Inaugural Conference

on Language Teaching

and Learning:

Cognition and Identity

Programme Book

28-29 June, 2019

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Proceedings

Table of Contents

About the Conference ................................................................................................ 2

Programme Rundown ........................................................................................... 3 - 7

Abstracts

Keynote speeches ............................................................................................... 8 - 11

Presenters (A-Z by Primary Author) ............................................................... 6 – 79

Organising Committee ................................................................................................. 80

Contact list of Authors .......................................................................................... 81 - 85

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About the conference

The conference aims to bring together scholars in the fields of teacher education and

applied linguistics, graduate students, educators and practitioners, in Hong Kong and

beyond. The conference aims to explore the various aspects of language teaching and

learning and how they relate to the overall cultural, social and political discourses, in

the era of neoliberalism and globalization. The conference will provide a forum for

both theoretical and empirical research, to explore the space teachers and learners

can create in a full institutional and social context, with consideration of the

interaction between language, power, and society.

Our theme: "Transforming Language Education

and Research, Empowering Teachers and

Learners"

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KEYNOTE SPEAKERS

Narrative Knowledging In Language Teacher Identity Research Professor Gary BARKHUIZEN (University of Auckland, New Zealand)

Language teacher identities (LTIs) are cognitive, social, emotional, ideological, and

historical – they are both inside the teacher and outside in the social, material and

technological world. LTIs are being and doing, feeling and imagining, and storying. As

such, narrative approaches to investigating LTI are appropriate. In this presentation, I

explain and exemplify the concept of narrative knowledging (NK) in relation to

research on language teacher identity. NK refers to the meaning making that takes

place during the process of telling, co-constructing, and re-telling research-related

stories. It is therefore both cognitive, since it involves reflection and learning, and

social, since it involves an audience. In research, NK takes place in various ways, at

different stages, and among different people, including research participants and the

researcher. Narrative data from two studies, one with a single English teacher in

Auckland, New Zealand, and the other with a group of experienced language teacher

educators in Bogotá, Colombia, will be used to illustrate NK and to examine in detail

the nature and development of LTI.

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Taking Stock: An Analysis of the Contemporary Status of

Language Teacher Cognition Research Dr Simon BORG (Western Norway University of Applied Sciences, Norway)

Teacher cognition is an umbrella term which refers to the unobservable dimensions

of becoming, being and developing as a teacher. When it first came to prominence in

the field of language teaching some 20 years ago it was defined in relation to three

key ideas – teacher thinking, teacher knowledge and teachers’ beliefs – but since then

new concepts such as teacher identity and teacher emotion have emerged and have

also become a central part of efforts to understand teachers’ mental and emotional

lives. Recent contributions to the field have also questioned the value of conventional

approaches to language teacher cognition research which, for example, study

teachers as individuals (rather than as part of a social system) and which use

questionnaires to study beliefs. It is, therefore, an appropriate time to take stock and

to consider the current status of this important domain of inquiry in the field of

language teaching. I will begin by outlining very briefly the emergence of language

teacher cognition, then comment on some trends evident in teacher cognition

research over years, before turning my attention to more recent proposals for the

direction the field should be taking. Overall, while the intellectual rigour and

methodological sophistication of this recent work is valuable, it should be seen as an

additional set of options for researchers to consider rather than a template for

contemporary teacher cognition work more generally. When applied rigorously,

conventional ways of studying language teacher cognition still have a role to play in

helping us understand the many unseen forces that shape what teachers do.

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Informing and Transforming Language Teacher Education

Pedagogy: Responsive Mediation in Learning-to-Teach Professor Karen JOHNSON (The Pennsylvania State University)

This plenary provides an insider’s look at the meaningful role that L2 teacher

educators and L2 teacher education play in the professional development of L2

teachers through systematic, intentional, goal-directed, theorized L2 teacher

education pedagogy. Empirical evidence is provided of the moment-to-moment,

asynchronous, and at-a-distance responsive mediation that takes place in a cohesive

practice that I have designed, repeatedly implemented, and subsequently collected

data on in my own L2 teacher education program. Responsive mediation is positioned

as the nexus of mindful L2 teacher education and proposed as a psychological tool for

teacher educators to both examine and inform the ways in which they design, enact,

and assess the consequences of their own L2 teacher education pedagogy.

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Translanguaging Pedagogies: The Multimodalities-

Entextualization Cycle (MEC) as a Curriculum Genre to Plan CLIL Lessons Professor Angel M. Y. LIN (Simon Fraser University, Canada)

How do we help students to make ‘alien’ words and ways of speaking/writing/thinking

in foreign/additional languages/school registers their own? Lemke (1990, 173)

proposes, ‘Students will begin to grasp semantic and conceptual relationships in

colloquial language first. Then they will substitute scientific, technical terms for

colloquial words. … Along the way their version of scientific language will be… a sort

of hybrid of colloquial and technical registers. The teacher will need to use these

different varieties of language as well, and keep them straight for the students. In

order for this to work, and in order to increase students’ fluency and flexibility in using

the foreign register of science when dealing with topics that are initially equally

unfamiliar, they need practice in translation as well.’

In this paper, I shall discuss how translanguaging pedagogies (Garcí and Li, 2014) can

facilitate students’ expansion of their communicative repertoires by planning spaces

for translanguaging and trans-semiotizing (Lin 2015b) and spaces for target language

use in different stages of a curriculum genre (Rothery 1996). The Multimodalities-

Extextualization Cycle (MEC) (Lin 2015b) is an example of such a curriculum genre.

While Stages 1 and 2 in the MEC allow for the uninterrupted flow of meaning-making

and pedagogical support through translanguaging and trans-semiotizing, the third

stage allows students to have a space to practise orienting their meaning making

towards the discourse and cultural patterns required by the school for successful

participation in future assessment tasks and for expanding their repertoires. In this

stage, scaffolding needs to be provided (e.g. useful vocabulary, sentence patterns,

writing/speaking starters). The MEC in principle can be reiterated without an end-

point to emphasize the equal importance of all the multiple linguistic and multimodal

resources. The MEC is thus proposed as a heuristic tool for teachers to think about

how to design systematic scaffolding in Content-based and CLIL classrooms.

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PRESENTERS

Shifting Instructional Stance: Tracing The Development Of Student-Focused Teaching Michael AMORY (The Pennsylvania State University)

Although a shift from a teacher- to a more student-centered approach to teaching has

highlighted students as active agents in their own learning, it deemphasizes the role

of the teacher and, from a Vygotskian Sociocultural Theoretical (SCT) perspective, the

purpose of education. From an SCT perspective, the focus of teachers should be on

intervening in the developmental process in order to help students understand, use,

and internalize concepts (or mediating artifacts) through practical goal-directed

activity - an approach I refer to as student-focused. With that, this presentation will

first detail an SCT perspective on education and teaching. Following, I conduct a

microgenetic analysis to empirically document the unfolding development-in-activity

of two pre-service teachers’ emerging conceptualization of a student-focused

instructional stance as they participate in an initial learning-to-teach experience and

the various goal-directed activities that it provides. Informed by SCT, the activities

required of all pre-service teachers consist of the following: classroom observations;

materializing the subject matter (in this case, writing academic emails) into an initial

lesson plan; “practice” teaching the lesson (video-recorded); rematerializing the

lesson plan; teaching the “actual” lesson in an undergraduate academic composition

course for international students (video-recorded); participating in a stimulated recall

session of the “actual teach” with the methods instructor (audio-recorded); and

writing a 5-7 page reflection paper on their experience. Through the mediating effects

of situated practical activity and the responsive mediation provided by the teacher

educator and peer teachers, each pre-service teacher, albeit through different

developmental trajectories, begins to develop a conscious awareness of a student-

focused instructional stance and its instructional implications. This study points to the

crucially important role of teacher educators introducing new tools or signs to push

the qualitative transformation of teachers’ mental activity and in modeling and

strategically mediating practices in pre-service teachers’ initial learning-to-teach

experiences.

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Exploring Japanese Returnees’ Psychological Adaptation

Process And Language Learning Experience: Qualitative Trajectory Modeling Approach Takumi AOYAMA (University of Warwick, UK; Shimane University, Japan)

Although a number of studies have been conducted in the area of L2 motivation

research, not much attention has been paid to learners’ experience of learning English.

This study aims to investigate a complex and dynamic life trajectory of three Japanese

“returnees”, people who have lived outside Japan because of their parents’ jobs and

returned before the age of 20. Under the influence of Japan’s alignment with

globalisation, returnees are now regarded as one social category (Goodman, 2011;

Sueda, 2014), and it is often assumed that returnees have advantages in learning

English over those who do not have foreign experience in childhoods. However,

studies reported that returnees experience difficulties in adjusting to the Japanese

educational system because of the differences between the educational settings in

Japan and the countries they have lived in.

Up until now, no study has focused on the relationships between returnees’ process

of adaptation and English learning experience. Therefore, the study explores

trajectories of returnees’ adaptation process to the Japanese context and its

relationship with language learning experience.

Informants are three Japanese female university students who lived abroad in their

childhood, and they were recruited at a university located in the Tokyo metropolitan

area. Data was collected through in-depth retrospective interviews asking about their

language learning experience. Recorded interviews were analyzed using the

Trajectory Equifinality Model (Sato, Hidaka, & Fukuda, 2009), a qualitative

methodology which depicts complex and dynamic human life trajectories by exploring

similarities and differences in each person’s life trajectory.

As a result of analysis, the study concludes that, although informants have different

backgrounds, their adaptation process was strongly affected by similar social factors

such as exam-oriented nature of language education, as well as common values and

beliefs in Japan, and those social factors have strong impacts on the informants’

language learning process.

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More than just Language Proficiency: Designing a

Speaking Test for Study Abroad Candidates Daniel BATES (Asia University, Tokyo)

Study abroad programs represent an opportunity for students to significantly improve

their English skills by living, communicating and studying in English speaking countries.

These programs represent a significant investment from both universities and

students so evaluating a students’ readiness for such a program is of vital importance.

This presentation describes the process behind the design of a new schematized

speaking test to assess the capabilities and cultural understanding of students at a

university in Japan who have applied to participate on a study abroad program in the

United States. A more holistic approach to assessing students’ preparedness for

studying abroad is becoming increasingly popular among universities and allows

students to show their abilities and knowledge beyond just TOEIC scores. To

distinguish itself from other language proficiency tests, this test was designed with

that concept in mind, not only assessing a students’ English language capabilities, but

also creating items that evaluate how prepared a student is for studying abroad. It can

be argued that engagement and comfort levels are just as important as language

ability for studying abroad successfully, thus the rubric for this assessment covered

five distinct areas; English ability, Degree of Detail, Participation, Cultural Fit and

Comfort. The challenge was to create a range of test items that would allow students’

to have sufficient opportunities to display these observable traits and make

meaningful assessments of their intercultural awareness. The reasoning behind the

test’s structure, items and rubric is explained in detail in this presentation with

reference to other research completed in the field of holistic assessment and

evaluation.

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Foreign Language Classroom Anxiety: a Preliminary Study

of its Implications to EFL Final-Year Secondary Students and First-Year University Students from Macau and Beijing Ka Lon, Alan CHAN (The English Language Centre, University Of Macau)

Ut Meng, Riko LEI (Beijing Foreign Studies University)

It has long been identified that foreign language classroom anxiety (FLCA) is correlated

with language learners’ self-perceptions, beliefs, feelings and behaviours related to

language learning process (Horwitz et. al., 1986), and thus FLCA is believed to have

influence on learners’ performance in class and in assessments. To date, different

research has been conducted concerning its effects to learners and language learning.

However, few studies have been done in the context of China and Macau, and neither

are there studies that investigate the effects of FLCA to both final-year secondary

students and first-year university students. This study aims at investigating how FLCA

affects Chinese learners’ behaviours and performance in English learning, as well as

studying the correlative influence that FLCA has on both counterparts.

The current study is a preliminary study administered to English learners from a local

university in Beijing and in Macau respectively, and from an EFL secondary school in

Macau. All the respondents are invited to complete an adapted questionnaire from

Horwitz et al.’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS). Four factors

are investigated: communication apprehension, fear of negative evaluation, test

anxiety, and anxiety of English learning. Additionally, their test scores are collected for

investigating how much their anxiety level is correlated to their test performance. The

internal consistency coefficients are used to measure the reliability of the scale, and

the correlation between the learners’ anxiety level and their performance.

The results of the study are believed to shed new light on the relationship between

students’ recognition of one’s own language learning beliefs and their performance

both in class and in assessments. The findings will further provide implication to

language instructors about potential measures that can be taken to deal with learners’

language anxiety and hence, bring benefits to future language teaching and learning.

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Confronting Difference: Learning to Teach in a

Borderland School Cheri CHAN (University of Hong Kong)

The objective of this paper is to examine cross-cultural perspectives in teaching.

Specifically, I “tell and retell” (Clandinin & Caine, 2012) one English language education

student-teacher’s (Marley) experiences of grappling with “feelings of discomfort for

what is different” (Pericles Trifonas, 2003, p. 129) when she was placed in a

“borderland” school for her practicum. I examined how these experiences shaped and

reshaped her understandings of what it means to enact culturally responsive

pedagogy (Giroux, 2005; Nieto, 2009).

The “borderland” school in this study is located between the mainland city of

Shenzhen, China and Hong Kong. The phenomenon of cross-border schooling

emerged in the last decade as a result of thousands of children being born to Mainland

parents in the post-handover era between 2001 to 2012. There are around 28,000

children who cross the border to attend schools in Hong Kong. With the broadening

spectrum of diversity in schools, attending to the question of how to enact inclusion

and social justice in educational practices has become an important issue.

The study adopted an interpretive research design. Narratives were drawn from a

larger virtual mentoring project, created for student-teachers learning to teach ESL to

engage in professional conversations with practising teachers during their practicum.

The goal was to offer a safe and hybrid “third space” (Gutiérrez, Baquedano‐Ló

pez, & Tejeda, 1999; Zeichner, 2010) for teachers to examine complex issues

concerning ESL teaching together, including how to attend to the needs of diverse

language learners in Hong Kong.

Findings indicate for transformation to happen, teacher candidates have to be

empowered to challenge divisive practices that may be deeply embedded in schools

as institutions, which reinforce social inequities. Participating in a virtual mentoring

community offered Marley social and cultural resources to engage in doing “boundary

work” as an ESL student-teacher.

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Disrupting Schooling Inequities Through Interdisciplinary

Critical Approaches To Teacher Education in Hong Kong & Asia Benjamin “Benji” CHANG (The Education University of Hong Kong)

Iris Man Wai CHEUNG (The Education University of Hong Kong)

Mel Hye-Ri YANG (Jeomgok Elementary School, S. Korea)

Michelle Lai Ying CHANG (The Education University of Hong Kong)

Renu KAUR (The Education University of Hong Kong)

Sarah Suet Ting CHEUNG (The Education University of Hong Kong)

Shynar BAIMAGANBETOVA (The Education University of Hong Kong)

Sibyl Jiayi MIN (Chinese University of Hong Kong)

Will Wing Chiu CHAN (Pat Heung Central Primary School, Hong Kong)

This presentation applies interdisciplinary critical approaches to teaching and teacher

education with the aim of disrupting schooling inequities found in Hong Kong, and

other regions of East, Southeast, and Central Asia. Transgressing typical demarcations

between practitioners and scholars, this presentation brings together a diverse panel

of EdUHK students, teachers, and teacher educators in primary and secondary

classroom settings who are teaching English and Chinese varieties.

The background of the teachers involved is a recently-developed program in Hong

Kong that helps develop diverse undergraduates, often the first in their family to

attend university, to be more transformative teachers and researchers in their

everyday practices. The program is The Project for Critical Research, Pedagogy &

Praxis (PCRP), which is an 'educational pipeline' that begins with training early

undergraduates in critical teaching and research skills, and then branches off into pre-

service/in-service teaching, postgraduate studies, and collaborative research projects

(Chang, 2017). This pipeline project utilizes feminist, critical, and sociocultural

theories of learning, pedagogy, and community engagement (Chang, 2013; Gutierrez,

2008; Lau, 2013; Luke, 2018), in an effort to challenge the large disconnects that many

EdUHK students have been reporting. These disconnects include just trying to

individually matriculate through the university institution, and trying to practice

holistic and constructivist pedagogies in Hong Kong and other schooling contexts they

experienced in South Korea, mainland China, Thailand, and Kazakhstan.

This presentation examines challenges for the PCRP educators as they tried to disrupt

common curricula and discourse around cultural deficit, 'teaching to the test,' and

banking models of education within their schools, which often included essentialising

notions of 'Confucian Heritage Culture' that marginalized students from both Chinese

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and non-Chinese backgrounds (Ryan & Louie, 2007). Data collection includes

participant observation, field notes, and small group discussions through a

participatory action research approach (Bautista, Bertrand, Morrell, Scorza, &

Matthews, 2013).

In examining the pedagogies, methodologies, and overall experiences of the PCRP

participants, this presentation helps to reframe what is considered 'Chinese' or 'Ethnic

Minority' language and culture within the context of classrooms and language

teaching, and addresses more sustainable efforts towards promoting equity and

humanization in schooling.

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Dimensions of Informal Language Teaching as YouTubers

Chin-Chi CHAO (National Chengchi University)

YouTube has provided entertainment and language learning materials to language

learners all over the world. However, there has not been sufficient research on the

work of language teaching YouTubers. Focusing on language teaching (LT) YouTubers

as a currently prevailing phenomenon, this qualitative case study is interested in the

complexity and core behind their practice and identity work through investigating a

group of three YouTubers who wish to provide viewers with quality LT experience

through the videos that they create and produce in two Chinese teaching YouTube

channels. Data collected include 3-month continuous observation of their video works,

in-depth interviews, and weekly informal discussions. Analysis was informed by the

literature of language teacher identity and the concept of participatory culture on

social media. The result shows that the kind of identity work behind these participants’

practices includes their identities as native/non-native speakers, former teachers and

learners, and members of imaged social media community, with the three participants

contributing differently to the team’s joint identity as a legitimate language teaching

professional. Furthermore, YouTube, as a social media characterized by participatory

culture, affords the practitioners with the opportunity to critically respond to

inappropriate ideology toward the target language and culture. These critical

responses can be the unspoken core of the LT YouTuber’s practice and identity work

that potentially set them apart from classroom teachers as they know they have a

unique space to influence others, the society, and the world at large. This also suggests

that LT YouTubers' work is not as simple as just providing entertainments.

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Professional Identities of Translation And Interpreting

Teachers: A Narrative Multiple-Case Study Bacui CHEN (Lingnan Normal University/Hong Kong Baptist University)

Peter HUANG (Hong Kong Baptist University)

Recently, Chinese authorities released a strategic plan “Double First-class”

(shuangyiliu in Chinese pinyin), namely “building world-class universities and first-

class disciplines”, in an effort to promote the internationalization of its higher

education and globalization of its talents. Since teacher development relates to

discipline improvement and university upgrading, it has aroused much more attention

than before. BTI (Bachelor of translation and interpreting) education is relatively new

in mainland China compared to the west. However, the rapid development and fast

expansion are not merited by its teaching quality. As a large proportion of BTI teachers

are formerly EFL (English as Foreign language) teachers at universities or former

translation and interpreting practitioners, they now face the dilemma of both

improving teaching and conducting research. Adopting a narrative multiple-case study

approach, this study examines how experiences of BTI teachers and their interactions

with leadership, with colleagues, and with students etc. form their teacher identities;

and how their identities change under current mainland China’s specific social and

institutional context. It will provide deep insights into BTI teacher identity, have

important implications for the design of pre-BTI teacher training program and offer an

initial framework for future research into BTI/MTI teacher.

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A Case Study of an EFL Writing Center’s Effectiveness

Fenghua CHEN (Nantong University; University of New Hampshire)

Effectiveness of writing centers in the western culture has been interpreted and

evaluated with local features. Some scholars compare and equal their writing center

effect with classroom writing instruction or writing skills, thus grades in composition

course or holistic composition quality has been measured. Others interpret the

effectiveness as an extra support for students, correspondingly, retention, counts and

satisfactory of students and faculties have been assessed. Traditionally, research on

writing centers was primarily based on qualitative, observational approaches

analyzing the effectiveness of writing centers. Even though some scholars adopted

quantitative approaches, the validity and reliability of their research were in doubt.

Based on the literature of writing center assessment and theoretical explanation of

constructing a writing center in China, the author argues that students’ English writing

competence, students and tutors’ satisfactory, and writing center visits need to be

evaluated.

In this paper, I focus on answering the question What factors affect students’ overall

satisfaction level of their EFL writing center experience. I will use a survey to explore

crucial factors (including tutees’ expectation of the conference, types of assistance

tutees get from tutors, long-term use of knowledge and skills, reasons for using the

writing center, tutors’ competence, conference variables: generalist feedback,

specialist feedback) to positive perception of writing center experience. This question

helps to know the problems emerged and lessons learned on the implementation of

the writing center model on first-year English major students in a Chinese university.

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Acquiring Lexical Threshold As Learning Outcome Of

Listening Curriculum Sonia CHEUNG (The University of Hong Kong)

With internationalization of education, there is an increase in international students

in English speaking countries, teachers who speak English as a second language as well

as the use of English as an additional language at tertiary level (Miller, 2014). Given

school graduates attain a threshold level, they will likely be able to independently

grasp the opportunities outside the classroom for language learning because advances

in technology lead to possibilities for autonomous listening practice. This paper

presents an empirical study that investigated the relationship of vocabulary

knowledge and repetition to listening comprehension. Data included a listening test

paper containing elements of repetition completed by 73 secondary school students,

as well as a vocabulary test consisting of three parts. The results reveal that linguistic

cues in the form of repetition were aids to listening comprehension for the learners

who acquired or approached the lexical threshold. Rhetorical devices such as synonym,

paraphrasing and redundancy might have a negative effect on listeners. For weak

listeners, repetition did not decrease item difficulty. Additionally, vocabulary test in

the format of a C-test appeared a better predictor of listening comprehension (r =.85)

than productive vocabulary test (r =.76) and receptive vocabulary test (r =.66). In other

words, language proficiency and active vocabulary knowledge are determinants to

success in the context of task-based listening assessment. The results of this study will

provide some insight on the role of lexical threshold on listening comprehension. Input

can be processed in the learners’ mind where their prior vocabulary knowledge come

into play during comprehension. While listening is widely seen as a receptive skill and

listening syllabus design is often skill-based, this study argues for a processing

approach to materials design and development together with lexical threshold as one

of the learning outcomes.

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A Narrative Inquiry into Shifting Identities of Trade

Teachers’ Learning to become Content and Language Integrated Learning Teachers in a Vocational School in Hong Kong Alice CHEUNG (The University of Hong Kong)

English as the Medium of Instruction (EMI) has been highly valued in Hong Kong, due

to its previous British colonial rule. Internationally, it is the dominant language being

used as the medium of instruction (MOI) in Content and Language Integrated Learning

(CLIL). CLIL in English is also spreading across Hong Kong mainstream schools and

tertiary education, including vocational schools. This move means trade teachers in

vocational schools who normally adopt Chinese as the MOI will need to take on a new

linguistic identity and join a new CLIL community of practice. It raises a number of

concerns, which can be unsettling and challenging.

There is little known about the transition from mother tongue teaching to CLIL in

English as a second language, particularly in a vocational education context in Hong

Kong. A deep and sensitive examination into the trade teachers’ experiences and their

voices is deemed necessary. My study therefore aims to explore the experience of one

trade teacher, Henry, working in a vocational school to understand how his lived

experience interplay with contextual complexities and tensions, which trigger his

identity shifts in the complex process of becoming CLIL teacher.

A narrative inquiry approach is used as the research methodology to afford access to

Henry’s voice. In the process of inquiry, his story was co-constructed through face-to-

face conversations, reflective journals, observational field notes from classroom

teaching, and his interactions with significant members such as students, supervisors,

other teachers, the English native speaking trainer, his family members and the

researcher, in multiple communities over a period of nine months. His story was

studied by thematic analysis using a theoretical framework by Wenger’s (1998) theory

of Communities of Practice (CoP) to untangle the interconnectedness between

identity and learning.

Analysis illustrates that Henry’s identities were shaped by unfavorable past learning

experiences, which largely influenced his attitude towards CLIL and EMI teaching.

Support and challenges from significant members of multiple communities, and

conflicts with institutional narratives were key to his struggles, which induced his

identity shifts to cope with the power disparities experienced. Through Wenger’s idea

of ‘learning as becoming’, Henry formed a new evolving self after gaining the

knowledge and experience from the training. He acquired evolved identities as he

refashioned his points of views towards CLIL teaching and English learning.

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The stories shed light on the theoretical significance of CoP theory in understanding

identity shifts, and practical significance which questions the applicability of CLIL in a

trade-specific context. The study also has implications for institutional MOI policy and

understanding teachers’ MOI training. What touched me most, with my triple roles as

researcher, coordinator and former head of English department, is the powerful role

that narrative inquiry played in building relationship with Henry. Together we

overcame tensions and developed mutual trust in bringing out the ‘beauty’ of an

evolving self, not only that of Henry, but also of myself as researcher.

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Social Identity and Teaching Writing in an EFL Context

DANG Trung Dung (Diplomatic Academy of Vietnam, Ministry of Foreign Affairs)

Lantolf (2000) claims that the most fundamental concept of sociocultural theory is

that the human mind is mediated. Lantolf and Pavlenko (2001) argue that instead of

acting alone, in a cultural vacuum, individuals within the activity theory seen as agents

who engage in goal-oriented actions with cultural tools, both symbolic and material,

as members of a particular sociocultural community. The paper explicates theoretical

concepts of activity theory and social identity in relation to teaching essay-writing in

an EFL context, and discusses the relationship between them. The most important

point that deals with language teaching in this context is that learners as agents are

different in terms of motives for being in the writing class and the same task can result

in different activities.

Chinese TESOL Learners’ Experience in Becoming an English Language Teacher at UK Universities Dangeni DANGENI (University of Glasgow)

Chinese overseas students are generally described in the literature as ‘passive learners’

as a characteristic ascribed to their cultural heritage. However, literature reveals

limited studies on their individual differences in learning, engagement and

development over time so far. Aiming at investigating the experience of learning

engagement and conceptual change of Chinese learners at three UK universities

studying a master programme in TESOL (Teaching English to Speakers of Other

Languages), this project attempts to represent the voices of this cohort and seeks an

in-depth understanding of their development in becoming an English teacher in their

one-year master’s study. A combination of qualitative methods in a longitudinal

design was adopted: a) monthly audio diaries offer insights from participants’ personal

experience upon learning engagement, b) ‘River of Experience’ interviews with

Chinese TESOL learners enable a comprehensive appreciation of what their entire

journey means through engaging in the programme, c) interviews with academic staff

to facilitate the understanding of their learning engagement and conceptual change

in this pre-service English Language Teacher Education programme from another

perspective. Thematic Analysis was employed as an inductive data analysis approach.

The preliminary findings from this study indicate emergent influential factors to

facilitate learning engagement and conceptual change including: a) the specific

approaches available both within and out with the programme b) the role academic

staff and their teaching approaches played in their learning experience and cognitive

development, c) the vital engagement experience and moments of conceptual change

in becoming an English language teacher.

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A Contrastive Analysis of Stance Construction In Student

And Professional Academic Writing DONG Jihua (The University of Auckland)

Stance expressions play an essential role in effective communication between writers

and readers in academic discourse. These expressions contribute to the articulation of

tone and assertiveness in writing, and are also used to create linkages between ideas

within the text and with other texts. Employing stance expressions appropriately

according to disciplinary conventions can pose considerable challenges to novice

writers in particular (Feak & Swales, 2011; Hyland & Milton, 1997; Mauranen & Bondi,

2003).

This study explores differences in the use of stance expressions in the discipline of

engineering in novice and expert writing, using two self-built English-language corpora.

The first consists of course papers written by Chinese postgraduate engineering

students and the second published research articles. The results demonstrate that

student writing contains greater use of attitude stance expressions, but more limited

use of hedges and reference stance expressions. As a result, students’ writing is

infused with a higher affective presence than professional writing, and may be

perceived as possessing a more affirmative tone. Owing to the low use of reference

expressions creating linkages to the literature, students’ writing may be perceived as

insufficiently situated within the target discourse community. These discrepancies

may be explained by differences in intended readership, students’ lack of exposure to

the range of stance resources, and their insufficient experience in producing this type

of academic text. The findings have pedagogical value in that they identify particular

challenges related to the use of stance expressions by L2 postgraduate writers in China

which could usefully be addressed in learning materials and classroom instruction.

27

Toward Understanding Volunteer Adult ESL Instruction:

An Activity Theoretical Investigation Nicolas DOYLE (Pennsylvania State University)

Although volunteer adult ESL teachers provide language instruction for nearly 12

million adult immigrants in the US (Durham & Kim, 2018), this context has been

“overlooked and understudied” (Matthews-Aydinli, 2008) in much of the research on

L2 learning and L2 teacher education. This lack of research is of concern as the majority

of volunteer adult ESL teachers are placed into classrooms with little to no prior

training or experience teaching language or adults (Chao & Kuntz, 2013; Pennycook &

Coutand-Marin, 2003; Perry & Hart, 2012). In order to develop meaningful and

effective professional development for these teachers, we need to better understand

the nature of teaching and learning in volunteer-taught adult ESL classes (Crandall et

al., 2008). Activity theory (Engeström, 1987) provides a useful framework for doing

this by locating teachers within the social and professional worlds in which they live

and work (Johnson, 2009). By examining the instructional activity systems embedded

in volunteer-dependent adult ESL institutions, we can better understand how to

develop training approaches that will help volunteers navigate adult ESL instruction.

This presentation shares findings from the first stage of an activity theoretical analysis,

which seeks to document and explain the various instructional activity systems

operating within the volunteer adult literacy center under study. Data collected and

analyzed include interviews with volunteer teachers, students, and administrators,

and field observations. Findings provide insight into the inner workings of the

instructional activity at the site and indicate that pre-determined teaching materials

control the ways tutors interact with students, teachers must rely on themselves and

are left to develop and deliver courses without guidance, and classes offered often

don’t meet students’ stated needs. These, along with other key findings, will serve as

the basis for designing professional development interventions that are responsive to

the systemic and local needs.

28

Investigating Teachers’ Beliefs about the Teaching Of

Reading Through The Questions They Ask Ma. Joahna ESTACIO (De La Salle University-Manila)

Defined by cognitive psychologists as one’s representation of reality that guide both

thought and behavior (Abelson, 1979, Anderson, 1985, Rokeach, 1968 in Johnson,

1994), beliefs is a construct under teacher cognition which has been studied

extensively. Perhaps due to its established impact on how it affects classroom

practices, some researchers claim that teachers’ beliefs is essentially the most

important psychological construct in relation to teaching and teaching education

(Fenstermacher, 1979, Pajares, 1992, Pintrich,1990, in Johnson, 1994).

Borg (2011) defines teachers' beliefs as “propositions individuals consider to be true

and which are often tacit, have a strong evaluative and affective component, provide

a basis for action, and are resistant to change…which are a key element in teacher

learning and have become an important focus in research” (pp. 370-371).

However, despite using various methods of data gathering, previous researchers on

teachers’ beliefs have reported inconclusive findings. This serves as an impetus for the

current study to examine teachers’ beliefs through the lens of teachers’ questions.

The researchers argue that by nature, questions are indications of people’s beliefs

about what they deem important in life or in professional practice, as well as are

regulative acts and evidence of reflection. Thus, analyzing questions will enable

identification and description of certain beliefs held by the teacher-participants. Using

thematic analysis, the study presents four main themes that reveal several beliefs of

teachers related to reading instruction.

29

On the Status of English in EU after Brexit: A

Sociolinguistic Perspective FENG Jiangao (Shanghai International Studies University)

The ongoing process of Brexit has aroused heated discussions about its influence since

the result of the referendum vote was released on June 24th, 2016. The status of

English in the European Union after Brexit is also an issue of concern. This paper, based

on a framework consists of key concepts in sociolinguistics, i.e., language policy,

language attitude and language identity, analyses the controversy over the status of

English in EU following the Brexit referendum in 2016. On the basis of literature and

resources online, it discusses the language policy about English of EU and countries

within, the language attitude toward English of European people, and the local, global,

and multiple identity constructed through the language. It is found that the status of

English in EU after Brexit will be confronted with multi-layered factors, however, its

status in EU will not be significantly shaken in a short run.

30

An Ethical Analysis of Native-Speaking English Teachers’

Identity Construction in Mainland China Universities Grace GUO (University of International Business and Economics)

Gong CHEN (University of International Business and Economics)

Lifeng Miao (China Agricultural University)

Despite growing numbers of studies on native-speaking English teachers’ (NETs)

identities in other contexts like Hong Kong and South Korea, there has been a paucity

of research attention to NETs’ identity construction against mainland China’s

institutional and sociocultural contexts. Informed by Foucault’s (1985) notion of ethics

and the four axes of ethical self-formation, this study explores how a group of NETs

employed at a university construct their identities in relation to the teaching practice

and the institutional and the sociocultural contexts. Data have been collected through

in-depth interviews and classroom observations to understand their teaching

practices, their opinions and views of being a language teacher in Chinese universities,

and their struggles and freedom in identity negotiation. Findings suggest that

participants hold different views towards and have different purposes of being NETs

in Chinese universities. They unanimously perceive increasing challenges and

dilemmas to position themselves as professional language teachers both from

students who regard them not fully emotionally engaged in teaching, the local

language teachers who question their academic qualification and therefore the value

of their teaching experiences, and the changing institutional contexts. While some

participants build resistant identities, others are found to counter the disadvantages

and negotiate favorable identities by bringing into play their rich working experiences

and cultural resources in teaching practices and by cooperating with the

administrative personnel to participate in wider academic activities and community

services. The study has implications for changes to the current management system

and culture at institutional level and also for NETs themselves.

31

A study on the Relationship between ESP Teachers’

Knowledge of Students and Teaching Efficiency in China Jiyan HAN (Guangdong University of Foreign Studies)

Knowledge of students in PCK (pedagogical content knowledge) has become a topic

of much interest in recent thirty years. With regard to knowledge of students, the

extant literature mainly seeks to highlight its immense contribution to teaching a

particular subject so as to integrate teachers’ knowledge of students with such aspects

in PCK as knowledge of subject matter, pedagogy and environmental contexts.

However, little attention has been drawn to what elements it contains and how to

improve ESP (English for specific purposes) teaching efficiency from the perspective

of teachers’ knowledge of students. Hence, the aim of this study is to fully explore the

relationship between ESP teachers’ knowledge of students in PCK so as to provide

answer to above questions. By employing qualitative and quantitative approaches, the

study is conducted to investigate eighty ESP teachers in a higher vocational college in

southern China through interview, questionnaire and classroom observation. The data

analysis is performed through SPSS 24.0 software, using the method of independent

sample t-test and one-way ANOVA. Simultaneously, enter regression analysis and

correlation analysis are adopted to clear what factors influence ESP teaching efficiency.

The findings show that there is a significant relationship between ESP teachers’

knowledge of students and teaching efficiency, and the more ESP teachers know

about students, the higher teaching efficiency they could score. The current situation

of ESP teachers’ knowledge of students and the method that ESP teachers can employ

to enrich their knowledge of students are discussed in a way that provides insights

into improving teaching efficiency in China and other similar L2 contexts.

32

Exploring effects of foreign language enjoyment and

anxiety in Japanese students at an English-medium university Aya HAYASAKI (University of Birmingham)

Traditionally, Foreign Language Anxiety (FLA) has been regarded largely as negative

emotion. However, recent studies imply that anxiety should be viewed from broader

perspectives, considering its positive aspects, interrelations with other emotions, and

changes over time and in various contexts. Here, the present research attempted to

investigate emic views of anxiety-provoking experience in Japanese learners of English

who studied at an English-medium university in northern Japan. Qualitative approach

was applied through online questionnaires and semi-structured interviews to analyse

the learners’ narratives regarding their experiences while studying English for

Academic Purposes (EAP) and while studying abroad (SA), both of which are in the

university programme. The findings show that the learners generally had both high

levels of anxiety and enjoyment in both EAP and SA classrooms, but anxiety-provoking

episodes, at least in the long run and in their retrospect, seemed to work more

positively than negatively. They encouraged the development of various coping

strategies, which led to more achievement and increased self-confidence. Enjoyment

in the classroom were found through creative and interactive activities and supportive

and sociable peers and teachers, which seemed to contribute to making the tension

more euphoric. On the other hand, enjoyment per se, without sufficient feeling of

tension, might result in increasing boredom and decreasing productivity. These

emotions were found to be socially constructed rather than an internal state; thus,

each learners’ perceived competence might be more important than their actual

competence. This study supports the significance of anxiety as a positive contributor

to L2 learning experience and its interrelationships with other factors such as positive

emotions or motivation, suggesting further qualitative and longitudinal investigation.

33

Empowering International Student Teaching Assistants

(TAs) Through An Action Research Endeavor Takaaki HIRATSUKA (Tohoku University)

Over the last few decades, the number of international teaching assistants (TAs)

teaching undergraduate courses, including second language courses, has increased

remarkably, as has their responsibilities within those courses. This increase in the

number of international TAs on campus is born partly from efforts to promote

internationalization at universities. Despite this, there are few empirical studies about

them; in particular, research on the experiences of international TAs in the context of

Japan is scarce, and longitudinal reports on their TA experiences even scarcer. For

many TAs, however, the position is an introduction into being an educator at the

university level. It is therefore important to accumulate more research on this issue

with a particular focus on their professional development as pre-service/novice

teachers. In this research, I used an action research methodology to better understand

and improve the quality of life for three international student TAs who were employed

to assist in the delivery of three undergraduate-level English courses which I

supervised. Data were gathered from them throughout the semester, using interviews,

picture drawing, and classroom field notes. Overall, there was an agreement among

the participants that the action research experience enabled them to feel empowered

as teacher professionals in that they reported increases in both their collaboration

with me (the course instructor) and the frequency and quality of their engagements

with their students. They also noted that the feedback they received from and

provided to me became more insightful and wide-ranging. I will conclude this

presentation with my recommendations for future research that aims to shed more

light on the professional development of international TAs and the improvement of

university courses in which they are employed.

34

Autonomy, Agency And Identity in (T)EFL learning:

Understanding BA TEFL Students’ Experiences in a Mainland Chinese University Over Two Decades Peter HUANG (Hong Kong Baptist University)

Bacui CHEN (Lingnan Normal University/Hong Kong Baptist University)

This presentation reports on two studies conducted at two different times in a

mainland Chinese university (LU) over two decades, to explore and compare learner

experiences and pathways of different cohorts of students enrolled in LU’s BA TEFL

degree programme, under the changing socio-educational circumstances. “(T)EFL

learning” refers to learning (learning to teach) English as a foreign language. In the

initial study, the first author conducted an ethnographic study to explore the long-

term development of autonomy among these TEFL students, drawing on data

collected from 2005 to 2007 (Huang, 2013). The study addressed two broad questions:

How do students develop their autonomy within the long-term process of EFL and

TEFL learning? What is the relationship among agency, identity, and autonomy in the

two processes of EFL and TEFL learning in the Chinese EFL context? The study

contritbuted to our understanding of how students go through a transition from more

reactive autonomy to more proactive autonomy over four years in university, in

response to constraints upon and affordances for autonomy in a particular setting.

Over the past decade, China has been taking efforts to enhane the international

competitiveness of its higher educational system, through, for example, building

“world first-class universities and disciplines”. Although LU is not a key university

aiming to become a world-class university, current socio-educational discourses have

been shaping students’ conceptualizations of tertiary education and their

development pathways. The rapid development of economy and technology (e.g.

WeChat) have also impacted on access to educational resources. These motivated us

to revisit LU, from 2016 to 2018, to examine the evoluation of learner experiences and

development pathways in a changing world. These new experiences, examined in the

context of rapid socio-educational transformation, would give expression to

continuities and changes in autonomy, agency and identity in (T)EFL learning."

35

A Narrative Study On The Construction Of Teacher

Professional Identity Through Local And International Practicum Mariah IBRAHIM (Teacher Education Institute, Malaysia)

Mohamed Jafre Zainol Abidin (Universiti Sains Malaysia)

The study of teacher identity amongst pre-service teachers has become significant in

the field of teacher education as the importance of hearing the voice of teacher

trainees is vital for understanding the early construction of teacher identity leading to

positive teacher experience and retainment in the teaching profession.

The interest of this study was to focus on the areas of teacher identity as a trademark

of teacher professionalism and the participant’s engagement during practicum. The

research attempted to seek understanding on how the construction of professional

identity of a teacher trainee was developed through a period of local and international

practicum.

The research was part of a project conducted by a university in Malaysia, which

integrated an international practicum stint for selected students during their final year

of a B. Ed. TESL programme to experience both a local and a foreign context for

teaching. Besides completing their practicum in schools in Malaysia, the trainees went

on to experience another 12 weeks of teaching in schools in the Maldives. This study

focussed on the journey of one of the participants.

Drawing on Wenger’s social theory of identity, this narrative study examined the

journey of Yasmina, a teacher trainee, throughout her local and international

practicum as she negotiated meaning into her becoming of a teacher. This narrative

research provided insights into the construction of teacher identity as she embarked

on a journey that challenged her views of teaching through her engagement with the

different communities of practice. Her story highlighted the tensions and challenges

she faced, as well as reconciliation, as she constructed her own teacher professional

identity."

36

Language Education, Ideologies and National Identity:

Corpus-assisted critical discourse analysis of Chinese Language Textbooks from Mainland China and Hong Kong Issac IU (The Unviersity of Auckland)

The education system in mainland China is said to be highly-politicized since the

establishment of the PRC while Hong Kong‘s education system tends to be

depoliticized. Although these two regions are part of the same country, their historical

background and socio-political environment are diverse. On one hand, Chinese

Language Education in mainland China is centralized with the “One Guide – One Text”

policy. On the other hand, in Hong Kong, there is heated debate over government’s

censorship of Chinese history textbooks and raised the public’s attention on

government’s political moves in education. In addition, the issue of identity conflict in

Hong Kong became white-hot. Chinese Language Education, as an important vehicle

for fostering patriotic or national education, is therefore being concerned.

This research aims to discover the submerged dominant ideologies with a focus on the

cognitive structuring of national identity in the Chinese Language Textbooks for junior

secondary school published in mainland China and the Hong Kong SAR for school

education. Six textbooks from China and six textbooks from Hong Kong will be

examined using a corpus-assisted Critical Discourse Analysis (CDA) framework,

implementing a mixed-method approach to analyse the textbook corpus by employing

corpus linguistic analytical techniques focusing on language at word, sentence and

paragraph level.

The study reveals that the Chinese language textbooks published in mainland China

and the Hong Kong SAR are diverse in their intended to construct students’ national

identity, Chinese identity in particular. A large part of the learning content in textbooks

from China involves topics pertaining to Confucian beliefs which contribute in

constituting students’ cultural identity; textbooks from Hong Kong forge a Chinese

identity relying on a large amount of classical Chinese literature, but they do not

intend to efface cultural characteristics of Hong Kong.

37

Efficacy Of Translanguaging As A Pedagogy In Language

Learning Classrooms Chin Yew KIEU (University of Edinburgh)

Traditionally, language learning classrooms have adopted the monolingual language

policy where only the target language is legitimised as the medium of instruction and

student communication within the classroom (García & Sylvan, 2011). However, this

position has been challenged through the proposal of translanguaging as an approach

to bilingual/multilingual education (Cenoz, 2017; Creese & Blackledge, 2010, 2015;

Duarte, 2016; García, 2013; García & Lin, 2017; García & Sylvan, 2011; Lasagabaster &

García, 2014; Lewis, Jones & Baker, 2012). Research on translanguaging have also seen

increased frequency in recent years, arguing on its transformative and pedagogical

capabilities in the education of bilinguals/multilinguals (Jaspers, 2018; Poza, 2017).

As translanguaging gains recognition as a pedagogical approach in

bilingual/multilingual contexts, the current ongoing study sought to investigate its

efficacy in language learning classrooms to bring about the learning of target named

languages. This study conducted a literature review of fifty research articles published

between 2014 to 2018 which employed empirical measures in the study of

translanguaging in language classrooms. The articles were categorised according to a

number of factors to differentiate the contexts of the language classrooms.

A preliminary synthesis of the contexts and findings of the articles revealed a skewed

cluster of pedagogic benefits and applicable contexts for translanguaging as a

pedagogy. Limitations to generalise translanguaging to other language classrooms in

bilingual/multilingual contexts were discussed while research gaps essential to the

acceptance of translanguaging as a pedagogy were also highlighted. The relationship

between translanguaging and named languages was also re-examined pertaining to

current research findings to enrich the theory of translanguaging.

38

Scoring Reliability for Translation Tasks in Japanese

University Entrance Examinations Studied with Generalizability Theory SatoshiKUROKAWA (The University of Tokyo)

This paper aims to assess translation tasks utilizing the Generalizability theory to

examine whether they satisfy scoring reliability criteria in high-stakes tests. With the

aid of this theory, the variance components and the generalizability coefficient were

estimated, and the number of items and raters necessary for highly reliable

measurement of the entrance exam were simulated.

In high-stakes tests, scoring reliabilities are of critical importance for choosing a

successful applicant. In East Asian countries in general, and in Japan in particular,

enrollment in an established university can decide a person’s success throughout his

or her entire career as well as that person’s social status. However, translation tasks,

which may not exhibit scoring reliability, are traditionally used in Japanese university

entrance examinations. Many researchers have criticized these translation tasks for

this reason. Nevertheless, established universities still use them in their entrance

examinations. Existing research studies have investigated the scoring reliability of

translation tasks. However, these studies did not apply strict scoring rules to the tasks,

allowing each rater to freely assess the task using intuition. Empirical study is needed

of the scoring reliability of translation tasks with plausible scoring items.

In all, 135 Japanese high school students participated in this research. After this group

completed their translation tasks, two well-trained raters assessed each translation

task using a translation rubric that was based on the rubric of the most successful cram

school in terms of its graduates passing university entrance examinations, the Toshin

cram school.

The results indicated that one rater and four items are required to meet scoring

reliability in high-stakes tests (G =.91). Thus, it is evident that translation tasks can be

used for high-stakes tests, such as the Japanese university entrance exams.

39

A Diagnostic Approach To Focused Written Corrective

Feedback Icy LEE (The Chinese University of Hong Kong)

Na LUO (The Chinese University of Hong Kong)

Pauline MAK (The Education University of Hong Kong)

Despite the large amount of time second language (L2) teachers spend responding to

errors in student writing, their written corrective feedback (WCF) practice does not

seem to be effective in helping students improve written accuracy. As a result, it is

suggested that teachers should re-think the conventional WCF approach that

addresses all written errors comprehensively in favour of an alternative approach that

targets specific error categories – i.e. focused WCF. Research on focused WCF that can

inform classroom practice, however, is limited since much of it has been conducted in

experimental / quasi-experimental classrooms that bear little resemblance to

authentic classroom contexts. Such research has little pedagogical relevance to real

classroom situations, giving teachers little idea about how best to go about focused

WCF. This provides the impetus for the present study, which is part of a larger research

project that investigates the implementation of focused WCF in secondary classrooms

in Hong Kong. As part of the larger study, the present investigation aims to provide

baseline data about students’ error patterns so as to inform a diagnostic approach to

focused WCF. Conducted in two Secondary 3 (one band 1 and one band 2) classrooms

with 121 students, this study utilizes a picture writing test that generates useful

diagnostic information about the S3 students’ relative strengths and weaknesses with

regard to written accuracy, also revealing the severest error patterns among the

students. Error analysis was performed on the 121 student texts collected from the

participating students, using error codes generated from a pilot study. The error

patterns of the students are presented and pedagogical implications for a diagnostic

approach to WCF practice are discussed.

40

Researching Language Teacher Cognition – a Discursive

Psychological Approach Li LI (University of Exeter)

Language teacher cognition has become a significant research area in the last decade

to promote learners’ active participation in learning, to address the important role of

teachers in developing effective pedagogy and to enhance teacher learning. Majority

of this research is framed in a cognitive framework, adopting research methodology

to gain understanding of teachers’ mental lives.

In this talk, I challenge the cognitive perspective and approach towards teacher

cognition and bring interaction to the centre of the domain of teacher cognition.

Teachers are active thinkers and in their planning and teaching, they interact with the

context in which they teach through the decisions made in the moment by moment

progression of a lesson. Consequently, teacher cognition should not be treated as

static traits that remain constant, but as a result of interactions with others in different

settings. This talk demonstrates the relationship between interaction and what

teachers think, know, believe and do in professional contexts, and illustrates how

cognition manifests itself in social interaction. Using a methodology informed by CA

principles and theoretical underpinnings, the analysis offered in this paper provides

in-depth understanding of what teachers' cognition-in-interaction (Li, 2017). Results

suggest a discursive approach towards teacher cognition offers a finer-grained

understanding of the phenomenon. Implications for teacher learning and effective

pedagogy are discussed."

41

Identity, Social Networks and Pragmatic Decisions of L2 Chinese Learners in Study

Abroad Context: A Language Socialization Perspective

LI Wendong (Shanghai International Studies University)

Second language socialization in study abroad contexts has been a robust field of

inquiry, but how multilingual learners’ identities mediate their pragmatic socialization

process is a theme that remains rarely explored. The present study seeks to examine

how eleven CSL (Chinese as a second language) learners from Belt and Road Initiative

countries construct their identities and how that impacts on their Chinese pragmatic

socialization and pragmatic subjectivity in sojourns abroad. Qualitative data were

elicited by multiple instruments including (1) role play (RP) and recall protocols; (2)

semi-structured interviews; (3) learners’ self narratives and (4) participant observation

and field notes.

Drawing on identity and investment model (Norton, 2013), results suggested that

contingent on different interactional situations, learners’ multilingual and

multicultural identities were dynamically constructed and re-constructed in the

process of contestation and negotiation with their multilingual resources. Their

differing subject positionings might stimulate the enactment of imagined identities

and imagined communities and affect their investment in various capitals, which

consequently led to the emulation or resistance of certain pragmatic norms. Learners’

pragmatic subjectivity was not reducible to a dichotomy of resistance or

accommodation, but was subject to learners’ multilingual investment and was

reproduced in the pragmatic socialization process. These findings captured the

dynamic, complex and evolving changes occurring in participants’ pragmatic

subjectivity during pragmatic socialization abroad, and revealed how pragmatic

subjectivity was mediated by their multilingual identities and affected further

socialization. The study thus calls for greater sensitivity to learner agency and

subjectivity in their pragmatic choices.

42

Developing Blog for Learning English Essay Writing:

Student’s Perception LISTIANI (Universitas Muhammadiyah Purwokerto)

Learning requires a medium to help learners learning. Blog can be designed to assist

the learners in learning. Learning English essay writing can use a blog as its learning

medium to share its theory and to train writing practice. Finding out what the students

perceive toward the implementation of the blog and their reasons is needed to be

done. As it is discussed in this paper, investigating student’s perceptions toward a blog

conducted after the implementation of the blog in English essay writing class is

presented in this paper. This survey study was one of research results under the

research and development of a blog designing for learning English essay writing. The

representatives of fourth semester students in one of private universities in Central

Java province in Indonesia consisting of 8 students were the subjects of this research.

They were selected since they experienced the blog in learning English essay writing

in essay writing class. A questionnaire was used to collect the students’ perception

data. It consisted of 7 (seven) questions revealing the accessibility of the blog and the

fulfillment of students’ needs for learning the materials, and the questionnaire also

collected whether the blog facilitated classroom interaction, assisted the students

learning inside and outside the class, and provided the clarity of materials description.

The results showed that 100% of students had positive perception toward the blog

consisting of 52% chose agree and 48% selected very agree. The reasons were that the

blog used very simple, quick and easy steps to access the content; provided complete

materials; used understandable language and detail explanation; and met the syllabus

requirements; provided additional learning sources; needed simple tool; made

students ready for class; helped to review the materials, and met students’ interest

on technology.

43

Exploring Bilingual Learners’ Desires In English-Medium

Studies: Evidence From A Thai Private Bilingual School LIU Yiqi (The Open University of Hong Kong)

The last two decades have seen huge changes in the focus of English language

education in non-Anglophone countries and jurisdictions around the world. English as

a medium of instruction (EMI), as opposed to English as the object of instruction has

been burgeoning in many Asian societies. While there is fruitful research on English

language teaching and learning in Asia, less attention is drawn to the students’

experiences and perceptions about using English to learn academic content. Drawing

on data collected in a bilingual secondary school in Bangkok, Thailand, the current

study explores EFL learners’ perceptions, desires and discursively constructed

identities in the EMI academic program. It is found that while the EFL students actively

invest in EMI studies under multiple and sometimes contradictory desires shaped and

reshaped by desires of their parents and the State as well as themselves, they seem

to embrace the hegemony of white, native English. It is therefore suggested that

critical and egalitarian multilingualism should be added as an element in the English-

medium academic programs in Asia-pacific secondary education.

44

A Narrative Inquiry of a Chinese Teacher’s Identity

Experience in a Cross-cultural School Context in Hong Kong Winifred MA (Hong Kong Baptist University)

Peter HUANG (Hong Kong Baptist University)

Along with the rapid development of globalization, a growing expansion of

transnational education have spread in many parts of the world (Resnik, 2012; Starr,

2014), including Hong Kong. In Hong Kong, a multilingual society with cross-cultural

complexity (Trent, Gao & Gu, 2014), some schools have implemented a type of

“glocalized” curriculum (Luk-Fong, 2005), in which teachers and students from mixed

cultural backgrounds work concordantly toward a better future (Patel & Lynch, 2013).

The new situation creates more challenges for teachers and it is important to see how

teachers cope with the challenges in the workplace by examining how they “form

sense of themselves – teacher identities” (Holland & Lachicotte, 2007, p.103).

The study investigates the experiences and perceptions of an experienced Chinese

teacher in a cross-cultural primary school with “glocalized” curriculum in Hong Kong.

According to Danielewicz (2001), forming a teacher identity is a process in which a

person negotiates with the society based on his experience within a specific context,

time and place. In addition, Gaudelli (1999) suggests that the elements of identity (e.g.

gender, previous occupation, cultural and religious background, etc.) influence

teacher pedagogy. Therefore, the research objectives are to explore how the Chinese

teacher’s identity is shaped and negotiated in the specific context, and the

relationship between her teacher identity and teaching pedagogy. Using a narrative

inquiry approach, we attempt to understand the Chinese teacher’s experience

through in-depth interviews with her and classroom observations. The preliminary

findings indicate that the teacher needs to shift her identities to survive change. In

addition, the relationship between teacher identity and classroom pedagogy can be

seen as crux of practice in the classroom. Implications for theory and practice will also

be discussed in the future presentation.

45

Family Background and Extracurricular English Learning:

Ethnography of Language Ideologies and Language Management in China MA Yan (Shanghai International Studies University)

Parents in China now are of great enthusiasm to outsource extracurricular lessons and

activities to ensure their children’s English learning. This study draws on one year of

ethnographic observations and interviews with parents and children in 4 families in

Shaoxing, a small city in East China, to explore how parents in different social classes

differ in their ideology and investment practice towards their children’s English

education. Through comparative analysis, the study reveals though all the families

acknowledge the importance of English and there are great similarities among families

in the same social class, differences are distinct among those in different social classes

with regard to how they perceived the importance and what measures they take. The

results also reflect China’s sociocultural and socioeconomic factors that underlined

the heated wave of English learning as well as the social, cultural and economic

conditions of different families that exert a decisive influence on their children’s

learning experience.

46

Subject-Operator Disagreement in English Existential

Constructions: A Corpus-Based Analysis of American English and Hong Kong English Chi Wui NG (The Chinese University of Hong Kong)

Attributed to disparate goals as well as tenets of prescriptive grammar and descriptive

grammar, disagreement exists between the two in that prescriptive grammar rules

may be violated in descriptive grammar; one concrete instance is subject-operator

disagreement in English existential constructions (Fowler, 1908, 2009). Findings of

antecedent studies unanimously lent support for substantial deviation of learners’

actual language usage from the prescriptive rule of subject-operator agreement (e.g.

Martinez-Insua & Palacios-Martinez, 2003).

The present study is intended to follow up to identify any changes in patterns of

subject-operator disagreement in recent years and look specifically into subject-

operator disagreement in English existential constructions in Hong Kong English. A

quantitative research design was exploited, and data of American English and Hong

Kong English were collected from the Corpus of Contemporary American English and

the PolyU Learner English Corpus respectively. After calculation of the frequency of

occurrence as well as that of subject-operator disagreement in each variety of English

existential construction in each register, the percentage of occurrence of subject-

operator disagreement was computed.

It was discovered that subject-operator disagreement in English existential

constructions was rare amongst American English speakers yet more frequent

amongst speakers of Hong Kong English. Whilst such disagreement occurred more

frequently in English existential constructions with plural notional subjects and

singular verbs produced by both groups of speakers, patterns of disagreement of the

two groups varied substantially in terms of register.

Rarity of subject-operator disagreement in English existential constructions produced

by American English speakers possesses a disposition to suggest that language use of

those speakers is still influenced by the prescriptive rule of subject-operator

agreement in English existential constructions while pervasiveness of subject-

operator disagreement in English existential constructions produced by speakers in

Hong Kong English indicates disparities between those speakers’ language use and

prescriptive rules.

47

Affective and Social Aspects of Motivation Strategies in

Self-directed Learning NIE Yanwei (Shantou University)

Self-directed learners take greater responsibility for their language learning, which

requires them to play various roles of planners, motivators, administrators, assessors,

and evaluators. Given so many new roles to take, the shift of identities from passive

learners to self-directed leaners entails considerable challenges, in which motivation

is the key to success as it sustains the long-term process of constructing new identities

as self-directed learners. Dörnyei (2001, 110) proposes five groups of self-motivation

strategies: commitment control, metacognition control, satiation control, emotion

control and environmental control. Since each self-directed leaner is a unique

individual, they have their own problems in maintaining motivation and adopt

different strategies in tackling them.

This study aimed to investigate how self-directed leaners at a key Chinese university

preserved their motivation until they achieved their intended goals. Two concerns

triggered the study: Firstly, the majority of Chinese students learn English in a teacher-

centered classroom, with little experience in self-directed learning. The cultivation of

new identities tends to be challenging for them. Secondly, while much research has

underlined the significance of social and affective aspects of motivation strategies,

little is known about what strategies Chinese self-directed learners like to use.

Therefore, the current study enrolled 46 students to take part in the questionnaire

survey, with 10 of them contributing ideas in the follow-up focus group interview. The

research findings reveal that self-directed learners in China apply diverse motivation

strategies. While strategies concerning affect are widely used, the most frequently

used strategies deal with the social aspects. To be specific, self-directed learners in

China are favorable of listening to consultants’ and peers’ language learning

experiences, studying in pairs or groups, and seeking competition from their peers."

48

Promoting Reflective Practice Among Malaysian Pre-

Service ESL Teachers Via The Use Of A 5-Step Copora Reflective Framework: A Case Study Wei Ann ONG (Universiti Malaysia Sabah, Malaysia)

Suyansah SWANTO (Universiti Malaysia Sabah, Malaysia)

Asma ALSAQQAF (Universiti Malaysia Sabah, Malaysia)

Teachers who engage in reflective practice have been found to be more efficacious,

more willing to experiment with novel learning methods, and more likely to survive

the initial years of teaching. While past research has lamented the descriptive and

emotive nature of the reflections made by pre-service teachers during their teaching

practice, studies have also called for pre-service teachers to be given explicit

instructions on how to engage in reflective practice. This paper presents the results of

an exploratory study into the use of a 5-step Cognition-Practice-Observation-

Rationalisation-Action (CoPORA) framework, which was coached to a group of 13 pre-

service ESL teachers in Malaysia before they underwent the second phase of their

teaching practice in primary schools. The data for this study was gathered via the

analysis of the respondents’ post-lesson reflective entries and focus group interviews.

Compared to the data in the baseline study, more reflective entries of the respondents

have moved from the level of pre-reflection and surface reflection to pedagogical

reflection as a result of the use of CoPORA. In the interview, the respondents

expressed that they welcome the use the CoPORA framework as it gave them a

structure for them to reflect on their lessons with a critical depth. Nevertheless, the

respondents pointed that they still need help in rationalising the issues that they have

observed in the classroom and in suggesting relevant actions to solve the issues. This

study suggests that the use of the framework can be used in a collaborative setting,

either among peers or with a mentor and supervisor, so that the reflective framework

can be a platform for teachers to help each other in reflecting and brainstorming

actions that can be taken to tackle the concerns that arise in a lesson.

49

Translanguaging Practices In An ELF Transnational

University In China: A Multimodal Analysis Wanyu OU (The Chinese University of Hong Kong)

GU Mingyue Michelle(The Education University of Hong Kong)

This article investigates multilingual students’ language practices in an

internationalized university in China where English works as the lingua franca for

students and teachers. In this study, we explored a spatial conceptualization of

language drawing on recent theoretical development in applied linguistics (e.g.,

Canagarajah, 2018a, 2018b; Kramsch & Whiteside, 2008; Wagner, 2018) to inform our

understanding of grass-root language practices in a way of transcending the

language/context distinction. A multimodal discourse analytical approach informed by

Busch (2012) is used to offer an in-depth reading of individuals’ experience of

language use and beliefs about language. Illustrated with three cases of multilingual

students with diverse linguistic and sociocultural backgrounds, the findings suggest

that local translanguaging practices are emergent and assembled linguistic repertoires

in relation to the sociolinguistic spaces where the languages and language policy are

situated. Findings also highlight multilingual users’ agency and capability in

strategically configuring their semiotic resources to accommodate their

communicative and social needs. This study discusses the interplay of overt and covert

language policy in the situated interactional contexts. Relative findings provide

insights into a more holistic approach to LPP in ELF higher education context that

accentuates communicative strategy development rather than policing individuals

with rigid language norms.

50

Theory versus Practice: The Experiences of Student

Teachers in a Practicum Jasmine PADETI (The English and Foreign Languages University)

This study investigates the change in cognition (about language learning and teaching)

of ESL teacher trainees (TTs) in a Bachelor of Education (BEd) programme from an

Indian University, experienced in a sixteen-week teaching practicum. One of the main

objectives of these programmes is to introduce the TTs to theory and to provide hands

on experience during the practicum. Beliefs of language teachers about language

learning and teaching have a significant impact on their practices. The National Council

for Educational Research and Training (NCERT) in India changed the one-year

programme to two-years to offer adequate teaching experience. The theory of

dissonance and Borg’s model of teacher cognition form the theoretical framework to

understand the cognitive changes of TTs and the relationship between the elements

(beliefs, attitudes and knowledge) of cognition.

Some studies suggest that these programs impact (Ozmen, 2012) and while others

state that they don’t have any impact (Peacock, 2001) on TTs’ cognition. This study

attempts to track the changes in the cognition (beliefs and Pedagogical Content

Knowledge (PCK)) and to analyze the impact of the programme by taking the program

as a dynamic variable.

Qualitative data from semi-structured interviews and reflective journals were

collected from all the participants to obtain a detailed description of the participants’

perceptions of their practicum experiences.

The hypothesis of the study states that each phase of the program brings changes at

different degrees. Students engagement in the practicum as expected, had a higher

impact on their cognition. Results indicate that the TTs’ practicum was characterized

by a change in their cognition. This phase created dissonance leading to consonance

in their beliefs beyond the sixteen-week teaching practicum. The findings will be

helpful in designing effective teacher education programmes. Implications of the

study will contribute for ESL teacher preparation programmes in ESL contexts.

51

Applying Cognitive Linguistics to English Preposition

Acquisition by Young Chinese Learners PAN Xie (The Hong Kong Polytechnic University)

YAN Long Feng (WE English)

To master English prepositions is notoriously challenging for EFL learners. It has been

argued that the semantics of English prepositions can be systematically analysed from

a Cognitive Linguistics (CL) perspective, and attempts have been made to apply a CL-

informed teaching approach in EFL classrooms. Nevertheless, on the one hand, the

bulk of the investigations focuses on adult learners who are at the advanced level of

English. To what extent young learners could benefit from a CL-informed approach is

underexplored. On the other hand, the majority of studies only provide quantitative

results as empirical evidence. Limited attention has been paid to exploring

explanations for the efficacy. Therefore, how this approach can best be implemented

in young learners’ classrooms awaits further investigation.

This study aims to investigate the effectiveness of a CL-informed approach to English

preposition acquisition by young Chinese learners, focusing on locative prepositions

in, on and at. A quasi-experiment with an explanatory sequential design is employed.

In the experimental group, a Conceptual Metaphor TIME AS SPACE that originates

from CL is exploited. The intervention is using metaphoric thinking to address the

connection between the temporal uses and spatial uses of target prepositions

explicitly. In the control group, a deductive rule-based teaching approach is adopted

to assist in finding rules for the uses of the target prepositions. Quantitative data will

be collected from 50 participants through pre-test, immediate post-test, and one-

week-delay test. Qualitative data will be collected from the instructor by a semi-

structured interview, in order to probe into the classroom interactions. Findings from

a pilot study with 22 participants overall support the positive effect of a CL-informed

approach on learning outcomes and learning experience. Pedagogical implications and

future directions will be discussed.

52

Enhancing Teaching Effectiveness With Embodied

Cognition Michał PARADOWSKI (Institute of Applied Linguistics, University of Warsaw)

In the ‘orthodox’ view, cognition has been seen as manipulation of symbolic, mental

representations, separate from the body. This dualistic Cartesian approach

characterised much of twentieth-century thought and is still taken for granted by

many people today.

Language, too, has for a long time been treated across scientific domains as a system

operating largely independently from perception, action, and the body (articulatory-

perceptual organs notwithstanding). This could lead one into believing that to emulate

linguistic behaviour, it would suffice to develop ‘software’ operating on abstract

representations that would work on any computational machine.

Yet the brain is not the sole problem-solving resource we have at our disposal. The

disembodied picture is inaccurate for numerous reasons, which will be presented

addressing the issue of the indissoluble link between cognition, language, body, and

environment in understanding and learning. The talk will conclude with implications

and suggestions for pedagogy, relevant for disciplines as diverse as instruction in

language, mathematics, and sports.

53

Promoting Intercultural Competence Via A Home Culture

Lens Michał PARADOWSKI (Institute of Applied Linguistics, University of Warsaw)

"Underlying the mainstream of current SLA research is the Ansatz that some level of

attention to the formal, discursive and pragmatic aspects of language is necessary for

acquisition to take place. At the same time learning invariably proceeds by relating

new facts to the already familiar; in the context of foreign language learning – the

student’s mother tongue (L1).

Given humans’ natural need for safety, the target language (TL) should literally be

taught in the framework of the learner’s L1. A promising perspective for successful

grammatical, intercultural and pragmatic training is the Interface Model (Gozdawa-

Gołębiowski 2003), which proceeds from an explication of how relevant principles

operate in the learners’ L1 (culture) through an explanation of pertinent L2

rules/norms and subsequent modification of the L1 principle to accommodate L2 data,

to practice first expecting the learner to apply the appropriate FL strategies and

speech acts against an L1 context. By such a gradual, multi-stage method the learner

gains command of the FL system and becomes ‘pragmatically fluent’ before

commencing to use the operational principles in the TL itself. The juxtaposition and

use of L1 and L2 principles alongside lead to successful automatisation and

internalisation of the material and the development of pragmatic multicompetence.

The Interface Model enables them to transfer those patterns of interactional

behaviour which will be appropriate. A controlled longitudinal classroom experiment

carried out on secondary-school students (n=292) across a representative range of

grammar areas reveals considerably improved results of experimental groups over

control groups. The instructional model has the potential to be equally effective with

reference to reading comprehension strategies, discourse conventions, academic

styles, information structure, or the development of pragmatic and intercultural

competences."

54

Out-of-class Interaction And Second Language

Acquisition: Insights From Peer Learner Networks Michał PARADOWSKI (Institute of Applied Linguistics, University of Warsaw)

Karolina CZOPEK (Institute of English Studies, University of Warsaw)

Magdalena JELIŃSKA (Institute of Applied Linguistics, University of Warsaw)

Andrzej JARYNOWSKI (Interdisciplinary Research Institute in Wrocław/Głogów)

Social networks play an important role in the behaviour and attainment of individuals.

This study makes a case for the strong influence of social variables on L3 learning

outcomes, and constitutes the first application of the innovative computational

methodology of social network analysis (SNA) to investigating the phenomenon in

unregulated conversational interaction.

In a population of Erasmus exchange students at a university in Germany, and a

sample of participants in an intensive summer course of Polish language and culture

in Warsaw, we find among others i) that the best predictor of target language (TL)

performance among the students is reciprocal interactions between individuals in the

language being acquired, ii) that outgoing interactions in the TL are a stronger

predictor than incoming interactions, iii) a clear negative relationship between

performance and interactions with same-L1 speakers, iv) a significantly

underperforming English native-speaker dominated cluster, and v) that more intense

interactions take place between students of different levels of proficiency. Analyses

of the various standard centrality measures vis-à-vis performance in turn reveal that

the best predictors of progress are closeness and degree centrality, while

betweenness and PageRank fail to correlate. This tendency is observed in both

objective and subjectively assessed progress in learning. This suggests that for

language acquisition via social interaction, it is the structural properties of the network

that matter more than processes such as information flow.

Social network analysis provides new insight into the link between social relations and

language acquisition, showing how social network configuration and peer interaction

dynamics are stronger predictors of L2/L3 performance than individual factors such as

attitude or motivation, and offers a novel methodology for investigating the

phenomena.

55

Teacher Identity And Investment: First Year Language

Teacher Students Investing In Their Future Profession Anne PITKÄNEN-HUHTA (University of Jyväskylä)

Maria RUOHOTIE-LYHTY (University of Jyväskylä)

The aim of this study is to investigate how student teachers approach their future

work as language teachers and how they invest in their futures. Teacher’s professional

identity is a constantly evolving construction that is shaped by education, past and

present experiences as well as future aspirations. In understanding the development

of teacher identities, especially in the early stages of its development, we need to

focus not only on the present but also on the narratives of the future and their

imagined identities (Kanno & Norton, 2003). Examining how teacher students imagine

their future also reveals how they are willing to invest in their professional

development (Barkhuizen, 2016). The importance of future goals has been studied in

applied linguistics in connection to learner identities. Learner investment into

language learning is mediated by his/her ideal L2 self that motivates the person to act

to reach that goal (Dörnyei, 2005). Fewer studies, however, have addressed the

question of the significance of imagined identities and investment with future

language teachers.

The data consist of 63 pre-service teachers’ visualizations of their future work during

the first semester in language teacher education. The students were asked to visually

illustrate their dream job and its antithesis and to describe what factors might support

or make it difficult to reach the dream situation. The pictures and the descriptions

were thematically analyzed. Four categories were found: (1) teaching profession vs.

another job, (2) two opposite contents of the teaching profession, (3) ethical values of

work, and (4) profession not related to teaching. In this paper, we focus on the ways

in which the participants in these categories describe their investment in their future.

The findings show that different conceptualizations of work and imagined identities

are also directly visible in the students’ readiness to invest in learning.

56

The Language Learning Identities of Students with

Intellectual Disabilities Rich PORTMAN (HHCKLA Buddhist Po Kwong School)

Research into the foreign language learning experiences of students with intellectual

disabilities is scarce, yet an increasing number of Hong Kong’s schools that cater for

such learners include English in their curriculum. Many of these students, unlike their

mainstream counterparts, will not take exams in English and often face limited

employment opportunities upon leaving school. It could be assumed that this would

result in a lack of motivation to learn English, as well as having an effect on the extent

to which learners identify with the language, both considered essential to successful

language learning. However, no study to date has explored the language learning

identities of students with intellectual disabilities.

To address this, this study seeks to answer the following: how do students with

intellectual disabilities identify with their learning of English, and how might this affect

their motivation? From there, the study aims to learn more about the intrinsic and

extrinsic motivations of these learners and what English means to them.

The participants, aged between eight and eighteen, all attend a special school in Hong

Kong’s New Territories that caters for learners with intellectual disabilities, with

autism spectrum disorder, attention deficit hyperactivity disorder, and Down

syndrome the most common diagnoses. The methodology uses a combination of

draw-a-picture technique and follow-up interviews (carried out in the learners’ first

language).

Findings will be relevant to anyone working with learners with special educational

needs, as well as those interested in identity and motivation in language learning. They

may also be of interest to teachers in mainstream school settings, many of whom cater

to students with diverse learning needs."

57

Between Practices, Identities, And Trajectories: How Do

Language Teachers Conceptualize Language? Maria RUOHOTIE-LYHTY (University of Jyväskylä)

Johanna ENNSER-KANANEN (University of Jyväskylä)

Anne PITKÄNEN-HUHTA (University of Jyväskylä)

"This paper presents the preliminary results of a study investigating how language

teachers’ conceptualizations of language emerge and are negotiated in classroom

practices. It is often assumed that language is a concept which all teachers understand

in the same way. In reality, the concept emerges in teacher practices in varied ways,

so that conceptualizations of language can be seen as assemblages of understandings

which teachers gather throughout their trajectories, which are intertwined with their

professional identities, and which are negotiated in interaction with learners.

Teachers act as mediators between societal demands and changes, on the one hand,

and institutional policies and practices, on the other and constantly negotiate their

own identities with these external circumstances. Thus the connection between

conceptualizations of language, identities, and practices is not only significant in terms

of learning outcomes but also in creating, maintaining, challenging and changing

societal language ideologies.

The case study of a German as a foreign language and a Finnish as a second language

teacher at the basic education level (years 7-9) is set in a comprehensive school of

mid-sized Finnish city. As a theoretical lens, we adopt a framework by the Douglas Fir

Group (2016) that describes L2 learning as occurring on micro (interpersonal social

activity), meso (sociocultural institutions), and macro (ideological structures) levels.

Methodologically, the project draws on participatory and rhizomatic approaches to

data collection and analysis. The data set of the project include interviews with the

two teachers, observation and video-recordings from 6 lessons, and stimulated recall

sessions. In this presentation, we focus on observations and interviews with the two

teachers and their conceptualizations of language, the aspects of their trajectories

that have shaped these conceptualizations, their teaching practices where they

surface and are negotiated, and how all these are intertwined with their professional

identities.

58

A Multiple Case Study of English Language Teacher

Cognition about Technology Integration in Hong Kong Wing Hoi, Cathy SHIU (The University of Hong Kong)

This research studies the teacher cognition about technology integration of three

English language teachers in their classroom experiences in Hong Kong. Infusing new

technologies and multiliteracies into the existing English curricula can prepare

students to develop competencies to successfully navigate the contemporary

language and literacy landscape in further studies and work. Nonetheless, low-level

use of technology is widely observed in English language classrooms. Since teachers

take an active decision-making role in creating the classroom agenda (Borg, 2006), it

is crucial to examine the complexity of teachers’ thinking. English language teacher

cognition about technology integration refers to English language teachers’ self-

reflections on their experiences with technology from personal digital history, earlier

schooling and professional training related to technology, their classroom practice

with technology influenced by contextual factors, their pedagogical beliefs about

technology integration, and their teacher knowledge about technology integration.

There is a need to understand how English language teachers’ cognition about

technology integration influences their classroom practice and what factors constrain

or facilitate their technology integration.

This qualitative multiple-case study investigates the teacher cognitions of three

English language teachers in Hong Kong schools, in terms of their experiences with

technology, their pedagogical beliefs, their knowledge about technology integration

and their teaching practice. Data was collected through semi-structural interviews, a

WhatsApp chat to share classroom experiences about technology integration,

classroom observations, reflections after observations and a post-study meeting for

cross-case analysis. A revised conceptual framework inspired by Mishra & Koehler’s

(2006) concept of technological pedagogical content knowledge (TPACK) and Borg’s

(2006) theory of language teacher cognition is used to guide the study. The initial

findings show that globalised and global learning experiences with technology and the

changes of professional roles enhanced the teachers to risk with technology and

promoted their competence in integrating technology in teaching.

59

Transformation in Cross-contextual Academic Reading

Practice from an Activity Theory Perspective SONG Beibei (National Chengchi University)

CHAO Chin-Chi (National Chengchi University)

In order to understand how academic reading practice transforms cross-contextually,

this case study zoomed in on the experience of one Mainland Chinese doctoral student

in Taiwan, pseudonym Meili. Data were collected over a period of 30 months via oral

narratives, semi-structured interviews, shadowing observations, and informal

dialogues and conversations. The results showed that Meili’s academic reading

practices went through three transitional phases: from the ease and smoothness

experienced while studying in Mainland China, the challenge and frustration upon first

arrival in Taiwan, to gradually improved academic reading in English but disappointing

English proficiency test results when approaching her graduation. When her

experiences were analyzed as three activity systems (Engeström, 1987), it became

clear that behind her transformation was negotiation among different academic

communities and practices. In particular, the changing objects of the participant’s

reading practice actually resonate with her development as a member of the academic

community: first as a member of the local English learning community in Mainland

China, then that of the Taiwanese academic community characterized by a

combination of Chinese and Western practice, and finally moving on to that of the

imagined international academic community. Suggestions are made to cross-

contextual students and graduate programs.

60

How EFL Expert Teachers In Shanghai Develop Their

Expertise In A Centralized Curriculum Nancy SONG (Shanghai International Studies University)

Given a proliferation of teacher expertise research, limited attention has been paid to

EFL teacher’s professional expertise especially in contexts of centralized curriculum

that prevails in China and other East Asian countries. The study attempts to explore

EFL expertise by interviewing 20 EFL expert teachers in Shanghai. These expert

teachers work in primary and secondary education sectors, and are competitively

selected and awarded by Shanghai Municipal Educational Commission. The findings

identify four domains of EFL expertise, including understanding of centralized

curriculum standard, textbook, testing and students. Based on the four domains, the

study reveals how they perceive, interpret and deal with the centralized curriculum,

and developed their professional expertise in EFL teaching. The study provides

implication for EFL teacher education on how they can appropriate centralized

curriculum to facilitate their EFL teaching.

61

Delve into the Course-based and Group-mediated

Autonomous Learning Experiences among Chinese University Students Enrolled in an English for Academic Purposes Writing Program: Realities, Challenges and Possibilities SUN Xiujuan (East China University of Science and Technology)

This study explores the lived autonomous learning experiences of Chinese university

learners enrolled in a project-based English for Academic Purposes (EAP) writing

course, where students were confronted with the forefront challenges in self-

managing the blended language learning activities mediated by both classroom course

and technologies. Through prolonged observation of student performance as well as

in-depth analysis of the multiple sets of qualitative data collected regarding their

project-based, portfolio-aided and MOOC-incorporated learning process, it was

discovered that in the face of the vast autonomous learning opportunities, students

indeed encountered a multiplicity of overwhelming problems including inactive class

engagement, ineffective portfolio use, sluggish MOOC participation, and incompetent

self-regulation at individual and collective levels as they wrestled with learning

activities that concurrently took place in the classroom, group and online communities.

Coupled with the discussion about three individual cases, the study indicates that

fostering a coherent and transferable sense of autonomy across distributed learning

contexts entails negotiability of multi-scaled social relations, robust group cohesion,

appropriate instructor scaffolding and formal learning compatibility from an external

perspective, as well as students’ capacity of enacting connectivism and critical self-

regulation from an individual point of view. Finally, the study lends itself to some

open-ended thoughts about a nexus of potential future lines in relation to autonomy

research.

62

Understanding Identities-In-Practice, Identities-In-

Discourse, and Identities-In-Activity: Experiences of Higher-Education-Based English Lecturers In Mainland China Mark TENG (Hong Kong Baptist University)

Peter HUANG (Hong Kong Baptist University)

Recent education reform of world-class, high-ranking university building in China has

yielded great challenges for young and long-serviced lecturers in China’s higher

education. Research on identity development of English lecturers—who play a pivotal

role in English teaching and research—has become an emerging topic in higher

education. However, systematic research into English lecturers’ identity development

while engaged in various communities, including teaching, research, and academic

service, had not been conducted in the contested and constantly shifting contexts of

higher education in mainland China. The present study was conducted to bridge this

gap, with a focus on understanding English lecturers’ identity development through

exploring challenges they encountered, their various responses to constraints in

fostering changes to their work, and their possible agency in navigating challenges for

enhancing teaching and research. Drawing upon theoretical framework comprising

communities of practice (Wenger, 1998), discourse theory (Bucholtz & Hall, 2004), and

activity theory (Engeström, 2001), the present study breaks new ground in

incorporating both teacher identity-in-practice, teacher identity-in-discourse, and

teacher identity-in-activity. In particular, this study examines how five English

lecturers moved into, out of and through various communities of practice, and how

they transformed and reconstructed their identities while participating professional

activities. Data were triangulated through narrative frames, interviews, field

observations, informal talks after observations, and documents. Data analysis

included the “bottom-up” and “top-down” approaches. A biographical methodology

used in the present study yielded rich and detailed insights into the ways in which

processes of identification and participation were generated and constituted, the

multiple dimensions of identity construction as an English lecturer, and the complexity

in crossing boundaries within and across communities of practice. This study sheds

light on English language teaching and teacher education, the understanding of

identities-in-practice, identities-in-discourse, and identities-in-activity, and its

relevance to higher education.

63

Preservice Teacher Identity Construction In Multimodal

Pedagogic Practices: Focus On Multimodal Reflections Ming-I TSENG (Fu Jen Catholic University, Taiwan)

Despite the proven benefits of adopting multimodal approaches for language

instruction, little is known about incorporating multimodal pedagogies into teacher

education programs. Situated in one TESOL education course, this case study explores

the Taiwanese EFL preservice teachers’ identity construction in multimodal pedagogic

practices through their multimodal reflections. Preservice teachers’ multimodal

reflection is seen as the multimodal form of reflective writing, composed as an

academic genre and as the practice of learning in the profession.

Adopting a “textography” approach (Swales, 1998) which combines a textual and an

ethnographic approach for investigating writing practices, the research uncovered the

role of multimodal reflection on mediating preservice teachers’ identity construction

as they learnt to incorporate multimodal pedagogies into their teaching practicums.

Two types of data sources were collected: multimodal reflections such as posters,

PowerPoint slides, and multimodal essays, and interviews. The framework on writer’s

discoursal identity in terms of voice expressions for positioning (Ivanič & Camps, 2001)

and multiliteracies pedagogy (Cope & Kalantzis, 2000) were employed to analyze

semiotic resources and discourses which preservice teachers draw upon to align with

or detach from academic and professional discourses to position themselves in the

specific context of TESOL teacher education in Taiwan. The analysis revealed that two

major discourses, multimodality-centered teaching and multimodality-assisted

teaching, underpinned the teachers’ identity construction. Deploying multiple

semiotic resources to conduct multimodality-centered teaching allowed preservice

teachers to help their EFL learners enhance their motivation and performance.

However, the dominant language-based mode for legitimately representing meaning-

making (Romero & Walker, 2010) resulted in multimodality-assisted classroom

teaching with assessing learning outcomes presented through linguistic modes only.

The negotiation of these two major discourses, evident in preservice teachers’

multimodal reflections, illustrated the process of reflecting upon and reconstructing

their professional identities. Implications regarding the potential of multimodal

reflections for teacher education are also discussed.

64

Hong Kong English vs. Kongish: Hong Kong Young

People's Attitude Ling Yu TSOI (The Education University of Hong Kong)

Under digitalization and globalization, various forms of Englishes flourish in the virtual

world. In Hong Kong, Kongish, a form of colloquial English, has gained popularity in

social- networking sites by meshing English, Cantonese slang (including swear words),

computer-mediated communication (CMC) and some Hong Kong English terms. To

compare the well- researched Hong Kong English with Kongish, a questionnaire survey

was designed based on Schneider (2003), Setter et. al (2010) and Wong et. al. (2017).

In 2017, 176 post- secondary school students and 132 working adults were asked to

indicate their attitudes towards the two emerging varieties. Results indicated that

Kongish was more preferred than Hong Kong English by both participant groups in

informal contexts. One possibility is the recent political disturbances of Hong Kong,

causing young people to establish their group identity with a novel form of English.

Student group’s preference of Kongish in formal contexts was significantly higher than

that of the working adult group. It was suspected that the difference in education

system caused post-secondary school students to be stronger advocates of Hong Kong

English in formal contexts.

The findings agreed with Sewell and Chan (2017)’s claim that existing models of

varieties of English could not fully explain the situation in Hong Kong. Nonetheless,

based on Schneider (2016) and Lambert (2018)’s narrations on varieties of English, it

was suggested that HKE and Kongish have become the acrolectal and basilectal

varieties of Hong Kong respectively. It was projected that in addition to English

(postcolonial language), Cantonese (regional dialect), Putonghua (national language)

and code mixing, Kongish and Hong Kong English will continue to thrive and function

in different contexts of Hong Kong.

65

Bringing Children’s Topic Interest to Improve Their Participation in English Reading Class Naning WAHYUNI (The University of Auckland)

The willingness of children to learn is an essential factor for a successful education.

Many studies have claimed that children learn things better when they are interested

with the object of learning (e.g. Renninger, 1990, 2000; Renninger & Leckrone, 1991;

Renninger & Hidi, 2002; Renninger & Hidi, 2016). This interest leads to motivation and

further engagement (Renninger & Hidi, 2016). This study aimed to improve students’

participation by integrating their topic interest in English reading class. For 12 weeks

reading program, 30 children of grade three were encouraged to explore various

interesting topics from provided reading materials. Seventy minutes of the weekly

reading session was started with guided reading, followed by peers-reading and self-

reading. In guided reading, the teacher read a book to children and led the discussion

about the content. In peers-reading, children created a smaller reading group of 4 or

5. In self-reading, each child read their favorite book individually. The group discussion

was developed while answering the ten questions given to each group. Children then

performed group and individual presentations based on their chosen topic. The

collected data from class observation, documentation and students’ interviews

revealed that all children participated in class or group discussion. They showed

eagerness and competitiveness during the discussions. More than 50 % of students

even showed enthusiasm in other groups’ topic discussion. Although, the investigation

also discovered that children were keener to participate more in group and self-

reading than in a big class discussion. It suggested that topic interest is essential for

children to deeply engage in discussion since the topic reflects their personal

preference and value. It also suggested that when children can demonstrate their

understanding of the topic, and they get access to get involve in the discussion

personally, they tend to participate more in the activity.

66

Teaching Mobile Population: Understanding the Emotions and Challenges Experienced By a Group of EFL Teachers Teaching Rural-To-Urban Migrant Students in Urban China Chang WEI (The Education University of Hong Kong)

GU Mingyue Michelle(The Education University of Hong Kong)

The unprecedented urbanization in China has drawn attention to the education of

children who migrate from rural to urban areas together with their families. While

most of the recent studies investigated migrant students’ learning experiences, scare

research attention has been paid to the EFL teachers who teach the migrant students.

The current study delves into the teacher emotions of English as a Foreign Language

(EFL) teachers who work in public secondary schools with migrant students in China

from a social-political angle. Being a dynamic part of human beings, emotions are

involved in all organizations including school settings and are depicted as being “at the

heart of teaching” (Hargreaves, 1998, p. 835). Teachers’ emotions are constantly

constructed and shaped during their teaching; through the lens of teacher emotion,

we can gain more understanding of the educational and working realities in schools

and society. Conducting qualitative interviews with ten EFL teachers across different

age groups in various public secondary schools in China, we discovered that most of

the EFL teachers found it challenging to teach migrant students English and that

required huge emotional efforts at work. EFL teachers’ emotion was found to be

related to migrant students’ frequent social mobility, institutional requirements of the

school, teacher-parent relationship with migrant parents. Mixed teachers’ emotions

emerge such as satisfaction, stressfulness, powerlessness, frustration, empathy, and

a lack of accomplishment which may have led to the shift of teachers’ professional

identity and could further influence EFL teacher’ pedagogical plan and professional

development. Thus, it is argued that more support should be provided at both

institutional and policy level to help EFL teachers with migrant students to cope with

their emotions and to enhance the English language teaching and learning for migrant

students.

67

Narrative Inquiry of a College EFL Teacher’s Career

Change Life in the midst of Curriculum Reform XIN Bi (The University of Hong Kong)

Over the last decade, a global movement of education reform responding to the

demands of new market forces and internationalization of higher education has led to

restructuring of education systems. The emphasis of the reforms is to replace old

systems with new curriculums that aim to improve countries’ competitiveness in the

global market. China’s top-tier universities have drastically restructured their English

as a foreign language (EFL) curriculum to meet changing needs. To strengthen

students’ academic literacy skills for participation in international academic activities,

many universities have replaced the traditional General English (GE) curriculum with

a more discipline-specific English for Academic Purposes (EAP) curriculum. This change

has created new demands and tensions for language teachers.

This paper arises from a two-year study examining the complexities of rapid

curriculum changes on reshaping tertiary English language teachers’ professional

identities in China. In this presentation, we retell the story of a college EFL teacher

named Ying, who moved from teaching GE to EAP. Narrative inquiry (Clandinin, 2016)

and multiple teacher identity transformation theories were adopted to understand

the complexities Ying experienced during her career transition, including the

challenges she experienced in grappling with teaching the new curriculum as well as

building new relationships with her colleagues and students. Data include in-depth

semi-structured interviews and researcher’s fieldnotes from campus visits and lesson

observations.

The findings indicate Ying made meanings of her career change as emotional

engagement. The transition reshaped her professional knowledge and understanding

of her institution’s language teaching reform policies. Her story argues for the

importance for institutional leaders, English language teacher educators and policy

makers to better understand and support language teachers’ experiencing career

change in the midst of global curriculum reforms.

68

Implementing English language Education in China’s

primary schools: Identity construction of transfer-post teachers in a rural region Tao XIONG (Guangdong University of Foreign Studies)

Around the turn of the new century, countries around the world, especially in Asia,

have competed to expand English education to younger learners in primary schools.

Owing to a great shortage of qualified teachers, teacher training and development

have become a top concern for policymakers, administrators, educators and scholars.

Transfer-post teachers (zhuangang jiaoshi, 转岗教师), who are local primary school

teachers transferred to teach English in addition to their regular subjects, have

become the main coping strategy to address the shortage in China. By probing into

the identity construction experiences of three transfer-post teachers, this paper

intends to shed light on the current discussion. It has been found that (1) they are

relatively disempowered due to their assigned institutional identity and imposed

alignment with the dominant discourse, and they tend to be placed on the receiving

end of the process of policy implementation, and (2) these teachers have also

demonstrated varying degrees of engagement in professional development, and (3)

by imagination they have constructed for themselves the “ideal” identities which are

in stark contrast with their assigned identities. Policy implications and

recommendations on teacher empowerment, teacher training and teacher

development have been offered.

69

Implementing the Flipped Classroom Pedagogy in

Primary English Classrooms in China Chi Cheung Ruby YANG (The Education University of Hong Kong)

Yuanyuan CHEN (Dongcheng Experimental School of Hangzhou Normal University)

Since the release of the Outline of China’s National Plan for Medium- and Long-term

Education Reform and Development in 2011, China has paid more and more attention

to the informatization of education and promote efficient classrooms with

technological innovation. The emergence of flipped classroom has brought a new idea

to modern classroom teaching and contributed to the reform of education in China.

The present study was conducted to investigate the use of a flipped classroom in

primary EFL classrooms in China. This study is quasi-experimental research examining

flipped and non-flipped classrooms in teaching five English long vowel sounds in a

primary school in China. Specifically, the researchers aimed at finding out the

participating students’ and teachers’ perceptions towards this approach, whether the

flipped classroom could be an approach for making students become more engaged

in their learning, and if the flipped classroom could enhance students’ learning. Four

classes of Primary 4 students (two classes in which the flipped classroom pedagogy

was adopted, whereas in the other two classes, a traditional teacher-instructed

method was used) were involved. Students in the two flipped classes learnt the five

English long vowel sounds by watching lecture videos prior face-to-face lessons in

which teacher assigned them worksheets to check their knowledge about the five

vowel sounds. On the other hand, students in the two non-flipped classes learnt the

five English long vowel sounds through a traditional teacher-instructed approach in

face-to-face lessons. Before the implementation of the study, a pre-test was

administered to the students to find out their background knowledge. A post-test was

also conducted at the end of the study to see if there was any gain in the scores

obtained by the students. Qualitative data were also collected by eliciting opinions

about the flipped classroom pedagogy from the participating teachers and students.

70

Inside out: Assessing English Teachers’ Perceptions Of

Feedback Utility, Self-Efficacy And Responsibility Joy YANG (The Education University of Hong Kong)

Despite the powerful influence of feedback on student achievement (Hattie, 2009),

teachers are found to lack feedback literacy in EFL (English-as-a-foreign language)

contexts (Lee, 2017). Teachers are often expected to be a feedback ‘machine’ to

automatically deliver useful feedback to student; however, in reality, teacher

feedback is often found to lack effectiveness. To harness the power of teacher

feedback, it is first and foremost crucial to understand teachers’ orientations to

feedback pertaining to feedback literacy at multiple aspects (e.g., values,

competences, and responsibility). Based on previous research on testing students’

feedback orientations, this study took a focus on developing a teacher version of

Feedback Orientation Scale (FOS) to assess English teachers’ perceptions of feedback

utility, self-efficacy, social awareness and responsibility to provide students’ feedback.

220 English teachers from over 20 junior secondary schools in Guangzhou, mainland

China completed the survey. The results supported the four-factor solution for the

FOS. In addition, significantly positive correlations were identified among the four

feedback orientations. A follow-up path analysis showed English teachers’ perceived

feedback utility was the strongest predictor of their responsibility to provide feedback

to students as compared to feedback self-efficacy and feedback social awareness. This

study, to our knowledge, is the first to explore the “black box” of English teachers’

feedback literacy not only in terms of four key feedback orientations, but their

relationships. Pedagogical implications for effective feedback practices in EFL contexts

are discussed.

71

Vocationalization of English Learning in Hong Kong: Past

& Prospect Thomas Siu-Ho YAU (Chinese University of Hong Kong)

Derek Wai-Sun CHUN (The Education University of Hong Kong)

Hiu Ching CHAN (The Education University of Hong Kong)

Chun Yu Wong (The Education University of Hong Kong)

In Hong Kong, the revitalization of vocational education and training (VET) was best

marked by the advocacy of vocational and professional education and training (VPET)

starting from 2015. VPET hence is a key element in the vocationalization of secondary

curriculum, which provide students with a diversified post-secondary articulation and

to enhance the school-to-work transition for better employability in the future. In

2018, the Education Bureau (EDB) also launched the Vocational English Programme

(VEP) Grant (EDB, 2018) at the senior secondary level to support English learning of

students who might opt for a VPET development pathway, in addition to the NSS

English language curriculum. Under this background, there are two main research

focuses in this paper. Firstly, this paper will explore the relationship between VEP and

the NSS English language curriculum and discuss the potential impact to students.

Secondly, this paper will also survey other related available initiatives similar to VEP,

such as the Workplace English Campaign (WEC) under the Standing Committee on

Language Education and Research (SCOLAR), to better illustrate the landscape of

vocationalization of English learning in Hong Kong throughout the years. In the current

body of literature, more attention has been dedicated to the use of English and the

specialized genre in the professional settings from the English for specific purposes

(ESP) perspective, with relatively less focus on a vocational context. Therefore, we

consider it is essential to fulfill this gap considering the continuous development of

VPET. This paper will report findings from interviews and focus groups with key

stakeholders (e.g. teachers and students) to generate a more holistic understanding

to the research focuses. We hope that the conclusion and suggestion in this paper

could provide inspirations to map out the future development directions of English

learning in the (pre-)vocational context.

72

The Influence of Social Networking Sites on English

Language Learning Artem ZADOROZHNYY (The Education University of Hong Kong)

The initial study was conducted as MA Research thesis in 2016 and aimed to

investigate the purposes and beliefs about the influence of SNS on English language

learning among students of one English-medium higher education institution in

Kazakhstan. The lack of sufficient knowledge of new approaches and techniques to

enhance the process of foreign languages acquisition among language teacher was set

as a research problem. 76 students took part in a mixed methods research study by

participating in online anonymous survey and nine students volunteered to participate

in post-interviews. The findings showed that students are fully integrated into online

world and consider SNS as a source to facilitate English language learning. Findings

demonstrated that students’ main online purposes of SNS usage are socialization,

personal interests and education and academic purposes. Along with that, students

indicated that their beliefs about possible impact of SNS on their vocabulary

knowledge and listening skills. The present study helped to understand that learning

could be transferred from educational to SNS environments, and especially in the

context of Kazakhstan, which is trying to become a more globalized educational digital

country. In addition, this study showed that with a massive usage of SNS by students

these days, SNS could become a platform for language learning outside the classroom

and beyond the educational practices.

73

Tracking EFL Learners’ Speaking Skill Development

Through Group Dynamic Assessment: A Case of A High Level and An Intermediate Level Classes Simin ZENG (Harbin Institute of Technology, Shenzhen)

Mingfei XU (Minzu University of China)

Unlike traditional assessment that evaluates learners with reference to their failures

in independent performance, dynamic assessment (DA) focuses on what learners can

be guided to achieve when provided with different levels of mediated assistance. The

explicitness of mediation they need and their assisted performance uncover the

sources of their problems, their learning potential, and help mediators/instructors

plan their teaching accordingly. However, due to the dialogic nature of DA, the

research contexts of past studies were mostly limited to small group interactions in an

experimental setting, with the hope to produce results that can be transferred to

larger scale classroom contexts. How DA can work in a real L2 classroom has not been

explored. The current study examines the implementation of speaking DA in

naturalistic classroom taught by a DA-trained instructor. Observations of two college

English listening and speaking classes (one at a high level and the other at an

intermediate level) taught by the same instructor were made for a period of 10 weeks.

For keeping observational notes, a chart was created so changes in students’

independent L2 behaviour, level of mediation required and reciprocity to the teacher’s

mediated assistance were recorded in different columns. At the same time, bi-weekly

reflective journals from the teacher were collected. Analysis is under way and involves

corroborating the two sources of data (i.e., observational notes that provide a record

of teacher-student interaction series, and the teacher’s reflective journals with

elaborations on her decision making and further information). So far, two themes of

results are taking shape: diachronic changes in students’ reciprocity to teacher

mediation that constitute their dynamic development over time, and group DA that

can benefit a class of over 30 students. Some tentative results are expected to be

presented at the conference.

74

“I Just Want It to Be More Formal!” Students’

Perceptions, Problems and Strategies about ESP and Disciplinary Oral Presentation ZHANG Wenhao (City University of Hong Kong)

The increasingly globalized world and the Web 2.0 era together contribute to enliven

how we disseminate our ideas across academic and professional areas with an appeal

that oral presentations should become more interpersonal and hence more effective

for the sharing of ideas and discussions (Barrett and Liu, 2016; Hafner, 2014). The fact

that conducting an engaging oral presentation is complicated has been well-

documented: the construction of an academic/professional identity, idea mediations,

and English language proficiency (Kobayashi, 2003 and 2016; Morita, 2000; Yang,

2010). In order to impact on ESP pedagogy, some recent studies look at how experts

or lecturers handle their presentations (i.e. TED TALK, conference presentations) and

what language patterns are employed for effective talks (e.g. Coxhead and Walls, 2012;

Hallewell and Lackovic, 2017; Rowley-Jolivet, 2002). However, a more student-

oriented angle needs to be investigated so that we understand the ways EFL/ESL

students incorporate different semiotic sources (e.g. spoken language, body language,

PowerPoint) into their ESP and disciplinary course presentations. Drawing on the

mixed method research design (questionnaires, semi-structured interviews,

audiovisual tapings, stimulated recall), I employ the social semiotic framework to

critically analyze the ways one Hong Kong undergraduate from Computer Science

incorporated different semiotic sources into his oral presentations, and the challenges

he faced. Preliminary findings show that academic identity is constructed and

represented through detailed listing of numbers and figures, and that the student

employed body language and eye contact which varied based on the formality and

specificity of oral presentation. It was also found that accurate pronouncing numbers

and technical words is a challenging task. The main conclusion is that second-language

university students need more support than is currently given on EAP, ESP or

disciplinary courses in order to perform well in their oral presentations, and some

pedagogical suggestions are discussed.

75

From CMI to EMI: The English Learning Motivational

Trajectories of First-Year Hong Kong English-education Majors: A Mixed Methods Study Involving the L2 Motivational Self-System ZHANG Yue (The Chinese University of Hong Kong)

Motivational constructs differ due to changes of 2 learners’ immediate classroom

environment (Dörnyei & Ushioda, 2011). Yet, however significant impacts the MoI

influences secondary school students’ L2 Motivational Self System (L2MSS) (Hennebry

& Gao, 2018), little research has been conducted on whether the change of MoI exerts

vital impacts on learners’ L2MSS. As a particular group of students receiving increasing

attention, mainland Chinese STEM students’ general motivation of choosing a

particular subject and program in SA (Zhou, 2014; Yang et al., 2017) and high school-

university transition contexts (Wang, 2013) have been carefully studied but not their

ESLLM, which receives fewer attentions than that of the English majors. Existing

studies to date included STEM students in ‘non-English majors’ (Qin & Dai, 2013; Cui.

et al., 2016; Li, 2014; Li, 2017).

To fill in this void, this study herein adopts the L2MSS as the theoretical framework in

a mixed-methods design (Teddie & Tashakkori, 2003) including two large-scale

questionnaire surveys and a series of semi-structured interviews with selected

participants. It focuses on mainland Chinese full-time first-year undergraduate

Engineering majors in Guangzhou to examine how do first-year mainland Chinese

Engineering majors’ L2MSS change from their in high schools and when they are first-

year undergraduates in the college and what factors influence and/or hinder

participants’ evolving motivation.

76

A Narrative Inquiry of Pre-Service English Teachers’

Emotional Labor in Teaching Practice ZHU Shenhai (Shanghai International Studies University)

Teacher emotion has been becoming a heated issue in teacher education and it is

regarded as a catalyst for teacher identity. More and more researches focus on in-

service teacher emotion either in teaching or scientific research, but limited attention

has been paid to how pre-service teachers experience and regulate their emotions in

their teaching practice. The present research, drawing upon the approach of narrative

inquiry, explores what emotions five pre-service EFL (English as a Foreign Language)

teachers experience in their teaching practice and how they make use of various

strategies to regulate their emotions. Meanwhile, the research aims to find the

consequences and influential factors of their emotional labor process. The findings

show that pre-service English teachers experience mixed positive and negative

emotions, which influence their professional identity to a certain extent. In the

process of emotional labor, pre-service English teachers try to make use of different

strategies to regulate their emotions such as deep acting, surface acting and natural

acting. The influential factors behind their emotional labor mainly focus on three

aspects, namely, their mentor’s encouragement, their recognition of teaching

profession and their satisfaction from students’ progress. In the end of the paper,

some implications are provided for facilitating pre-service EFL teachers’ emotion

competence and professional development. First, pre-service EFL teachers’ emotion

competence should be developed in the period of pre-service teacher education.

Second, pre-service EFL teachers’ PCK (Pedagogical Content Knowledge) and

KL(Knowledge about Learners) should be improved before they go into teaching

practice. In addition, we should pay more attention to pre-service EFL teachers’

competence of classroom management which will have a big influence on their ability

of emotion regulation.

77

Migrant Professionals’ Sociocultural Adaptation and

Pragmatic Subjectivity In Chinese Higher Education: A Scalar Perspective ZHANG Mingming (Shanghai International Studies University)

Citing LI (Shanghai International Studies University)

International cooperation in the Chinese higher educational context has witnessed

rapid development. Thus a burgeoning number of migrant professionals has enrolled

in Chinese higher educational institutions, where they normally experience multiple

challenges as to acculturate into the sociocultural and educational context. While

previous migrant studies mostly centered directly on teaching effectiveness and

management, few investigated indirect factors such as interaction between migrants’

pragmatic subjectivity and sociocultural adaptation, especially from a scalar

perspective.

This qualitative study explores how migrant professionals in a university in Shanghai

define, negotiate and construct different scales during their sociocultural adaptation

process by exercising differing linguistic and pragmatic subjectivity. Ten multilingual

expatriate teachers completed a spoken DCT and a revised sociocultural adaptation

scale at two data collection points, with Wechat moments and ethnographic

observation and interviews as supplementary data. The findings show that the

participants regarded their institutional and social context as layered spaces with

different scales of interaction; they shuttled between these two scales and displayed

distinct interpretations of them. Such differences then generated complex change

trajectories of their sociocultural adaptation and pragmatic subjectivity, which

exerted synergistic influences on their scaling process. This study may contribute to

the administration and teaching effectiveness of expatriate teachers in higher

education and calls for efforts from teacher educators and educational administrators

to better assist them with the acculturation process and their Chinese pragmatic

development.

78

The Identity Construction of New Chinese Language

Teachers and the Influencing Factors ZHANG Qiyi (NYU Shanghai)

Personal identity is one’s consciousness about the relation between the self with

others and the world, and contains a continuous process of integrating the past with

the current and of carrying out the prediction about the future. The identity (including

personal identity) will probably be questioned, challenged, recognized or praised

while the individual communicates with the world, during which, the identity will

accordingly experience constructing and re-constructing and the transition from one-

layered to multi-layered. The professional identity of new Chinese language teachers

shares the same characteristics as the above.

The professional identity construction of new Chinese language teachers is influenced

by various factors in the working place, thus, it unavoidably experiences adjustment

and re-construction in order that the individual could achieve personal professional

satisfaction and comfortableness through acting consistent with the requirements of

the outer environment. This research aims to analyze the self-constructed

professional identity of two new Chinese language teachers and the influential factors

determining the identity adjustment and reconstruction through the reviewing of

their understanding of professional knowledge, their cross-cultural communicative

interactions with language learners, self-reflections, their reactions and solutions to

the key circumstances in teaching and etc. This research collects the data in the means

of oral interviews (one in 2016 when they began their career, the other in 2018 when

they completed the first contract review), class observation reports, the third party

observations, and self-reflections. This research explores to outline the influencing

factors with the intention of providing guidance to the management of the new

Chinese language teachers and the support to their professional development.

79

Examining the Relationship Between Chinese EFL Majors’

Language Anxiety And Motivation ZHANG Shuting (The University of Hong Kong)

Foreign language anxiety (FLA) has received consistent attention from scholars in

second language acquisition (SLA) field. However, the relationship between FLA and

second language (L2) selves and how they would interact to influence language

performance remain unclear. Former studies have shown conflicting findings about

the link between FLA and L2 selves. Meanwhile, little research has been conducted in

Chinese context to examine how Chinese English as a foreign language (EFL) learners’

FLA relates to their L2 selves. Moreover, previous studies have paid little attention to

English majors, whose FLA experiences and L2 selves may be distinctive from non-

English majors due to the higher expectations from their teachers or themselves,

higher peer pressure as well as the greater significance of achievement in English.

Accordingly, this study aims to investigate the association between Chinese EFL majors’

FLA and L2 Motivational Self System, and how their anxiety would interact with L2

motivation to influence their intended learning effort and language performance. This

presentation will provide a critical review of the literature on the inconsistent findings

about the relationship between FLA and L2 selves and the possible factors

contributing to this inconsistency. It will also report on preliminary findings of a larger

study examining the nature of Chinese EFL majors’ FLA and how FLA is related to L2

Motivational Self System and language performance. This study focuses on Chinese

context because its distinctive culture and teaching traditions may greatly influence

learners’ EFL learning experiences. Target participants are Chinese undergraduates

majoring in English. Data collection methods include questionnaires, semi-structured

interviews and English learning autobiographies. Explicating the interactions between

FLA, L2 Motivational Self System and language performance enables us to better

understand learners’ EFL learning process and help them set realistic and beneficial L2

selves to reduce their FLA.

80

Organizing Committee

Chairperson Dr. John Trent

Members Dr. Michelle Gu

Members Dr. Ruth Wong

Members Dr. Eric Yuan

81

Contact List of Authors

Name Email Affiliation Mohamed Jafre Zainol Abidin

jafre@usm.my Universiti Sains Malaysia

Michael AMORY mda5004@psu.edu The Pennsylvania State University

Asma ALSAQQAF asma3030@yahoo.com Universiti Malaysia Sabah, Malaysia

Takumi AOYAMA

t.aoyama@warwick.ac.uk University Of Warwick, UK; Shimane University, Japan

Daniel BATES danielmbates@gmail.com Asia University, Tokyo, Japan

Xin BI u3003558@hku.hk The University Of Hong Kong

Ka Lon, Alan CHAN

bluebellchan@gmail.com The English Language Centre, University Of Macau

Cheri CHAN yycheri@hku.hk University Of Hong Kong, Faculty Of Education

Hiu Ching CHAN s1116128@s.eduhk.hk The Education University of Hong Kong

Chin-Chi CHAO cchao@nccu.edu.tw National Chengchi University

Bacui CHEN

18438113@life.hkbu.edu.hk Lingnan Normal University; Hong Kong Baptist University

Fenghua CHEN

fc2002@wildcats.unh.edu Nantong University; University Of New Hampshire

Yuanyuan CHEN

s1126313@s.eduhk.hk Dongcheng Experimental School of Hangzhou Normal University

Sonia CHEUNG soniacheung2007@gmail.com The University Of Hong Kong

Alice CHEUNG alicec@vtc.edu.hk Faculty Of Education, The University Of Hong Kong

Derek Wai-Sun CHUN dwschun@eduhk.hk The Education University

of Hong Kong

Dung Trung DANG

dtdung0612mofa@gmail.com Diplomatic Academy Of Vietnam, Ministry Of Foreign Affairs

82

Dangeni DANGENI d.dangeni.1@research.gla.ac.u k

University Of Glasgow

Jihua DONG jdon104@aucklanduni.ac.nz The University Of Auckland

Nicolas DOYLE nad16@psu.edu Pennsylvania State University

Ma. Joahna ESTACIO joahna.estacio@gmail.com De La Salle University- Manila

Johanna ENNSER-KANANEN

Johanna.f.ennser- kananen@jyu.fi

University of Jyväskylä

Jiangao FENG jgfeng@shisu.edu.cn Shanghai International Studies University

Xiaoyan GUO

gracexyguo@163.com University Of International Business And Economics

HAN Jiyan m19927467576@163.com Guangdong University Of Foreign Studies

Aya HAYASAKI hayaaya@gmail.com University Of Birmingham

Takaaki HIRATSUKA takaakihiratsuka@gmail.com Tohoku University

HUANG Jing peterjh@hkbu.edu.hk Hong Kong Baptist University

Mariah IBRAHIM mariah.ibrahim@ipgm.edu.my Teacher Education Institute

Isaac IU wiu026@aucklanduni.ac.nz The Unviersity Of Auckland

Chin Yew KIEU kieu_chin_yew@moe.gov.sg University Of Edinburgh

Satoshi KUROKAWA skurokawa0521ut@gmail.com The University Of Tokyo, MA Student

Icy LEE icylee@cuhk.edu.hk The Chinese University Of Hong Kong

LEI Ut Meng, Riko rikolei8326@gmail.com BEIJING FOREIGN STUDIES UNIVERSITY

Li LI li.li@exeter.ac.uk University Of Exeter

LUO Na naluo@cuhk.edu.hk The Chinese University of Hong Kong

83

LI Wendong marcolwd@shisu.edu.cn Shanghai International Studies University

-- LISTIANI

listiani@ump.ac.id Universitas Muhammadiyah Purwokerto

LIU Yiqi yiliu@ouhk.edu.hk The Open University Of Hong Kong

MA Yaoyao winifredma@foxmail.com Hong Kong Baptist University

MA Yan 0184101212@shisu.edu.cn Shanghai International Studies University

Pauline MAK pwwmak@eduhk.hk The Education University of Hong Kong

NG Chi Wui ngchiwui@link.cuhk.edu.hk The Chinese University Of Hong Kong

NIE Yanwei ywnie@stu.edu.cn Shantou University

Wei Ann ONG haroldwa22@gmail.com Universiti Malaysia Sabah, Malaysia

Wanyu OU ouwanyu@connect.hku.hk The Chinese University Of Hong Kong

Jasmine PADETI jasminelenina@gmail.com The English And Foreign Languages University

PAN Xie mollyxiaoxie@foxmail.com The Hong Kong Polytechnic University

Michał PARADOWSKI

m.b.paradowski@uw.edu.pl Institute Of Applied Linguistics, University Of Warsaw

Anne PITKÄNEN-HUHTA

anne.pitkanen-huhta@jyu.fi University Of Jyväskylä

Rich PORTMAN richportman62@gmail.com Hhckla Buddhist Po Kwong School

Maria RUOHOTIE-LYHTY

maria.ruohotie-lyhty@jyu.fi University Of Jyväskylä

SHIU Wing Hoi swhcathy@hotmail.com The University Of Hong Kong

SONG Beibei 105551503@nccu.edu.tw National Chengchi University

SUN Xiujuan sammy7sxj@163.com East China University Of Science And Technology

84

Suyansah SWANTO

Sswantospps1611@gmail.com Universiti Malaysia Sabah, Malaysia

Mark TENG markteng@life.hkbu.edu.hk Hong Kong Baptist University

Ming-I TSENG lydiatseng2020@gmail.com Fu Jen Catholic University, Taiwan

TSOI Ling Yu s1123999@s.eduhk.hk The Education University Of Hong Kong

Naning WAHYUNI nwah516@aucklanduni.ac.nz The University Of Auckland

WEI Chang s1129857@s.eduhk.hk The Education University Of Hong Kong

WONG Chun Yu s1110199@s.eduhk.hk The Education University of Hong Kong

Tao XIONG

txiong@gdufs.edu.cn

School Of English Education, Guangdong University Of Foreign Studies

Xu Mingfei

mingfei_xuuu@163.com

Minzu University of China

Chi Cheung Ruby YANG

rccyang@friends.eduhk.hk The Education University Of Hong Kong

Joy YANG

yanglan@eduhk.hk The Education University Of Hong Kong

Thomas Siu-Ho YAU

shyau@link.cuhk.edu.hk Department Of English, The Chinese University Of Hong Kong

Artem ZADOROZHNYY

s1130750@s.eduhk.hk The Education University Of Hong Kong

Simin ZENG zengsimin@hit.edu.cn Harbin Institute Of Technology, Shenzhen

ZHANG Shuting shutingz@hku.hk The University Of Hong Kong

ZHANG Wenhao wenhzhang4- c@my.cityu.edu.hk

City University Of Hong Kong

ZHANG Mingming 2458017024@qq.com Shanghai International Studies University

ZHANG Qiyi qz2@nyu.edu NYU Shanghai

85

ZHANG Yue

1155116321@link.cuhk.edu.hk Department Of English, The Chinese University Of

Hong Kong

ZHU Shenhai zhushenhai@shisu.edu.cn Shanghai International Studies University

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