Dr YU, Baohua   喻寶華
Assistant Professor
Department of English Language Education
Phone No: (852) 2948 7282
Email: baohuayu@eduhk.hk
Contact
ORCiD
0000-0002-0321-7374
Phone
(852) 2948 7282
Email
baohuayu@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
36731701800
Research Interest

Cross-cultural adaptation of international students

First-year learning experiences

Intercultural communication competence

Motivation in second language acquisition/education

Self-regulated learning strategy

Technology-enhanced language learning and teaching

Willingness to communication

Teaching Interest

Digital storytelling in English language education

English for Academic Purposes

Honours Projects

Intercultural Communication

Language and Gender

Lexis, Morphology and Semantics

Psycholinguistics and Second Language Acquisition

The Grammar of English in Academic Contexts

External Appointment

Associate Editor for Educational Studies

External Examiner for a Ph.D. thesis submitted to University of Sydney, Australia.

External Examiner for a Ph.D. thesis submitted to Deakin University, Australia.

External Examiner for a master of research thesis from Western Sydney University in Australia.

External Examiner for a Ph.D. thesis submitted to Acharya Nagarjuna University, Nagarjuna Nagar, Guntur, India.

External Examiner for a Ph.D. thesis submitted to St. Joseph's College of Education, India

External Examiner for Caritas Institute of Higher Education & Caritas Bianchi College of Careers

Reviewer for Competitive Research Funding Schemes for the Local Self-financing Degree Sector (APSF) funded by Research Grants Council (RGC)

Review Editor for Frontiers in Psychology

Frequent Journal Reviewer:

  • Higher Education
  • Intercultural Education
  • International Journal of Intercultural Relations
  • Journal of Multilingual and Multicultural Development
  • Journal of Studies in International Education
  • Studies in Higher Education
  • Tertiary Education and Management

Invited Journal Reviewer:

  • Applied Linguistics
  • Asia Pacific Journal of Education
  • Asia-Pacific Education Researcher
  • Assessment and Evaluation in Higher Education
  • Compare: A Journal of Comparative and International Education
  • Critical Studies in Education
  • Educational Psychology
  • Educational Research
  • Frontier of Education in China
  • Intercultural Education
  • International Journal of Comparative Education and Development
  • Irish Educational Studies
  • Journal of Ethnic and Migration Studies
  • Learning and Motivation
  • Modern Language Journal
  • Teacher and Teaching Education

Personal Profile

Dr. Baohua Yu is an Assistant Professor at Faculty of Humanities at the Education University of Hong Kong. Her research focuses on digital storytelling, intercultural communication competence, cross-cultural psychology of international students, and technology-enhanced teaching and learning. Her work has been published in leading international journals such as Re-CALL, Journal of Multilingual and Multicultural Development, Language Teaching, International Journal of Intercultural Relations and Higher Education. Currently, she is an Associate Editor of Educational Studies.

Research Interest

Cross-cultural adaptation of international students

First-year learning experiences

Intercultural communication competence

Motivation in second language acquisition/education

Self-regulated learning strategy

Technology-enhanced language learning and teaching

Willingness to communication

Teaching Interest

Digital storytelling in English language education

English for Academic Purposes

Honours Projects

Intercultural Communication

Language and Gender

Lexis, Morphology and Semantics

Psycholinguistics and Second Language Acquisition

The Grammar of English in Academic Contexts

External Appointment

Associate Editor for Educational Studies

External Examiner for a Ph.D. thesis submitted to University of Sydney, Australia.

External Examiner for a Ph.D. thesis submitted to Deakin University, Australia.

External Examiner for a master of research thesis from Western Sydney University in Australia.

External Examiner for a Ph.D. thesis submitted to Acharya Nagarjuna University, Nagarjuna Nagar, Guntur, India.

External Examiner for a Ph.D. thesis submitted to St. Joseph's College of Education, India

External Examiner for Caritas Institute of Higher Education & Caritas Bianchi College of Careers

Reviewer for Competitive Research Funding Schemes for the Local Self-financing Degree Sector (APSF) funded by Research Grants Council (RGC)

Review Editor for Frontiers in Psychology

Frequent Journal Reviewer:

  • Higher Education
  • Intercultural Education
  • International Journal of Intercultural Relations
  • Journal of Multilingual and Multicultural Development
  • Journal of Studies in International Education
  • Studies in Higher Education
  • Tertiary Education and Management

Invited Journal Reviewer:

  • Applied Linguistics
  • Asia Pacific Journal of Education
  • Asia-Pacific Education Researcher
  • Assessment and Evaluation in Higher Education
  • Compare: A Journal of Comparative and International Education
  • Critical Studies in Education
  • Educational Psychology
  • Educational Research
  • Frontier of Education in China
  • Intercultural Education
  • International Journal of Comparative Education and Development
  • Irish Educational Studies
  • Journal of Ethnic and Migration Studies
  • Learning and Motivation
  • Modern Language Journal
  • Teacher and Teaching Education

Selected Output

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Yu, B. (2021). Rethinking second language proficiency and cross-cultural adaptation of international students in China: A poser for global workforce. A. Akande, P. L. Perrewé & G. R. Ferris, Organizational science: A global perspective (127-142). New York: Nova Science Publishers
Leung, Y. H. & Yu, B. (2020). Intercultural communication in the university: Policy and practices. In A. Farazmand (Eds.), Global encyclopedia of public administration and public policy (1-14). USA: Springer Doi:10.1007/978-3-319-31816-5_3975-1.
Yu, B. & Chai, W. (2020). Acculturation and globalization: Implications to university policy and administration. In A. Farazmand (Eds.), Global encyclopedia of public administration and public policy (1-9). Cham: Springer Doi:10.1007/978-3-319-31816-5_3846-1.
Zadorozhnyy, A., & Yu, B. (2019). The importance of informal digital learning practices for English language acquisition. In J. Colpaert, A. Aerts, Q. Ma, & J.F.K. Lee (Composed), Social CALL: Proceedings of the XXth international CALL research conference, 10-12 July, 2019, Education University of Hong Kong, Hong Kong (350-358). Antwerpen: University of Antwerp
Yu, B. (2016). Traveling a thousand miles: Determinants of cross-cultural adaptation of Asian students in Australia. In R.B. King, & A.B.I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (441-457). Singapore: Springer
Yu, B., & Watkins, D. (2010). Attitudes and motivation in second-language acquisition: A study of international students in China from a cultural perspective. In D.W. Chapman, W.K. Cummings, & G.A. Postiglione (Eds.), Crossing borders in East Asian higher education (167-192). Dordrecht: Springer Doi:10.1007/978-94-007-0446-6_8.
Yu, B. (2007). Testing the role of language attitudes and motivation on acculturation of international students in universities in China. In D.A. Bryant, F. Gao, B.B. Hennig, & W.K. Lam (Eds.), Research studies in education (175-188). Hong Kong: Office of Research, Faculty of Education, University of Hong Kong
Yu, B. (2005). Adaptation and second language acquisition of international students in the universities of the People’s Republic of China (PRC). In K.R. Katyal, H.C. Lam, & X. Ding (Eds.), Research studies in education: The Eighth Postgraduate Research Conference, 2005, Faculty of Education, the University of Hong Kong (93-105). Hong Kong: Office of Research, Faculty of Education, University of Hong Kong

Journal Publications
Publication in refereed journal
Ding, F. & Yu, B. (2022). First year university students’ perception of autonomy-an individualistic approach. Journal of Further and Higher Education , 46(2), 211-224 Doi:10.1080/0309877X.2021.1905154.
Yu, B., Ding, F., & Yuan, R.E. (2022). Understanding the long-term impact of an overseas immersion programme on pre-service teachers’ learning to teach: A Hong Kong case. Educational Studies, 48(1), 44-58 Doi:10.1080/03055698.2020.1740880.
Yu, B & Zadorozhnyy, A. (2022). Developing students’ linguistic and digital literacy skills through the use of multimedia presentations. ReCALL, 34(1), 95-109 Doi:10.1017/S0958344021000136.
Yu, B., Mak, A. S., & Bodycott, P. (2021). Psychological and Academic Adaptation of Mainland Chinese Students in Hong Kong Universities. Studies in Higher Education, 46(8), 1552-1564 Doi:10.1080/03075079.2019.1693991.
Xiang, X., Yuan, R., & Yu, B. (2021). Implementing assessment as learning in the L2 writing classroom: A Chinese case. Assessment & Evaluation in Higher Education, Forthcoming, 1-15 Doi:10.1080/02602938.2021.1965539.
Mu, Y. & Yu, B. (2021). Chinese college students’ intercultural competence: Current situation, barriers and solutions. Journal of Intercultural Communication, 21(2), 44-57
Yu, B. (2021). Research note: The role of willingness to communicate in the cross-cultural adaptation . Intercultural Education, 32(2), 246-257 Doi:10.1080/14675986.2021.1857115.
Yu, B., Vyas, L., & Wright E.T.M. (2020). Cross-cultural transitions in a bilingual context: The interplays between bilingual, individual and interpersonal factors and adaptation. Journal of Multilingual and Multicultural Development, 41(7), 600-619 Doi:10.1080/01434632.2019.1623224.
Leung, Y. W., & Yu, B. (2020). From strangers to friends: The perceived challenges and expectations of friendship between Mainland and Hong Kong students. Chung Cheng Educational Studies, 19(1), 81-130 Doi:10.3966/168395522020061901003.
Yu, B., Bodycott, P., & Mak, A.S. (2019). Language proficiency and Interpersonal Resources Predictors of Psychological and Sociocultural Adaptation: International Students in Hong Kong. Journal of Studies in International Education, 23(5), 572-588 Doi:10.1177/1028315318825336.
Yuan, R., Li, S., & Yu, B. (2019). Neither "local" nor "global": Chinese university students' identity paradoxes in the internationalization of higher education. Higher Education, 77(6), 963-978 Doi:10.1007/s10734-018-0313-7.
Yu, B. (2019). The predicting roles of approaches to learning, L2 learning motivation, L2 learning strategies, L2 proficiency for learning outcomes: A comparison between Mainland Chinese and Hong Kong students. Educational Studies, 45(4), 520-532 Doi:10.1080/03055698.2018.1509775.
Vyas, L. & Yu, B. (2018). An investigation into the academic acculturation experiences of Mainland Chinese students in Hong Kong. Higher Education, 76(5), 883-901 Doi:10.1007/s10734-018-0248-z.
Yu, B., & Wright, E. (2017). Academic adaptation amid internationalisation: The challenges for local, mainland Chinese, and international students at Hong Kong’s universities. Tertiary Education and Management, 23(4), 347-360
Yu Baohua, Chau Lap, Kan, Hon Kin, Leung Yick Wah (2017). Languages development under the Bi-literacy and Tri-lingualism: A comparative study of language selection and learning motivation between Hong Kong and Chinese students. Chung Yuan Journal of Teaching Chinese as a Second Language, 17, 81-122
Yu, B. & Zhang, K. (2016). It’s more foreign than a foreign country": Adaptation and experience of mainland Chinese students in Hong Kong. Tertiary Education and Management, 22(4), 300-315 Doi:10.1080/13583883.2016.1226944.
Yu, B. & Wright, E. (2016). Socio-cultural adaptation, academic adaptation and satisfaction of international higher degree research students in Australia. Tertiary Education and Management, 22, 49-64
Yu, B. (2013). Asian international students at an Australian University: Mapping the paths between integrative motivation, competence in L2 communication, cross-cultural adaptation and persistence with structural equation modelling . Journal of Multilingual and Multicultural Development, 34(7), 727-742 Doi:10.1080/01434632.2013.796957.
Zhang, Y. H., & Yu, B. H. (2013). The reliability issue of the world university ranking systems. Journal of National Academy of Education Administration, 2, 48-53
Yu, B. & Shen, H.Z. (2012). Predicting roles of linguistic confidence, integrative motivation and second language proficiency on cross-cultural adaptation. International Journal of Intercultural Relations, 36, 72-82 Doi:10.1016/j.ijintrel.2010.12.002.
Yu, B. H. & Downing, K. (2012). Determinants of international students’ adaptation: Examining effects of integrative motivation, instrumental motivation and second language proficiency. Educational Studies, 38(4), 457-471 Doi:10.1080/03055698.2011.643111.
Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44 (1), 64-77 Doi:10.1017/S0261444809990310.
Yu, B. (2010). Learning Chinese abroad: the role of language attitudes and motivation in the adaptation of international students in China. Journal of Multilingual and Multicultural Development, 31(3), 301-321 Doi:10.1080/01434631003735483.
Yu, B. H. & Watkins, D. (2008). Motivational and cultural correlates of second language acquisition: An investigation of international students in universities in the PRC. Australian Review of Applied Linguistics, 31(2), 17.1-17.22

Conference Papers
Invited conference paper
Yu, B. (2018, 5). Languages development under the biliteracy and trilingualism: A comparative study of language choice and learning motivation between Hong Kong and Mainland Chinese students . Paper Presented in the International Conference on "English Language Education in the Chinese Context": Special Workshop on Multilingual Acquisition and Multilingual Education, Hong Kong, China
Refereed conference paper
Zadorozhnyy, A., & Yu, B. (2021, 8). Informal digital learning of English: The case of Kazakhstani pre-service teachers of English. Symposium conducted at the World Congress of Applied Linguistics: The dynamics of language, communication and culture in a changing world, Groningen, the Netherlands
YU, B., & ZADOROZHNYY, A. (2021, 8). The effect of integrating student-developed digital videos into teaching and learning on students’ autonomy and digital literacy skills. Symposium conducted at the World Congress of Applied Linguistics: The dynamics of language, communication and culture in a changing world, Groningen, the Netherlands
Zadorozhnyy, A., & Yu, B. (2021, 8). Addressing the impact of informal language learning practices in digital wilds on the development of L2 digital literacies by adapting the dynamic systems theory. Paper presented at the EUROCALL 2021 Conference, Paris, France
Yu, B., & Cai, Y. (2021, 7). Online English engagement: Antecedents and outcome. Paper presented at the International Conference on Technology-Enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching 2021 (TeLLT & CoLLT 2021), Hong Kong, China
Yu, B. (2021, 6). Fostering digital literacy and professional development through a collaborative digital storytelling project of pre-service teachers in Hong Kong. Paper presented at the 2nd International Conference on Language Teaching and Learning 2021, Hong Kong, China
Zadorozhnyy, A., & Yu, B. (2020, 3). Toward applying the theory of self-determination for the analysis of informal learning activities in digital environments. Paper presented at the Asian conference on language (ACL2020), Tokyo, Japan
Mu, Y., & Yu, B. (2019, 7). Cultivating Chinese college students' intercultural competence with intercultural language teaching approach: An action research. Paper presented at The 11th IAIR Biennial Conference and the 15th CAFIC Annual Conference: Advancing Intercultural Research and Dialogue: Crossing Boundaries and Building Bridges, Shanghai, China
Yu, B. (2019, 7). Acculturation in s sibling culture: The psychological and academic adaptation of Mainland Chinese University students in Hong Kong. Paper presented in the 11th IAIR Biennial Conference and the 15th CAFIC Annual Conference, Shanghai, China
Yu, B. (2019, 7). The role of willingness to communicate in the cross-cultural adaptation. Paper Presented in 11th IAIR Biennial Conference and the 15th CAFIC Annual Conference, Shanghai, China
周立, 喻寶華, 梁亦華和簡漢乾 (2019, 7). 兩文三語背景下的中語態度比較. 論文發表於「雙語與多語語境下的漢語習得」, 劍橋,英國
Yu, B., Vyas, L., & Wright, E. (2018, 12). A mixed-method study of the socio-cultural adaptation of international students in Hong Kong universities. Paper presented at the Hong Kong Educational Research Association (HKERA) International Conference 2018: Equity, Access, and Diversity in Education: Theory, Practice, and Research, Hong Kong, China
Yu, B., Bodycott, P., & Mak, A. S. (2018, 7). Language proficiency and interpersonal resources predictors of psychological and socio-cultural adaptation: International students in Hong Kong. Paper presented in the 2018 International Congress of IACCP, Guelph, Canada
Yu, B. (2018, 6). Impact of short-term immersion program: Pre-service teachers’ development of intercultural communication competence and pedagogical belief. Paper presented in 16th Asia TEFL International Conference, Macau, China
Yu, B., Bodycott, P., & Mak, A.S. (2018, 3). Psychological and socio-cultural adaptation and experience of non-local students in Hong Kong: A case study at the Education University of Hong Kong (EdUHK). Paper presented at the CESHK 2018 Spring Annual Conference: Meaning and role of education amid global changes and local challenges, Hong Kong, China
Yu, B. (2017, 11). Academic adaptation amid internationalisation: The challenges for local, Mainland Chinese, and International students at Hong Kong’s universities. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, Hong Kong, China
Yu, B. (2017, 11). Academic adaptation amid internationalisation: The challenges for local, mainland Chinese, and international students at Hong Kong’s universities. Paper Presented in HKERA International Conference 2017, with theme “Innovation, Reform and Education, Change in a Contemporary World”, The Education University of Hong Kong, 30 Nov-2 Dec 2017, Hong Kong, China
Yu, B. (2016, 11). The socio-cultural adaptation of international students in Hong Kong universities. Paper presented at the 2016 CESHK Autumn Forum: Hong Kong in Comparative Perspectives, Hong Kong, China
Yu, B. (2016, 7). Psychological and socio-cultural adaptation and experience of international students in Hong Kong universities. Paper presented at the 23rd Congress of the International Association for Cross-Cultural Psychology (IACCP2016): Honoring Traditions and Creating the Future, Nagoya, Japan
Yu, B. (2016, 4). Academic Efficacy, academic adaptation and psychological adaptation between local, mainland and international students in Hong Kong universities. Paper presented in 2016 Comparative Education Society of Hong Kong's (CESHK) Conference, Hong Kong, China
Yu, B. (2016, 4). Academic, socio-cultural and psychological satisfaction of international higher degree research students (IRHD) in Australia. Paper presented at the 2nd International Conference on Education 2016 (ICEDU- 2016): Transforming Today’s Educational Landscape, Bangkok, Thailand
Yu, B. (2014, 12). Asian international students at an Australian university: Mapping the paths between integrative motivation, competence in L2 communication, cross-cultural adaptation, and persistence with structural equation modelling. Paper presented at the Sixth CLS International Conference CLaSIC 2014: Knowledge, Skills and Competencies in Foreign Language Education, Singapore
Yu, B. (2014, 7). International research higher degree (IRHD) student in Australia: A mixed-method study. Paper Presented in HERDSA 2014 Conference: Higher Education in Globalized World, Hong Kong Baptist University, 8-10 July 2014, Hong Kong, China
Yu, B. (2014, 7). What makes international research higher degree (IRHD) students satisfied with an Australian university. Paper presented at the Higher Education Research and Development Society of Australasia (HERDSA) 2014 Conference: Higher Education in a Globalized World, Hong Kong, China
YU, B. (2014, 6). Determinants of intercultural adaptation in a second language: A comparison between mainland Chinese and other international students at an Australian university. Paper presented in 5th Hong Kong Association for Applied Linguistics Conference, Hong Kong, China
Downing, K., & Yu, B. (2011, 11). Personality and online learning. Paper presented at the 3rd International Conference on Teaching and Learning (ICTL 2011): Towards 21st Century Education: University--Industry Collaboration, Penang, Malaysia
Yu, B., & Downing, K. (2011, 11). Rankings: Meta-analysing the big three. Paper presented at the Seventh as Asia Pacific Professional Leaders in Education Conference and Exhibition 2011, Bali, Indonesia
Yu, B. (2009, 1). Asian international students in the university of Sydney: Mapping the paths between confidence in communication, integrative motivation and intercultural adaptation. Paper presented at the 4th Annual University of Sydney TESOL Research Network Colloquium, Sydney, Australia
Yu, B. (2009, 1). Crossing the border and mapping the paths between adaptation and language learning. Paper presented at the 2009 College Teaching & Learning Conference, Hawaii, USA
Yu, B. (2009, 1). What makes international research higher degree students satisfied with an Australian university. Paper presented at the Internationalising Learning and Teaching in Academic Settings: Engagement, Collaboration & Sustainability 2009, Sydney, Australia
Yu, B. (2008, 7). Crossing the border and mapping the paths between adaptation and language learning: A model testing with structural equation modeling for international students in China. Paper presented at the 19th International Congress of the International Association for Cross-Cultural Psychology, Bremen, Germany
Yu, B. (2007, 8). Motivation and cultural distance in acculturation and Chinese language acquisition of international students in the PRC. Paper presented at the Second Annual University of Sydney TESOL Research Network Colloquium, Sydney, Australia
Yu, B. (2007, 1). A longitudinal study of the role of language attitudes and motivation on acculturation of international students in universities in the PRC. Paper presented at the tenth and eleventh Postgraduate Research Conference, Hong Kong, China
Yu, B., & Watkins, D. (2006, 11). Relationships among motivation, cross-cultural adaptation and Chinese language achievement: An investigation of international students studying Chinese in the universities of PRC. Paper presented at the Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization, Hong Kong, China
Yu, B., & Watkins, D. (2006, 7). Mapping the relationships between adaptation and Chinese language acquisition in the universities of China. Paper presented at the XVIII Congress of the International Association for Cross-Cultural Psychology (IACCP 2006): From Herodotus' Ethnographic Journeys to Cross-Cultural Research, Isle of Spetses, Greece
Other conference paper
Yu, B. (2014, 12). Asian international students at an Australian university: Mapping the paths between integrative motivation, competence in second language communication, cross-cultural adaptation, and persistence with structural equation modelling. Paper Presented in CLaSIC 2014, National University of Singapore, 4-6 Dec 2014, Singapore

All Other Outputs
Other outputs
Chau, L., Kan, H. K., & Yu, B. (2015). Teaching development grants final and financial report: Assessing trilingual speaking language ability and constructing learning resources at Hong Kong Institute of Education. Hong Kong: The Hong Kong Institute of Education

Project

Understanding and Addressing the Stigma of Neurodevelopmental Disorders
Research Cluster Fund
Project Start Year: 2021, Principal Investigator(s): CHAN, Ka Shing Kevin 陳家承 (YU, Baohua 喻寶華 as Co-Investigator)
 
Engagement and Collaboration of University Students in Hong Kong: A Pilot Study
This research aims to capture the adaptation trajectories and learning outcomes of university students in Hong Kong and to research the dynamic interactions and nexus between antecedent-engagement-consequence factors.
Project Start Year: 2021, Principal Investigator(s): YU, Baohua 喻寶華
 
Engagement in Online English Learning: Relationships with ICT use enjoyment and Learning Outcomes
To meet the new demands of English language classroom in the digital age, this study aims to investigate the interrelationships between online English learning engagement, enjoyment of ICT use and learning outcomes.
Project Start Year: 2021, Principal Investigator(s): YU, Baohua 喻寶華
 
Enhancing Positive Psychology and Life Value through a Collaborative and Reflective Digital Video Project in a Technological Learning Environment
Situated in the 21st century of digital era, students are expected to develop multiple knowledge, skills, and values through curriculum and extra-curricular activities in order to deal with upcoming challenges in life and study. To further enhance students' positive thinking on the meaning of life based on PERMA (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) theory and digital literacy, this project strives to provide pre-service teachers with a comprehensive experiential learning process of producing the digital storytelling videos embedded with positive psychology and life values.

This project is of paramount importance as it is a synergy between English language education (e.g. digital literacy and professional development) and positive psychology and life education (e.g. life value), which can benefit pre-service teachers not only in their digital literacy improvement and reflective skills development, but in enhancing their subjective well-being and fostering their positive life values.

Project Start Year: 2020, Principal Investigator(s): YU, Baohua 喻寶華
 
Online-collaboration on Learning Motivation and Learning Experiences and Outcomes: Investigating the Key for Successful Online Learning in Universities across Hong Kong, Mainland and Macau
Aiming to address this research gap, this study is designed to explore the students’ learning motivation and learning experiences through online collaboration.
Project Start Year: 2020, Principal Investigator(s): YU, Baohua 喻寶華
 
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 王立勛 (YU, Baohua 喻寶華 as Co-Investigator)
 
Professional identity and development of female University Teachers in big bay area
Based on the specific gender and career expectations towards female teachers in universities, this research focuses on the female teachers in colleges and universities in the Bay Area and discusses their professional identity and professional development path.
Project Start Year: 2019, Principal Investigator(s): SHAO,Yanju (YU, Baohua 喻寶華 as Co-Investigator)
 
Student-developed Digital Video Projects as a Way to Promote Students’ Autonomy and Digital Literacy Skills
The project will be conducted as a part of English language course for undergraduate students majoring English. The principle component of the present project will be based on students’ self-generated video projects, which will be aligned with particular themes in curriculum.
Project Start Year: 2019, Principal Investigator(s): YU, Baohua 喻寶華
 
Enhancing Assessment Literacy of Principals, Teachers and Students Through School-university Partnerships
The aim of this project is to develop assessment literacy in formative assessment in EFL writing among principals, teachers and students through school-university partnerships (SUPs) in support of the implementation and sustainability of formative assessment in writing classrooms
Project Start Year: 2019, Principal Investigator(s): MAK, Wing Wah Pauline 麥詠華 (YU, Baohua 喻寶華 as Co-Investigator)
 
Enhancing Student's English Proficiency, Academic Achievement, Critical Thinking and English Learning Motivation through Digital and Traditional Story-telling 通過數字和傳統的故事講述提高學生的英語水平,學業成就,批判性思維和英語學習動機
This research aims at comparing the impact of digital and traditional story-telling methods on students’ English proficiency, academic achievement, critical thinking, and English learning motivation, which will be run through three major events sequentially including storytelling training workshops, digital storytelling programme and storytelling competition among primary school students. The results gathered from observation, focused-group interviews and pre-and post- activity surveys will not only offer a foundation for school teachers and parents to prepare for the most appropriate guidance of story-reading according to the students’ backgrounds, but also develop teaching packages for training both pre-service and in-service teachers on how to implement DST and TST in local schools.
Project Start Year: 2019, Principal Investigator(s): YU, Baohua 喻寶華
 
Towards a Multidimensional Approach to Studying the Cross-cultural Adaptation of Non-local Students in Hong Kong Universities
..
Project Start Year: 2019, Principal Investigator(s): YU, Baohua 喻寶華
 
Learning Autonomy and Cross-border Adaptation of First Year Mainland Students in Hong Kong Universities
This research aims at investigating the cross-border learning experiences and its relationships with learning autonomy of first year Mainland students in Hong Kong Universities. (Project code: 17YJA880016)
Project Start Year: 2017, Principal Investigator(s): Ding Feng (YU, Baohua 喻寶華 as Co-Investigator)
 
Role of Willingness to Communicate in Adaptation of Asian International Students in Hong Kong Universities: Changes and Causes
The current study seeks to identify strategies that Asian international student from different cultures have taken to adapt and communicate successfully in the context of Hong Kong. The theoretical orientation of this study lies within two research areas: second language (L2) communication (Clement, Barker & MacIntyre , 2003), and cross-cultural adaptation (Berry, 1999; Cemalcilar & Falbo, 2008; Ward et al., 2004; Zhou et al., 2008; Yu, 2009).
Project Start Year: 2017, Principal Investigator(s): YU, Baohua 喻寶華
 
Who Succeeds at University? Modelling Transition Effects of First Year Students’ Learning Experiences and Learning Outcomes at the Education University of Hong Kong
With the aim of developing our own understanding and local knowledge about how first year students at EdUHK transit into university and integrate into the academic disciplines, the proposed study examines how social, academic, and demographic predictors as well as learning experiences and learning approaches predict positive learning outcomes, such as academic performance, goal achievement, and generic attributes.
Project Start Year: 2016, Principal Investigator(s): YU, Baohua 喻寶華
 
Acculturation Strategy, Willingness of Communicate and Adaptation of International students in Hong Kong
With their large and growing number in campuses worldwide, international students represent a significant proportion of sojourners. Such phenomenon also exists in universities in Hong Kong, where 14,512 non-local residents are enrolled in its universities; according to statistics from UGC (2014), this value consists of 11,376 from the mainland, 2,493 from other places in Asia and 642 from the rest of the world. The current study focuses on the relationship among three frameworks: the L2 Willingness to Communicate (WTC) (MacIntyre, Dörnyei, Clément & Noels, 1998), the acculturation strategies (Ward & Rana-Deuba, 1999) and the outcome of cross-cultural adaptation (Cemalcilar & Falbo, 2008; Tsang, 2001; Yu, 2009).
Project Start Year: 2015, Principal Investigator(s): YU, Baohua 喻寶華
 
Understanding Learning Experiences and Learning Outcomes of BED (EL) Students during Immersion Program
This research is to examine characteristics of students going on immersion program such as their motivation and intercultural student attitude and to understand whether there are significant changes after the immersions in key learning outcome/experience including willingness to communicate, intercultural sensitivity and academic/socio-cultural adaptation.

Project Start Year: 2014, Principal Investigator(s): YU, Baohua 喻寶華
 
Toward a Multidimensional Model of Acculturation, Willingness to Communicate and Adaptation: A Longitudinal Examination on Mainland Students in Hong Kong Universities
The internationalisation of higher education in Hong Kong has been accompanied by the influx of international students over the past two decades. Pursuing undergraduate or graduate degrees in Hong Kong presents unprecedented opportunities for personal development and challenges that are inherent in any cross-cultural educational experience; these challenges include (1) academic, acculturative and life stress, (2) lack of social support, (3) low identification with the host culture and (4) unwillingness to communicate with the local community. These challenges could become risk factors for psychological, academic and socio-cultural adjustment stress (e.g. Devos, 2003; Leder & Forgasz, 2004; Misra, Crist & Burant, 2003; Skyrme, 2007; Wang & Mallinckrodt, 2006) for international students. Therefore, the needs of international students in the cultural adaptation process should be identified and understood to ensure a smooth transition and the continuity and/or sustainability of such influx.

This research uses a multi-method design that consists of three stages: (1) a qualitative study by means of focus group discussions to identify the major issues of acculturation, communication and adaptation faced by international students in Hong Kong in both undergraduate and postgraduate programmes; (2) a large-scale longitudinal survey based on stage 1 for examining the causal relationships among constructs that emerged at stage 1 and (3) a qualitative study that involves personal interviews that would be used to triangulate the findings at stage 2.

This study is distinctive because of its research focus, originality of research instrument and Asian context. Moreover, unlike most of the related studies, this study thoroughly investigates the relationships among the study variables over a reasonably long period of time in a mixed cultural context. The findings of this research can identify strategies that would enable the host institutions and students (international and local) to maximise the use of resources and human capital to create a culture of learning, to promote a working and living environment that is agreeable to everyone and to contribute to knowledge construction by developing a new model that is culturally interactive, responsive and enriching. Such model could assist Hong Kong universities to attract and effectively support a culturally diverse body of students.

Project Start Year: 2014, Principal Investigator(s): YU, Baohua 喻寶華
 
Assessing Trilingual Speaking Language Ability and Constructing Learning Resources at Hong Kong Institute of Education
In line with the objectives of the institute’s development, this project will assess the simultaneous interpreting ability of biliteracy and trilingualism (Cantonese, Putonghua and English) of students from different language backgrounds. The assessing criteria cover four dimensions: the degree of efficiency, the degree of accuracy and precision, the degree of fluency and spontaneity, and the degree of appropriateness. The findings of this research will provide a reference for the revision of language curriculum in the institute. It will also develop a tentative learning resource template on the basis of 500 sentences in spoken English, which can pertinently improve the language proficiency of students and provide a foundation for promoting the biliteracy and trilingualism in the future.
The purposes of this project are four-fold: developing the new learning resources; guiding students to make good use of information technology; enhancing students’ independent learning; and achieving a comprehensive and effective promotion of students’ ability of biliteracy and trilingualism. At the same time, the project also aims at expanding students’ international horizon, developing their multicultural values, inspiring their humanistic care, enhancing innovative thinking, and cultivating intercultural communication ability as well as the team cooperation spirit through a better understanding and more recognition of different ethnic languages.

Project Start Year: 2014, Principal Investigator(s): YU, Baohua 喻寶華, CHAU, Lap 周立, KAN, Hon Kin 簡漢乾
 
Psychological and sociocultural adaptation and experience of international students in Hong Kong
The globalization of higher education increases opportunities for students from different cultures to study in new cultural contexts. To be successful, international students must adapt psychologically and socioculturally to their host context. An understanding of students’ psychological and sociocultural adaptation is critical to reduce student stress and help them cope (Misra & Castillo, 2004). It can also assist institutions attract and better support a culturally diverse range of students. While study of international student acculturation is complex, it needs exploring, particularly in Asian contexts(Spencer-Oatey & Xiong, 2006).
This study is grounded in cross-cultural psychology (Shiraev & Levy, 2010). The
purposes are to find out those factors that affect the psychological and sociocultural adaptation of international students to study in Hong Kong. In so doing certain comparisons i.e., academic self-efficacy and psychological adaptation will be made with local students. In addition it will explore the level and effect of contact between local and international students, and international student views of social and institutional support with regard to their adaptation, and their academic self-efficacy.

Project Start Year: 2014, Principal Investigator(s): YU, Baohua 喻寶華