Dr CHEN, Hsueh Chu
陳雪珠
博士
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Associate Head / Associate Professor |
Department of Linguistics and Modern Language Studies |
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Associate Director |
Centre for Research on Linguistics and Language Studies |
Contact
ORCiD
0000-0003-0947-7246
Phone
(852) 2948 7376
Email
hsuehchu@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
55273415500
Research Interests
L2/L3 English Phonology, Intelligibility and Accent Studies, Speech Perception and Production, Computer Assisted Pronunciation Learning
Personal Profile
Dr. Rebecca Chen Hsueh Chu has conducted extensive research across multiple fields, including interlanguage phonetics and phonology, third language phonology, foreign accent and intelligibility, and the integration of computer-assisted and corpus-based approaches in pronunciation teaching and learning.
Under Dr. Chen's leadership, her team has successfully completed several research and teaching projects in recent years, showcasing their commitment to advancing knowledge and innovation. One notable project involved the construction of an English Speech corpus and an online flipped corpus-aided spoken English training program. This initiative collected and analyzed over 80 sets of spontaneous data, including IELTS spoken speech and classroom presentations, contributed by learners with varying English proficiency levels. These data were meticulously transcribed and annotated, focusing on four key features: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Another significant project led by Dr. Chen's team entailed the development of a spoken corpus comprising English spoken by Chinese learners with diverse dialectal backgrounds, as well as non-Chinese learners. This undertaking yielded valuable resources and exercises for pronunciation learning and teaching, alongside a beginner's manual on acoustic phonetics research utilizing Praat software.
Dr. Chen actively engages in knowledge transfer activities with her colleagues in the department, striving to promote innovative corpus-based language pedagogy not only at EdUHK but also in wider educational contexts. The international community has recognized the exceptional contributions of her team. Their project, "Educational Linguistics 2.0 - the use of corpora in language teaching," garnered the prestigious Silver Medal at the 47th International Exhibition of Inventions in Geneva. Furthermore, in 2020, they were honored with the 2020 Esperanto "Access to Language Education" Award, a recognition organized by CALICO, the Esperantic Studies Foundation, and Lernu.net in the USA.
Dr. Chen served as the Head of the Centre for Language in Education from 2019 to 2022. Prior to that, she held the position of Associate Head of the Department of Linguistics and Modern Language Studies (LML) in 2018-19 and served as the Doctor of Education (EdD) Coordinator for English Language from 2017 to 2019. In 2015, her teaching abilities were acknowledged when she received the Faculty Teaching Award in the Faculty of Humanities.
External grants
1. GRF (PI) No: 18600218 Effects of phonological rule-based and acoustic perceptual-based instructions on the prosodic acquisition of English Word Stress by Chinese ESL learners 459,320 HKD (01/01/2019-30/06/2021)
2. GRF (PI) No: 18601420 Third language (L3) phonological development for multilingual learners in the Chinese context 747,960 HKD (01/06/2021-30/11/2023)
3. Technology Fund for Better Living (ITF) (Co-I) No: 5021/19/P A multi-modal Speaking App that introduces primary school pupils to the world of English poetry and intonation 2,699,280 HKD (01/12/2019-30/11/2022)
Internal grants
- TDG (PI) No: T0274 Empowering Multilingual Self-Directed Language Learning in the Digital Age through AI and Corpus-aided Pronunciation Training 400,000 HKD ( 01/11/2023-31/12/2024)
- University KT (PI) No: KT-0003 Teacher training: Revolutionizing English Intonation and Stress Pedagogy in Hong Kong Classrooms with Cutting-Edge Technological Approaches 100,000 HKD (17/07/2023 - 17/05/2024)
- CRAC (PI) No: 03AAO Capacity building and curriculum reform in English language enhancement 1,620,327 HKD (01/07/2020-31/12/2022)
- CoP (Co-PI) No: T0233 Language enhancement at EdUHK and beyond: Fostering a Community of Practice on technology-enhanced language learning and teaching 1,000,000 HKD (1/03/2020-31/12/2021)
- CRAC (Co-I) No: 03AAB The development and evaluation of an innovative corpus-based language teaching approach among school in-service teachers in the Greater Bay Area or beyond 1,200,000 HKD (01/09/2020 -31/08/2022)
- TDG (PI) No: T0246 Development of a flipped corpus-aided spoken English training platform for Chinese learners of English 330,000 HKD ( 01/12/2020 - 31/05/2022)
Research Interests
L2/L3 English Phonology, Intelligibility and Accent Studies, Speech Perception and Production, Computer Assisted Pronunciation Learning
Research Outputs
| Scholarly Books, Monographs and Chapters Chapter in an edited book (author) Han, QW, Tian JX, & Chen, HC (2023). L3 Prosody: Cross-linguistic influence of prosodic features in Mandarin and English by Cantonese multilinguals.. Megan M. Brown-Bousfield, Suzanne Flynn and Éva Fernández-Berkes, John Benjamins Publishing Company (96-120). USA: John Benjamins Publishing Company. https://doi.org/10.1075/sibil.65.05han Chen, H. C., Han, Q., & Tian, J. (2023). The integration of acoustic-cue visualization in HVPT of English vowel perception by Chinese ESL learners. In R. Skarnitzl, & J. Volín (Eds), Proceedings of the 20th International Congress of Phonetic Sciences (4244-4248). Prague: Guarant International.. Chen, H. C. & Tian, J. X. (2022). Designing and evaluating an e-teaching package of English phonetics and pronunciation for pre-service teachers. McCrocklin, S, In McCrocklin, S (Ed). Technological Resources for Second Language Pronunciation Learning and Teaching: Research-based Approaches. (PP 55-77). MD, USA: Lexington Books. Tian, J. X. & Chen, H. C. (2020). A Comparison of English Intonation Patterns Produced by Chinese English Learners and Native Speakers. In Lo, Chin-cheng (Ed.), Breeze and rain: Papers in honor of Professor Raung-fu Chung on the occasion of his retirement (春風化雨：鍾榮富教授榮退論文集) (1-28). Taipei: Crane (文鶴出版社). Chen, H. C., & Wang, Q (2017). Acoustic measures and perceptual judgements of Chinese learners’ English speech timing patterns. In R. F. Chung & C. Y. Chen ( Eds.), Lighting up the world of language: A festschrift in honor of C. C. Cheng's 80th birthday (點亮語言世界─鄭錦全先生八秩壽慶論文集) (83-115). Taipei: National Taiwan Normal University Press (師大書苑). |
| Journal Publications Publication in refereed journal Chen, H. C. & Han, Q. W. (2025). Asymmetry across stress patterns: Production and perception of English word stress by Chinese ESL learners. Chinese Journal of Applied Linguistics, xx, xx, Article xx. Chen, H.C., Han, Q. W. & Tian, J.X (2025). The effects of rule-based and acoustic-perceptual instruction on Chinese ESL learners’ English primary word stress placement accuracy. International Journal of Applied Linguistics, xx, xx. https://doi.org/10.1111/ijal.12687 Chen, H.C., & Chan, C. H. J. (2024). L2 English listeners’ perceived comprehensibility and attitudes towards speech produced by L3 English learners from China. International Journal of Multilingualism, xx, xx. https://doi.org/10.1080/14790718.2024.2379549 Chen, H.C. & Tian, J. X. (2024). The roles of Cantonese speakers’ L1 and L2 phonological features in L3 pronunciation acquisition. International Journal of Multilingualism, 21(1), 1-17. https://doi.org/10.1080/14790718.2021.1993231 Chen, H.C. & Tian, J.X (2023). The Effects of Metaphonological Awareness Protocol Training on English Word Stress by Chinese EFL Learners. English Teaching & Learning, xx, xx. https://doi.org/10.1007/s42321-023-00162-9 Wang, M-JS, Opoku, EK, Bu, NT, Chen, HC & Tham, A (2023). Re-strategizing tourism and hospitality assessments in a post COVID-19 higher education landscape.. Tourism: An International Interdisciplinary Journal, 71(3), 583-599. https://doi.org/10.37741/t.71.3.10 Chen, H.C. (2023). What a Spoken Learner Corpus Tells Us: Construction and Application of a Pronunciation Programme for English-Language Teachers. 3L: Language, Linguistics, Literature, 29(2), 101-118. https://www.scopus.com/record/display.uri?eid=2-s2.0-85164422702&origin=inward&txGid=83acb63302c9838 Wang, L., Chen, H.C., & Tian, J.X. (2023). An action research on the establishment of a Community of Practice on technology‑enhanced language learning and teaching at tertiary level. SN Social Sciences, 4(6), Article 93. https://doi.org/10.1007/s43545-023-00679-7 Wang, L., Chen, H.C., Lee, C.K.J., Yu, K.W.E., & Tian, J.X. (2022). Investigation of technology-enhanced language learning and teaching e-resources/tools in online language teaching and learning context. International Journal of Computer-Assisted Language Learning and Teaching, 12(1), 1-12. https://doi.org/10.4018/IJCALLT.307150 Chan, Y. I. & Chen, H. C. (2021). Hong Kong Cantonese university students’ tonal errors in Mandarin and their relation to L1 influence. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報), 55(1), 55-82. Chen, H. C. & Tian, J. X. (2020). Using a Corpus-aided Pronunciation Instruction on Mandarin Tones Training for Cantonese Learners. Taiwan Journal of Chinese as a Second Language, 21, 65-97. Chen, H. C. & Han, Q. W. (2020). The effects of metaphonological awareness training on L3 Mandarin tone acquisition by Cantonese learners.. International Journal of Multilingualism, xx, 1-20. Chen, H. C. & Tian, J. X. (2020). Developing and evaluating a flipped corpus-aided English pronunciation teaching approach for pre-service teachers in Hong Kong. Interactive Learning Environments, x, 1-14. Chen, H. C. & Han, Q. W. (2020). Designing and implementing a corpus-based online pronunciation learning platform for Cantonese learners of Mandarin.. Interactive Learning Environments, 28(1), 18-31. Chen, H. C. & Han, Q. W. (2019). L3 Phonology: Contributions of L1 and L2 to L3 Pronunciation Learning by Hong Kong Speakers. International Journal of Multilingualism, 16 (4), 492-512. Chen, H. C., & Wang, Q. (2019). The Effects of Hong Kong L2 English speakers' phonological features on listeners' cognitive and affective perceptions. Australian Review of Applied Linguistics (ARAL), 42(1), 84-116. Li. H. P. & Chen, H. C. (2019). Intelligibility and comprehensibility of the Filipino English accent to Hong Kong English speakers. 3L: Language, Linguistics, Literature, 25(1), 23-42. Chen, H. C. (2018). Linguistic Feature Analyses of Chinese Learners of English and Contributions of Discrete Features to Perceptual Judgment. English Language Teaching, 11(7), 22-36. Chen, H. C. (2016). Review of teaching and researching English accents in native and non-native speakers edited by Ewa. Waniek-Klimczak and Linda. Shockey (2013, Springer).. The Journal of Asia TEFL, 13(4), 395-396. Ng, T. D. & Chen, H. C. (2016). Phonological changes in Cantonese–English code-mixing for ESL learners in Hong Kong and their attitudes towards code-mixing. The Journal of Asia TEFL, 13(3), 162-185. Chen, H. C. & Wang, Q. (2016). The Effects of Chinese learners’ English acoustic-prosodic patterns on listeners’ attitudinal judgments. 3L: Language, Linguistics, Literature, 22(2), 91-108. Chen, H. C. & Wang, Q. (2016). Development and application of a corpus-based online pronunciation learning system for Chinese learners of English. English Teaching & Learning (THCI Core), 40(2), 83-115. Chen, H. C. (2016). In-service teachers’ intelligibility and pronunciation adjustment strategies in English language classrooms. English Language Teaching, 9(4), 30-53. Chen, H. C. (2015). Acoustic analyses and intelligibility assessments of timing patterns among Chinese English learners with different dialect backgrounds. Journal of Psycholinguistic Research, 44(6), 749-773. Chen, H. C. (2013). Chinese learners’ acquisition of English word stress and factors affecting stress assignment. Linguistics and Education, 24(4), 545-555. Chen, H. C. (2013). Phonological changes in code-mixing and the effects on foreign accents: a comparative study. English Teaching & Learning (THCI Core), 37(4), 55-89. Wang, M. J., & Chen, H. C. (2013). Social presence for different tasks and perceived learning in online hospitality culture exchange. Australasian Journal of Educational Technology, 29(5), 667-684. Chen, H. C. & Wang, M. J. (2013). Gender discourse patterns of Taiwan college students in social-based computer mediated chat rooms. Chinese Journal of Applied Linguistics, 36 (3), 368-385. Chen, H. C. (2013). The roles of phonological knowledge in L2 lower achievers' reading development. The Journal of Asia TEFL, 10 (2), 1-34. Wang, M. J., & Chen, H. C. (2012). Emotions and pair trust in asynchronous hospitality cultural exchange for students in Taiwan and Hong Kong. Turkish Online Journal of Educational Technology, 11(4), 119-131. Wang, M. J. & Chen, H. C. (2012). The influence of teacher presence in blended learning: A case study in a postgraduate course. Taipei Municipal University of Education Journal of Language and Literature, 8, 1-28. Chen, H. C. (2012). Hong Kong ESL learners’ acquisition of English stress and the assessment of an on-line tutoring program.. The TESOL Journal, 6(1), 45-62. Chen, H. C. (2011). An acoustic analysis of intra-sentential pause patterns by Taiwanese learners of English.. Hong Kong Journal of Applied Linguistics, 13(1), 74-90. Chen, H. C. (2011). Judgments of intelligibility and foreign accent by listeners of different language backgrounds.. The Journal of Asia TEFL, 8(4), 61-83. Chen, H.-C. & Wang, M. J. (2011). An acoustic analysis of Chinese and English vowels. CALR Linguistic Journal, 1, 1-19. Chen, H. C. (2010). Second language timing patterns and their effects on native listeners’ perceptions. Concentric: Studies in Linguistics (THCI Core), 36 (2), 183-212. Wang, M. J., & Chen, H. C. (2010). Social presence of inservice teachers in distance learning.. Taipei Municipal University of Education Journal of Language and Literature, 4, 1-23. Wang, M. J., & Chen, H. C. (2009). Pedagogical practice and students' perceived effectiveness of web-based automated speech evaluation.. The Journal of Asia TEFL, 6(4), 217-243. Chen, H.-C., & Chung, R.-F. (2008). Inter-language analysis of phonetic timing patterns by Taiwanese learners.. Concentric: Studies in Linguistics (THCI Core), 34(1), 79-108. |
| Conference Papers Invited conference paper Chen, H. C. (2021, November). Construction of the English Speech Corpus with Different Proficiency Levels for Pre-service Teachers. 2021 International Forum on Bilingal Education, Tsing Hua University, Taiwan (清華大學). Chen, H. C., Han, Q. W., & Tian, J. X., (2021, October). L3 Prosody: Cross-linguistic influence of prosodic features in Mandarin and English by Cantonese multilinguals.. The Virtual workshop on L3 development after the initial state., Boston University, USA. Chen, H. C. (2020, September). The Use of Self-Developed Learners’ Spoken Corpus as a Teaching Tool in ESL Pronunciation Classrooms. Invited paper presented at the Third Conference on English Language Education in the Chinese Context, Taipei, Taiwan. Refereed conference paper Chan, C. H. J. & Chen, H.C. (2024, August). Pronunciation Awareness Among L3 English Learners in China's Greater Bay Area. The 21st AILA World Congress, Kuala Lumpur, Malasia. Chen, H.C. & Tian, J.X (2024, August). Investigating the metaphonological awareness of Cantonese multilinguals in the acquisition of Mandarin Chinese. The 21st AILA World Congress, Kuala Lumpur, Malasia. Zhou, X. N. & Chen, H. C. (2024, May). Comparing the production of connected speech processes by multilingual Cantonese learners with different learning environments. International Symposium on Language Sciences (ISLS): Interdisciplinary Research and the Legacy of Yuen Ren Chao, Hong Kong. Chan, C. H & Chen, H. C. (2023, August). L2 English listeners’ perceived comprehensibility and attitudes towards speech produced by L3 English learners from China. The 21st AsiaTEFL International Conference, DCC, Daejeon, South Korea. Chan, C. H & Chen, H. C. (2023, July). Analysing the use of lexical and grammar patterns in the IELTS Speaking test. The 8th HAAL Conference, Hong Kong. Zhou, X. N. & Chen, H. C. (2023, July). Designing and evaluating an e-Mandarin tone teaching package for Hong Kong learners of Mandarin. AILA World Anniversary Congress 2023: Diversity and social cohesion in a globalized world: towards more committed language sciences, Lyon, France.. Chen, H. C. & Zhou, X. N. (2023, June). Designing and assessing a web-based high variability phonetic training on English vowels. The 2023 Pedagogy and Practice in Technology-Enhanced Language Learning Conference, Taiwan. Chen, H.C., & Tian, J.X (2023, May). Cross-linguistic Influences among L1, L2 and L3 Monophthongs by Cantonese Speakers in the Multilingual Context. Proceedings of Hanyang International Symposium on Phoneics and Cognitive Sciences of Language 2023, Seoul, Korea. Zhou, X. N & Chen, H. C. (2022, June). Innovative Use of Teachable Machine Infused with Corpus Data to Enhance the Acquisition of Mandarin Tone.. The 2022 Annual International Conference of the British Chinese Language Teaching Society (BCLTS), UK, London. Chen, H.C., & Tian, J.X. (2021, December). Designing and Evaluating an E-teaching Package of English Phonetics and Pronunciation for Pre-service Teachers. Paper presented at the International Conference of Learning and Teaching 2021, Hong Kong. https://eduhk.hk/iclt2021/index.html Chen, H.C., & Tian, J.X. (2021, July). Chinese Pre-Service English Teachers’ Narratives about their Online Pronunciation Learning Strategies. Paper presented at the International Conference on Technology-Enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching 2021, Hong Kong. https://www.eduhk.hk/lml/telltcollt2021/schedule.php Chen, H. C. & Zhou, X. N. (2021, June). Integrating Video Materials with the Blended Use of Edpuzzle and Narakeet into a TPACK-framed English Phonetics Course. Paper presented at Pan-Pacific Technology Enhanced Language Learning, PPTELL 2021, Taipei, Taiwan. Chen, H.C., Tian, J. X. (2020, May). The effects of explicit rule and acoustic-perceptual instructions on Chinese ESL learners’ prosodic acquisition of English lexical stress. Proceedings of the 10th International Conference on Speech Prosody 2020, Tokyo. Chen, H. C., & Han, Q. W. (2019, August). The effectiveness of acoustic training on tone acquisition by Hong Kong learners of Mandarin. Proceedings of the International Congress of Phonetic Sciences (ICPhS) 2019, Melbourne , Australia .. Chen, H. C. & Han, Q. W. (2018, June). The Effects of Metaphonological Awareness Protocols on L2 Mandarin Tone Acquisition by Cantonese Learners. 10th International Conference and Workshops on Technology and Chinese Language Teaching in the 21st Century (TCLT 10), Taipei, Taiwan. Chen, H. C. & Han, Q. W. (2018, May). Perception and Production of English Lexical Stress: Effects of Rule-based and Acoustic-based Training. 2018 International Conference on English Teaching and Learning, Hsin Chu, Taiwan. Chen, H. C., & Han, Q. W. (2017, August). A corpus-based online Mandarin pronunciation learning system for Cantonese learners: development, evaluation and implementation. Proceedings of the Phonetics Teaching and Learning Conference, UCL, London. Chen, H.C., Wang, L., Keung X., & Han, Q. W. (2016, October). Developing a Corpus-based Online Pronunciation Learning System for Cantonese Learners of Mandarin. Paper presented at The Third Asia Pacific Corpus Linguistics Conference (APCLC 2016), Beijing, China.. Chen, H. C. (2016, July). The effects of acoustic-prosodic features of Hong Kong ESL learners on perceptual judgement by listeners from different language backgrounds. Paper presented at the 31st International Congress of Psychology, Yokohama, Japan. CHen, H. C., & Han, Q. W. (2016, June). L3 Phonology: Interaction of L1 and L2 phonological features in L3 pronunciation learning. Paper presented at the Hong Kong Association for Applied Linguistics (HAAL) 2016, Hong Kong. Chen, H. C. (2016, April). Linguistic Features of ESL Chinese Learners and Their Effects on Perceptual Judgment by Listeners of Different Language Backgrounds. Paper presented at 2016 International Conference on Applied Linguistics & Language Teaching (ALLT), Taipei, Taiwan. Chen, H. C. & Jin, K. Y. (2015, August). Multifaceted Rasch Analysis on Perceptual Judgments of Chinese-Accented Speech.. Paper presented at the Pacific Rim Objective Measurement Symposium (PROMS) 2015, Fukuoka, Japan. Chen, H. C. & Wang, Q. (2014, October). Acoustic Analyses of Prosodic Features of Chinese Learners of English and Their Effects on Attitudinal Judgments.. Paper presented at 2014 International Conference on Phonetic Research and Language Learning (ICPRLL ) & English Phonetic Conference in China (EPCC), Human University, China. Chen, H. C. (2014, August). Intelligibility and pronunciation adjustment strategies in L2 Hong Kong classroom. Paper presented at the 17th World Congress of the International Association of Applied Linguistics (AILA), Brisbane, Australia. Chen, H. C., Chan, W. P. M., Chan, K. Y., Chee, E., Wang, L., & Wang, Q. (2014, March). A Corpus-based online pronunciation learning system: the pedagogical applications of a spoken corpus in improving Hong Kong/Mainland university students’ English pronunciation.. Paper presented at the Second Asia Pacific Corpus Linguistics Conference (APCLC 2014), Hong Kong. Chen, H.C. (2014, March). Acoustic Analysis and Intelligibility Assessment of Timing Patterns by Chinese English Learners with Different Dialect Backgrounds.. Paper presented at the American Association for Applied Linguistics 2014 Annual Conference, Portland, Oregon, USA. Chen, H. C. & Wang, Q. (2013, March). English timing patterns of Chinese learners: Evidence from acoustic measures and perceptual judgments. Paper presented at the American Association for Applied Linguistics 2013 Annual Conference, Dallas, Texas, USA. Chen, H. C. (2012, May). Factors affecting stress assignment for English pseudo words by Chinese ESL learners.. Paper presented at the 29th International Conference on English Teaching and Learning. Chinese Culture University,, Taipei, Taiwan. Wang, Q. & Chen, H. C. (2012, April). Learnability and teachability of English lexical stress by Chinese advanced ESL learners.. Paper presented at the 2012 International Conference on Applied Linguistics & Language Teaching (ALLT) & The Second Cross-strait Symposium on Foreign Language Teaching & Research., Taipei, Taiwan. Wang, M. J., & Chen, H. C. (2011, December). When popular culture meets tourism: Cultural exchange for students in Hong Kong and Taiwan.. Paper presented at the 2nd International Conference on Popular Culture and Education, Hong Kong. Chen, H. C. & Wang, Q. (2011, August). The Roles of Sensitivity and Phonological Awareness in Second Langauge Learners‘ Reading Development. Paper presented at the 16th conference of pan-pacific association of applied linguistics (PAAL), The Chinese University of Hong Kong. Wang, M. J., & Chen, H. C. (2010, December). Social Presence of Inservice Teachers in Distance Learning. Paper presented at the 2nd East Asian International Conference on Teacher Education Research, Hong Kong. Chen, H.-C. (2010, November). English Phonological Patterns of Chinese learners and Intelligibility Judgment by Listeners of Different Language Backgrounds. Paper presented at the 36th Annual International Conference on Language Teaching and Learning & Educational Materials Exposition (JALT 2010 Annual Conference), Nagoya, Japan. Other conference paper Chen, H.C., Han, Q. W. (2021, June). Symmetry and asymmetry across word patterns: Production and perception of English word stress by Chinese ESL learners.. Paper presented at the 12th Annual Pronunciation in Second Language Learning and Teaching Conference (PSLLT) 2021, Brock University, Canada. Chen, H.C., Tian, J. X. (2021, June). The effects of metaphonological awareness training on English word stress by Chinese EFL learners.. Presented at the 12th Annual Pronunciation in Second Language Learning and Teaching Conference (PSLLT) 2021, Brock University, Canada. Chen, H.-C. (2010, May). Phonological changes in code-mixing and foreign accent: a comparative study. Paper presented at the International Conference on Phonology and Phonetics. (Organized by Shanghai International Studies University)., Shanghai. Chen, H. C. (2009, June). The assessment of on-line pronunciation tutoring programs on stress acquisition. Paper presented at the Independent Learning Association Conference 2009, Hong Kong. Wang, M. Y., & Chen, H. C. (2009, June). Pedagogical practice and students' perceived effectiveness of web-based automated speech evaluation. Paper presented at the Third Pearl River Delta English Studies Graduate Student Conference, Hong Kong. Chen, H. C. (2008, December). An acoustic analysis of pause patterns in Chinese learners' speech production. Paper presented at the 2008 Annual Research Forum of the Linguistic Society of Hong Kong, Hong Kong. |
Projects
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Empowering Multilingual Self-Directed Language Learning in the Digital Age through AI and Corpus-aided Pronunciation Training This TDG project aims to empower multilingual self-directed language learning in the digital age through AI and Corpus-aided pronunciation training Project Start Year: 2023, Principal Investigator(s): CHEN, Hsueh Chu |
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Revolutionizing Language Education: Integrating AI technology into corpus-aided English speaking training This knowledge transfer project aims to optimize corpus-aided English-speaking training by incorporating AI-aided tools and apply this approach to English teachers and adult learners. Project Start Year: 2023, Principal Investigator(s): CHEN, Hsueh Chu |
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Teacher training: Revolutionizing English Intonation and Stress Pedagogy in Hong Kong Classrooms with Cutting-Edge Technological Approaches This university KT project aims to revolutionize English intonation and stress pedagogy in Hong Kong classrooms through cutting-edge technological approaches to teacher training.From 31/7/2023 to 17/5/2024 (Day/Month/Year) Project Start Year: 2023, Principal Investigator(s): CHEN, Hsueh Chu |
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The Use of Corpus-aided Acoustic-cue Training in Pronunciation Improvement for Chinese ESL Learners The project aims to a) investigate the perception and production of frequent pronunciation problems of English sounds by Chinese ESL learners in Hong Kong, and b) examine the effects of corpus-aided acoustic cue (CAAC) training on Chinese ESL learners. Project Start Year: 2022, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Third language (L3) phonological development for multilingual learners in the Chinese context This GRF project aims to answer the following two theoretically and practically important questions: 1) What is the cross-linguistic transfer pattern of phonological features from L1 to L2 and L3? 2) To what extent does L2 have on the transfer of phonological features to L3 depending on level of language proficiency? Project Start Year: 2021, Principal Investigator(s): CHEN, Hsueh Chu |
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Development of a flipped corpus-aided spoken English training platform for Chinese learners of English This TDG project aims to (1) construct a spontaneous spoken English corpus for English learners, (2) to develop a flipped, corpus-aided spoken English teaching and learning programme to enhance online curriculum innovation, and (3) to evaluate the effectiveness of flipped, corpus-aided spoken English instruction. Project Start Year: 2020, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Capacity Building and Curriculum Reform in English Language Enhancement This CRAC project aims to refine the English enhancement courses offered by Center for Language in Education. Project Start Year: 2020, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Revamp of the corpus-based online pronunciation learning system and acoustic analysis of spoken learner corpus for Cantonese learners of Mandarin This project aims to revamp the existing corpus-based online pronunciation learning platform for Cantonese learners of Mandarine. . Project Start Year: 2020, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Language Enhancement at EdUHK and Beyond: Fostering a Community of Practice on Technology-enhanced Language Learning and Teaching This project intends to achieve the following objectives: 1). Identify creative and effective use of technologies in language learning and teaching (English / Cantonese / Putonghua / other modern languages); 2). Investigate how such technologies help to enhance students’ language learning and teachers’ language teaching through guided self-reflection and critical evaluations of their technology-enhanced language learning/teaching practices; 3). Build a Community of Practice on technology-enhanced language learning and teaching among tertiary students and academic/teaching staff and motivate them to use technologies in language learning and teaching; 4). Discuss language learning related issues (e.g., English/Chinese academic writing, corpus-based language learning, etc.) and offer pedagogical suggestions on technology-enhanced language learning and teaching for both students and teachers; 5). Sustain the community members’ interests in using technologies in language learning and teaching through regular sharing of members’ successful experiences and invited talks given by local and overseas experts in the field of technology enhanced language learning and teaching, and through the organization of an international conference on technology-enhanced language learning and teaching. Project Start Year: 2020, Principal Investigator(s): WANG, Lixun (CHEN, Hsueh Chu as Co-Principal Investigator) SDGs Information: 4 - Quality Education, 10 - Reduced Inequality, 17 - Partnerships for the Goals |
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A multi-modal Speaking App that introduces primary school pupils to the world of English poetry and intonation This Technology Fund for Better Living (ITF) project aims to enable Hong Kong’s primary school students enjoy poetry reading and appreciation, as well as to train their intonational expression and nuture their creative minds. Website: https://www.poetryreading.org Project Start Year: 2019, Principal Investigator(s): CHAN, Han, Joshua [BU] (CHEN, Hsueh Chu 陳雪珠 as Co-Investigator) |
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The Development and Evaluation of an Innovative Corpus-based Language Teaching Approach among School In-service Teachers in the Greater Bay Area or Beyond Guided by a self-developed theoretical framework, this project will provide a two-phase corpus-based training for in-service teachers in primary, secondary and vocational schools in the Greater Bay Area, including cities such as Hong Kong, Shenzhen, Guangzhou, Zhuhai and Huizhou. Through the development and implementation of workshop series, online self-learning materials, teacher professional training and consultancy provided for schools, this proposed project is expected to develop school teachers’ understanding and implementation of an innovative corpus-based language pedagogy that is developed co-jointly from two areas, i.e., corpus linguistics and educational technologies, with the long term benefits of maximising school teachers’ potential in sustainable self-learning for professional development and effectiveness in teaching. It is hoped that the developed and enhanced new corpus-based language pedagogy of teachers and their positive attitudes could help to bring an impact on the school language pedagogy and curriculum in the Greater Bay Area. Project Start Year: 2019, Principal Investigator(s): MA, Qing 馬清 (CHEN, Hsueh Chu 陳雪珠 as Co-Investigator) |
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The Roles of L1 and L2 Phonological Features in L3 Pronunciation Learning and Teaching in a Multilingual Society This project aims to compare Guangdong Cantonese speakers’ production and perception of English and Mandarin, learning strategies and language interaction patterns with Hong Kong Cantonese speakers Project Start Year: 2019, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Effects of phonological rule-based and acoustic perceptual-based instructions on the prosodic acquisition of English Word Stress by Chinese ESL learners This GRF project aims to (1) identify Chinese learners’ difficulties in English word stress placement in perception and production, (2) develop training programs, (3) conduct a teaching experiment to evaluate the effectiveness of the training programs in facilitating learning of word stress, and (4) demonstrate the implications and applications of the training programs in pronunciation learning and teaching. Project Start Year: 2019, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Enhancement of Student Learning Outcomes: Developing Pre-service and In-service English Teacher’s Corpus Literacy Using Flipped Learning Enhanced by Mobile Technologies Despite the importance and popularity of corpus linguistics and its great potential in benefiting language teaching and learning, a corpus-based linguistic approach remains largely unknown to the majority of the professional teaching community. This project will identify gaps between corpus linguistic research and language pedagogy and come up with concrete solutions to solve authentic teaching/learning problems. This project proposes to bridge the gaps by developing pre-service English teachers’ corpus literacy using flipped learning enhanced by mobile technologies. A rich and user-friendly corpus-based teaching and learning website will be built first, then a flipped mobile training programme will be offered to both pre-service and in-service English teachers to help them develop a good corpus literacy and equip them with the skills to integrate a corpus-based approach into language classrooms. Finally, their achievement will be evaluated in real classroom teaching. This project makes use of corpus research findings at different linguistic levels, and has the potential to generate tangible pedagogical products that will benefit the large field of language education, as well as contribute significantly to the professional training of student English teachers from all three faculties by developing their corpus literacy. In addition, this project will help develop in students the four core competencies: positive personality, positive work attitude, cooperation and teamwork, and interpersonal skills. Finally, this project will demonstrate how flipped learning enhanced by mobile technologies can be used effectively to deliver subject knowledge, which will be beneficial to all disciplines at the university. Project Start Year: 2018, Principal Investigator(s): MA, Qing 馬清 (CHEN, Hsueh Chu 陳雪珠 as Co-Investigator) |
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The Use of Learners’ Spoken Corpus as a Teaching Tool in ESL Classrooms This project aims to expand an existing learners’ corpus and develop a corpus-based training program to help teachers, learners and researchers have a better understanding of the major problems in learning English pronunciation by Hong Kong, Mainland and Southeast Asian learners in Hong Kong. Project Start Year: 2018, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Educational Linguistics 2.0 – The use of corpora in language teaching In recent decades, corpus linguistics has offered a new approach to collecting and analysing language data, greatly boosting our understanding of various linguistic and language issues. The thousands of language data, after input into speedy and user-friendly concordancers, reveal authentic and interesting linguistic features which would not be discovered if an intuition-based approach had been taken. Despite the efforts made by linguists and researchers, a corpus-based linguistic approach remains largely unknown to the majority of professional teaching community, particularly language teachers in schools who often rely on an intuition-based approach to solving language issues as well as developing pedagogical materials. So are students’ approaches to language learning. Such an intuition-based approach may not always be efficient or satisfactory. Corpus linguistics has been identified as a strategic area to be focused on since the establishment of the LML department in 2012. Several colleagues have developed various corpora (http://corpus.ied.edu.hk/) in different languages (i.e., English, Chinese, Cantonese and Japanese), most of which being specialised corpora with a clear focus on certain specific language features. For example, the Chinese-English Parallel Corpora provide a good venue for examining literature translation from English to Chinese or vice versa; the English for Academic Purpose corpora (EAP) are used to improve students’ academic writing skills; the Spoken Corpora and Asian Corpus of English (ACE) can be used to improve students’ pronunciation; the Multilingual Parallel Corpora and Cantonese Movie Corpora provide learners with a multimodal approach to language learning. The research on these corpora has been fruitful and resulted in several projects (including GRF/ECS) and publications. Being aware of the good potential of the education values of these corpora, a number of colleagues from LML proposed a collective KTP in order to transfer the expertise and knowledge acquired by the department to school teachers in both Hong Kong and elsewhere (mainland China or other countries/regions). Project Start Year: 2017, Principal Investigator(s): MA, Qing 馬清 (CHEN, Hsueh Chu 陳雪珠 as Co-Investigator) |
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The Effects of Tone Visualization Training on L2 Mandarin Tone Acquisition by Tonal and Non-tonal Language Learners The objectives of this project are (1) to examine learners’ perception and production of Mandarin tones before and after tone visualization training; (2) to develop an effective tone training scheme for Mandarin learners in Hong Kong; (3) to investigate the effectiveness of tone visualization on tone acquisition of Cantonese speaking and Non-tonal language speaking learners of Mandarin in Hong Kong. Project Start Year: 2017, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Innovative English Language Teaching for Primary Students One aim of the project was to enhance preservice teachers’ materials development skills, and their abilities to discuss and evaluate observed lessons. The student teachers who joined the project developed resources on the teaching of readers, grammar, vocabulary and pronunciation. Another aim of the project was to strengthen links with the Department of Education of Guangdong Province and schools in Foshan. The project team visited Nanhai Experimental Primary School, in which the participating student teachers tried out the materials developed and observed local teachers' class teaching. Post-lesson conferences were held. Project Start Year: 2016, Principal Investigator(s): LEE, Fung King Jackie 李鳳琼 (CHEN, Hsueh Chu 陳雪珠 as Co-Investigator) |
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Second Language Rhythm Patterns and Their Effects on Listeners’ Perceptions of Intelligibility and Foreign Accents This project aims to identify lexical stress features in English timing patterns in Chinese speakers, to examine listeners’ assessments of foreign accents and intelligibility, and demonstrate the implications and applications for pronunciation teaching and learning. Project Start Year: 2016, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Developing a corpus-based online pronunciation learning system for Cantonese learners of Mandarin and Japanese Hong Kong is a metropolitan city that serves as an international financial centre, which has given rise to multi-lingual characteristics in recent years. In addition to Cantonese and English which serve mostly as first and second languages, Hong Kong residents have increasingly started to develop a third or even a fourth language. For example, Mandarin is encouraged by the Biliteracy and Trilingualism (兩文三語) language policy, while Japanese is the most frequently learned third or fourth language among all Asian languages. This project aims to develop a corpus-based online pronunciation learning system for Mandarin and Japanese to help HKIEd teachers, learners and researchers better understand the major problems in learning Mandarin and Japanese pronunciation encountered by Hong Kong Cantonese learners. Project Start Year: 2015, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Development of a Massive Open Online Course (MOOC) with the theme "The English you didn't learn in school" This project aims to develop a Massive Open Online Course (MOOC) aimed at an audience of non-native English speakers who have an interest in improving their ability in and knowledge of the English language. The theme, "The English you didn't learn in school," is meant to attract both teachers and learners of English to a course that offers aspects of the language that are not generally taught in school. These include elements such as the socio-cultural, e.g., accents; phonological, e.g., prosody; discoursal, e.g., pragmatics; and lexical, e.g., spelling, idioms and etymology. Project Start Year: 2015, Principal Investigator(s): WANG, Lixun, STAPLETON, R Paul (CHEN, Hsueh Chu as Co-Investigator) SDGs Information: 4 - Quality Education, 10 - Reduced Inequality, 17 - Partnerships for the Goals |
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Relative importance of phonological features on judgements of L2 and L3 foreign accents This project aims to determine whether trilingual speakers of typologically related/unrelated languages (i.e. L1 Cantonese, L2 English and L3 Mandarin) have a tendency toward L1- or L2-accented speech in L3 performance and whether this tendency is subject to change with respect to different L3 proficiency levels. Project Start Year: 2015, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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The effects of acoustic-prosodic features on listeners’ perceptions of attitudes, accentedness, comprehensibility and phonological performances The major purposes of this study are twofold: (a) to investigate the contributions of multiple aspects of English phonological features in Chinese speakers to the perceptual judgments in terms of accentedness, comprehensibility, phonological elements and listeners’ attitudes and (b) to compare native and non-native listeners’ assessments of the accented speech of Chinese learners of English. Project Start Year: 2014, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Corpus-based feature analyses of Hong Kong/Mainland university students’ spoken English The project will build on the spoken corpus established in PI’s TDG research project, which contains roughly 12-hour recording data from two speech tasks (4 hours of reading-aloud and 8 hours of interview) from university students in the Hong Kong Institute of Education. The linguistic analyses of the spoken data will mainly focus on the following three aspects: phonological, syntactical and discourse analyses. Project Start Year: 2014, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Establishing and Validating the Temporal Perceptual Model of Foreign Accents and Intelligibility: Evidence from Acoustic Measures and Perceptual Judgments In the PI’s series of studies (Chen & Chung, 2008; Chen, 2010; Chen, 2011; Chen & Wang, 2013), a temporal perception model of foreign accents and intelligibility was created. This project aims to empirically validate or revise this model by investigating aspects of English timing patterns spoken by native English speakers and Chinese speakers from the three concentric circles of English: the expanding circle (e.g., Beijing, mainland China, and Taiwan), the outer circle (e.g., Hong Kong and Singapore), and the inner circle (e.g., the US). Project Start Year: 2013, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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A corpus-based online pronunciation learning system: The pedagogical applications of spoken corpus in improving Hong Kong/Mainland university students’ English pronunciation This project aims to develop a corpus-based, online pronunciation learning system to help HKIEd’s teachers, learners and researchers have a better understanding of the major problems in learning pronunciation by Hong Kong and Mainland English learners. A learners’ pronunciation corpus will be established and analysed in order to (a) identify learners’ recurrent difficulties in using English segmental features and suprasegmental features accurately and appropriately and (b) suggest possible remedies that may reduce or eliminate such difficulties. The research findings and products will inform teaching and enhance teaching quality. Project Start Year: 2012, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Asynchronous Hospitality and Tourism Culture Exchange for Students in Hong Kong and Taiwan This study attempts to explore students’ online utterances and interactions to determine the extent of collaborative learning for hospitality and tourism culture and to understand online collaborative characteristics among students from two universities in an asynchronous computer mediated communication (ACMC) environment. Students will first read articles online about hospitality culture and then discuss them on the discussion board. After finishing two discussions on different topics, each pair will be required to do an online project. Finally, students’ perceived value of the ACMC activities for language learning will be explored from three aspects: being aware of hospitality and tourism culture, learning more language for hospitality purposes, and increasing opportunities for interaction with other learners. Project Start Year: 2011, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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English timing patterns of Chinese learners: Evidence from acoustic measures and perceptual judgments The major goals of this project are: (a) to investigate the English speech rhythm patterns produced by English speakers and Chinese speakers with different dialect backgrounds through examining both acoustic measures and perceptual ratings given by native and nonnative English listeners, and (b) to identify critical variables that affect native and nonnative listeners’ perceptions of foreign accents. Two major studies will be conducted to investigate the rhythm patterns of non-native speech production and native/nonnative listeners’ perception. An acoustic study designed to measure and compare six rhythm patterns will be conducted. Based on the findings, the temporal perception model of foreign accent, proposed by Chen (2010) will further be re-evaluated. The phonetic and phonological factors that weigh most heavily on native speaker reactions to nonnative speech are better accounted for in this model. By re-testing this model, it can increase the understanding of interlanguage phonetics and phonology, second language acquisition, interaction between perception and production of foreign accented speech, and psycholinguistics, and further bridge the gap among them. Project Start Year: 2011, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Intelligibility Judgment of English Word Stress by Chinese Listeners This proposal attempts to investigate the role of word stress in intelligibility. The issue in this study is whether incorrect placement of word stress by a nonnative speaker renders the form of words unintelligible to an interlocutor. Through the comprehensive investigation of Chinese ESL students’ performances on English word stress, a deeper understanding of acquisition of supra-segmental phonology and the priority of pronunciation teaching can be given. Project Start Year: 2011, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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The roles of prosodic sensitivity and phonological awareness in second language learners’ reading development This project attempts to investigate the role of prosodic skills at the word, phrase, and sentence levels in reading development, and clarify the relationship and interaction among prosodic skills, phonological awareness and reading development. Through the comprehensive investigation of Hong Kong ESL students’ performances on phonological awareness and prosodic skills, it will help understand second language learners’ reading process and acquisition of segmental and supra-segmental phonology. Project Start Year: 2010, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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Developing Students’ Affective Attitude in Secondary EFL Classrooms in the PRC The study investigates the beliefs, design and practices of secondary school teachers from the PRC when implementing the affective dimension of the English language curriculum, and finds out the extent the pedagogy and approaches suggested in the curriculum for developing students’ affective attitude are employed in teachers’ lessons. Twelve teachers from the 3-week Inservice Course for Guangdong Secondary School English Teachers held in the HKIEd in July 2009 will be identified and invited to take part in the study in which a combination of data collection procedures within the qualitative paradigm, for example, document analysis, interviews and observations, and the study of task materials, e.g. lesson plans and samples of student work, will be used. Project Start Year: 2010, Principal Investigator(s): LI, Ka Wo, Benjamin 李家和 (CHEN, Hsueh Chu 陳雪珠 as Co-Investigator) |
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English Phonological Patterns of Chinese Learners and Intelligibility Judgment by Listeners of Different Language Backgrounds The major goals of this proposal are: (a) to investigate multiple aspects of English phonological patterns spoken by Chinese speakers, and (b) to explore the nonnative speakers' (NNS) perceptual judgments of intelligibility in English. Two groups of Chinese subjects, Hong Kongers and Taiwanese, will be recruited to produce a long English text. Twenty listeners of various L1 language backgrounds (British English, American English, Cantonese, Mandarin and Tagalog) will transcribe the test utterances in a self-paced speech recognition task, and judge the intelligibility and the strength of foreign accent. From this data base it will be possible to estimate realistic intelligibility of Chinese accented English, and also to explore the effects of the listener’s language background in interaction with their comprehension proficiency in English. Implications for English language teaching and testing, particularly pronunciation pedagogy in TESOL teacher training programs are discussed. Project Start Year: 2010, Principal Investigator(s): CHEN, Hsueh Chu 陳雪珠 |
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In-service Programme for Guangdong English Teachers 2009 A total of 40 teachers and researchers from different parts of the Guangdong province participated in the programme, which was held at HKIEd from 6 July 2009 to 24 July 2009. This was the 10th Programme jointly orgainised by the Guangdong Education Bureau, the EDB and the Department of English of the HKIED since this kind of collaboration started in 1999. The major aim of the Course was to further develop the professionalism of these teachers and researchers through reflecting upon English language teaching theories and practice. The participants completed six modules on the Programme and participated in "Fun with English" - activities conducted by Graduate English Teachers from CLE - which aimed at enhancing their English proficiency. During the programme the participants stayed in our Jockey Club Student Quarters to experience the life as full-time students on campus for three weeks. Project Start Year: 2009, Principal Investigator(s): LI, Ka Wo Benjamin 李家和 (CHEN, Hsueh Chu 陳雪珠 as Team Member) |
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Phonological Changes in Code-mixing and Foreign Accent - A Comparative Study The purpose of this study attempts to draw a link between code-mixing and foreign accent by analyzing the phonological features of the English words used in code-mixing from the perspectives of Cantonese, Mandarins and English. More specifically, the current research analyzes a reading passage and oral corpus data composed of one hour recorded radio talk show programs as well as 3 hours of naturally occuring conversations. The following features will be focused (a) contrastive analysis of sound difference and distribution (b) phonological constraints e.g. phonotactics and (c) adaptation strategies. Project Start Year: 2009, Principal Investigator(s): CHEN Hsueh Chu |
Prizes and awards
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Award for Excellent FE Supervision Date of receipt: 3/6/2024, Conferred by: the Education Univerestiy of Hong Kong |
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The Best Presentation Award Date of receipt: 3/7/2022, Conferred by: Pedagogy and Practice in Technology-Enhanced Language Learning Association |
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2020 Esperanto "Access to Language Education” Award Date of receipt: 2/6/2020, Conferred by: CALICO, the Esperantic Studies Foundation, and Lernu.net |
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Silver Medal at the 47th International Exhibition of Inventions Geneva Date of receipt: 12/4/2019, Conferred by: 47th International Exhibition of Inventions Geneva |
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The Faculty Teaching Award in 2014/15 Date of receipt: 30/6/2015, Conferred by: Faculty of Humanities, The Hong Kong Institute of Education |
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The Best Doctoral Dissertation Award Date of receipt: /12/2006, Conferred by: Langague Training and Testing Center, Taiwan |
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The Best Paper Award at the Thirteenth International Symposium on English Teaching Date of receipt: /12/2004, Conferred by: English Teachers’ Association of Republic of China (ETA), Taiwan |