A5002729308- EFL/ESL Teaching and Learning
- Discourse Analysis in Language Studies
- Writing and Handwriting Education
- Second Language Learning and Teaching
- Student Assessment and Feedback
- Language, Metaphor, and Cognition
- Reflective Practices in Education
- Reading and Literacy Development
- Second Language Acquisition and Learning
- Teacher Education and Leadership Studies
- Innovative Teaching and Learning Methods
- Educational Strategies and Epistemologies
- Artificial Intelligence in Healthcare and Education
- Library Science and Information Literacy
- French Language Learning Methods
- Web and Library Services
- Natural Language Processing Techniques
- Interpreting and Communication in Healthcare
- Speech Recognition and Synthesis
- Linguistics and Education Research
- Translation Studies and Practices
- Online and Blended Learning
- Higher Education Learning Practices
- Speech and Audio Processing
- Service-Learning and Community Engagement
University of Macau
2018-2024
City University of Macau
2019-2021
Shanghai International Studies University
2011-2016
New York University
2007-2008
Although a key concept in various writing textbooks, learning standards, and rubrics, voice remains construct that is only loosely defined the literature impressionistically assessed practice. Few attempts have been made to formally investigate whether how strength of an author’s written texts can be reliably measured. Using mixed-method approach, this study develops validates analytic rubric measures second language (L2) argumentative writing. Factor analysis ratings from six raters on...
The present study used a repetition priming paradigm to investigate the basic morphological units stored in mental lexicon for Chinese as second language learners (L2) and native speakers (L1). Meanwhile, modulation of morpheme property (bound or free) lexical processing was examined. results revealed that intermediate-level L2 learners, words could be accessed through either whole-words morphemes, while advanced-level natives might employ whole-word pathway. This suggest proficiency reading...
Abstract Despite increasing scholarship on learning‐oriented assessment (LOA) and the promotion of LOA in various educational contexts, few studies have examined challenges faced by language teachers while implementing authentic settings, especially an exam‐dominant context that is deemed unconducive to implementation (Carless, 2017). Even fewer investigated complexity such a with students limited proficiency. The present case study, therefore, focused unveiling teacher's struggles...
Abstract Authorial voice is often identified as a key trait of successful writing in English rhetoric and composition, leading to research on its construction, development, assessment various types written texts. Using Hyland’s (2008) interactional metadiscourse framework, existing studies have also examined the use particular voice-related element(s) across different writer groups. Few, however, how L2 writers may construct similarly or differently their L1 writing. The present study...
Real-time online language teaching and learning has become an increasingly promising business opportunity in recent years, due to the flexibility of time space it allows increasing number available video-conferencing platforms (e.g., Skype, Zoom).Compared with asynchronous modes, real-time/synchronous advantage enabling rapid negotiation meaning timely responses, enhancing interactivity between interlocutors, better sustaining
A new computer-assisted test of academic English for use at an Asian University was commissioned by administrators. The designed to serve both placement and diagnostic purposes. authors their team conceptualized, developed, administered a scenario-based assessment with online delivery independent integrated language skills tasks. project provided many advantages: (1) the would be locally developed university faculty students who have good understanding takers needs university, (2) topics,...