Dr WANG, Lixun    王立勛 博士
Associate Professor
Department of Linguistics and Modern Language Studies
Associate Dean (IE)
Faculty of Humanities
Contact
ORCiD
0000-0002-1488-3014
Phone
(852) 2948 7235
Email
lixun@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
37063997500
Research Interests

Corpus linguistics, Computer-Assisted Language Learning, Multilingual Education, English for Academic Purposes, English-Chinese translation studies

Teaching Interests

Introduction to linguistics, discourse analysis, computer-assisted language learning, English-Chinese comparative studies

External Appointments


2017.8 - present Academic Advisor and School Manager, Spanish Primary School, Hong Kong

2017.8 - present Sponsoring Body Manager, Incorporated Management Committee (IMC), The EdUHK Jockey Club Primary School, Hong Kong

2016.6 - 2019.5 Advisory Peer Group member, School of Education & Languages, The Open University of Hong Kong

2006.9 – 2012.9 Committee Member, Hong Kong Association for Applied Linguistics

2005.9 – 2006.8 Honorary Assistant Professor (MA supervisor), Department of Linguistics, The University of Hong Kong

Personal Profile

Dr Wang Lixun is Associate Dean of the Faculty of Humanities and Associate Professor of the Department of Linguistics and Modern Language Studies at the Education University of Hong Kong (EdUHK), and his research interests include corpus linguistics, computer-assisted language learning, English for Academic Purposes, multilingual education, and English-Chinese translation studies. One of his main research areas is English-Chinese parallel corpus studies, and he has compiled a 2-million-word English-Chinese parallel corpus, which is freely available and searchable online at https://corpus.eduhk.hk/paraconc. He also worked with Prof. Andy Kirkpatrick and developed the Asian Corpus of English, a corpus of English as a lingua franca in Asia (https://corpus.eduhk.hk/ace). He is the author of Introduction to Language Studies (Pearson, 2011) and co-author of Academic Writing in Language and Education Programmes (Pearson, 2011), Trilingual Education in Hong Kong Primary Schools (Springer, 2019), Identity, Motivation, and Multilingual Education in Asian Contexts (Bloomsbury, 2020), and Is English an Asian Language? (Cambridge University Press, 2021). He has also published in reputable journals such as System, Language Learning and Technology, Computer-Assisted Language Learning, International Journal of Bilingual Education and Bilingualism, International Journal of Multilingualism, and Asia Pacific Translation and Intercultural Studies, on topics such as Computer-Assisted Language Learning, Corpus Linguistics, English for Academic Purposes, Multilingual Education, and English-Chinese translation studies. He has published a translated novel (Arthur Ransome's 'Swallows and Amazons', first published in 1930) and a number of translated journal articles. He is editor-in-chief of the Springer book series 'Multilingual Education'. He won Best Paper Award several times at international conferences. In 2011 he won the Scholarship of Teaching Award at the Hong Kong Institute of Education (HKIEd). In 2014 he won the President's Award for Outstanding Performance in Teaching at the HKIEd. In 2018 he won the Faculty Teaching Award of the Faculty of Humanities at the EdUHK. In 2019, he and his colleagues won Silver Medal at the 47th International Exhibition of Inventions Geneva (Project title: Educational Linguistics 2.0 – The use of Corpora in Language Teaching). In 2020, he and his colleagues won 2020 Esperanto "Access to Language Education” Award organized by CALICO, the Esperantic Studies Foundation, and Lernu.net in the USA. Currently, he supervises doctoral students in the areas of corpus linguistics, English for Academic Purposes, English-Chinese translation studies, and multilingual education.

Research Interests

Corpus linguistics, Computer-Assisted Language Learning, Multilingual Education, English for Academic Purposes, English-Chinese translation studies

Teaching Interests

Introduction to linguistics, discourse analysis, computer-assisted language learning, English-Chinese comparative studies

External Appointments


2017.8 - present Academic Advisor and School Manager, Spanish Primary School, Hong Kong

2017.8 - present Sponsoring Body Manager, Incorporated Management Committee (IMC), The EdUHK Jockey Club Primary School, Hong Kong

2016.6 - 2019.5 Advisory Peer Group member, School of Education & Languages, The Open University of Hong Kong

2006.9 – 2012.9 Committee Member, Hong Kong Association for Applied Linguistics

2005.9 – 2006.8 Honorary Assistant Professor (MA supervisor), Department of Linguistics, The University of Hong Kong

Research Outputs

Scholarly Books, Monographs and Chapters
Research book or monograph (author)
Kirkpatrick, A., & Wang, L. (2021). Is English an Asian Language?. Cambridge: Cambridge University Press.
Teng, F.M., & Wang, L. (2020). Identity, Motivation, and Multilingual Education in Asian Contexts. London: Bloomsbury Academic.
Wang, L., & Kirkpatrick, A. (2019). Trilingual Education in Hong Kong Primary Schools. Switzerland: Springer.
Xu, Z., Wang, L., Wong, P.M.J., DeCoursey, M. (2011). Academic Writing in Language and Education Programmes. Singapore: Pearson.
Chapter in an edited book (author)
Wang, L. (2021). Asian Corpus of English (ACE): Features and applications. In K. Murata (Ed.), Research Methods and Approaches to Data and Analyses: Theoretical and methodological underpinnings (126-142). London and New York: Routledge.
Wang, L. (2021). Blending a linguistics course for enhanced student learning experiences in a Hong Kong higher education institution. C. P. Lim, & C. R. Graham (Eds.), Blended learning for inclusive and quality higher education in Asia (103-124). Singapore: Springer.
Wang, L., & Kirkpatrick, A. (2021). Medium of instruction issues in trilingual Hong Kong primary schools. In J. Leimgruber, & P. Siemund (Eds.), Multilingual global cities: Singapore, Hong Kong, Dubai (229-247). Oxon: Routledge.
Li, Y., Wang, H., Cai, S., & Wang, L. (2020). Social Media in Shadow Education in China: An introduction. In Tatnall, A. (Ed.), Encyclopedia of Education and Information Technologies (1-4). Switzerland: Springer.
Wang, L. (2019). Chapter 19: Promoting Mobile Learning through the establishment of a Mobile Learning Community. In M. Carmo (Ed.), Education Applications & Development IV (205-214). Lisboa, Portugal: inScience Press.
Wang, L. (2019). Chapter 19: The “Biliterate and Trilingual” Policy in Hong Kong Primary School Education. In B.L. Reynolds, & M. F. Teng (Eds.), English Literacy Instruction for Chinese Speakers (317-332). Singapore: Palgrave Macmillan.
Wang, L., & Ma, Q. (2017). Community of practice: Building a mobile learning community in a higher education institution to promote effective teaching and learning.. In S. C. Kong, T. L. Wong, M. Yang, C. F. Chow, & K. H. Tse (Eds.), Emerging practices in scholarship of learning and teaching in a digital era (19-38). Singapore: Springer.
Wang, L. (2016). Asian Corpus of English (ACE): new resource for ELF studies. In K. Murata (Ed.), Waseda Working Papers in ELF - Volume 5 (41-58). Tokyo: Waseda ELF Research Group.
Wang, L. (2013). A corpus-based online learning system for enhancing Hong Kong English major students’ academic writing skills. In A. Lenko-Szymanska, (Ed.), TaLC10: Proceedings of the 10th International Conference on Teaching and Language Corpora (1-8). Warsaw: Institute of Applied Linguistics, University of Warsaw.
Glenwright, P., & Wang, L. (2013). Trilingual paths: cultures of learning and the use of Cantonese, English or Putonghua within a Hong Kong primary school. In L. Jin, & M. Cortazzi (eds.), Researching Intercultural Learning: investigations in language and education (77-95). London: Palgrave Macmillan.
Wang, L. (2012). Chapter 6: Innovation and reflection: Ensuring the quality of teaching and learning. In B.H. Lam (Ed.), Proud of being teachers (27-30). Hong Kong: The Hong Kong Institute of Education.
Wang, L. (2010). Implementing and promoting blended learning in higher education institutions: comparing different approaches. In Ng, E. M. W. (ed.), Comparative Blended Learning Practices and Environments (70-88). Hershey/New York: Information Science Reference.
Xu, Z. & Wang, L. (2010). Discourse Analysis on Hybrid Learning and Teaching and the Changing Roles of Teachers and Students in Hong Kong. In F.L. Wang, J. Fong, & R. Kwan (Eds.), Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Application (284-298). Hershey/New York: Information Science Reference.
Zhang, W. Y., & Wang, L (2005). A comparative review of online teaching and learning tools used in International distance learning. In Y. L. Visser, L. Visser, M. Simonson, & R. Amirault (Eds.), Trends and Issues in Distance Education: International Perspectives (245-260). Connecticut: Information Age Publishing, Inc..
Wang, L. (2005). Development and Pedagogical Application of the English-Chinese Parallel Concordancer. In G. He, A. He, X. Chen, L. Wang, M, Xu & C. Chen (Eds.), Corpus Linguistics: Research and Application (64-68). Changchun: Northeast Normal University Press.
Textbook (author)
Wang, L. (2011). Introduction to Language Studies. Singapore: Pearson.

Journal Publications
Publication in refereed journal
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) https://doi.org/10.1007/s43545-023-00679-7
Su, F., Zou, D., Wang, L. Kohnke, L. (2023). Student engagement and teaching presence in blended learning and emergency remote teaching. Journal of Computers in Education, Advance online publication https://doi.org/10.1007/s40692-023-00263-1
Wang, L. (2023). Adoption of the PICRAT model to guide the integration of innovative technologies in the teaching of a linguistics course. Sustainability, 15(5) https://doi.org/10.3390/su15053886
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, K.K.S., Lee, J.C.K., Yu, E.K.W., Chan, A.W.Y., Leung, A.N.M., Cheung, R.Y.M., Li, C.W., Kong, R.H.M., Chen, J., Wan, S.L.Y., Tang, C.H.Y., Yum, C.Y.N., Jiang, D., Wang, L., & Tse, A.C.Y. (2022). The Impact of Compassion from Others and Self-compassion on Psychological Distress, Flourishing, and Meaning in Life Among University Students. Mindfulness, 13(6), 1490-1498. https://doi.org/10.1007/s12671-022-01891-x
Cheung, A.H.Y., & Wang, L. (2021). Exploring Hong Kong Youth Culture via a Virtual Reality Tour. Sustainability, 13(23), 13345.
Li, Y., & Wang, L. (2020). Chinese teachers’ perception of how TESOL differs from teaching EAP. Indonesian Journal of Applied Linguistics, 10(2), 562-570.
Wang, L. (2020). Trilingual Education in Hong Kong Secondary Schools: A Case Study. Silk Road: A Journal of Eurasian Development, 2(1), 18-34.
Wang, L., & Kirkpatrick, A. (2020). Students’ and parents’ perceptions of trilingual education in Hong Kong primary schools. International Journal of Multilingualism, 17(4), 430-447.
Wang, L. (2019). Code-switching and code-mixing in trilingual education in Hong Kong: A case study. PUPIL: International Journal of Teaching, Education and Learning, 3(2), 124-139.
LI, Y., & Wang, L. (2018). An ethnographic exploration of adopting project-based learning in teaching English for Academic Purposes. Electronic Journal of Foreign Language Teaching, 15(2), 290-303.
Li, Y., & Wang, L. (2018). An ethnography of Chinese college English teachers' transition from teaching English for General Purposes to teaching English for Academic Purposes. ESP Today, 6(1), 107-124.
Li, Y., & Wang, L. (2018). Using iPad-based mobile learning to teach creative engineering within a problem-based learning pedagogy. Education and Information Technologies, 23, 555-568.
Ding, R., & Wang, L. (2017). Mo Yan’s style in using colour expressions and Goldblatt’s translation strategies — a corpus-based study. Asia Pacific Translation and Intercultural Studies, 4(2), 117-131.
Li, Y., Wang, L. & Liu, X. (2016). The values of learners’ mother tongue use in target language classrooms. International Journal of English Language Teaching, 3(2), 46-57.
Li, Y., & Wang, L. (2016). English for Academic Purposes: A new perspective from multiple literacies. World Journal of English Language, 6(2), 10-18.
Wang, L. (2016). Employing Wikibook project in a linguistics course to promote peer teaching and learning. Education and Information Technologies, 21(2), 453-470.
Lai, M., Lim, C.P., & Wang, L.X. (2016). Potentials of digital teaching portfolios for establishing a professional learning community in higher education. Australasian Journal of Educational Technology, 32(2), 1-14.
Ding, R., & Wang, L. (2015). Discourse Markers in Local and Native English Teachers’ Talk in Hong Kong EFL Classroom Interaction: a Corpus-based Study. International Journal of Language and Linguistics, 2(5), 65-75.
Wang, L., & Kirkpatrick, A. (2015). Trilingual education in Hong Kong primary schools: an overview. Multilingual Education, 5(3), 1-35.
Wang, L. (2013). Evaluation of outcome-based learning in an undergraduate English language program. Research in Higher Education Journal, 20, 69-86.
Wang, L., & Kirkpatrick, A. (2013). Trilingual education in Hong Kong primary schools: A case study.. International Journal of Bilingual Education and Bilingualism, 16(1), 100-116.
Wang, L. (2011). Adaptation of outcome-based learning in an undergraduate English education programme. Research in Higher Education Journal, 12, 1-17.
Wang, L. (2011). Designing and Implementing Outcome-Based Learning in a Linguistics Course: a Case Study in Hong Kong. Procedia Social and Behavioral Sciences, 12, 9-18.
Xu, Z., Wang., L., Wong, P.M.J., DeCoursey, M. (2010). Developing discipline-specific academic writing skills of Hong Kong ESL learners.. The International Journal of the Humanities, 8, 211-218.
Johns, T. F., Lee, H., & Wang, L. (2008). Integrating corpus-based CALL programs in teaching English through children's literature. Computer Assisted Language Learning, 21 (5), 483-506.
Wang, L., & Glenwright, P. D. L. (2008). Inspiring new perspectives: The use of multimedia and other activities in the teaching of linguistics. Asian Journal of English Language Teaching, 18, 17-40.
Zhang, W. & Wang, L. (2004). Global Collaboration in the development of an online learning environment scale. Staff and Educational Development International, 8(1), 49-66.
Zhang, W., Wang, L., & Ng, T. (2004). Research collaboration between open education providers and consumers in developing an academic programme preference inventory. Asian Journal of Distance Education, 2(2), 1-9.
Zhang, W. & Wang, L. (2003). The international scale of online teaching platforms: a comparative investigation. Journal of Jiangsu Radio & Television University, 14(5), 5-11.
Zhang, W. & Wang, L. (2003). Study of Dimensions of Online Learning Environment. Distance Education in China, 17, 34-39.
Wang, L. (2001). Exploring Parallel Concordancing in English and Chinese. Language Learning and Technology, 5(3), 174-184.
Johns T.F. & Wang, L. (1999). Four Versions of a Sentence-shuffling Program. System, 27 (1999), 329-338.
Wang, L. (1997). Application of Multimedia Technology in Language Learning. Journal of Hengyang Teachers' College, 1997 (special issue), 144-147.

Conference Papers
Invited conference paper
Ma, Q., Wang, L., Lee, J. F. K., & Chen, H. C. (2022, December). Helping teachers to teach with corpora: The Corpus-Aided Platform for Language Teachers (CAP). International Congress on English Language Education and Applied Linguistics, Hong Kong.
Wang, L. (2021, November). Corpus-based Language Learning and Teaching (Keynote speech). Guangdong Postgraduates in English Language Education Research Forum, Guangzhou, China.
Wang, L. (2021, January). Multilingual education: The case of Hong Kong (Keynote speech). The 8th International Conference on Linguistics, Literature and Arts, Tokyo, Japan.
Wang, L. (2019, December). Translation and Intercultural studies: A corpus-based approach (Keynote speech). The 8th Asia-Pacific Forum on Translation and Intercultural Studies, Bangkok, Thailand.
Wang, L. (2019, September). Trilingual Education in Hong Kong: Issues and Implications (Keynote speech). International Conference on Social Science & Humanities, Hong Kong, China.
Wang, L. (2016, July). Investigation of Mobile Assisted English Learning in a Hong Kong tertiary Institution. 2016 International Symposium on Computer-Assisted Language Learning, Qingdao, China.
Wang, L. (2015, December). Asian Corpus of English (ACE) Online: tools for ELF studies. International Conference on Corpus Linguistics and Technology Advancement, Hong Kong.
Wang, L. (2015, November). Asian Corpus of English (ACE): new resource for ELF studies. 5th ELF International Workshop, Tokyo, Japan.
Ma, Q., & Wang, L. (2015, March). Animating Classroom Teaching with Mobile Technologies. The 3rd HKIEd Mini Conference on Teaching and Learning, Hong Kong.
Wang, L. (2014, October). The Asian Corpus of English (ACE) project. 2014 Annual Conference of the Ateneo Center for English Language Teaching (ACELT), Manila, the Philippines.
Wang, L. (2009, March). Exploring English-Chinese Parallel Corpus for data-driven learning. Paper presented at the 2009 Sine-Japan Postgraduate Forum on English Education Corpora Research, China.
Refereed conference paper
Wang, L., & Taylor, T. (2023, May). The Efficacy of Educational Apps for Teaching in the Humanities: Adopting the PICRAT Model. International Conference on Learning and Teaching for Future Readiness 2023, Hong Kong, China.
Wang, L., Chen, H.C., Wong, L.K., & Tian, J.X. (2021, December). The establishment of a Community of Practice (CoP) to promote Technology-enhanced Language Learning and Teaching (TeLLT). International Conference on Learning and Teaching 2021, Hong Kong.
Wang, L., & Chen, H.C. (2021, July). Promoting technology-enhanced language learning and teaching (TeLLT) through the establishment of a Community of Practice on TeLLT. International Conference on Technology-enhanced Language Learning and Teaching and Corpus-based Language Learning and Teaching, Hong Kong.
Wang, L. (2019, July). Code-switching and code-mixing in trilingual education in Hong Kong: A case study. 12th International Conference on Teaching, Education & Learning, Quatre Bornes, Mauritius.
Teng, M. F., & Wang, L. (2019, June). Identity, Motivation & Multilingual Education in Asian Contexts. International Conference on Multilingual Acquisition and Multilingual Education, Hong Kong.
Wang, L. (2019, May). Trilingual education in Hong Kong secondary schools: A case study. International Conference on Applied Linguistics and Language Education, Tashkent, Uzbekistan.
Wang, L. (2018, July). Exploring code-mixing/code-switching in primary school classrooms in Hong Kong. The 2nd International Conference on Linguistics and Literature, Rome, Italy.
Wang, L. (2018, June). Promoting Mobile Learning in Higher Education through the Establishment of a Mobile Learning Community. International Conference on Education and New Developments, Budapest, Hungary.
Wang, L. (2018, May). Multilingual education in primary schools: the case of Hong Kong. International Conference on English Language Education in the Chinese Context, Hong Kong.
Wang, L. (2017, July). Trilingual education in Hong Kong primary schools: medium of instruction issues in multilingual settings. 18th World Congress of Applied Linguistics, Rio De Janeiro, Brazil.
Wang, L. (2017, May). Investigation of Mobile Learning and Mobile-Assisted Teaching Practices among Students and Lecturers in a Higher Education Institution. 2017 Prague International Academic Conference on Education & Social Sciences, Prague, Czech Republic.
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..
Ding, R. & Wang, L. (2016, October). Corpus-based study of Goldblatt’s translation strategies in translating color idioms in Mo Yan’s works. The 5th Asia-Pacific Forum on Translation & Intercultural Studies, Hawaii, USA.
Wang, L. (2016, June). Trilingual education in Hong Kong primary schools: case studies of code-mixing/code-switching. International Conference on Education and New Developments 2016, Ljubljana, Slovenia.
Wang, L., & Kirkpatrick, A. (2016, February). Students’ perceptions of trilingual education in Hong Kong primary schools. The International Conference on Language Policy in Multicultural and Multilingual Settings, Mandalay, Myanmar.
Kirkpatrick, A., & Wang, L. (2015, July). The Asian Corpus of English (ACE): Suggestions for ELT Policy and Pedagogy. Corpus Linguistics Conference 2015, Lancaster, UK.
Wang, L., & Ma, Q. (2015, June). Building a Mobile Learning Community to Promote Mobile Learning in Higher Education Institutions. LATALL 2015 Conference, Tai Pei.
Wang, L. (2015, April). Development of a multilingual and multimodal corpus for comparative linguistic studies. The First International Conference on Linguistics and Language Studies, Hong Kong.
Wang, L. (2015, March). Investigation of Trilingual Education in Hong Kong Primary Schools. International Conference on Bilingualism 2015, Valletta, Malta.
Ding, R., & Wang, L. (2014, August). A Parallel Corpus-based Translation Study of Mo Yan’s Works: Methods and Implications. 2014 International Conference on Translation Education, Hong Kong.
Wang, L., & Ma, Q. (2014, July). Establishing a Mobile Learning Community: Challenges and Solutions.. HERDSA 2014 Conference, Hong Kong.
Ma, Q., & Wang, L. (2014, May). How do University L2 Learners Make Use of E-dictionaries/Apps in Mobile-assisted Language Learning (MALL)?. CALICO Conference 2014, Athens, USA.
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.
Wang, L. (2013, December). The ACE website: developing the online search interface for the Asian Corpus of English. The 17th English in Southeast Asia (ESEA 2013) Conference, Kuala Lumpur.
Ma, Q., & Wang, L. (2013, July). An evidence-based study of Hong Kong University students’ mobile assisted language learning (MALL) experience. World CALL 2013 Conference, Glasgow, UK.
Wang, L. (2013, June). The Asian Corpus of English (ACE): Asian ELF tendencies. The Changing English: Contacts & Variation 2013 Conference, Helsinki, Finland.
Wang, L. (2012, July). A corpus-based online learning system for enhancing Hong Kong English major students’ academic writing skills. The 10th Teaching and Language Corpora Conference, Warsaw, Poland.
Wang, L. (2012, May). Using ConcGram to identify the ELF features in the Asian Corpus of English (ACE). The Fifth International Conference of English as a Lingua Franca, Istanbul, Turkey.
Wang, L., & Taylor, T. (2011, October). Promoting learner autonomy through student-authored Wikibook project. 7th International Symposium on Teaching English at Tertiary Level (7th ISTETL), Hong Kong, China.
Wang, L., & Majewski, S. (2011, August). Bringing VOICE and ACE together: an Exercise in Collaborative Corpus Creation. 16th World Congress of Applied Linguistics, Beijing, China.
Wang, L., Kirkpatrick, A., & Yi, Y. (2011, June). Trilingual Education in Hong Kong Primary Schools: A Case Study. The 8th International Symposium on Bilingualism, Oslo, Norway.
Wang, L. (2010, December). Designing and Implementing Outcome-Based Learning in a Linguistics Course: Issues and Challenges. International Conference on Education and Educational Psychology, Kyrenia, Cyprus.
Wang, L. (2010, May). Compilation of the ELFIA corpus: the Asian counterpart of VOICE. The Third International Conference of English as a Lingua Franca, Vienna, Austria.
Wang, L. (2010, January). Implementing Outcomes-Based Learning in an Undergraduate English Education Programme. The 8th Hawaii International Conference on Education, Honolulu, Hawaii, USA.
Wang, L. (2009, November). The role of L1 in L2 learning: interference or resource pool?. The 14th English in South East Asia (ESEA) conference, Manila, Philippines.
Wang, L. (2009, May). Integrating information technology into a blended learning environment: A case study at HKIEd. Paper presented at the Hong Kong IT in Education Symposium 2009, Hong Kong.
He, A. E., Walker, E. A., & Wang, L. (2009, April). A corpus study on intellectual demands in ELT classrooms: A cross-lingual perspective. 19th International Symposium on Theoretical and Applied Linguistics, Thessaloniki, Greece.
Wang, L. (2009, March). Two-way data-driven learning: Pedagogical application of English-Chinese parallel concordancing. Paper presented at the Chinese-English Dual-Language Symposium, Hong Kong.
Wang, L. (2008, November). Implementing and promoting blended learning in higher education institutions: A case study. Paper presented at the 8th Annual South East Asian Association for Institutional Research Conference, Indonesia.
He, A. E., Walker, E. A., & Wang, L. (2008, July). A corpus study of intellectual demands in English language classrooms: A cross-lingual perspective. The 8th Teaching and Language Corpora Conference, Lisbon, Portugal.
Wang, L. (2008, March). Student-authored wikibook project to promote autonomous online academic reading and writing. Paper presented at the Amazing e-Leraning Conference II 2008, Bangkok, Thailand.
Wang, L. (2007, June). E-C concord: A parallel concordancing tool for language teaching and learning. Paper presented at the 2nd HAAL Research Forum, Hong Kong.
Wang, L. (2007, June). Issues in tertiary online CALL resources development: A corpus-based materials case study. Paper presented at the JALTCALL Conference, Tokyo.
Wang, L. (2007, March). Parallel corpus studies: English-Chinese parallel concordancing. Paper presented at the 9th International Conference and Workshop on TEFL and Applied Linguistics, Taipei.
Wang, L, & He, A. E. (2006, June). English-Chinese comparative language studies based on an English-Chinese parallel corpus. The 3rd International Conference of Inter-Varietal Applied Corpus Studies Group, Nottingham, UK.
Wang, L., & Glenwright, P. D. L. (2006, February). Overcoming Karma: Multimedia as liberation. The 2nd CamTESOL Conference on English Language Teaching, Phnom Penh, Cambodia.
Lee, H. C., & Wang, L. (2005, August). Using CALL programs to teach EFL through children's Literature. Paper presented at the 5th Foreign Language Education and Technology Conference, Provo, USA.
Wang, L. (2005, August). E-C concord: A computer tool for foreign language education. Paper presented at the 5th Foreign Language Education and Technology Conference, Provo, USA.
Other conference paper
Wang, L., & Ma, Q. (2014, February). Building a Mobile Learning Community: the Use of Mobile Technologies in Studying Subject Knowledge through English.. The 2nd HKIEd Mini Conference on Teaching and Learning, Hong Kong.
Wang, L. (2013, May). Parallel Concordancing Tools and Parallel Corpus Studies. Roundtable Conference on Corpus Linguistics, Hong Kong.
Wang, L. (2013, April). Cross-synergy: promoting peer teaching and learning between BEd(English Language) and BA(Language Studies) students in a linguistics course through a Wikibook project.. HKIEd Mini Conference on Teaching and Learning, Hong Kong.

Creative and Literary Works, Consulting Reports and Case Studies
Authored play, poem, novel, story
Wang, L., & Wang, X. (2007). Folklores in the City of Laughter. Golden Autumn Essay Collection. Xin Hua Press.
Translation of other's work
Lee, H.C., & Wang, L. (2004). 小水手探險記 (Translation of 'Swallows and Amazons' by Arthur Ransome). Taipei: Taiwan Commercial Press.

Projects

Developing language teachers’ technological pedagogical content knowledge and enhancing students’ language learning in virtual learning environments
COVID-19 has considerably impacted our lives and education in these two years and has been a real test of our creativity and adaptability in language education. While we may not know when the pandemic will abate, we understand the importance of developing language teachers’ Technological Pedagogical Content Knowledge (TPACK) and enhancing students’ language learning in Virtual Learning Environments (VLE). Thus, this project aims to establish a Professional Learning Community (PLC) on technology enhanced language learning (TELL) in VLEs among researchers worldwide and in-service and pre-service language teachers in Hong Kong. The core project team will help language teachers develop TPACK as they learn by doing in the PLC. We will organize public seminars and workshops and provide language teachers with training sessions, consultations, tutorials, roundtable discussions, and technical support to promote their TPACK development. We will also create a Knowledge Transfer (KT) website to promote TELL in VLEs. This website will showcase useful resources and associated learning activities to demonstrate how to use various technologies (e.g., Augmented Reality (AR), Virtual Reality (VR), digital games, and diversified online learning systems), and disseminate effective pedagogies for quality language education in VLEs. Additionally, an international conference on TELL in VLEs will be organized to disseminate the project findings and further promote TELL in VLEs.The Education University of Hong Kong has a long history and a strong track record in teacher training, professional development programmes, and integrating technology into language education. With the support from Lingnan University, The University of Hong Kong, Chinese University of Hong Kong, and The Hong Kong Polytechnic University, this project will contribute to teaching development and language enhancement during the pandemic and the post-pandemic era. This Inter-Institutional Collaborative initiative will benefit language teachers by developing their TPACK through learning by doing in a PLC. In doing so, this project can effectively foster teachers in integrating technology in their language classrooms to meet the real-time curricular and pedagogical requirements and the needs from individual students.

Through TPACK development in the project, teachers will improve their capacities for developing various VLEs with technologies such as AR, VR, and digital games, which eventually enhance students’ language learning. The project will also evaluate the effects of these virtual learning activities on students’ language learning performance, motivation, engagement, and technology acceptance through assessment and questionnaire surveys. Moreover, student feedback will be continuously collected and analyzed to improve TELL implementation in the form of VLEs. The PLC will also disseminate the project findings concerning TELL by creating VLEs through seminars, workshops, international conferences, and international journal publications.

Project Start Year: 2022, Principal Investigator(s): WANG, Lixun
 
Creating an international community of English teachers with reinforced learning of a corpus-based language pedagogy
This project builds on the research expertise of corpus linguistics of a corpus team at LML/FHM. The corpus team has successfully established an innovative language pedagogy - a corpus-based language pedagogy (CBLP). In the past years, great success has been achieved in providing CBLP training to both pre- and in-service English teachers in Hong Kong and the Greater Bay area (GBA). Now we would like to reinforce this CBLP approach and extend its educational impact from GBA to a broad international English teacher community. Specifically, we will provide CBLP training for English teachers in Hong Kong, mainland China (especially GBA), and other countries/regions (Taiwan, Macau, Japan, Korea, Vietnam, Thailand, Australia, New Zealand, etc.). We will update existing and create new resources in the form of MOOC open to the public. We will also produce a book proposal with the view to providing practical guidance for acquiring CL and high-quality corpus-based lesson samples to sustain teachers’ CBLP development.
Project Start Year: 2022, Principal Investigator(s): MA, Qing 馬清 (WANG, Lixun 王立勛 as Co-Investigator)
 
Enhancement of student citation skills in academic writing with corpus technology
Citation is an important feature of EAP writing for research purposes. They are used to report existing findings, show how a new research study is grounded, and promote and synthesise writers’ own propositions and contributions. A great challenge faced by student writer in EAP is that they are unable to cite research studies appropriately and accurately. They tend to overuse, underuse, or even misuse some citations. Students also find it difficult to use appropriate sentence patterns associated with some reporting verbs in their writing. This project will make use of existing LML Parallel EAP Corpora (https://corpus.eduhk.hk/eap/) which contain both expert and student writers’ research writing. Efforts will be made to identify the useful reporting verbs and sentence patterns associated with the reporting verbs for both expert and student writers. Based on the analysis, instructional materials for EAP writing will be created to benefit student EAP writers who take LML courses.
Project Start Year: 2022, Principal Investigator(s): MA, Qing 馬清 (WANG, Lixun 王立勛 as Co-Principal Investigator)
 
An interactive avatar toolkit: Enhancing students’ online learning engagement in higher education
The project aims to develop and implement an interactive avatar (iAvatar) toolkit aligned with: (1) a framework of five dimensions of meaningful learning with technology, (2) the iAvatar toolkit design model, and (3) engagement to create a virtual interactive learning community.
Project Start Year: 2021, Principal Investigator(s): SONG, Yanjie (WANG, Lixun as Co-Principal Investigator)
 
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
 
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: 2021, Principal Investigator(s): YU, Baohua (WANG, Lixun as Co-Principal Investigator)
 
Promoting blended and online teaching in FHM to enhance students’ learning: Increasing readiness, resources, innovation and effectiveness
In keeping with the intense shift toward adopting blended learning, including especially online teaching pedagogies, at universities world-wide, this project will provide a platform for the development of online teaching effectiveness among the academic and teaching staff of FHM. In this project, staff members will try-out blended and online teaching approaches developed on the TPACK and TIM frameworks (Herring, Koehler & Mishra, 2012) in order to produce models-in-context of effective blended teaching and learning practices. This experience and these models will, in turn, provide the basis of a professional development package available to all FHM colleagues via a purpose-built project website.
Project Start Year: 2020, Principal Investigator(s): WANG, Lixun
 
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 (WANG, Lixun as Co-Principal Investigator)
 
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 (WANG, Lixun 王立勛 as Co-Investigator)
 
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
 
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 (WANG, Lixun 王立勛 as Co-Investigator)
 
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 (WANG, Lixun 王立勛 as Co-Principal Investigator)
 
Bridging Formal Learning and Real Life Learning Experiences with E-book and Learner-generated Content Tools to Enhance Primary Students’ English Vocabulary Learning
This Internal Research Fund (IRG) project aims to bridge the formal language learning and the real life learning experiences via e-book and learner-generated content tools to enhance students’ English vocabulary learning and motivate them to learn at a primary level in Hong Kong.
Project Start Year: 2018, Principal Investigator(s): SONG, Yanjie 宋燕捷 (WANG, Lixun 王立勛 as Co-Investigator)
 
Cultivating Students’ Critical Thinking and Creativity through Web-based and Classroom-based Inquiry
Critical thinking and creativity are long-standing objectives in EdUHK strategic plans and within her generic intended learning outcomes (GILOs). Given considerable uncertainty existing in the process of conducting inquiry, students are required to make their own decisions in every stage of doing it, which intrinsically involves the application and development of both creative and critical thinking that are described as the “heartbeat” of inquiry. Inquiry learning was originally adopted in the school classrooms, and recent years witness increasing advocation of it at the university level. This project intends to make use of both Web-based and classroom-based inquiry to facilitate EdUHK students’ development in high-order thinking. 9 sets of Web-based or classroom-based inquiry activities will be developed, with each for an experimental course. The project will follow the paradigm of practitioner research, including two cycles of implementation. The development of students’ critical thinking and creativity will be assessed through matured instruments in the pre and post-tests, interviews with students, and process data generated in the learning process. This project will be a pioneering effort to systematically implement inquiry learning at the university level in the Eastern world. Its innovation is also reflected in the inclusion of both Web-based and classroom-based inquiry.
Project Start Year: 2018, Principal Investigator(s): WAN, Zhihong 萬志宏, LEE, Chi Kin John 李子建 (WANG, Lixun 王立勛 as Co-Investigator)
 
GRF Proposal Rated as 3.5 by RGC “Trilingual Education in Hong Kong Secondary Schools after Fine-Tuning of Medium of Instruction (MOI) Policies: Issues and Implications for Language Education”
This project will build on the successful completion of a General Research Fund (GRF) study (2014-2016) into the implementation of trilingual education in Hong Kong primary schools (Wang & Kirkpatrick, 2015), and aims to find out the current situation of trilingual education in Hong Kong secondary schools, and the issues and implications for language education. The outcomes of the project will lead to a better understanding of the implementation of trilingual education in Hong Kong secondary schools.
Project Start Year: 2018, Principal Investigator(s): WANG, Lixun 王立勛
 
Establishing a Research Cluster in the EdUHK for Promoting Research on Multilingual Acquisition and Multilingual Education
Hong Kong is a multilingual society with three principal languages: Cantonese, English and Putonghua. Since 1997, Hong Kong has adopted the “Biliterate and Trilingual” language policy, which aims at developing citizens who are biliterate in both written Chinese and English as well as trilingual in Cantonese, Putonghua, and spoken English. Thus, research related to multilingual acquisition and multilingual education is of great importance in Hong Kong. The area ‘multilingual acquisition and multilingual education’ is under "4123 language development, second language development, audiology" of H1 Psychology and Linguistics, according to the existing mechanism of RGC. In this project, a group of EdUHK colleagues who have expertise in the field of multilingual acquisition and multilingual education will form a research cluster. The project team members plan to have bi-monthly meetings, discussing issues related to multilingual acquisition and multilingual education in Hong Kong. In the second year of the project, the team will hold an international conference on Multilingual Acquisition and Multilingual Education, and invite leading scholars in the field from around the world to give keynote speeches, and our project team members and other scholars from around the world will also present their research at the conference. By the end of the project, the team plan to come up with a joint proposal to bid for the Hong Kong government Strategic Public Policy Research (SPPR) Fund, and the proposed project will aim at gaining a better understanding of multilingual education policies in Hong Kong, and how multilingual education can be carried out more effectively in Hong Kong. Recommendations will be made. It is hoped that the research cluster will strengthen the research profile of EdUHK in this field, and when language policy related issues need to be addressed/discussed, the government / EDB will consider consulting us because of our expertise and reputation in this field.
Project Start Year: 2017, Principal Investigator(s): WANG, Lixun
 
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 (WANG, Lixun 王立勛 as Co-Investigator)
 
Promoting Mobile Learning in the EdUHK and beyond through further development of a Mobile Learning Community
In recent years, the fast development of mobile technologies has greatly enriched and assisted students’ subject learning in higher education, and more and more lecturers have started using mobile technologies (smart phone, tablet, pocket pc, notebook, etc.) to assist their teaching. This project aims to showcase the vitality and creativity of tertiary students of different levels (undergraduates, masters, doctorates) and from different disciplines (Science, Social Science, Education, Arts and Humanities, etc.) in mobile learning, and lecturers’ good practices of utilizing mobile technologies in assisting their teaching, with the ultimate goal of promoting mobile learning in the EdUHK and beyond.

From 2013 to 2015, through a Community of Practice (CoP) project led by the current PIs, a Mobile Learning Community (MLC) was established successfully in the HKIEd. Although the CoP project was a success, without funding support, it is hard to sustain the meaningful community activities. In this newly proposed project, we aim to promote mobile learning in the EdUHK and beyond through further development of the Mobile Learning Community we have established. First, we aim to expand the membership of the MLC, and include members from sister institutions in Hong Kong, and from overseas institutions. A survey among EdUHK staff members about their current practices regarding the use of mobile technologies in their teaching will be conducted, and follow up interviews will be carried out, so as to identify and promote good practices of mobile-assisted teaching. Students’ mobile learning stories will also be collected and shared. Furthermore, we will conduct a series of seminars/workshops/sharing sessions on mobile learning by students and staff from EdUHK, and invite experts in this area from outside EdUHK to give public lectures on mobile learning. E-portfolios about students’ mobile learning experiences and teachers’ mobile-assisted teaching experiences will be compiled and uploaded onto the MLC website. Large number of App reviews related to different subject learning written by students will be uploaded onto MLC website for sharing as well. A Facebook page will be created to allow community members to exchange ideas about mobile learning conveniently.

It is hoped that, through this project, an extended and intensive study of the use of mobile technologies by students and academic staff can be carried out, which will shed light on how mobile technologies can be integrated into existing technology use in higher education and enhance students’ subject learning.

Project Start Year: 2016, Principal Investigator(s): WANG, Lixun 王立勛
 
A Study to Collect Evidence through ePortfolios and Coursework to Demonstrate Students’ Achievement in Generic Intended Learning Outcomes (GILOs)
This project aims at the development and deployment of an institutional framework on Generic Intended Learning Outcomes (GILOs) Achievement of Students. The institutional GILOs cover seven generic attributes important for curriculum learning in the higher education sector. The GILOs initiative aims to assess and demonstrate students’ achievement in GILOs through ePortfolios and coursework. The systematic collection and analysis of ePortfolios and coursework in the GILOs initiative will support our students to make self-reflection on and our academic/teaching (A/T) staff to make evidence-based evaluation of student learning progress and achievement. The outcomes of the GILOs initiative will provide concrete student learning evidence for an informed planning of curriculum advancement.
Project Start Year: 2015, Principal Investigator(s): KONG, Siu Cheung 江紹祥, LO SHIU HING, SONNY 盧兆興 (WANG, Lixun 王立勛 as Co-Investigator)
 
Student Network Groups as Change Agents
The project has a key theme to engage students directly to take the role as “change agents” in the learning and teaching process through Student Network Group (SNG). Through the four sub-SNG projects, students work in groups and form SNGs to investigate their interested topics. The student leadership role may take different forms in the sub-project i.e. led by students, partnership with teachers or guided by teachers. As a whole, the project aims to improve the learning and teaching experience and promote a student-teacher collaboration environment on campus.
Project Start Year: 2015, Principal Investigator(s): CHENG, May Hung May 鄭美紅 (WANG, Lixun 王立勛 as Co-Investigator)
 
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 (WANG, Lixun 王立勛 as Co-Investigator)
 
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
 
Initiatives in Digital Humanities
Digital Humanities is a new field that emerged in the past few decades. With technological enriched digital archives, socio-cultural spaces where researchers from different disciplinary background encounter, share knowledge, beliefs, and values, have been opened up. Digital Humanities research involves processing of huge amount of textual materials that reflect local culture.
Capitalizing on the research strengths in corpus linguistics and humanities at LML, this application proposes two initiatives to build the foundation for developing Digital Humanities as a new research area at HKIEd in near future.

Project Start Year: 2015, Principal Investigator(s): CHIN, Chi On 錢志安 (WANG, Lixun 王立勛 as Co-Investigator)
 
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 (WANG, Lixun 王立勛 as Co-Investigator)
 
Trilingual education in Hong Kong primary schools: English, Cantonese and Putonghua as Medium of Instruction in different subjects and implications for language learning
Since the handover in 1997, the Hong Kong government has adopted a “biliterate and trilingual” policy with the aim of enabling Hong Kong residents to become biliterate in written Chinese and English, and trilingual in Cantonese, Putonghua and spoken English. Currently, Hong Kong primary schools do not have an agreed approach or method for the implementation of trilingual education, and there is an urgent need to explore current successful or unsuccessful models. Following a successful preliminary case study into the implementation of trilingual education in a single HK primary school (Wang & Kirkpatrick, 2012), this project aims to carry out a more complete inquiry into trilingual education in Hong Kong primary schools. The research questions are:

1) What are the models of trilingual education in HK primary schools?
To answer this question, we need to find out which language is used as the Medium of Instruction (MOI) in what subjects in different schools, the number of class hours devoted to each of the three languages, the variations across different grades, and reasons for the variations. We will also investigate the schools’ language policies in different subjects (e.g., one-language-at-a-time, or code-switching and co-languaging allowed (if so, to what extent)), and the rationales behind.
2) Which models are more effective in fostering trilingualism?

To answer this question, we will examine the reasons for choosing different languages as the MOI for different subjects, and if it leads to effective trilingual education. We will also investigate how much English/Cantonese/Putonghua is actually used in EMI/CMI/PMI lessons, whether teachers are keen to use the assigned language to teach such subjects, and what their priorities are. To evaluate how successful the schools are in producing trilingual children, we need to look at students’ language benchmark results before graduation, and also invite them to self-evaluate their language proficiency level. Teachers’ reflections on their own teaching can also inform us about the effectiveness of the trilingual education models adopted in the schools.

Research methods will include document analysis, ethnographic case studies, questionnaire surveys, interviews, and classroom discourse analysis adopting a corpus linguistics approach.

The outcomes of this project would be a better understanding of how to implement trilingual education in Hong Kong primary schools. Upon successful completion of the project, it is expected that a trilingual education model that is likely to be effective across schools in general would be proposed and recommended to Hong Kong primary schools.

Project Start Year: 2014, Principal Investigator(s): WANG, Lixun 王立勛
 
Bring Your Own Device (BYOD) for Reflective Engagement of Learners in Digital Classroom
The project aims to enhance the competency of HKIEd academic/teaching staff in promoting learners’ reflective engagement in line with HKIEd e-learning strategies. The project has the objectives to enhance the reflective engagement of learners in course learning in HKIEd; to enhance the reflective engagement of lecturers in course teaching in HKIEd; to enhance the sustainability of e-learning implementation in course learning and teaching in HKIEd; and to enhance the scalability of e-learning implementation in course learning and teaching in HKIEd.
Project Start Year: 2013, Principal Investigator(s): KONG, Siu Cheung 江紹祥, CHUNG, Wai Yee Joanne 鍾慧儀, SONG, Yanjie 宋燕捷 (WANG, Lixun 王立勛 as Co-Investigator)
 
Development of a Multilingual and Multimodal English-Mandarin-Cantonese-Japanese parallel corpus and an online parallel concordancing platform for comparative linguistic studies
In this project, we plan to develop research agendas in a number of directions: compilation of a multilingual and multimodal English-Mandarin-Cantonese-Japanese parallel corpus for research and pedagogical purposes; development of a parallel concordancing computer program that allows users to search the multilingual parallel corpus and the system will automatically produce parallel concordance examples and other useful corpus statistics; development of an online platform that hosts the multilingual parallel corpus and the parallel concordancing program, allowing researchers and language teachers/learners to fully explore the corpus data; comparative linguistic studies based on the multilingual parallel corpus data: Mandarin-English, Mandarin-Cantonese, English-Cantonese, English-Japanese, Japanese-Mandarin, and Japanese-Cantonese comparative studies; and translation studies based on the multilingual parallel corpus data.
Project Start Year: 2013, Principal Investigator(s): WANG, Lixun 王立勛
 
Fostering a mobile learning community: The use of mobile technologies in studying subject knowledge through English in tertiary education in Hong Kong
This project intends to achieve the following objectives: 1). Identifying creative and effective use of mobile technologies in learning subject knowledge through English; 2). Investigating how such mobile learning helps to enhance students’ subject and English learning through guided self-reflection; 3). Helping students to conduct critical evaluations of their mobile learning and make strategic efforts to address weak areas in both their subject knowledge and their English; 4). Building a community of mobile learning among tertiary students and academic/teaching staff and motivating them to use mobile technologies in learning and teaching EMI (English as a Medium of Instruction) courses; 5). Discussing EMI and EAP (English for Academic Purposes) related issues and offering pedagogical suggestions on mobile learning/teaching of subject knowledge through English for both teachers and students; 6). Sustaining the community members’ interest in using mobile technologies in learning and teaching through regular sharing of members’ successful experience.
Project Start Year: 2013, Principal Investigator(s): MA, Qing (WANG, Lixun as Co-Principal Investigator)
 
Cross-synergy: promoting peer teaching and learning between BEd(English Language) and BA(Language Studies) students in a linguistics course through a Wikibook project
Since the establishment of the BA(Language Studies) programme in 2010, the English Department has realized the importance of cross-synergy between the BEd(English Language) and the BA(Language Studies) programmes. In this project, we aim to establish peer teaching and learning between BEd(EL) and BA(Language Studies) students in the course ‘Introduction to Linguistics’. Four experimental tutorial groups will be created, and in each group, there will be around 20 BEd(EL) and 20 BA(LS) students. A Wikibook project will be set up in the course to allow students from the two different programmes to peer-teach each other and peer-comment on each other’s academic work. Hard evidence of students’ learning outcomes (such as video-taped peer teaching sessions and student-authored Wikibooks) will be collected and analysed, so as to see if the course intended learning outcomes have been effectively achieved through cross-synergy between the two groups of students. In order to find out students’ perceptions on peer teaching and learning that occurred in the course, and their views on cross-synergy and cross-fertilization between the BEd(EL) and BA(LS) programmes, a questionnaire survey and follow-up interviews will be carried out at the end of the course. It is hoped that this project can demonstrate how cross-synergy between education and non-education programmes can be promoted at course level.
Project Start Year: 2012, Principal Investigator(s): WANG, Lixun 王立勛
 
Promoting Mobile Seamless Language Learning (MSLL) among students in HKIED
In response to the current “trilingual and biliterate” language policy adopted in the HK SAR, this project will explore the potential of using mobile devices/resources, including apps for language learning available on major operating platforms such as Apple stores and Android from Google. Students (30) who use mobile devices regularly and creatively for learning English, Cantonese or Putonghua respectively will be invited to share their learning experience. Different learner groups will be targeted for each language focus: English and non-English majors for English, Chinese majors for Putonghua, and mainland or international students for Cantonese. Their learning stories, in verbal texts, audio files, and movie clips, together with artifacts (e.g. screen shots or notes), will be built into a learning website so that their good
practice and experience of successful seamless learning can be shared with others. They will also be invited to evaluate commonly used language learning apps and post their reviews online. Hopefully this practice can be
followed by other students who, after knowing and understanding seamless learning, are inspired and motivated to use mobile devices for language learning. In addition, general guidance in language learning and strategy use, with reference to mobile seamless learning, will be provided on the website, together with links to other open, useful web resources. When launching the website, selected students who contributed data to the project will be invited to attend a seminar to showcase how they made good use of mobile devices and resources for improving their language learning.

Project Start Year: 2012, Principal Investigator(s): MA, Qing 馬清 (WANG, Lixun 王立勛 as Co-Investigator)
 
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 (WANG, Lixun 王立勛 as Co-Investigator)
 
Wrong to Right: A Cognitive Linguistic Approach to the Analysis of Second Language Errors
Error Analysis (EA) responded to how contrastive analysis (CA) failed to predict second language (L2) errors from L1 and L2 contrasts (e.g. Richards 1971; 1974a; 1974b, Corder, 1973; 1981, Dulay and Burt, 1974, James, 1998). Interest in EA waned because it assessed learner language from a non-developmental perspective and found identifying the sources of errors problematic (e.g. Shachter and Celce-Murcia, 1977; Ellis and Barkhuizen, 2007). Cognitive Linguistics (CL) renews interest, however, by treating all form as meaningful and meaning as originating in the conceptualizations through which an enactive cognition structures experience (e.g. Talmy, 1978, Lakoff, 1987, Langacker 1990). CL has revitalised Sapir (1949) and Whorf¡¦s (1956) proposition that different languages give cultures different ways of structuring reality (e.g. Lucy and Gaskins, 1979; Lucy and Shweder 2001) thus emphasizing how language learners must cross a conceptual divide. Concomitantly, some L2 errors begin in the use of second language forms with first language meanings and the conceptualizations that these carry (Slobin, 1985; 1996, Valeva, 1996; Holme, 2004) requiring from the student what has come to be called conceptual fluency¡¦ (Valeva, 1996). This project has two phases. In Phase 1 we exploit a one million word corpus of academic writing from Chinese L1 users of academic English compiled in a previous internally financed project. We use this corpus to search for consistent errors and place them on the lexico-grammatical continuum categorizing them as grammatical and semantically schematic or lexical and semantically substantive. We search the error type to determine its relative frequency, disregard the infrequent and thus compile an inventory of significant errors and their exemplars for this learner group. In phase 2 we translate the errors into Chinese and search for their frequency on the ICLE (International Corpus of Learner English) looking at files from non-Chinese learners. Erro
Project Start Year: 2012, Principal Investigator(s): HOLME, Hugh Randal (WANG, Lixun as Co-Investigator)
 
Wrong to Right, on Error Analysis
The project is re-opening the topic of error analysis to provide an investigative framework that takes account of developments in Cognitive Linguistics and associated research into Linguistic Relativity. To investigate errors, the project is using a learner corpus of academic writing compiled from students with an L1 in a Chinese language.
Project Start Year: 2010, Principal Investigator(s): HOLME, Hugh Randal (WANG, Lixun 王立勛 as Co-Investigator)
 
Promoting autonomy by employing pedagogical strategies in a language teacher education programme
This project investigates the impact of the introduction of pedagogical strategies for autonomy into several courses taken by the English majors at HKIEd. The study is based on classroom observation, focus group interviceuls and collection of evaluation data within these courses. The expected outcomes of the project include an interactive website where resources in developing learner and teacher autonomy are provided, and good teaching practices are shared by publishing the lecturers’ reflective accounts of their understanding of the processes involved in preparing students for autonomy-oriented teaching that can contribute to the improvement of language teacher education programmes in Hong Kong and internationally.
Project Start Year: 2010, Principal Investigator(s): CHUK, Yim Ping, Joanne (WANG, Lixun as Co-Investigator)
 
A Case Study of Trilingual Education in a Hong Kong Primary School
This project is intended to be the first phase of a large scale project aiming to gain an accurate understanding of the implementation of trilingual education in Hong Kong primary schools. The current project aims to carry out a case study of trilingual education at the HKIEd Jockey Club Primary School (the Principal of the school has already agreed to collaborate if the project application is successful). Since the handover, the Hong Kong government has adopted a “biliterate and trilingual” policy with the aim of enabling Hong Kong residents to become biliterate in written Chinese and English, and trilingual in Cantonese, Putonghua and spoken English. Currently, Hong Kong primary schools do not have an agreed approach or method for the implementation of trilingual education, and there is an urgent need to explore current successful or unsuccessful models. As there is a lack of such type of research in Hong Kong, we intend to carry out a detailed case study of the trilingual education model adopted by the targeted school in the current project, with the eventual aim of developing a larger scale research project for a GRF application.
Project Start Year: 2010, Principal Investigator(s): WANG, Lixun 王立勛
 
New Initiatives Supporting Implementation of “3+3+4”_Embedding OBL at the Departmental Level
This UGC funded project has been conducted with the following aims:
1. To enrich students’ learning experiences through OBL that emphasizes a constructive alignment of teaching, learning and assessment activities in line with the objectives of the 335 academic structure.
2. To cascade implementation of OBL to the delivery and frontline levels, which will form an essential part of the overall quality assurance mechanism of the Institute.
3. To pilot OBL at the departmental level, namely the Chinese Department and the English Department, so as to develop the teaching, learning and assessment strategies that will facilitate OBL implementation in all departments.

Project Start Year: 2009, Principal Investigator(s): LEUNG, Pui Wan Pamela 梁佩雲 (WANG, Lixun 王立勛 as Co-Investigator)
 
A Corpus-based Online Learning System: Improving Undergraduates' Use of Lexico-grammatical Items
This project will develop a corpus-based online learning system to help English majors at HKIEd improve their academic writing to improve their use of lexico-grammatical items. The project involves compiling three corpera: (1) an English for Academic purpose (EAP) learner corpus; (2) the EAP corpus collected from professional academic authors; (3) a Chinese for academic purpose (CAP) corpus.
Project Start Year: 2009, Principal Investigator(s): MA, Qing 馬清 (WANG, Lixun 王立勛 as Co-Investigator)
 
English Language Teaching Seminar for Guangdong English Language Teachers
The overall purpose of the seminar is to provide an opportunity for English language teachers from primary and secondary schools in Gunfdong who have attended the 3-week Inservice ELT Course held in the HKIEd to come togehter to reflect on their practical experiences and share their insights with academics who are interested in learning from the experience of the classroom practitioner. Another objective is to evaluate the impact of the ELT Course on participants' lesson design and instructional practices. To prepare for the seminar meetings between the staff of English Department of the HKIEd and the Guangdong Ed Bureau will be held in Guangzhou and working groups on seminar venue, publicity, identifying and inviting plenary presenters, registration and information, meals and accommodaction for participants, programme handbooks, etc. will be set up. The seminar will be held in Guangzhou in December 2009.
Project Start Year: 2009, Principal Investigator(s): LI, Ka Wo, Benjamin (WANG, Lixun as Co-Investigator)
 
A Website for Guangdong English Language Teachers
The objective of this project is to set up a website for officials of the Guangdong Education Bureau and teachers in primary and secondary schools in Guangdong who have attended the 3-week Inservice Course for Guangdong English teachers. The project helps maintain links between the participants.
Project Start Year: 2008, Principal Investigator(s): MA ANNE 馬安妮 (WANG, Lixun 王立勛 as Co-Investigator)
 
English Department's Special Initiatives for Strategic Development on Outcome-Based Learning
This project aims to develop a framework for the implementation of Outcomes Based Learning in the English Department. Different sets of learning outcomes will be designed: Programme Learning Outcomes, English Subject Learning Outcomes, Module Intended Learning Outcomes, etc. Assessment task and criteria will be revisited and revised so as to align with the learning outcomes. OBL will be piloted in a number of BEd(EL) modules in the 2009-10 academic year.
Project Start Year: 2008, Principal Investigator(s): WANG, Lixun 王立勛
 
Intellectual Demand in English Teaching in HK Chinese Medium Junior Secondary Schools: A Cross-lingual perspective
This study will examine English classroom teaching discourse in Chinese-medium, junior secondary schools (S1-S3), focusing on the nature of intellectual demand upon students. Intellectual demand is defined in this study as thinking opportunities provided for students in the classroom, including recall and recognition, comparison, abstract reasoning, analysis etc. Intellectual demand cannot be observed directly. It is mediated through language use in teacher-student interaction in the classroom. A low level of intellectual demand is considered a barrier to L2 development.
Project Start Year: 2008, Principal Investigator(s): HE AN E 何安娥 (WANG, Lixun 王立勛 as Co-Investigator)
 
Online Teaching and Learning Resources Development for the Introduction to Language Studies Module
This project aims to develop online teaching and learning resources to assist the teaching of the Introduction to Language Studies module in 2008-09. Various online teaching resources such as online readings, multimedia resources, online quizzes, and online wikibooks will be developed to facilitate the teaching and learning of the module. The resources will be available for both students and staff in the English Department.
Project Start Year: 2008, Principal Investigator(s): WANG, Lixun 王立勛
 
The Development of 'The Academic Writing Handbook for Students of Language and Education Programmes
The proposed TDG project aims to cater for the immediate needs of the BEd and BA students in relation to their module-specific academic writing tasks. The 'Handbook' addresses the basic issues that are most commonly faced by the current BEd and BA students. It covers discipline-specific academic essay constructs, academic vocabulary, essential grammar paragraph writing, writing research papers, revising, editing, referencing skills and new dimensions for academic writing research papers, revising, editing, referencing skills and new dimensions for academic writing, including collaborative wikibook project writing.
Project Start Year: 2008, Principal Investigator(s): XU ZHICHANG, MARC 徐志長 (WANG, Lixun 王立勛 as Co-Investigator)
 
Further Expansion of the English-Chinese Parallel Corpus, Creation of a Manual for the E-C Concord Program and Preparation for the Publication of a Paper Based on English-Chinese Parallel Corpus Studies
This project aims to further expand the current 2-million-word online English-Chinese parallel corpusb we developed in the English department to 2.3 millions words, and to create a manual for the E-C Concord English-Chinese Parallel Concordancing program so as to make the corpus more accessible for teachers, student teachers and researchers. At the same time, the project team aims to evaluate the capacity/usefulness of the corpus for comparative language studies, and write up a paper based on the research outcomes for publication.
Project Start Year: 2008, Principal Investigator(s): WANG, Lixun 王立勛
 
The Key Stage 2 to Key Stage 3 Transition: The English Language Development and Intellectual Demands of English Lessons
This research will investigate English instruction in the transition across Key Stage 2 (KS2) and Key Stage 3 (KS3), with a particular focus on teaching of subject matter/knowledge in English lessons and the intellectual demands placed upon students in subject knowledge teaching/learning at different levels. Through an analysis of English teaching resources, the research intends to identify in which ways upper primary students are equipped in English classrooms for the anticipated higher level of academic study in secondary schools and to what extent lower secondary schools organize their English instruction on the foundation built at primary level.
Project Start Year: 2008, Principal Investigator(s): HE AN E 何安娥 (WANG, Lixun 王立勛 as Co-Investigator)
 
An In-service Course and Hospitality Services for Guangdong Primary School English Teachers 2008
A total of 40 teachers and researchers from different parts of the Guangdong province participated in the programme, which was held at HKIEd from 5 May 2008 to 23 May 2008. This was the 9th 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 seven modules of the Programme and paid three school visits to local schools to observe different education systems in action. 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: 2008, Principal Investigator(s): LI, Ka Wo, Benjamin 李家和 (WANG, Lixun 王立勛 as Co-Investigator)
 
A 'Blended' Mode of Teaching and Learning at the HKIEd: Analyzing 'Interactive Electronic Discourse' (IED) and 'Narrative Classroom Discourse' (NCD) of Two Modules
Adopting a discourse analysis approach, this study attempts to 1) decode the interactions in on-line ‘blackboard’ discussion forums or ‘interactive electronic discourse’, which comprise approximately 20% of the teaching and learning of each of the two modules; 2) describe and analyze discourse features of the remaining 80% narrative classroom teaching and learning of the two modules; 3) investigate the characteristics and potential of teaching and learning in the ‘blended’ mode of ‘interactive electronic discourse’ and ‘narrative classroom discourse’. The project is still in progress.
Project Start Year: 2007, Principal Investigator(s): XU ZHICHANG, MARC 徐志長 (WANG, Lixun 王立勛 as Co-Investigator)
 
In-service Programme for Guangdong Secondary School English Teachers
A total of 40 teachers and researchers from different parts of the Guangdong province participated in the programme, which was held at HKIEd from 21 May 2007 to 9 June 2007. This was the 8th Programme jointly organised by the Guangdong Education Bureau, the EMB and the Department of English of HKIEd since this kind of collaboration started in 1999. The major aim of the Programme was to further develop the professionalism of these teachers and researchers through reflecting upon English language teaching theories and practice. The participants completed seven modules of the Programme and paid three school visits to local schools to observe different education systems in action. During the programme the participants stayed in our Jockey Club Visitors' Centre to experience the life as full-time students on campus for three weeks.
Project Start Year: 2007, Principal Investigator(s): LI, Ka Wo, Benjamin 李家和 (WANG, Lixun 王立勛 as Co-Investigator)
 
Promoting Online Academic Reading Through Web-based Blended Learning in the Department of English
This project aims to encourage and promote online academic reading among English major students at HKIEd through Web-based blended learning. Online sessions are designed and offered in various modules such as Introduction to Language Studies, Grammar, Language Arts, and Assessment for Learning. Reading focused tasks are given during these online sessions, and students are assessed by the end of the sessions in different formats, such as writing reader responses to online articles, completing online quizzes, and submitting reflective reports on the learning of language arts activities.
Project Start Year: 2007, Principal Investigator(s): WANG, Lixun 王立勛
 
Cognitive Demands on Students in EFL Classes Compared with Those in Chinese Language Classes
This project aimed to prepare a proposal for a Competitive Earmarked Research Grant (CERG). The aim of the eventual CERG would be to compare the cognitive levels evidenced in English classrooms to those evidenced in (mother tongue) Chinese language classes and to see to what extent students are enabled to function linguistically in biliterate and trilingual HK. With the support of this seeding fund, we successfully completed the CERG proposal and submitted it to UGC. The result of our application is yet to be announced, but feedback from internal reviews have been very positive.
Project Start Year: 2007, Principal Investigator(s): HE AN E 何安娥 (WANG, Lixun 王立勛 as Co-Investigator)
 
Developing Subject-specific Websites to Support Online Delivery of Modules Offered by the Department of English
This project aims to develop a series of standalone subject-specific websites to support online delivery of modules offered in the Department of English. A group of colleagues with expertise in different subject areas will form the project team, and be responsible for the development of different websites (e.g. Introduction to Linguistics, Language Arts, Sociolinguistics). Standard components of these websites may include e-lectures, online readings, multimedia resources, online tasks, exemplars, online quizzes, online bibliographies, etc.. These websites will serve as stand-alone home for reusable module resources and will be combined with the Blackboard system to support module learning for both part-time and full-time students.
Project Start Year: 2006, Principal Investigator(s): WANG, Lixun 王立勛
 
Using Online Learning and Stand-alone Website to Promote Flexible Learning and Independent Learning for Students and Staff in the English Department
This project aims to further support the general conversion of English Department modules to online formats through learning designs appropriate to the new learning space, and develop and evaluate 8 to 10 half online and half face-to-face modules (or 30% online, 70% face-to-face) in Mixed-Mode programmes. Each of these modules will be redesigned to use the Blackboard Learning Management System as the resource pool and communication network between module tutor and students. In addition standalone websites will be developed to be shared across modules. The project will focus on emphasising the flexibility of module design, student-student interaction, teacher-student interaction, teacher support, and technical support.
Project Start Year: 2006, Principal Investigator(s): WANG, Lixun 王立勛
 
Prizes and awards

Award for Excellent FE Supervision

Date of receipt: 15/6/2023, Conferred by: The Education University of Hong Kong
 
2020 Esperanto "Access to Language Education” Award

Date of receipt: 2/6/2020, Conferred by: CALICO, the Esperantic Studies Foundation, and Lernu.net
 
Best Paper Award

Date of receipt: 21/7/2019, Conferred by: The 12th International Conference on Teaching, Education & Learning
 
Silver Medal at the 47th International Exhibition of Inventions Geneva

Date of receipt: 12/4/2019, Conferred by: 47th International Exhibition of Inventions Geneva
 
Faculty Teaching Award 2017-18

Date of receipt: 30/8/2018, Conferred by: Faculty of Humanities, the Education University of Hong Kong
 
President’s Award for Outstanding Performance in Teaching 2013-14

Date of receipt: 1/4/2014, Conferred by: The Hong Kong Institute of Education
 
Scholarship of Teaching Award 2010-11
The Scholarship of Teaching Award Scheme has been established to recognize, encourage and reward sustained involvement in disseminating and sharing the results of effective and innovative teaching. This emphasizes the Institute’s commitment to: (a) fostering teaching excellence; (b) improving student learning; (c) encouraging innovative teaching; and (d) providing leadership in sharing good teaching practices.
Date of receipt: 7/9/2011, Conferred by: The Hong Kong Institute of Education
 
Best Paper Award

Date of receipt: 14/11/2003, Conferred by: 17th AAOU Annual Conference
 
Best Paper Award

Date of receipt: 19/5/1997, Conferred by: China’s 8th Conference on Translation of English for Science and Technology