跳至主要內容
Investigating Adolescents’ Digital Citizenship through Social Media: (Trans)Formation, Digital Literacy Practices and Influential Factors

The internet's anonymity and unrestricted access facilitates both (a) hacking, online aggressions, and cyberbullying of adolescents and (b) opportunities to learn, socialize, and accept one another. Teaching students to participate in online communities and society (digital citizenship [DC] education) can help them (a) protect themselves from such harmful behaviors and (b) maximize their positive affordances. To provide such education, we must understand the ethically, socially, and culturally meaningful literacy practices that support positive DC. Past studies primarily examined the DC views of individuals (mostly adults rather than adolescents) but not how they actually enact their DC through digital literacy practices across social media and/or social networking contexts, or the factors that influence their DCs. Without such knowledge, properly preparing our young people for DC will be extremely challenging.


年份: 2023 - 2025

項目負責人 -

Dr GU Mingyue Michelle

Capacity: PI

Amount: HKD $1,095,862

Learning to Listen in EMI: The Effects of Strategy Instruction on Strategic Behaviour and Learner Uptake

In English Medium Instruction (EMI), students learn content subjects (e.g., Science, Geography) through English, which is their less familiar second language (L2). The underlying assumption is that students can gain both content subject knowledge and L2 English. However, according to recent research, this dual goal is not always attained. This study investigates how learning and teaching can be improved in the EMI classroom by providing students with listening strategy instruction (SI). It is hypothesised that students who underwent SI can learn to listen strategically and comprehend the teacher's input more effectively. The results of this study will give rise to pedagogical implications, highlighting what learners can do to become more strategic listeners and how teachers can support them in developing their strategic repertoire.


年份: 2023 - 2025

項目負責人 -

Dr FUNG King Tat Daniel

Capacity: PI

Towards an Understanding of Second Language Writing Teachers’ Metacognition in Teaching

Metacognition, defined as the individual’s knowledge about cognitive processes and the application of this knowledge for controlling the cognitive process, has a stronghold in educational vernacular. It has been well documented in the literature that metacognition does not develop automatically in students and teachers play an instrumental role in fostering learners’ metacognition to optimize instructional effectiveness. Yet, the literature points to a dearth of teachers who possess adequate knowledge about metacognition at their disposal or the expertise in developing students’ metacognitive capacities. There is an urgent call for more research into the advancement of teachers’ professional knowledge in metacognition to enhance the learning processes of the students. Against this backdrop, the project will examine how teachers integrate metacognitive learning and instruction into the writing classroom; how, and to what extent teachers develop their competence in metacognitive writing instruction; and what factors influence teachers’ development of competence in metacognitive writing instruction.


年份: 2023 - 2024

項目負責人 -

Dr MAK Wing Wah Pauline

Capacity: PI

Amount: $737,140

彌合差距:研究內容和語言整合學習 (CLIL) 與護理教育中的跨語言和跨符號教學法的有效性

國際化在高等教育中越來越受歡迎。雙語課程在 第二語言被用作教學媒介的地區風靡已久。內容(即學科知識)和語言(即第二語言)整合學習就是其中一種雙語課程。內容和語言整合學習在各地中小學的研究及實踐成果豐碩,但在大學階段的相關研究卻有待發展。研究表明,以英語為教學媒介的護理學教育常因語言障礙效果欠佳。鑑於研究空白及在新冠肺炎後醫護教育的重要作用,我們迫切需要在護理學教育中進行內容和語言整合教學的研究。 因此,本研究將調查內容和語言整合學習對准護士內容知識和語言發展的影響,其中使用的內容和語言整合教學法將借鑒跨語言和跨符號的最新理論發展進行設計。本研究將採用準實驗設計,招募五名在香港以英語教學的護理學院教職員工及其教授的兩組准護士參加。其中,研究團隊將與護理學教職員設計兩個主題的課程,並使用跨語言和跨符號化啟迪下的內容和語言結合教學法作為教學幹預。第一研究階段將側重與護理學教職員分享內容和語言整合教學的原則。第二階段,在研究團隊的支持下,參與的教職員將實施兩個單元的教學干預。第一組准護士在第一個學習單元為實驗組,第二組准護士則為對照組。而在第二個學習單元中,對照組與實驗組互換。第三階段是評估階段。研究團隊將通過前後測、師生訪談及課堂互動記錄評估在該護理學課程中內容和語言整合教學的有效性。研究結果將促進雙語大學教育、護理學教育的教學效能,以及推進跨語言和跨符號的理論與實踐發展。


年份: 2021 - 2023

項目負責人 -

劉依祺博士

研究員: PI

金額: HKD731,844

了解學生在第二語言寫作課堂中反饋素養的發展

反饋是教學和學習的核心,也能促進學生學習的發展。反饋有效性的核心在於「學生反饋素養」。「學生反饋素養」被定義為學生擁有所需的理解力、能力和性情去理解反饋信息並利用它來增強學習。 在第二語言寫作語境中,譬如在中國內地和香港,將寫作過程壓縮成單一草稿的單稿寫作非常普遍。傳統反饋的主要方法在於教師進行單向的知識傳輸。雖然自我評估和同伴評估可讓學生掌握自己的學習和評估方式,但這不是常見的做法。因此,目前的教學方法限制了學生發展他們有效使用反饋評估能力的機會,還阻礙了學生反饋素養的發展。在這種背景下,我們需要更多的研究, 譬如在教學環境中,學生如何以及多大程度發展他們的反饋素養,以及學生的這種發展如何改善他們寫作。此研究成果具有相當重要的意義,因為如果反饋不能發揮其促進學生學習的作用,就會失去其目的。 儘管對學生反饋素養的實證研究被視為十分重要,但此研究,尤其是在第二語言寫作方面,尚未得到充分的探索。擬議的研究採用跨學年的案例研究設計,將在香港兩所小學的六個小五班級進行。研究參與者包括每所學校同年級的所有教師和學生。 該研究將利用多種數據來源,包括對校長、英語系主任、教師和學生的個別訪談、與學生的刺激回憶法、課堂觀察、寫作檔案文件、學生寫作檔案和學生有反饋的寫作草稿。 因此,擬議的項目有三個目標:1)香港小學學生如何透過使用寫作檔案來提高反饋素養; 2) 這種反饋素養發展對學生在文本修訂和寫作能力提高方面的影響; 3) 什麼因素會影響小學學生反饋素養的發展。 擬議的研究將有助於豐富學生反饋素養的有限文獻,並可為提高學生反饋素養提供教學意義,這將提升學習者能動性並改進其寫作。研究結果將引起香港和世界各地教育機構的教師教育者、學校領導、研究人員和教師的興趣。


年份: 2021 - 2023

項目負責人 -

麥詠華博士

研究員: HKD661,240

Preparing pre-service language teachers to teach critical thinking: An ethnographic case study in Hong Kong

This project seeks to investigate how student teachers are prepared to teach CT in a pre-service language teacher education programme in Hong Kong. Adopting an ethnographic case study design and informed by an ecological perspective on teacher education, the project will explore how student teachers learn to teach CT in relation to their programme coverage, coherence and applicability. The project will also draw on multiple perspectives from language teacher educators and programme leaders/coordinators to discover how CT is integrated with their situated teacher education curricula. Such an ethnographic design not only can contribute to our understanding of CT, but can also generate insights into the dynamic, complex process of teacher learning across different sites, influenced by a range of institutional and socio-cultural factors.


年份: 2019 - 2021

項目負責人 -

Dr YUAN Rui Eric

研究員: PI

金額: HKD614,740

The Identity Construction Experiences of Teachers of English to Young Learners in Mainland China

This project responds to the need for research into the teaching of English to young learners (TEYL), defined as children between the ages of 5-12. Despite the significant increase in popularity of TEYL globally, including mainland China, our knowledge of how TEYL is implemented, the attitudes of teachers, and the challenges they face is scant. This project, therefore, addresses this gap in our understanding of English language teaching and learning by exploring the experiences of one group of primary school English teachers in mainland China. A particular contribution of this project is to examine the experiences and perceptions of teachers of English to young learners using the theoretical lens of teacher identity. The results of this project will be of interest to policy makers, teacher educators, school authorities, researchers, and teachers of young learners themselves, both in mainland China and analogous educational settings worldwide.


年份: 2019 - 2021

項目負責人 -

Dr TRENT John Gilbert

研究員: PI

金額: HKD614,033

家校合作支持少數族裔學生在香港的成就

The project investigates the expectations and experiences of home-school relations amongst different groups of ethnic minority students in Hong Kong schools.

 


年份: 2019 - 2020

項目負責人 -

Dr TRENT John Gilbert

研究員: PI

金額: HKD716,564

The interplay of language-in-education policy, language ideology and linguistic practices within discourse of internationalization in higher education – a comparative study

年份: 2018 - 2020

項目負責人 -

Dr GU Mingyue Michelle

研究員: PI

金額: HKD623,992

Focused written corrective feedback in Hong Kong secondary classrooms

年份: 2018 - 2019

項目負責人 -

Dr MAK Wing Wah Pauline

研究員: Co-I

金額: HKD591,992

The identity construction experiences of novice English language teachers in Hong Kong

This project will investigate the experiences of eight English language teachers in Hong Kong during their initial years of full-time teaching.


年份: 2016 - 2018

項目負責人 -

Dr TRENT John Gilbert

研究員: PI

金額: HKD221,472

Psychological and sociocultural adaptation and experience of international students in Hong Kong

年份: 2014 - 2016

項目負責人 -

Dr YU Baohua

研究員: PI

金額: HKD531,750

Second Language(s) Learning Motivation and Identity Construction of Ethnic Minority Students in Hong Kong

年份: 2014 - 2016

項目負責人 -

Dr GU Mingyue Michelle

研究員: PI

金額: HKD368,500

Role of Informal Digital Learning of English (IDLE) in Hong Kong University Students’ Perceptions of English as an International Language (EIL)

由於技術的進步及其日益增長的可供性,利用科技進行課堂以外的英語學習和教學在電腦輔助語言學習(CALL)和向其他語言使用者教授英語(TESOL)在近期有很多研究 (Lai, 2017; Reinders & Benson, 2017)。PI將這一新興現象稱為非正式數碼英語學習(IDLE),它被定義為在非結構化的課外環境中進行自主的、自然主義的數碼英語學習(Lee, 2019a, 第116頁)。與此同時,英文作為第二語言或外國語言(ESL/EFL)的學習者與來自不同語言和文化背景的英語使用者交流已變得越來越普遍。在此背景下,Matsuda(2017)從英語作為國際語言(EIL)的角度強調了英語的功能維度,它大致包括兩個構念,即對英語種類的認知和跨文化交際的策略能力。雖然當代的ESL/EFL學生作為真實的EIL使用者,越來越多地參與到一系列的跨文化交流中(例如,通過社交媒體或數碼遊戲與不同的英語使用者交談),但迄今為止,這方面的研究還很少。在PI先前研究的基礎上(Lee, 2019a; Lee & Drajati, in press; Lee & Lee, 2019a, 2019b),這項研究旨在通過調查香港大學生中IDLE和EIL兩個維度之間的關係來填補目前的空白,香港大學生通過IDLE活動越來越多地體驗到英語使用者不同的口音(Yung, 2019)。採用順序解釋混合方法的研究設計,通過問卷調查(N = 400)、開放式問題(N = 400)、半結構式訪談(N = 40)和刺激回憶(N = 40)的方式,從兩所大學的20個ESL/EFL班級收集資料。本研究運用CALL、社會語言學、TESOL等跨學科研究方法。在理論上,本研究幫助我們更好地理解和進一步理論化使用技術的非正式語言實踐與當代學生對EIL的認知之間的關係。從研究的角度來看,三角式資料會為我們提供詳細的見解,讓我們瞭解學生參與IDLE活動是如何有助於發展他們對EIL的看法。在教學方面,這些發現將為英語教師如何更好地為當代英語學習者線上或面對面環境中的跨文化互動做好準備提供實用的見解。此外,由於傳統的EIL教學法似乎局限於課堂環境,研究結果將擴大目前的EIL教學法模式的範圍,使其超越課堂環境。


年份: 2020 - 2022

項目負責人 -

李主聖博士

研究員: PI

金額: HKD453,150

Towards an Understanding of EFL Teacher Educators' Expertise in Hong Kong

This ECS project, drawing on a complexity theory and adopting an ethnographic case study design, seeks to explore teacher educators’ expertise at different stages of their career and how they (re)construct their expertise through different forms of professional practice (eg, teaching, research and practicum supervision) across time and contexts. The study will make a theoretical contribution to our understanding of teacher educator expertise by shedding light on its subject-specific and context-sensitive nature as well as its developmental process mediated by various influencing factors at personal, institutional and societal levels. The study can also generate implications on how to support teacher educators’ professional development at different stages of their career in higher education.


年份: 2017 - 2018

項目負責人 -

袁睿博士

研究員: PI

金額: HKD416,000

Impact of short-term study in mainland China programme on Hong Kong local university students’ intercultural competence, perception and attitude about mainland China, and national identity

年份: 2018 - 2020

項目負責人 -

Dr. GU Mingyue Michelle

研究員: Co-I

金額: HKD594,435

福柯視角探索高校學生在香港社會運動中的公民意識與身份(再)建構

本研究採用治理與倫理自我構成的論述角度,旨在研究在香港的特殊社會政治環境下,高校學生對主流政治話語的理解,學生公民意識的發展和身份建構,學生與持異見者交往的挑戰和應對方式,並提出有效的校級措施和個人策略以促進全人發展。


年份: 2020

項目負責人 -

谷明月博士

研究員: PI

金額: HKD$458,735

Assessment as Learning through Portfolio Assessment in the Second Language Writing Classroom

年份: 2021 - 2023

項目負責人 -

Dr MAK Wing Wah Pauline

Capacity: PI

Amount: HKD1,124,244

Multimedia annotations for vocabulary acquisition: Modes, modalities, application, effects and pedagogical implications

年份: 2018 - 2020

項目負責人 -

Dr. ZOU Di

研究員: PI

金額: HKD774,430.4

The Effects of Family Socialisation on Second-Generation South Asian Adolescents in Hong Kong: Academic Identity Construction and Second Language Learning

年份: 2018 - 2020

項目負責人 -

Dr. GU Mingyue Michelle

研究員: PI

金額: HKD1,022,200

Learning Autonomy and Cross-border Adaptation of First Year Mainland Students in Hong Kong Universities

年份: 2017 - 2020

項目負責人 -

Dr. YU Baohua

研究員: Co-I

金額: RMB10,000

Understanding the nature and impact of teacher and peer feedback on student translations in Chinese EFL context: A multiple case study

年份: 2017 - 2019

項目負責人 -

Dr MAK Wing Wah Pauline

研究員: Co-I

金額: MOP420,000

Digital Archive of English Language Learning Histories

年份: 2014 - 2017

項目負責人 -

Dr. John TRENT

研究員: Co-I

金額: HKD1,232,000

Multilingualism & Mobility in the Northern & Southern Hemispheres

年份: 2015 - 2016

項目負責人 -

Dr. GU Mingyue Michelle

研究員: Co-I

金額: HKD120,000

Negotiating Multilingual Identities in Migrant Professional Contexts

年份: 2012 - 2013

項目負責人 -

Dr. GU Mingyue Michelle

研究員: Co-I

金額: HKD120,000

Spacing effects in L2 vocabulary learning (Gorilla Fund 2020)

年份: 2020 - 2021

項目負責人 -

Dr ROGERS John

研究員: PI

金額: USD500

Developing implicit and explicit knowledge of L2 case-marking

年份: 2015

項目負責人 -

Dr. John Rogers

研究員: PI

金額: USD2,000

Translanguaging and Trans-semiotizing Pedagogies in Content and Language Integrated Learning (CLIL): Multimodalities-Entextualisation Cycle as a Method

年份: 2021 - 2022

項目負責人 -

劉依祺博士

研究員: PI

金額: HKD125,000

A New Approach to Content-based Language Teaching and Learning: Integrating Spherical Video-based Virtual Reality into the Flipped Classroom

年份: 2020 - 2021

項目負責人 -

Dr ZOU Di

研究員: PI

金額: HKD150,000

The effects of task-relevant input on L2 interaction, performance, and development. Principle Investigator (Andrea Révész, Co-I)

年份: 2020 - 2021

項目負責人 -

Dr ROGERS John

研究員: PI

金額: HKD125,000

Developing a personalized vocabulary learning system based on the checklist of technique feature analysis

年份: 2017 - 2018

項目負責人 -

Dr. ZOU Di

研究員: PI

金額: HKD100,000

Who Succeeds at University? Modelling Transition Effects of First Year Students’ Learning Experiences and Learning Outcomes at the Education University of Hong Kong

年份: 2016 - 2017

項目負責人 -

Dr. YU Baohua

研究員: PI

金額: HKD100,000

Toward a multidimensional model of acculturation, willingness to communicate and adaptation: A longitudinal examination on mainland students in Hong Kong Universities

年份: 2014 - 2016

項目負責人 -

Dr YU Baohua

研究員: PI

金額: HKD100,000

Hong Kong Teachers' Opinions about Using Translanguaging and Transsemiotizing in Content and Language Integrated Learning (CLIL)

年份: 2021 - 2022

項目負責人 -

劉依祺博士

研究員: PI

金額: HKD30,000

Linguistic and Cultural Collaboration between Ethnic Minority Students and Local Majority Students in English Learning: An Exploratory Study in Hong Kong

年份: 2021 - 2022

項目負責人 -

Dr JIANG Lianjiang

研究員: PI

金額: HKD30,000

The Validity and Use of C-test in L2 English Research: A Systematic Review

年份: 2021 - 2022

項目負責人 -

馮景達博士

研究員: PI

金額: HKD30,000

Extramural English and language learning outcomes: Cross-cultural comparison between Sweden and Korea

年份: 2019 - 2020

項目負責人 -

Dr. LEE Ju Seong

研究員: PI

金額: HKD$28,607

Reviewing game-based vocabulary learning and vocabulary learning in virtual environments

年份: 2017 - 2018

項目負責人 -

Dr. ZOU Di

研究員: PI

金額: HKD30,000

Understanding teacher students learning motivation, strategies and outcomes in Hong Kong and Mainland China

年份: 2013 - 2015

項目負責人 -

Dr. YU Baohua

研究員: PI

金額: HKD30,000

Hong Kong Secondary School Students’ Perceptions about Using Translanguaging and Trans-semiotizing in Content and Language Integrated Learning (CLIL)

年份: 2021 - 2022

項目負責人 -

Dr LIU Yiqi

Capacity: PI

Amount: HKD50,000

Investigating pre-service teachers’ digital literacy competence and teacher identity construction

年份: 2021 - 2022

項目負責人 -

Dr GU Mingyue Michelle

Capacity: PI

Amount: HKD50,000

Engagement in Online English Learning: Relationships with ICT use enjoyment and Learning Outcomes

年份: 2020 - 2021

項目負責人 -

Dr YU Baohua

Capacity: PI

Amount: HKD50,000

Linguistic demands in EMI assessment

年份: 2020 - 2021

項目負責人 -

Dr FUNG King Tat Danial

Capacity: PI

Amount: HKD50,000

An exploratory study on EMI teachers’ professional challenges and needs in Hong Kong

年份: 2019 - 2020

項目負責人 -

Dr GU Mingyue Michelle

研究員: Co-PI (Dr. Gu Mingyue Michelle, Dr. YUAN Rui Eric)

研究員: Co-I (Dr. LEE Ju Seong)

金額: HK$50,000

Coached versus uncoached negotiation of meaning in a French FL classroom

年份: 2019 - 2020

項目負責人 -

Dr ROGERS John

Capacity: PI

Amount: HKD5,000

Does the provision of cookies influence students’ evaluation of teaching?

年份: 2019 - 2020

項目負責人 -

Dr ROGERS John

Capacity: PI

Amount: HKD2,000

Exploring the effects of a short-term overseas immersion program: The case of Hong Kong student teachers

年份: 2019 - 2020

項目負責人 -

Dr. LEE Ju Seong and Dr. ZOU Di

研究員: Co-PI

金額: HKD50,000

Scaling Up: Piloting a web-based teacher-training platform for 100 primary and secondary preservice and in-service English teachers

年份: 2019 - 2020

項目負責人 -

Dr TAYLOR Timothy

Capacity: PI

Amount: HKD43,000

A study on the validity and reliability of contributory factors and outcome indices of non-local students’ adaptation in Hong Kong

年份: 2018 - 2019

項目負責人 -

Dr. YU Baohua

研究員: PI

金額: HKD50,000

Role of Willingness to Communicate in Adaptation of Asian International Students in Hong Kong Universities: Changes and Causes

年份: 2017 - 2018

項目負責人 -

Dr. YU Baohua

研究員: PI

金額: HKD50,000

Implementing the Secondary English Language Curriculum in Hong Kong under a new era (Phase 2)

年份: 2016 - 2017

項目負責人 -

Dr. WONG Ming Har Ruth

研究員: PI

金額:  

Starting from Scratch: Implementing the Secondary English Language Curriculum in Hong Kong under a new era (Phase 2)

年份: 2015 - 2016

項目負責人 -

Dr. WONG Ming Har Ruth

研究員: PI

金額: HKD50,000

Starting from Scratch: Implementing the Secondary English Language Curriculum in Hong Kong under a new era (Phase 1)

年份: 2014 - 2015

項目負責人 -

Dr. WONG Ming Har Ruth

研究員: PI

金額: HKD50,000

Changeable or not? Teacher Beliefs of Chinese EFL teachers on Task-based Learning

年份: 2013 - 2014

項目負責人 -

Dr. WONG Ming Har Ruth

研究員: PI

金額: HKD30,000

Engagement and Collaboration of University Students in Hong Kong: A Pilot Study

年份: 2021

項目負責人 -

Dr YU Baohua

Capacity: PI

Amount: HKD80,000

Self-Regulated Vocabulary Learning: Effects, Challenges, and Strategies

年份: 2021

項目負責人 -

Dr ZOU Di

Capacity: PI

Amount: HKD80,000

Exploring Student Feedback Literacy Development through Writing Portfolios

年份: 2020 - 2021

項目負責人 -

Dr MAK Wing Wah Pauline

Capacity: PI

Amount: HKD79,999

Spacing effects in learning revisited: A temporal ridgeline for learning L2 vocabulary

年份: 2020 - 2021

項目負責人 -

Dr ROGERS John

Capacity: PI

Amount: HKD80,000

Student-developed Digital Video Projects as a Way to Promote Students’ Autonomy and Digital Literacy Skills

年份: 2019 - 2020

項目負責人 -

Dr YU Baohua

研究員: PI

金額: HKD70,000

Generative use of vocabulary in web-based and paper-based collaborative and individual writing

年份: 2018 - 2019

項目負責人 -

Dr. ZOU Di

研究員: PI

金額: HKD80,000

Unpacking student self-assessment: What are the self-assessment processes and how do they work?

年份: 2017 - 2019

項目負責人 -

Mr. Sterling Shaffer WU

研究員: Co-I

金額: HKD250,000

Sorry I can’t help it: The teaching of Vocabulary

年份: 2012 - 2013

項目負責人 -

Dr. WONG Ming Har Ruth

研究員: PI

金額: HKD30,000