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Work with external organisations CAES colleagues have been involved in undertaking work for various external organisations to network, learn from colleagues in the field and contribute for the benefit of others in the academic community. HOME CHAN Sumie Chan, S. (2022-present). International Program Committee. Journal Reviewer. HKAECT International Conference Organizing Committee. Chan, S. (2021-present). Standing Committee member. The University of Hong Kong Convocation. Chan, S. (2021-present). Adjudicator. Optimist International Hong Kong. Chan, S. (2020-present). Adjudicator. The HKFYG Leadership Institute. CHEUNG Lisa Cheung, L. (2019). Writer for the Faculty's Impact Overview Statement Submission for RAE 2020. The Faculty of Dentistry, The University of Hong Kong, Hong Kong. FONG Natalie Fong, N. (2022). Invited Editorial Board Reviewer for a special issue for the Journal of Language and International Studies. Fong, N. (May 2020). Invited Reviewer for Competitive Research Funding Schemes for the Local Self-financing Degree Sector under Research Grants Council (RGC). LAU Ken Lau, K. (2022-present). External Examiner. HKUSPACE Community College, Hong Kong. Lau, K. (2022-present). Appointed member. Language Discipline Advisory Board. Vocational Training Council, Hong Kong. Lau, K. (2022). Reviewer of EAP curriculum. HKUSPACE Community College, Hong Kong. Lau, K. (2021 and 2022). Accreditation Review Panel Member. Hong Kong Council for Accreditation of Academic & Vocational Qualifications (HKCAAVQ), Hong Kong. Lau, K. (2019-present). Academic Assessor. HKUSPACE Community College, Hong Kong. LAW Locky Law, L. (2019-2022). Conference organising committee member. Hong Kong Association for Educational Communications and Technology (HKAECT), Hong Kong. LEGG Miranda Legg, M. (2019-present). Chairperson of the Centre for English and Additional Languages Advisory Board. Lingnan University, Hong Kong. WONG Lillian Wong, L. L. C. (2021-present). Editorial Board Member. Discourses on Culture. ​ Wong, L. L. C. (2022-present). Consultant. Virtual Teaching and Research Office of University English Curricula and Teaching Group, Jinan University, Ministry of Education, China. ​ Wong, L. L. C. (2018-present). Visiting Professor. School of Foreign Language Education, Jilin University, Changchun, China. ​ Wong, L. L. C. (2017-2021). Chair Elect, Chair and Past-Chair of TESOL Research Professional Council. TESOL International Association. ​ Wong, L. L. C. (2022, February). Programme review panel member. Advanced Diploma in General English. SPACE, The University of Hong Kong, Hong Kong. ​ Wong, L. L. C. (2016-2019). Academic Assessor. Advanced Diploma in General English. SPACE, The University of Hong Kong, Hong Kong. ​ Wong, L. L. C. (2017-2019). Academic Assessor. Associate Degree, English for Arts and Humanities. SPACE Community College, The University of Hong Kong, Hong Kong. ​

SCHOLARSHIP in CAES We aim to cultivate a culture of scholarship-informed teaching and learning to support students at the University of Hong Kong Scholarly activities in CAES have generated different forms of Recognition, Innovation, Dissemination, and Engagement on our teaching. We value all forms of scholarship that develop and evaluate effective teaching and assessment practices, help teachers develop professionally, and positively impact the services we provide to our students and stakeholders. TYPES OF SCHOLARSHIP Discipline-specific teaching and materials Presentations and publications Teaching and learning research Professional development courses, seminars and workshops Work with external organisations Teaching awards and recognition Advance HE Fellowship We adopt a broad and inclusive approach to scholarship under the overarching theme: Materials development and pedagogical practices. Scholarship themes can include but are not limited to the following three areas: Materials Development, Classroom Pedagogy, Assessment Practices . Assessment Practices Classroom Pedagogy Materials Development

Advance Higher Education (HE) Fellowship CAES colleagues have received professional recognition for each category of the Advance Higher Education (HE) Fellowship: Associate Fellow, Fellow, and Senior Fellow. HOME CHEUNG Anthea Cheung, H. Y. (2022). Fellow. Higher Education Academy. CHEUNG Lisa Cheung, L. (2018). Fellow. Higher Education Academy. HUI Jessica Hui, J. (2020). Fellow. Higher Education Academy. LAW Locky Law, L. (2022-2023, application in progress). Fellow. Higher Education Academy. LEGG Miranda Legg, M. (2017). Senior Fellow. Higher Education Academy. WONG Lillian Wong, L. L. C. (2021). Senior Fellow. Higher Education Academy.

Discipline-specific Teaching and Materials CAES colleagues have been actively involved in developing discipline-specific teaching practices and tailor-made materials to maximize student learning at the University of Hong Kong. Colleagues' scholarly activities align with the three thematic areas: Assessment practices, Classroom pedagogy, and Materials development. HOME Materials Development BOYNTON Simon Boynton, S. (2020). Reflective Essay Writing. CCHU9058 Nature in the City. Designed materials on teaching features of reflective essay writing using student exemplars. Activities designed in which students compared depth of reflection, adding thoughts and feelings, description vs reflection in two student exemplars. This led to useful conversations regarding what we are looking for in successful reflective writing. ​ Boynton, S. (2019). Materials on Linear Regression. CAES9821 Professional and Technical Communication for Mathematical Sciences. Wrote materials to teach students how to perform linear regression using Excel. This involved step by step instructions using a practice case and recording videos to explain the solution to the practice case and how to interpret data from Excel. Designed the Assessment Case Study. This involved creating a data set, clear case study instructions with extensive FAQ section (particularly on the mathematical content), and extensive teacher notes on the case study. ​ Boynton, S. (2019). Student exemplars of Narrated Presentations. CAES9820 Academic English for Science Students and CAES9821 Professional and Technical Communication for Mathematical Sciences. Designed materials based on student exemplars of narrated presentations. These materials focused on spoken vs written language, signposting, visual design of slides. Good exemplars were used to show desirable features of narrated presentations. Comparing different exemplars led to useful dialogue on presentations. ​ Boynton, S. (2020). Reflective Writing CCST9006 The Force is with you. Designed materials based on student exemplars to focus on logical organization of information, avoiding having too many topics in a paragraph with lack of depth, and using clear examples to relate the course content to students' own lives and their academic discipline. ​ Boynton, S. (2022). Oral Presentations CCHU9080 Dead People's Things. Designed materials based on student exemplars. The materials focused on slide design (clean slides, more visuals and less text) and delivery (sentence stress, pausing, notes rather than scripts). CHASE Julian Chase, J. Proposed a simple, concise and effective form of oral source citation for CUE1000 citing author, year, text type, topic, to replace the vague and problematic one currently in use. ​ Chase, J. Proposed a revision to the organisation of the CAES9820 Science course to streamline the components and reduce inefficiency in one of the course components (SALL). CHEUNG Anthea Cheung, H. Y. (2020). Handling Q&A. CAES9121 Communication Course for Architecture Students. Designed tasks to develop students' awareness of good practices in asking questions and answering questions in a formal setting. An authentic press conference video is used for students to analyze the various moves. Students can observe how professionals interact with each other in an Q&A session, and understand how the techniques can be applied in their own Q&A sessions of their speaking assignments. CHOI Mable Choi, M. (2020-). Learning from exemplary business plans. CAES9532 Technical English for IMSE. Designed and developed a new course and produced teaching materials for IMSE3134 Innovation and Entrepreneurship to which our English course is adjunct, for which students are required to write a Business Plan -- this is a brand new genre not previously taught by centre, in other words, this exemplifies my ability to produce innovative and inspiring teaching materials. Outcome 1: Students understand the demands of the genre, which is vastly different to technical writing. The quality of the Business Plans produced have become increasingly more professional, as noted by the IMSE course coordinator. Outcome 2: Innovative teaching leads to outstanding SFTL scores for course effectiveness -- 94.8 (Centre average: 77.4). Choi, M. (2020-). Learning from exemplary FYP reports. CAES9540 Technical English for Civil Engineering and CAES9542 Technical English for Computer Science. Designed and developed a suite of brand new teaching materials based on exemplary, authentic, up-to-date FYP reports for both courses. Outcome 1: Engineering students enjoy learning from the best. This has been reflected on the quality of the reports they produce on the course. Most recently, in 2022, two civil engineering students taught by me have won Best Student Paper organised by CHIT and HKIE. In addition, another five students have been invited to participate in Emerging Engineers Awards, organised by the Institution of Civil Engineers, based on their outstanding FYP reports. Outcome 2: Innovative teaching leads to outstanding SFTL scores for both course and teacher effectiveness and enhances our credibility as ED teachers. Choi, M. (2021-). Learning from exemplary FYP presentations. CAES9540 Technical English for Civil Engineering, CAES9542 Technical English for Computer Science and CAES9544 Technical English for Mechanical Engineering. Showcase and analysis of exemplary presentations. Outcome 1: Engineering students are always fearful of presenting their FYP to their supervisors and moderators. Utilising authentic materials enhances our credibility, and showcasing and analysing exemplary presentations allows students to understand what works and what doesn't, in terms of both slide design as well as their presentation skills and working as a team. Outcome 2: Engineering students become more effective and professional as presenters; their slide design has also improved correspondingly. This has been noted and commented on by their FYP supervisors. HO Ken Ho, K. L. (2022). Integration of pre-lesson literature review in teaching writing pedagogy. MAAL6023 Advances in Writing Pedagogy. Designed and developed learning templates for integrating pre-lesson literature reading, in-class discussion and assignment rubric explanation for post-graduate Applied Linguistics students. Develop students’ competence in adapting pedagogical theories to advance their own teaching practices. Ho, K. L. (2020). Genre awareness in technical reporting. CAES9544 Technical English for Mechanical Engineering. Designed and developed learning tasks to promote language awareness of engineering reports types across genres and study years for final-year mechanical engineering students. Develop students’ writing competencies in different technical writing approaches throughout their undergraduate study. Ho, K. L. (2019). Teaching and marking videos for ESP. CAES95XX (four courses) Technical English for Civil, Electrical/Electronic, Mechanical Engineering and Computer Science. Designed and developed instructional videos for engineering report writing and presentation for fourth-year students. Develop students’ writing and presentation competencies in reporting the progress and completion of their final-year/capstone projects. LAU Ken Lau, K. (2019). Course Development. MAAL7001 Applied Corpus Linguistics. Designed and developed the entire course. Develop students’ theoretical understanding of data-driven learning and of how corpus linguistics/corpora can be used to inform pedagogy and materials design. WONG Parco Wong, P. M. T. (2020). Reading-Writing Connections. CAES1000 Core University English. Created a set of teaching and learning materials for first-year undergraduate students on how critical reading strategies facilitate effective English academic writing. Classroom Pedagogy CHAN Louisa Chan, L. (2021). CAES2003 Learning English through Audiovisual Books. Designed and offered an elective course that improves students’ written, spoken and digital literacy skills through the genre of audio-visual books. Engaged students in the analysis of novels reproduced as audio-visual books and movies with respect to their plot structures and linguistic features. Guided students to write a short story and produce an audio-visual book employing voice acting, audio and video capture and editing. CHEUNG Lisa Cheung, L. (2019). Flipped classroom approach to genre-based writing. CAES9350 Academic English for Dentistry. Adopted an innovative Multimodal/Multimedial Classroom Approach to this fifth-year English course for Dentistry students (five lectures, four flipped classes, three individual consultations; different media). Created four 5-minute well-designed videos (e.g. “Understanding the requirements of the discussion and conclusion sections”, “Oral presentation skills”). Repackaged the the ‘direct-instruction’ component of report writing in the form of videos in a more interesting, visual, and millennial-appropriate way. Provide adequate scaffolding for students to engage actively in class for discussions of writing to deepen their understanding of the genre. LAW Locky Law, L. (2020). Top 10 Tips for Mastering the Use of Figures, Tables and Equations. CAES954x Technical English for Engineering. Developed new videos using Adobe Premiere Pro and Adobe After Effects for engineering students’ out-of-class learning and contributed to the induction package for new teachers (foci: the use of figures, tables and equations; the transfer of knowledge from the progress report to the Final Year Capstone project group report). WONG Lillian Wong, L. L. C. (2022). Class observation and micro-teaching. MAES7105 Technology in Language Teaching and Learning. Designed and developed an interactive course integrating authentic learning and assessment opportunities which students gain and apply knowledge in lesson planning and activities development, teach in a school, receive feedback and reflect on learning for future teaching practice. Assessment Practices BOYNTON Simon Boynton, S. (2019). Essay Writing and Peer feedback. CCST9056 The Force is with you. Designed writing workshop to teach evaluative language and successful integration of citations for a science essay assignment. This was delivered to 150 students. Also designed a peer feedback workshop. Designed a peer feedback tick sheet based on the assessment rubric and used a student exemplar to train the students how to do peer assessment. Students then did peer feedback on an essay draft. HO Ken Ho, K. L. (2021). Experiment and statistics reporting for Biomedical Engineering students. CAES9531 Technical English for Biomedical Engineering. Designed and developed with Biomedical Engineering (BME) Department the genre for streamlined reporting engineering procedure and statistics for third-year BMED students. Promote effective technical reporting for co-assessment purpose with engineering faculty and industry judges.

Presentations and publications CAES colleagues have actively contributed to the academic field through presentations and/or publications. HOME BENATI Alessandro Monographs Benati, A. Schwieter, J. (2022). Second language acquisition theory. The legacy of professor Michael Long. Benjamins. Benati, A. (2021). Focus on form . Cambridge University Press. Benati, A. (2021). Input processing and processing instruction: The acquisition of Italian and Modern Standard Arabic . Benjamins. Benati, A. (2021) Key terms: A pocket guide for language teachers . Equinox. Benati, A. (2020). Key questions in second language teaching . Cambridge University Press. VanPatten, B., Smith, M., Benati, A. (2019). Key questions in second language acquisition: An Introduction . Cambridge University Press. Edited books Chan, M., Benati, A. (2022). Challenges encountered by Chinese ESL learners in L2 acquisition: Problems and solutions from complementary perspectives . Springer. Schwieter, J., Benati, A. (2019). The Cambridge handbook of language learning . Cambridge University Press. Referred book chapters Benati, A. (2022). Processing Instruction: Research, theory and practical implications of the learning and teaching of English grammar to Chinese L1 speakers. In M. Chan & Benati, A. (eds), Challenges Encountered by Chinese ESL learners in L2 acquisition: Problems and Solutions from complementary perspectives (109-130). Springer. Benati, A. (2022). Processing Instruction and SLA: An Interview with Alessandro Benati. In K. Sadeghi (ed), Second Language Acquisition (233-248). Palgrave. Benati, A. (2022). Can focus on form have an effect on language development? In A. Benati & J. Schwieter (eds), Second language acquisition theory. The legacy of professor Michael Long . (257-272). Benjamins. Benati, A., Schwieter, J. (2022). Input processing in L1 acquisition and simultaneous bilingualism. In W. Wong. Handbook of SLA and Input Processing (pages forthcoming). Routledge. Benati, A. (2022). Focus on Form. In H. Mohebbi & C. Coombe (ed), Research questions in language education and applied linguistics (65-69). Springer. ​ Benati, A.G. (2020). Explicit grammar instruction goes nowhere In S. Rastelli (ed), Manifesto per l'insgnamento della lingua italiana (43-47). Pacini Editore. Benati, A., Schwieter, J. (2019). Pedagogical interventions to L2 grammar instruction. In J. Schwieter & A. Benati, A. (eds), The Cambridge handbook of language learning (475-499). Cambridge University Press. Refereed journal articles Benati, A. (2022). Structured input and structured output on the acquisition of English passive constructions: A self-paced reading study measuring accuracy, response and reading time. System (10.1016/j.system.2022.102882). Farzaneh, T., Benati, A. (2021). Comparing whole-class discussion and task-based activity: A small-scale study, Instructed Second Language Acquisition , 5(1), 4-39. Benati, A. (2020). The effects of structured input and traditional instruction on the acquisition of the English causative forms: An eye-tracking study measuring accuracy in responses and processing patterns. Language Teaching Research , 24(1), 1-21. Benati A. (2020). Online methods and tasks in research measuring the effects of processing instruction, Instructed Second Language Acquisition , 4(2), 111-123. Benati, A. (2020). The effects of structured input and traditional instruction on the acquisition of the passive constructions: An eye-tracking study. Instructed Second Language Acquisition , 4(2), 158-179. Chiucchiu, G., Benati, A. (2020). The effects of structured input and textual enhancement on the acquisition of Italian Subjunctive: A self-paced reading study. Instructed Second Language Acquisition , 4(2), 235-257. Benati, A.G. (2020). What is the Role and Nature of Language and Language Development?, Language Teaching Research Quarterly , 20(1), 60-72. Benati, A. (2019). The role of instruction: An update. La nguage Teaching Research Quarterly , 11(1), 1-11. Benati, A., Batziou, M. (2019). The relative effects of isolated and combined structu red-input and structured-output on the acquisition of English causative. International Review of Applied Linguistics in Language Teaching . ​ Keynote/plenary/invited talks Benati, A. (29 September 2022). Invited talk: New frontiers for language instruction . The Hang Seng University of Hong Kong. Benati, A. (21 May 2021). Plenary: Explicit grammar instruction goes nowhere . Wenzao Ursuline University of Languages Kaohsiung, Taiwan. Benati, A. (13 March 2021). Invited talk: An eye-tracking study on the effects of structured input and traditional instruction on the acquisition of English passive forms . Hong Kong Second Language Acquisition Research Forum (HK-SLARF). Benati, A. (15 November 2020). Invited talk: Processing Instruction: Role, nature and current trends . Hong Kong Science and Technology. Benati, A. (17 October 2020). Plenary: Is there a role for instruction? , NTELT Conference. Benati, A. (20 February 2020). Special talk: The limited effects of instruction in SLA: A way forward . Hong Kong Association of Applied Linguistics. Benati, A. (10-12 October 2019). Invited workshop at Academia Lingua Italiana Assisi. The role of communication and tasks in second language teaching . Assisi. Benati, A. (12 September 2019). Invited talk: Components of Instructed SLA . The University of Hong Kong. Benati, A. (21-23 March 2019). Plenary: Key components of instructed second language acquisition . TESOL Arabia, Dubai. Benati, A. (21-23 March 2019). Special talk: Rethinking grammar instruction: the case for processing instruction . TESOL Arabia, Dubai. Benati, A. (24 May 2019). Plenary: Does instruction have an impact on second language acquisition ? EUROKD 2019 Conference in Istanbul. Benati, A. (29-30 May 2019). Invited talk: Key findings in second language acquisition research and real-world applications . Hong Kong Association of Applied Linguistics. ​ Benati, A. (June 27-29 2019). Colloquium: Acquisition of English functional categories by Chinese speaking learners and pedagogical solutions . 17th Asia TEFL International Conference and the 6th FLLT International Conference, Ambassador Hotel Bangkok, Thailand. Benati, A. (14-16 June 2019). Invited workshop: Academia Lingua Italiana Assisi. The role of communication and tasks in second language teaching . Assisi. Benati, A. (10-12 January 2019). Invited workshop: Academia Lingua Italiana Assisi. Focus on form in second language teaching . Assisi. Peer-reviewed conference presentations Benati, A. (9 March 2022). A self-paced reading study on the acquisition of Italian subjunctive of doubt forms . Hong Kong Second Language Acquisition Research Forum (HK-SLARF). Benati, A. (7 March 2020). The effects of structured input and traditional instruction on the acquisition of the passive constructions: An eye-tracking study . AALT Conference, Zayed University, Dubai. Benati, A. (1 June 2019). The effects of processing instruction and motivation on the acquisition of MSA gender agreement. JASL. Benati, A. (13 October 2019). A Comparative Study of Processing Instruction and Textual Enhancement on the Acquisition of Italian Subjunctive of Doubt Forms . SLRF, Michigan. International colloquia/symposium convenor Benati, A. (forthcoming on 17 May 2023). One day Symposium: New frontiers for language instruction: Theory, research and pedagogy. HKU, forthcoming. Louis Cha Fund. Benati, A. (18-20 March 2020). Symposium convenor: Rethinking grammar instruction: The case for Processing instruction. American University of Sharjah. BOYNTON Simon Wakeland, L., Boynton, S. (2019). Wikipedia Assignments for Academic English Courses in Hong Kong . Presented at the HKCPD Hub Continuing Professional Development Symposium. Wang, C., Boynton, S., Wakeland, L., Datwani, D., Castillo, J., Chan, L. & Scanlon, S. (2022). Wiki Writing in Medicine and Student’s Perceptions: The case of an English-in-the-Discipline course in Hong Kong. In Technology in Second Language Writing: Advances in Composing, Translation, Writing Pedagogy and Data-Driven Learning. CHAN Derek Chan, D. H. L., & Shirai, Y. (2022). The role of lexical aspect in L2 acquisition of the present perfect. In M. Chan & A. Benati (Eds.), Challenges encountered by Chinese ESL learners in L2 acquisition: Problems and solutions from complementary perspectives (pp. 29-57). Springer. Chan, D. H. L. (2020, July). Seeing research, writing, and publishing as one enterprise . Invited session speaker at The NIE International Graduate Student Webinar 2020, National Institute of Education, Nanyang Technological University, Singapore. CHAN Letty Chan, L., & Scanlon, S. (January 2021). “Just what the Chinese medicine doctor ordered: Developing ESP Materials for doctor-patient consultations in alternative therapy” . CPD HUB conference. Wang, W., Boynton, S., Wakeland, L., Datwani, D., Castillo, J., Chan, L., & Scanlon, S. (2023). Wiki writing in medicine and students' perceptions. In J. Qin and P. Stapleton (Eds.) Technology in Second Language Writing: Advances in Composing, Translation, Writing Pedagogy and Data-driven Learning . Routledge. DOI: 10.4324/9781003279358-6 CHAN Louisa Chan, L., Cheung, A., & Wong, A. (2021). Improving Curriculum Design through Collaboration with Faculty Staff. CAES PD Seminar. CHAN Sumie Chan, S. (2022). Episode 2: "How Shakespeare's work can inspire students to create a piece of literary fiction ”. Episode 1: "How to motivate university students to learn based on disciplines of study, streams and gender ” Teachers’ lift episode, The University of Hong Kong. Chan, S. (2022). Is Extra English for Academic Purposes Support Required for Degree Holders Pursuing Master Programmes? Moldova: Eliva Press . https://www.amazon.com/dp/9994981986 Chan, S. & Lo, N. (2022). Teachers’ and Students’ Perception of Gamification in Online Tertiary Education Classrooms During the Pandemic, SN Computer Science (SNCS), Springer , Singapore, 3(215), 1-16. https://doi.org/10.1007/s42979-022-01117-w Lo, N. & Chan, S. (2022). Teaching in the Time of Corona(Virus): A Cross-Institutional Study of Online English Language Teaching in Hong Kong Higher Education, Digital Communication and Learning, Springer , Singapore, 125-142. https://link.springer.com/chapter/10.1007/978-981-16-8329-9_8 Lo, N. & Chan, S. (2021). Online English Language Teaching in Hong Kong Higher Education during COVID-19, Proceedings of the 2021 7th International Conference on e-Society, e-Learning and e-Technologies (ICSLT 2021) . Association for Computing Machinery, USA: New York, 6–10. https://doi-org.easyaccess2.lib.cuhk.edu.hk/10.1145/3477282.3477289 Chan, S. (2021). Gender and Literature – Is Gender Gendered? Female Protagonists in Macbeth (1606), Thelma and Louise (1991) and A Doll’s House (1879) – Three Different Genres of Literature across Centuries, International Journal of Languages, Literature and Linguistics , 7(4), 189-192. DOI: 10.18178/ijlll.2021.7.4.310 Chan, S. & Lo, N. (2021). Impacts of Gamification in Remote Learning in Tertiary Education. In Proceedings of the 2021 7th International Conference on e-Society, e-Learning and e-Technologies (ICSLT 2021) . Association for Computing Machinery, USA: New York, 26–34. https://doi-org.easyaccess2.lib.cuhk.edu.hk/10.1145/3477282.3477290 Chan, S. (2020). Previous Generation and our Generation in Contemporary Era , RTHK. https://www.rthk.hk/radio/pth/programme/p0930_shakespearean_sonnets Chan, S. (2020). 13 columns on Shakespearean sonnets , Mingpao English Newspaper. https://www.rthk.hk/radio/pth/programme/p0930_shakespearean_sonnets CHEUNG Lisa Cheung, L. & Crosthwaite, P. (2019). The Language of dentistry: A corpus-based study of novice and expert disciplinary writing and writing pedagogy . Studies in Corpus Linguistics. John Benjamins. Cheung, L. (2020). User engagement with dentistry corpora and data-driven learning. Paper to be presented at the HKCPD Hub International Conference 2020, “Higher education best practices – English teaching and learning in Hong Kong”, 8 – 10 January, 2021, The University of Hong Kong. Cheung, L. (2019). Utilizing Dentistry corpora to facilitate data-driven learning pedagogy . Paper presented at the CELC Roundtable, 5 – 6 December, 2019, The National University of Singapore, Singapore. FONG James Fong, J. (2021). How ICT enhances the process of learning and teaching in tertiary education . Paper presented at the International Conference on Technology-Enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching 2021 (TeLLT & CoLLT 2021). The Education University of Hong Kong, Hong Kong. Fong, J. (2019). Indexical orders of identity in Hong Kong: An analysis of railway station exit signs as contested spaces for identity struggles . Paper presented at the Multidisciplinary Approaches in Language Policy & Planning Conference. Ontario Institute for Studies in Education (OISE), University of Toronto, Canada. Fong, J. (2019). Chinese as a pluricentric language in post-handover Hong Kong: Legitimacy of traditional and simplified Chinese characters . Paper presented at the Conference of Languages, Nations, Cultures: Pluricentric Languages in Context(s). Stockholm University, Sweden. FONG Natalie Law, L., & Fong, N. (2020). Applying partial least squares structural equation modeling (PLS-SEM) in an investigation of undergraduate students’ learning transfer of academic English. Journal of English for Academic Purposes , 46, 100884. https://doi.org/10.1016/j.jeap.2020.100884 Yung, W. H. Kevin & Fong, N. (2019). Learning EAP at university: Perceptions of high-achieving first-year ESL undergraduates. English Language Teaching Journal , 73(3), 306-315. ​ Fong, N., Wong, P., Yau, A., Law, L. (30-31 May 2022). University Teachers’ Perceptions and Applications of Learning Transfer in English for Academic Purposes [Online paper presentation]. The 6th CELC Symposium 2022, Teaching English Language and Communication in a Changing Landscape: Innovations and Possibilities. National University of Singapore, Singapore. Fong, N. (19-25 June 2022). Enriching Academic English Learning Experience in Higher Education: A Study of L2 Learners’ Perceived Needs and Beliefs in EAP [Online paper presentation]. Psychology of Language Learning Conference (PLL4), The International Association for the Psychology of Language Learning. Fong, N., & Law, L. (25 May 2021). An investigation of teachers’ perception and understanding of learning transfer [Online sharing and discussion session]. The HKCPD Scholarship of teaching and learning (SoTL): Empowering teachers for student learning enhancement, Hong Kong. https://hkcpdhub.hku.hk/blog/event/sotl-empowering-teachers-for-student-learning-enhancement/?instance_id=191 Fong, N., Law, L., Wong, P., Yau, A. (20-21 May 2021). A thematic analysis of undergraduate students’ perceived learning transfer of academic English [Online paper presentation]. The 3rd International Conference on English across the Curriculum 2021 (EAC 2021) (Online paper presentation), Hong Kong. https://elc.polyu.edu.hk/conference/EAC2021 Fong, N., Tai, C., & Law, L. (20-31 May 2021). An Investigation of Students’ Perceptions of Learning Transfer across Six English-in-the-Disciplines (ED) Courses for Students of Arts and Humanities [Online conference session]. The 3rd International Conference on English across the Curriculum 2021 (EAC 2021), Hong Kong. https://elc.polyu.edu.hk/conference/EAC2021 Fong, N., Law, L., Wong, P., Yau, A. (15-17 March 2021). An Investigation of Students’ Perceptions of Learning Transfer of Academic English Literacy [Online paper presentation]. 55th RELC International Conference (RELC 2021), Singapore. https://www.relc.org.sg/facilities/conferences-events-2020 Fong, N., Law, L., Wong, P., Lee, J., & Yau, A. (9 January, 2021). An Investigation of HKU Undergraduates’ Learning Transfer of Academic English [Online conference session]. The HKCPD International Conference 2021 for English teaching professionals worldwide, Hong Kong. https://hkcpdhub.hku.hk/conference2021/detailed-programme/ Fong, N., Law, L., Kwan, E., Ho, K., Leung, P, Wong, Colin. T. (2021, March 31). Understanding Teachers' Perceptions of Learning Transfer: Challenges and Opportunities. CAES Professional Development Seminar, The University of Hong Kong. ​ Fong, N., Law L., Wong, P., Yau, A. (December 11, 2019). “Show & Tell” Interactive Sharing and Discussion Session , HK Continuing Professional Development Hub (HKCPD) Hub for University English Teachers. Yung, K. W. H. & Fong, N. (9 May 2019). Analysing English learners' experiences in the transition from senior secondary mainstream and shadow education to university studies. Invited presentation at the Research and Development Project Dissemination Conference of The Standing Committee on language Education and Research, Advancing Excellence in Language Education: From Research and Development to Innovative Practice, Hong Kong Science Park, Hong Kong. HO Ken Ho, K. L. (2022). English-in-the-Discipline for Engineering: A Decade of Design and Deployment at HKU . Invited seminar presentation at Hong Kong Baptist University, Hong Kong. Ho, K. L. (2021). Genre and precision in engineering: A case study of undergraduate writing . Paper presented at the 6th International Conference of Asia-Pacific Language for Specific Purposes & Professional Communication. The City University of Hong Kong, Hong Kong. Ho, K. L. (2021). Recontextualization in engineering laboratory report and machine workshop training record . Paper presented at the 1st HKCPD Hub International Conference on Innovative Teaching and Research in English Language Education. The University of Hong Kong, Hong Kong. ​ Ho, K. L. (2021, Jun 3-5). Multimodality and beyond: Addressing complexity and emerging needs in LSP. 6th International Conference of Asia-Pacific Language for Specific Purposes & Professional Communication. The City University of Hong Kong, Hong Kong. Ho, K. L. (2021, Jan 8-10). Innovative teaching and research in English Language Education. 1st HKCPD Hub International Conference on Innovative Teaching and Research in English Language Education. The University of Hong Kong, Hong Kong. HUI Jessica Kwan, E. K. P., Chai, A., & Hui, J. (2021). Bridging the gap: Transferring literacy skills in an English for specific purposes course . Paper presented at The HKCPD Hub Virtual International Conference 2021. Kwan, E. K. P., Chai, A., & Hui, J. (2021). Transferability of literacy skills of ESP and discipline specific EAP courses: Learners’ perspectives . Paper presented at The AILA 2021 Congress. ​ Hui, J. (2021, August 15-20). 19th World Congress of Applied Linguistics on the Dynamics of Language, Communication and Culture in a Changing World [Online]. KWAN Vivian Kwan, V. (2020). Academic discourse socialisation into the target disciplines: A multiple-case study of undergraduates from double-degree English teacher training programmes in Hong Kong [PhD dissertation]. The University of Hong Kong. LAU Ken Publications Lin, C-Y., & Lau, K. (2021). “I found it very special and interesting”: Evaluative language in Master’s thesis defenses in Taiwan universities. Journal of English for Academic Purposes ., 53, 101035. https://doi.org/10.1016/j.jeap.2021.101035 Lau, K., Lin, C-Y., & Odle, E. (2021). ‘I am just saying maybe …’: Engagement in Dissertation Defenses. Language and Education , 35(1), 1-21. https://doi.org/10.1080/09500782.2020.1828450 Wu, C-H. , & Lau, K. (2021). Engaging senior-year admitted students’ academic literacies across the discipline: A language practitioner’s perspectives. Innovations in Education and Teaching International , 58(3), 294-304. http://doi.org/10.1080/14703297.2020.1733044 Dias, A., Lau, K., & Lin, C-Y. (2020). Discourse functions of I think in computer-mediated, cross-cultural communication between Taiwanese and Japanese undergraduate students. Pragmatics , 30(4), 510-533. https://doi.org/10.1075/prag.18029.dia Lee, T., Gardner, D., & Lau, K. (2020). The effects of L2 motivational strategies: Within and beyond the L2 classroom. Innovation in Language Learning and Teaching , 14(5), 451-465. https://doi.org/10.1080/17501229.2019.1620240 Gardner, D., & Lau, K. (2019). One international university, two perspectives: The role of English as a lingua franca as perceived by Mainland and Hong Kong Chinese students. Compare: A Journal of Comparative and International Education , 49(2), 192-210. https://doi.org/10.1080/03057925.2017.1392846 Lau, K., & Gardner, D. (2019). Disciplinary variations in learning styles and preferences: Implications for academic English provisions. System , 80, 257-268. https://doi.org/10.1016/j.system.2018.12.010 Presentations/invited talks Lau, K., & Gardner, D. (2021). Language learning beyond the classroom: A case study of EFL students in Taiwan. Presentation given at the HKCPD Hub International Conference 2021. The University of Hong Kong, Hong Kong. Lau, K. (2021). Internationalization of higher education in Asia: Language policies and integration . Invited talk at National Taiwan Normal University, Taiwan. ​ Lau, K. (2021). ‘I’m just saying maybe…’: Engagement in Applied Linguistics’ dissertation defenses . Invited talk at City University of Hong Kong, Hong Kong. Lau, K. (2021). Writing for publication in humanities . Keynote address given at the 2021 International Conference on English Studies: Literature and Culture, Language and Teaching. National Dong Hwa University, Taiwan. Lau, K. (2021). Unpacking criticality: A text-informed enquiry . Invited talk at Hang Seng University of Hong Kong, Hong Kong. Lau, K. (2019). Integrating reflection into EAP/ESP courses: Concerns and approaches . Keynote address at the Wenzao English Forum, Wenzao Ursuline University of Languages, Kaohsiung, Taiwan. Fong, N., Wong, P. & Lau, K. (2019). Technology-driven language learning: Self-training modules on grammar for academic English . Presentation given at the HKCPD Hub Symposium 2019. The Hong Kong University of Science and Technology, Hong Kong. Gardner, D. & Lau, K. (2019). Assessing self-learning . Invited talk at Fu Jen Catholic University, Taipei, Taiwan. LAW Locky Tso, A. W. B., Ng, S. K. K., Law, L., & Bai, T. S. (Eds) (in press). Innovation and Transformation: The Post-pandemic Landscape of Education and Beyond . Springer. Law, L. (2018-present). The Microsoft Word referencing style extender for linguistics journals . GitHub. https://github.com/lx3h/LinguisticsJournals Law, L. (2020). Creativity and education: Facilitating transfer of learning through digital creativity multimodal analysis (DCMA) of social media posts. In S. SK. Lam (Ed), New Media Spectacles and Multimodal Creativity in a Globalized Asia: Art, Design and Activism in the Digital Humanities Landscape (pp. 95-119). Springer. https://doi.org/10.1007/978-981-15-7341-5_5 Law, L. (2020). Enhancing digital literacy through the understanding of multimodal creativity in social media: A case study of Elon Musk's social-influencer discourse in his Twitter posts. Journal of Global Literacies, Technologies, and Emerging Pedagogies , 6 (1), 968-994. http://jogltep.com/wp-content/uploads/2020/08/6.1.1-Law.pdf Law, L. (2021). Creativity and pedagogy: Is it a final fantasy in the Age of Pandemic? 7 lessons for life on the ground floor [Special issue]. Journal of Communication and Education , 5 (1), 121-134. http://www.hkaect.org/jce/5(1)/Law_2021_5(1)_pp121-134.pdf Law, L. & Fong, N. (2020). Applying partial least squares structural equation modeling (PLS-SEM) in an investigation of undergraduate students’ learning transfer of academic English. Journal of English for Academic Purposes , 46, 100884. https://doi.org/10.1016/j.jeap.2020.100884 LEGG Miranda Lee, J., & Legg, M. (2022, May 27). Creating pedagogical opportunities for the new normal - lessons learned from a Language Centre . Association of Hong Kong Language Centres Inaugural Symposium. Hong Kong. Legg, M. (2021). Leadership Skills . CAES Professional Development Seminar. The University of Hong Kong, Hong Kong. WONG Lillian Publications Moorhouse, B.L., Walsh, S., Li, Y. & Wong, L. L. C. (2022). Assisting and mediating interaction during synchronous online language lessons: Teachers’ professional practices. TESOL Quarterly , 56(3), 934-960. http://dx.doi.org/10.1002/tesq.3144 Hyland, K., Paltridge, B. & Wong, L. L. C. (Eds.) (2021). The Bloomsbury Handbook of Discourse Analysis (2nd Edition). Bloomsbury. Wong, L. L. C. (2019). Implementing disciplinary data-driven learning for postgraduate thesis writing. In Hyland, K. & Wong, L. L. C. (Eds.) Specialised English: New directions in ESP and EAP research and practice . Routledge. pp.195-213. Hyland, K. & Wong, L. L. C. (Eds.) (2019). Specialised English: New directions in ESP and EAP research and practice . Routledge. https://doi.org/10.4324/9780429492082 Crosthwaite, P., Wong, L. L. C. & Cheung, J. (2019). Characterising postgraduate students' corpus query and usage patterns for disciplinary data-driven learning. ReCALL , 31(3), 255-275. doi:10.1017/S0958344019000077 Invited Presentations Wong, L. L. C. (2022, June 10). Empowering teachers: A collaborative framework of professional development for teacher enhancement in teaching and research [Invited presentation]. College of Foreign Studies, Jinan University, Virtual Teaching and Research Office of University Courses Group, Ministry of Education, China. Wong, L. L. C., Douglas, S., Curtis, J., Salama, A., Ustuk, O., & Valeo, A. (2021, March 24-27). TESOL Research Agenda Fair: Research trends and future research priorities [Invited presentation]. Virtual TESOL 2021 Convention & English Language Expo. Wong, L. L. C. (2020, October 24-25). Data-Driven Learning for enhancing disciplinary research writing [Keynote address]. The Forth Symposium on Interdisciplinary Linguistics. School of Foreign Languages, East China Normal University. Wong, L. L. C. & Douglas, S. (2020, July 19). TESOL Research Professional Council . [Invited online session] The Professional Council Leaders’ session of the Affiliate Network Professional Council events, TESOL International Association. ​ Wong, L. L. C. & Douglas, S. (2020, March 5). TESOL’s Research Agenda and future research priorities . [Invited online session] myTESOL Lounge, TESOL International Association. Wong, L. L. C. (2019, October 18-20). Enhancing disciplinary writing using Data-Driven Learning approach . [Invited featured presentation]. Metadiscourse across Languages and Contexts Conference, Jilin University, Changchun, China. Wong, L. L. C. (2019, May 24). HKCPD Hub: Hong Kong Continuing Professional Development Hub for University English Teachers [Invited presentation]. The Learning and Teaching @EdUHK Festival 2019, The Education University of Hong Kong, Hong Kong. Wong, L. L. C. (2019, May 14). Curriculum design for innovation and change [Invited presentation]. School of Foreign Language Education, Jilin University, Changchun, China. Wong, L. L. C. (2019, May 11). Data-driven learning for writing in the disciplines [Plenary speech]. School of Foreign Language Education, Jilin University, Changchun, China. Other Presentations Moorhouse, B.L. & Wong, L. L. C. (2022, March 14-16). Assisting and mediating interaction during synchronous online language lessons [Conference presentation]. The 56th RELC International Conference “Equitable and Inclusive Language Education: New Paradigms, Pathways, and Possibilities”, SEAMEO RELC, Singapore. Wong, L. L. C. (2021, January 8-10). Data-driven Learning for enhancing writing in the discipline [Paper presentation]. HKCPD Hub Virtual International Conference “Innovative teaching and research in English language education”, Hong Kong. Wong, L. L. C., Jarvis, A., Wong, D. & Lin, L. (2021, January 8-10). Developing EAP expertise: Insights from teachers on professional growth [Colloquium]. HKCPD Hub Virtual International Conference “Innovative teaching and research in English language education”, Hong Kong, Crosthwaite, P. & Wong, L. L. C. (2019, July 10-12). Characterising postgraduate students’ corpus query and usage pattern for disciplinary data-driven learning [Paper presentation]. The 20th International CALL Research Conference "Social CALL", The Education University of Hong Kong, Hong Kong, Wong, L. L. C. (2019, June 20-21). Innovation and digital technologies in teaching specialised English: Data Driven Learning in postgraduate disciplinary writing [Paper presentation]. XVIII AELFE Congress 2019 “Envisioning the future in academic and professional languages: Emerging trends in teaching and research”, Institute for Culture and Society, University of Navarra, Pamplona, Spain. Wong, L. L. C. (2019, March 12-15). Enhancing postgraduate thesis writing using a disciplinary data-driven learning approach [Paper presentation]. The 53th TESOL International Convention & English Language Expo, Atlanta, Georgia, United States. Wong, L. L. C. (2019, May 7). Disciplinary writing: Data-driven learning for postgraduate writing [Invited presentation]. Beijing No rmal University, School of Foreign Languages and Literature, Beijing, China Wong, L. L. C., Christison, M.A., Lopriore, L., Karam, F., Baker, L. (2019, March 12-15). Research Mentoring Workshop [Invited workshop]. The 53th TESOL International Convention & English Language Expo, Atlanta, Georgia, United States. WONG Parco Wong, P. M. T., Fong, N., & Yau, A. H. Y. (2021). Reading-Writing Connections in an EAP Course for ALL First-Year Undergraduates at HKU . Paper presented at the 55th RELC International Conference Sustainable Language Education: Standards, Strategies and Systems, SEAMEO RELC, Singapore. Fong, N., Law, L., Wong, P. M. T., & Yau, A. H. Y. (2021). An Investigation of Students’ Perceptions of Learning Transfer of Academic English Literacy . Paper presented at the 55th RELC International Conference Sustainable Language Education: Standards, Strategies and Systems, SEAMEO RELC, Singapore. Wong, P. M. T., Fong, N., Yau, A. H. Y., & Lee, J. C. Y. (2021). Reading-Writing Connections: Enriching Academic English Literacy for First-Year Undergraduate Students . Paper presented at the Hong Kong Continuing Professional Development Hub (HKCPD Hub) for University English Teachers, Virtual International Conference 2021: Innovation Teaching and Research in English Language Education. YAU Alice Yau, A. H. Y., Yeung, M. W. L., & Lee, C. Y. P. (2022). A co-orientation analysis of teachers’ and students’ perceptions of online teaching and learning in Hong Kong higher education during the COVID-19 pandemic. Studies in Educational Evaluation , 101128. https://doi.org/10.1016/j.stueduc.2022.101128 Yeung, M. W. L., & Yau, A. H. Y. (2021). A thematic analysis of higher education students’ perceptions of online learning in Hong Kong under COVID-19: Challenges, strategies and support. Education and Information Technologies , 1-28. https://link.springer.com/article/10.1007/s10639-021-10656-3#citeas Yau, A. H. Y., Turnbull, M., Angus, D., & Watson, B. (2020). Visualizing communication in health care. In B. Watson and J. Krieger (Eds.), Expanding horizons in health communication: An Asian Perspective (pp. 275-293). Springer. Fong, N., Wong, P., Yau, A., & Law, L. (2022). University teachers’ perceptions and applications of learning transfer in English for Academic Purposes . Paper presented at the 6th CELC Symposium 2022 (Online): Teaching English Language and Communication in a Changing Landscape: Innovations and Possibilities, Singapore. YEUNG Matthew Yau, A. H. Y., Yeung, M., & Lee, C. Y. P. (2022). A co-orientation analysis of teachers’ and students’ perceptions of online teaching and learning in Hong Kong higher education during the COVID-19 pandemic. Studies in Educational Evaluation , 72. https://doi.org/10.1016/j.stueduc.2022.101128 Yeung, M., & Yau, A. H. Y. (2022). A thematic analysis of higher education students’ perceptions of online learning in Hong Kong under COVID-19: challenges, strategies and support. Education and Information Technologies , 27(1), 181-208. https://doi.org/10.1007/s10639-021-10656-3 Yau, A. H. Y., Yeung, M., Au Yeung, G. K. Y., & Lee, C. Y. P. (2021). Complementary and alternative medicine: Consumers’ experience with food therapy in Traditional Chinese Medicine in Hong Kong. Alternative Therapies in Health and Medicine , 27(12) Yeung, M., & Yau, A. H. Y. (2021). “This year’s vaccine is only 10% effective”: An investigation of lay understanding of medicine in Hong Kong. Journal of Communication in Healthcare , 14(1), 78-89. https://doi.org/10.1080/17538068.2020.1809316 Yeung, M., & Leung, J. (2019). Litigating without speaking legalese: A case study of unrepresented litigants. The International Journal of Speech, Language and the Law , 26(2), 231-256. https://doi.org/10.1558/ijsll.34404

Teaching and Learning Research CAES colleagues have been engaging in teaching and learning research to develop better understanding of teaching and learning practices and materials development. Colleagues' scholarly activities align with the three thematic areas: Assessment practices, Classroom pedagogy, and Materials development. HOME Materials Development CHEUNG Anthea Chan, L. & Cheung, H. Y. (2020-2021). Improving studio presentation skills for students of the Faculty of Architecture, The University of Hong Kong. Studio presentations skills are not explicitly taught in students' disciplinary programmes and this is also a new topic for CAES teachers. The authors reviewed literature and online videos showcasing good presenters, and also interviewed a number of studio teachers in order to understand audience expectations. A set of teaching materials were produced. CHEUNG Lisa Cheung, L. (September 2011 - January 2013). Enhancing a corpus-based approach to academic literacy and language learning in the fourth-year English-in-the-Discipline course in the new dental curriculum. Leung Kau Kui Research and Teaching Endowment Fund, The University of Hong Kong, Hong Kong. CHOI Mable Choi, M. (2022-). Defining good engineering writing. Hong Kong Intended outcome: to inform our teaching and refine materials LAW Locky Law, L. (2022-). Creativity in education: Theories, frameworks, and case studies. The University of Hong Kong, Hong Kong. WONG Lillian Wong, L. L. C. (September 2017- August 2021). Hong Kong Continuing Professional Development Hub (HKCPD Hub) for University English Teachers [Principal Investigator]. University Grants Committee, Hong Kong. https://hkcpdhub.hku.hk/ WONG Parco Wong, P. M. T. (2021-2022). EAP Teacher Professional Development Programme, Centre for Applied English Studies, The University of Hong Kong, Hong Kong. Classroom Pedagogy CHAN Letty Cheung, L., Ho, V., Chan, L., Sze, C. W., & Wong, A. (2020-2021). "Are you ready for your profession: Promoting innovative experiential learning for clinical professionalism through reflective practice”. Teaching Development Grant, The University of Hong Kong, Hong Kong. CHEUNG Lisa Cheung, L. (December 2020 - May 2022). Are you ready for your profession: Promoting innovative experiential learning for clinical professionalism through reflective practice. Teaching Development Grant, The University of Hong Kong, Hong Kong. FONG Natalie Fong, N. (September 2022 - June 2023, ONGOING). (Project Coordinator). “Medical Terminology Web: Self-learning Resources for Healthcare Professionals”. Project Members: Dr. Letty Chan, Dr. Tyrone Kwok, Mr. Albert Wong, Dr. Matthew Yeung, Melanie Zee. Knowledge Exchange Grant. Approved Amount: HK$148,000. Fong, N. (September 2021 - June 2022, COMPLETED). (Co-investigator). “Developing an online platform for underprivileged students’ learning in fee-free supplementary tutoring”. Research Matching Grant Scheme (RMGS), The Education University of Hong Kong. Secured Funding: HK$200,000. Fong, N. (December 2010 - June 2022, COMPLETED). (Project Collaborator). “Co-curricular Initiatives for Language Enhancement”. Project Member: Dr. Alice Yau. Teaching Development & Language Enhancement Grant (TDLEG), Centre for Development & Resources for Students & CAES. Fong, N. (Oct 2018 - Aug 2021, COMPLETED). (Project Leader). CAES Project of Learning Transferability. Fong, N. (September 2018 - June 2019, COMPLETED). (Project Coordinator). “Grammar for Academic English: A self-training Module”. Project Members: Juan Castillo, Keith Chau, Akiko, Mereu Chiba, Dr. Ken Lau, Dr. Parco Wong. Knowledge Exchange Grant. Approved Amount: HK$84,830. HO Ken Ho, K. L. (2020-21). Knowledge Transfer on English-in-the-Discipline Engineering at HKU. CAES self-funded project, The University of Hong Kong, Hong Kong. LAU Ken Lau, K. et. al. (2019 - present). Language learning beyond the classroom. Fu Jen Catholic University, Taiwan & The University of Hong Kong, Hong Kong LEGG Miranda Legg, M. (2022-2023). Development of 20-hour pre-sessional online course for new HKU undergraduates. Teaching Development Grant. The University of Hong Kong, Hong Kong.

Professional development courses, seminars, and workshops CAES colleagues have completed a variety of professional development activities (e.g. seminars, workshops, conferences, courses) to gain new knowledge and/or qualifications which can inform better teaching practices for them as educators and for students. HOME FONG James (2019, December 6-7). Singapore Association for Applied Linguistics. 20th English in Southeast Asia Conference: Re-thinking Paradigms and Approaches to Researching, Teaching and Learning English. National Institute of Education Singapore, Singapore. HO Ken (2021, Jun 18). Seeing the trees in the forest: A look at the profiles and characteristics of STEM Vocabulary. Webinar by The Hong Kong University of Science and Technology and The Hong Kong Polytechnic University. HUI Jessica (2019, June 27-28). Continuing Professional Development Symposium 2019, The Hong Kong Continuing Professional Development Hub (HKCPD Hub) for University English Teachers, Hong Kong. (2019, May 27-28). ELTU Conference 2019. English Language Teaching Unit, The Chinese University of Hong Kong, Hong Kong. LAU Ken (August to November 2020). Professional certificate of leadership and management in education. University of Newcastle via Edex, Australia. LAW Locky (Jul, 2019). SmartPLS3 mini-workshop . Centre for Applied English Studies, The University of Hong Kong, Hong Kong. LEGG Miranda (2021). Oxford Women's Leadership Development Programme. University of Oxford, the United Kingdom. LEIGH Lorena (2022, July). HarvardX Platform. Rhetoric: The Art of Persuasive Writing and Public Speaking. This course helped me design some new materials for CAES9921 Great Speeches: Rhetoric and Delivery and inform my teaching practice. WONG Lillian 2022 Lei, L., Lin, L., Tao, M., Chung, C., & Kong, S. (2022, September 20). Miro’ the blended learning design: Hands-on Workshop. Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ Kee, T. (2022, February 24). Design thinking as methodology to innovate multidisciplinary teaching and learning. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. Knight, K. (2022, February 22). Exploring and illuminating the leadership conceptualization process. Asia-Pacific LSP & Professional Communication Association. ​ Hew, T., & Huang, W. J. (2022, February 17). Engaging online students using chatbots. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Gonda, D. (2022, February 10). Using an instructional design model to enhance Moodle learning experience. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Gonda, D. (2022, January 26). Using Miro to enhance in-class collaboration. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Lei, L., Liang, C. Desloge, P. & Jung-Harada, C. (2022, January 10).Create a second brain: Effectively managing individual knowledge with Notion. Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ Hu, X. (2022, July 20). Designing Virtual Reality (VR) creation and learning analytics for heritage humanities education. Faculty of Education, The University of Hong Kong, Hong Kong. ​ Healey, D. (2022, July 9). Gamification and language learning. Eduling Speak, VietTESOL Association, TESOL Tampico Talks. ​ Reinders, H. (2022, June 18). Augmented Reality and language learning. Eduling Speak, VietTESOL Association, TESOL Tampico Talks. ​ Reinders, H. (2022, May 27). Inaugural symposium of the Association of Hong Kong Language Centres (AHKLC) . Chan Feng Men-ling Chan Shuk-lin Language Centre, City University of Hong Kong, Hong Kong. ​ Reinders, H. (2022, May 20). Writing Roundtable 2022 . English Language Centre, The Polytechnic University of Hong Kong, Hong Kong. ​ Lin, L. & Bai, S. (2022, May 17). Incorporating fantasy context provides students a joyful learning experience - Taking Pixton as an example. Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ Lei, L., Liang, C., Lin, L. & Tao, M. (2022, May 6). Innovation and support on virtual instruction: Case studies. Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ Wong, V. (2022, April 6). Strategic leadership in innovation, Inter-disciplinary collaboration and teaching excellence: A Case Study in the University of Oxford. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Ho, A., Lau, A. & Hu, X. (2022, April 4). Virtual Reality for teaching, learning and assessment (Part 2). Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ Ho, A., Lau, A. & Hu, X. (2022, March 28). Virtual Reality for teaching, learning and assessment (Part 1). Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ Wong, V. (2022, March 15). Internationalization and curriculum leadership via Teaching Exchange Fellowship Scheme: A Case Study in the University of Oxford. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Wilson, M. (2022, March 4). Digital citizenship public lecture: Learning progressions for assessing 21st century Skills. Centre for Information Technology in Education, The University of Hong Kong, Hong Kong. ​ 2021 Deutsch, N. (2021, December 11). How to use Voki avatars to engage language learners in fun speaking activities. TESOL CALL Interest Section, TESOL International Association. ​ Tavares, N. (2021, November 25). The role of technology in innovative pedagogic practices: Re-tooling, re-imagining and re-creating. Hong Kong Association for Applied Linguistics (HAAL), Hong Kong. ​ Hockly, N. (2021, November 3). Digital Literacies. LanguageCert Teachers Online Event. ​ Hughes, J. (2021, November 3). Five steps towards successful online English teaching. LanguageCert Teachers Online Event. ​ Yin, Z. (2021, October 6). Know thyself: Using self-assessment to promote students’ motivation and learning. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Bong, M. (2021, September 28). Understanding the motivation behind students' achievement striving. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Lei, L., Liang, C. & Lin, L. (2021, August 27). Blending digital collaborative learning activities in F2F classroom - Taking Miro as an example. Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ Lei, L., & See, C. (2021, August 25). Artificial Intelligence for Teaching, Learning and Assessment. Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ Gonda, D. (2021, August 19). An instructional designer’s guide to engage and connect with your students. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Chiu, T., McMinn, S. & Sauerwein, M. (2021, July 21). From online teaching to face-to-face teaching: Blending the two experiences. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Chan, C. (2021, June 9). How to conduct Scholarship in Teaching and Learning? Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Lei, L. & Liang, C. (2021, May 25). Action-planning for your online/blended teaching under the new normal. Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ Coyle, D. (2021, May 21). Teachers as designers of learning: Fundamentals of task design and sequencing. English Language Centre, The Polytechnic University of Hong Kong, Hong Kong. ​ Felten, P. (2021, May 21). Understanding students and learning: Using inquiry to enhance your teaching. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Felten, P. (2021, May 20-21). The 3rd International conference on English Across the Curriculum. English Language Centre, The Polytechnic University of Hong Kong, Hong Kong. ​ Zou, T. (2021, May 18). Getting the most out of your teaching project through the Scholarship of Teaching and Learning. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Bishop, D. (2021, May 6). Creating flipped classroom simulation exercises to gamify teaching and learning: Practical tips and challenges. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Morris, N. (2021, April 9). Supporting student learning and engagement through effective use of digital technologies and online learning. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Lei, L. & Keung, S. (2021, February 17). Artificial Intelligence for teaching and learning: Why bother? And where to start? Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ Lei, L. (2021, January 11). Interactive Online/Dual-Mode Teaching and Learning through Mentimeter. Technology-Enriched Learning Initiative, Centre for the Enhancement of Teaching and Learning, The University of Hong Kong. ​ Gonda, D. (2021, January 7). Humanising technology in online and hybrid learning. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ 2020 Lee, D. (2020, December 17). Teachers as leaders: Teaching during periods of uncertainty. UGC Teaching Ambassadors Series. Hong Kong Teaching Excellence Alliance (HKTEA) and Centre for the Enhancement of Teaching and Learning (CETL), The University of Hong Kong, Hong Kong. ​ Rajwani, V. (2020, December 16). Engaging students in assessment and feedback. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Border, S. (2020, November 13). Tips and considerations for scholarship, Evaluations and educational research on Covid-19 teaching strategies. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Zou, T. (2020, December 11). Designing effective online and hybrid learning experiences. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Marie, J. (2020, December 2). Student partnership in practice: Reflections on what supports partnership working (& what doesn’t). Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Zou, T. (2020, November 19). Working with Students as Partners to discover engaging teaching practices. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Zou, T. (2020, October 27-29). Academic English Conference , Cambridge University Press. ​ Lei, L. & Keung, S. (2020, October 21). Designing online assessments. Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ Thomas, G. (2020, August 10-26). Online Teaching Essentials. Centre for Applied English Studies, The University of Hong Kong, Hong Kong. ​ Bennett, D. (2020, August 18). Developing digitally capable graduates. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ King, H. (2020, August 13). Learning design for an uncertain semester. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Dunbar-Morris, H. (2020, August 10). Developing a blended and connected learning experience – Rising to the challenges. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. Zou, T. (2020, August 6). Designing for inclusivity and compassion online - Universal Design for Learning (UDL). Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Roed, J. (2020, August 4). Designing for online collaboration and engagement. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Lei, L. & Keung, S. (2020, July 31). Virtual Flipped Classroom Design (Assessment). Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ Bridges, S. (2020, July 31). Taking inquiry-based courses online using scenario-based and case-based designs. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Sankey, M. (2020, July 30). You can teach an old dog new tricks: Learning to be active, authentic and collaborative online. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Zeng, L. (2020, July 29). Designing for aligned online assessment: A focus on backward design. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. ​ Cham, W. (2020, 24 July). Virtual flipped classroom design (Group work). Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ Smidt, S. (2020, July 20). How UCL is meeting the challenges of teaching and learning in the time of COVID-19 – and the long-term implications of the changes being made. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. Lei, L. & Keung, S. (2020, July 17). Virtual flipped classroom design (Lecturing). Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. Vlachopoulos, P. (2020, July 13). Digital curriculum transformation using Learning Design. Centre for the Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong. Lei, L., Luo, C. & Keung, S. (2020, March 18). Online assessment for teaching and learning: Why bother? And where to start? Technology-Enriched Learning Initiative, The University of Hong Kong, Hong Kong. ​ 2019 ​ Zou, T. (2019, November 26). A Connected Virtual Community for Learning. The University of Hong Kong, Hong Kong. (2019, January 30). Enhancing engagement in teaching and learning with technology. Technology-Enriched Learning Initiative, HKU and Knowledge and Education Exchange Platform, CUHK. ​ ​ (2017-2022). All the HKCPD Hub events. https://hkcpdhub.hku.hk/events/

Teaching awards and recognition CAES colleagues have been recognised for innovation in teaching materials and/or pedagogy. HOME BOYNTON Simon Boynton, S. (2022). Outstanding Teaching Award 2022 (Team). The University of Hong Kong. CHEUNG Lisa Cheung, L. (2014). Long Service Award 2014. The University of Hong Kong. Cheung, L. (2019). Faculty Teaching Excellence Award 2019. Faculty of Arts, The University of Hong Kong. Cheung, L. (2022). Outstanding Teaching Award 2022 (Individual). The University of Hong Kong. LEGG Miranda Legg, M. (2014). Outstanding Teaching Award 2014 (Individual). The University of Hong Kong. RAQUEL Michelle Raquel, M. (2022). Outstanding Teaching Award 2022 (Leader, Team). The University of Hong Kong. WONG Lillian Wong, L. L. C. (2022). Long Service Award 2022. The University of Hong Kong. Wong, L. L. C. and the team (2022). HKCPD Hub, Finalist of the EdTech Awards 2022. The Cool Tool Award - Professional development learning solution. EdTech Digest. Wong, L. L. C. and the team (2022). HKCPD Hub, Finalist of the EdTech Awards 2022. The Trend Setter Award - Edtech group setting a trend. EdTech Digest.