Research Projects (2015-2016)

In 2015-2016, the Centre conducted a wide range of projects, focused in the following areas:

Academic Genres

  • Academic publishing (K. Hyland; L. Na) 
  • An exploration of the voices of a new curriculum: implications for the teaching of English for academic purposes (M. Legg)
  • Diachronic change in features of academic writing (K. Hyland; K. Jiang)
  • Online project for the improvement of university speaking (OPTIMUS) (D. Gardner; K. Lau; F. Williams, City University of Hong Kong; H. Wong, City University of Hong Kong; B. Morrison, Hong Kong Polytechnic University; J. Robbins Hong Kong Polytechnic University)
  • Preparing postgraduate students to write theses in their disciplines (L.L.C. Wong)

Academic Literacy

  • Plagiarism: Awareness, avoidance and assurance (D. Gardner)


  • Development of e-learning and peer assessment activities for an English-in-the-discipline course for speech & hearing sciences students (N. Fong; K Yung; C. Wang; E. Ma, HKU Faculty of Education)

Autonomy and Language Learning

  • Bridging the gap: Principles for integrating SALL into taught English courses (E. Law)

Discourse Analysis

  • Critical discourse analysis: Triad discourse in Hong Kong (P. Wong)
  • From transition to enculturation: The discourse of postgraduate learning at HKU (K. Lau)


  • Blending academic and professional literacies: Developing an English-in-the-discipline course for social work with genre pedagogy (J. Lee; P. Wong; E. Law)
  • Epistemic and rhetorical recontextualization in undergraduate engineering writing: A text-informed investigation (K. Ho)
  • Online support for academic writing for the engineering curriculum (OSAWEC) (D. Gardner; E. Kwan; F. Williams, City University of Hong Kong; H. Wong, City University of Hong Kong; B. Morrison, Hong Kong Polytechnic University; L. Lin, Hong Kong Polytechnic University)
  • Proposal for the integration of an experiential learning component into a dissertation writing course for social sciences (J. Lee; T. Ip)

Internationalisation in Higher Education

  • English as the medium of integration: Experiences of local and non-local undergraduates in a hall of residence (K. Yung)

Language Acquisition

  • Investigating the L2 motivation of local and international English majors in Mainland China (A. Doyle)
  • Learning English as a second language in Hong Kong: Understanding the selves of senior secondary students in shadow education (K. Yung)

Language Education

  • A corpus analysis of L2 English group oral tutorial discussion: Engagement, interaction and confluence (P. Crosthwaite)
  • Analysing English learners’ experiences in the transition from senior secondary mainstream and shadow education to university studies (K. Yung; N. Fong; O. Kwo, HKU Faculty of Education)
  • Assessing, validating and improving an L2 English speaking assessment rubric (P. Crosthwaite; S. Boynton; S. Cole)
  • Case studies on how Chinese English learners in Hong Kong secondary schools mediate automated content feedback and related contextual learning elements for essay writing: Implications for pedagogy (C. Lee; W. Cheung, Department of Computer Studies, Hong Kong Baptist University; K. Wong, Department of Computer Studies, Hong Kong Baptist University)
  • Curriculum innovation, teacher change and professional development (L.L.C. Wong)
  • Profiling the new generation of English learners: the case of HKU (K. Lau; D. Gardner)
  • Remediating Chinese EFL speakers’ pronunciation difficulties (M. Yeldham)

Technology in Language Teaching and Learning

  • Improving writing through corpora (P. Crosthwaite, L. Cheung)


Funding for the projects came from various sources including the UGC Collaborative Project fund, Standing Committee on Language Education and Research (SCOLAR) of Hong Kong Education Bureau, Teaching Development Grants, HKU CETL teacher development grants and Louis Cha Postgraduate Research Fellowship.











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