Promoting the Humanities through a Multi-purpose Chinese Culture Digital Playhouse: An Integrated Portal for Play-based R&D
This project aims to establish resilient digital humanities infrastructures to support sustainable teaching, research, and knowledge transfer initiatives in humanities.
Project Start Year: 2024, Principal Investigator(s): ERNI, John N,, LEUNG, Pui Wan, Pamela, LAM, Sin Manw, Sophia, HE, Yang, Sunnie, LAU, Chaak Ming, QIAO, Shen, Maggie, YAN, Zi
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Use of AI-powered Tool to Promote Chinese Language Reading of Non-Chinese Speaking Primary Students in Hong Kong
Project Start Year: 2023, Principal Investigator(s): LAM, Sin Manw, Sophia
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Exploring Relationship between Writing Processes and Products of L2 Chinese Learners
Since 2014, the Government has implemented the Chinese Language Curriculum Second Language Learning Framework in local primary/secondary schools to help Non-Chinese Speaking (NCS) students master the language and bridge over to mainstream classes. However, most NCS students still encountered much learning difficulties in learning Chinese, specifically writing. The proposed study aims to examine the writing processes and text quality of the students, so as to develop effective writing instruction. Kellogg’s model of writing is adopted as a theoretical framework in this study. The proposed study will fill the knowledge gaps and hope to initiate more studies on Chinese writing.
Project Start Year: 2023, Principal Investigator(s): LAM, Sin Manw, Sophia
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Drama Education in Metaverse: Learning New Literacies beyond Classroom
This project aims to create a VLT package consisting of a metaverse-based learning space and a handbook for providing practical ideas for the implementation of the package. Blended with face-to-face teaching and learning, students can continue their drama-learning beyond classroom. In this virtual space, students can enjoy interactivity, safety and novelty by choosing their own avatars to participate in a variety of drama activities, such as process drama, character-profiling and rolling role, etc. While language and literature learning serve as the starting point of this project, its ultimate goal is to develop students’ literacy skills. Literacy here refers to the general operational skills, such as reading and writing, cultural perception and critical thinking.
Project Start Year: 2023, Principal Investigator(s): CHEUNG, Hiu Yan, Alice (LAM, Sin Manw, Sophia as Co-Investigator)
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Enhancing Secondary School Students' Chinese Writing Ability and Teachers' Assessment Literacy 提升中學生中國語文寫作能力及教師評估素養
香港教育局於2021年推出「優化高中核心科目」計劃，並於2021年9月正式實施。中國語文科強調「語文能力」及「語文素養」並重。局方建議精簡考評內容，新的評核框架更著重閱讀和寫作訓練，取消卷三「聆聽及綜合能力」及卷四「說話能力」；卷二「寫作能力」另設實用文寫作；又取消自選單元，校本評估只以閱讀為主，新增閱讀口頭報告以評核說話能力。因應高中評核模式的改變，高中的學與教以致評核方式亦有需要調整，以提升學生讀寫能力。另一方面，新冠疫情為學校帶來前所未有的衝擊，其中對寫作的影響尤大。在網絡的環境，不少教師表示難以有效教授及評估學生的寫作能力及作出回饋。本年度文憑試作文卷的表現亦較以往遜色。有見及此，香港教育大學中國語言及中國教育研究中心希望與本地六所學校進行先導計劃，以讀帶寫為原則，通過文本細讀，累積語文素材，同時擴闊學生生活體驗與感悟，配合寫作策略，提升學生的寫作能力。另外，開發多元化的進展性寫作評估，包括練筆、命題寫作、科技介入評估等，旨在讓學生多練多寫，將文字融入日常生活，從而提升學習動機。
Project Start Year: 2022, Principal Investigator(s): CHAN, Chu Kwong, Alex (LAM, Sin Manw, Sophia as Co-Investigator)
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Exploring the Relationship between the Self-efficacy and Writing Process of L1 Chinese Learners
Motivation is a key success in language learning as it relates to the reasons an individual chooses to do an activity, how long an individual engages with it, and how much effort an individual gives to it (Dörnyei, 2001). While numerous studies have examined the relationship between motivation and language proficiency, scant research has been conducted to explore the effects of writing motivation on the writing processes. In addition, Chinese has a logographic writing system in which the connection between semantic, semiotic and phonetic elements of Chinese characters is non-transparent (Zhang, 2017). This adds an additional processing effort during the writing and may be different from the behaviours that have been examined in writing in an alphabetic language (e.g. Karkaoui, 2019; Spelman-Miller et al., 2008). The proposed study intends to fill these knowledge gaps and explore the affective aspects (i.e. motivation) in connection with the cognitive phenomena (i.e. writing processes). Self-efficacy theory will be used to study the students' writing motivation, while Kellogg’s writing model will be adopted to examine the writing processes of the selected participants. The study is expected to enhance the understanding of L1 Chinese learners writing motivation and is one of the few attempts to investigate writing in the non-alphabetic language. The findings should shed light on the writing instruction for L1 Chinese learners in secondary schools in Hong Kong and internationally.
Project Start Year: 2022, Principal Investigator(s): LAM, Sin Manw, Sophia
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Promoting motivational strategies of Chinese teachers and students’ motivation in Chinese reading
It is based on the relationship between teachers’ motivational strategies and students’ motivation, the proposed project intends to enhance the in-service Chinese teachers’ motivational strategies in reading, especially classical Chinese, so as to promote students’ reading competence. In addition, the project aims to examine the Year 10 students’ Chinese reading motivation in modern Chinese and classical Chinese and their reading competence. It is hoped to understand whether or not (and to what extent) the students’ motivation is related to their competence.
Project Start Year: 2022, Principal Investigator(s): LAM, Sin Manw Sophia 林善敏
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Promoting a Dynamic Pedagogical Model of Asynchronous and Synchronous Virtual Teaching and Learning to Enrich Students’ Virtual Learning Experiences
Having meticulously considered the situation of the COVID-19 in Hong Kong, the EdUHK has been conducting Virtual Teaching and Learning (VTL) since 2020 spring. Most lecturers deliver lectures synchronously using Zoom and assist students’ asynchronous learning through sharing materials on Moodle and other online platforms and conducting online learning activities. A range of measures have been taken to help teachers and students cope with the challenges and problems, for example, developing Zoom tutorial videos and conducting online workshops, seminars, and sharing sessions to introduce and explain useful approaches to effective VTL. However, many teachers may feel overwhelmed by the large amount of resources and do not know exactly how to apply these strategies or methods in their lessons. Thus, it is necessary to provide them with a pedagogical model, which is easy to follow, conducive to effective VTL, and can be adapted to meet diverse teachers’ and students’ needs. In response to this call, we propose a dynamic pedagogical model that synthesizes and balances asynchronous and synchronous VTL (AS-VTL). To establish and promote this pedagogical model in Faculty of Humanities (FHM), we aim to develop a series of innovative virtual learning resources and implement the AS-VTL pedagogical model in a range of FHM courses across all the five departments/units in FHM. We will also establish a community of practice (CoP) for the wider adaptation of the AS-VTL pedagogical model in FHM, and indeed, in the EdUHK and beyond.
Project Start Year: 2021, Principal Investigator(s): WANG, Lixun (LAM, Sin Manw, Sophia as Co-Investigator)
SDGs Information: 4 - Quality Education, 10 - Reduced Inequality
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Exploring Classical Chinese Reading Strategies of Secondary School Students in Hong Kong
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Project Start Year: 2021, Principal Investigator(s): LAM, Sin Manw Sophia 林善敏
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An integrated identity project for preparing interculturally competent foreign language teachers
This project, informed by the existing theories from language teacher identity and
interdisciplinary perspectives of intercultural understanding, aims at using foreign language
(FL) teacher education programmes as the vehicles to explore reflective, experiential training methods to enhance the pre-service teachers’ awareness of cultural diversity, reduce ethnocentricity, and promote meaningful engagement pre-service FL teachers at undergraduate and postgraduate levels.
Project Start Year: 2020, Principal Investigator(s): GU, Ming Yue Michelle 谷明月, LI, Zhen Jennie 李蓁, Lai, Chun (LAM, Sin Manw Sophia 林善敏 as Co-Investigator)
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Enhancing online learning and teaching in FHM courses
This project aims to promote online learning and teaching in FHM courses which need further support. Currently, a number of FHM courses have benefited from the BLUE II project, and 22 high quality e-learning packages have been developed to support online learning and teaching in over 25 different FHM courses. Due to the current COVID-19 pandemic, more and more courses will have to provide a significant amount of online learning and teaching to students in the coming academic year, it is desirable that more high quality e-learning packages can be developed for more FHM courses. In this project, a total of 28 FHM courses have been identified, and e-learning packages will be developed for these courses. It is hoped that through this project, online learning and teaching can be further promoted in FHM courses.
Project Start Year: 2020, Principal Investigator(s): LEUNG, Pui Wan, Pamela (LAM, Sin Manw, Sophia as Co-Investigator)
SDGs Information: 4 - Quality Education, 10 - Reduced Inequality
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Enhancing Professional Excellence: Developing Motivational Strategies of Pre-Service Teachers in Chinese Language Classrooms
The proposed project aims to:
1) Enhance understanding of language motivational strategies to improve teaching competence of pre-service Chinese language teachers;
2) Develop the skills of pre-service Chinese teachers in implementing motivational strategies in the classrooms so as to enhance professional excellence;
3) Create a motivational strategies handbook to facilitate the teaching and learning of four skills in Chinese language classrooms;
4) Establish a video corpus of motivational strategies in Chinese language classrooms and provide resources for pedagogy related courses.
Project Start Year: 2020, Principal Investigator(s): LAM, Sin Manw Sophia 林善敏
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Promoting AI Literacy and Effective Use of AI in Education
The objectives of this project are twofold: firstly to prepare students with AI literacy and secondly to explore and develop AI tools for teaching and learning in a range of academic disciplines. The project will offer a good opportunity not only to develop the AI literacy of students, but also to promote effective use of AI in education as well as to prepare students to adopt AI-powered technology in their future teaching careers.
Project Start Year: 2020, Principal Investigator(s): LI, Wai Keung (LAM, Sin Manw, Sophia as Co-Investigator)
SDGs Information: 4 - Quality Education, 9 - Industry, Innovation and Infrastructure, 10 - Reduced Inequality, 17 - Partnerships for the Goals
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Understanding the Effectiveness of Concept-driven Classroom through Writing Assessment
The proposed project aims to investigate the understanding of Chinese teachers in assessing concept-based learning s well as to explore how students understand and demonstrate their awareness of concepts in writing assessment.
Project Start Year: 2019, Principal Investigator(s): LAM, Sin Manw Sophia 林善敏
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