to foster an ethical, collegial, conversational, collaborative, and critical environment at the Center. 

 
Our scholarship is self-directed and initiated, guided by principles of active inquiry and inclusivity. We value not only success stories but also experiences that are less successful because we acknowledge that scholarship thrives when we learn from both our triumphs and challenges.  

 
Our ultimate goal is to make a meaningful impact on our colleagues, students, policies, practices, and the wider community. 

CLE About Us Scholarship Site: Decisions & Procedures

Procedure 1: If a publication is removed from SPD, which is not caused due to technical problems, we follow SPD and remove it from the CLE website as well.

Procedure 2: SPD data from different endpoints may have some inconsistency, from example: X has 9 publications if we search in “ProfilePub” endpoint but we can’t get their publications if we search from “SearchRecords” with “deptcode=LANG”. Therefore, we will go with the data from “SearchRecords” as it contains all CLE publications (even the ones whose authors have left CLE). If a staff sees incomplete publication list in their profile page after the revamp, we shall recommend them to consult SPD staff.

Procedure 3: All previous DPS categories have been subsumed under new categories and the extra ones have been deleted. Therefore, we will not implement the “2020.01.01” cutoff, as mixing current data and the data from SPD and DPS will make the content structure complicated. After the revamp, we will completely use data from SPD and DPS for display, and we will get the data for all the years. This will simplify the data structure.

Procedure 4: The current data will be displayed in a less prominent “Archive” page, unless instructed by the ExCo to remove it. The current data will still be available internally (visible to CLE members after login).

Presentations, talks and workshops will not be synced from DPS to CLE in phase 1. Their data needs manual adjustment (such as adding a dropdown “Speaker” list) so that they can be precisely mapped to CLE’s staff profile) before syncing to CLE. This can be implemented in phase 2.

Data that are synced from SPD and DPS to CLE will be stored in one unified content type.

Procedure 5: All CLE publications on SPD will be synced to the CLE website. No exclusions.

Procedure 6: The new CLE Scholarship content type will contain the following fields:

• • Title*
  • Author(s) / Presenter(s)*
  • Description: from SPD’s abstract and DPS’s body
  • ISBN: if SPD has more than 1, we will take the first one.
  • Link: generated from SPD’s DOI field, synced from DPS’s newly created Link field.
  • Press: synced from SPD’s publisher field
  • Location: synced from SPD’s conf_loc field
  • Type*
  • Year*: synced from SPD’s year field, generated from DPS’s date field.
  • Date
  • Citation
  • DOI

Procedure 7: The DPS - Blogs will add a “Link” field. When syncing to the CLE website, the following fields will not be synced:

• • Is this content a deliverable of …
  • Observation of teaching
  • Extra fields for “Scholarship’s Brew”

Procedure 8: The new CLE Scholarship outputs will have the following types:

• • Book (same with SPD)
  • Journal Publication (SPD: Article)
  • Chapter in Edited Volume (SPD: Book chapter)
  • Working Paper (“Peer reviewed” and “Not Peer Reviewed” combined, data from DPS)
  • Book Review (same with SPD)
  • Conference Presentation and Paper (SPD: Conference paper)
  • Scholarship Talk (Reserved for Phase 2 from DPS)
  • Workshop (Reserved for Phase 2 from DPS)
  • Academic Blog (from DPS)
  • Podcast (from DPS)
  • Reviews (e.g., of teaching materials, conferences) (from DPS)
  • Other Output (SPD: Others)

Conclusion

The purpose of updating the CLE Scholarship website is to:

• Enhance the appearance of the Scholarship site and revise the description that appears on the site.
• Ensure that the diverse range of scholarship outputs produced by CLE staff and available through different platforms such as the Digital Platform for Scholarship (DPS), HKUST’s Scholarly Publications Database (SPD), and CLE FORS (Faculty Online Reporting System) can all be synchronized with the CLE About Us Scholarship site and appear under one online location for internal and external stakeholders to see.

  In May 2024, all the recommended changes were made and the CLE Scholarship website update was completed.

  Work duration: November 2023 - May 2024

  Team: Aditi Jhaveri, Felix Li, Bronson So