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Language Issues

An Evaluation of the Implementation of an English-in-the-Discipline Course for Speech & Hearing Sciences Students


Abstract

The overall objective of this TDG project is to investigate students’ evaluative comments on the implementation of the CAES9421 ED course (“Academic English for Speech & Hearing Sciences Students”). The project is designed to gather students’ comments on the course activities (both in-class activities and out-of-class learning tasks), course learning outcomes and assessments for curriculum improvement. The overall aims are to evaluate the extent to which the CAES9421 course facilitates students’ learning in their discipline and to investigate how the course can improve Speech & Hearing Sciences students’ disciplinary-specific skills.

The analysis of the project should lead to insights for further materials development and ED course planning. The practical significance is to concurrently contribute to the development of ED curricular models and a more comprehensive framework and operational guidelines to guide future ED course planning for various Faculties.

Overall this research project helps us critically evaluate how the development of ED curriculum has strong prospects for enriching Speech & Hearing Sciences students’ learning experience in their discipline. The research outcomes also inform us of potential advantages of developing discipline-specific courses with relevant and specific input from Faculty members who know the students’ needs. 

Principal Investigator

Dr. N.S.N. Fong, Centre for Applied English Studies, Faculty of Arts Contact

Project level

Programme-level project

Project Completion

June 2015

Deliverables

The project findings were disseminated by a research report to the University, presentations at local and international conferences, and seminars organized by the CAES.

  1. Conference Travel Grant Award
    The Registry, The University of Hong Kong (2014). Selected paper for presentation at The Association of Southeast Asian Institutions of Higher Learning (ASAIHL) Conference, “Education Innovation for the Knowledge-based Economy: Curriculum, Pedagogy and Technology”, Nanyang Technological University, Singapore, December 3 to 5, 2014.
  2. Book Chapter
    Yung, K, W. H. & Fong, N. (2015). (Forthcoming). Fostering sustainable learning through English in the Discipline: Pedagogical innovation in Hong Kong higher education. In T. Savelyeva & F. Gao (Eds), Sustainable tertiary education in Asian and Eurasian contexts: Listening to voices of academics. Springer.
  3. Full Conference Paper
    Fong, N. & Yung, K. W. H. (2014). Transferring Academic English Skills to Disciplinary Study: Pedagogical Challenges in Developing an English-in-the-Discipline Course in an Undergraduate Curriculum. A conference paper presented at The Association of Southeast Asian Institutions of Higher Learning (ASAIHL) Conference, “Education Innovation for the Knowledge-based Economy: Curriculum, Pedagogy and Technology”, Nanyang Technological University, Singapore, December 3 to 5, 2014.
  4. Conference Presentations
    • Fong, N., Yung, K. W. H., & Leung, P. (2015). Designing and Implementing Out-of-class Learning Tasks for an English-in-the-Discipline Course in University. Paper to be presented at the International Conference on Language Education and Studies, Cardinal Shan, International Conference Hall, Wenzao Ursuline University of Languages, Kaohsiung, Taiwan, May 23 to 24, 2015.
    • Yung, K. W. H. & Fong, N. (2015). Students’ Responses to Peer Assessment in an English-in-the-Discipline Course. Paper to be presented at the International Conference: Assessment for Learning in Higher Education, Centre for the Enhancement of Teaching and Learning, University of Hong Kong, May 13 to 15, 2015.
    • Yung, K. W. H. & Fong, N. (2015). Teaching English-in-the-Discipline: Challenges and Opportunities in Course Development and Implementation. Paper presented at the English Language Teaching International Conference, “Departing from Tradition: Innovations in English Language Teaching and Learning”, University of Macau, January 31 to February 1, 2015.
    • Fong, N. & Yung, K. W. H. (2014). Transferring Academic English Skills to Disciplinary Study: Pedagogical Challenges in Developing an English-in-the-Discipline Course in an Undergraduate Curriculum. Selected paper presented at The Association of Southeast Asian Institutions of Higher Learning (ASAIHL) Conference, “Education Innovation for the Knowledge-based Economy: Curriculum, Pedagogy and Technology”, Nanyang Technological University, Singapore, December 3 to 5, 2014.
    • Fong, N. & Yung, K. W. H. (2014). Reviewing the Implementation of an English-in-the-Discipline Course for Speech & Hearing Sciences Students. Paper presented at the English Language Teaching Unit Conference, “Curriculum Development, Implementation, and Review”, The Chinese University of Hong Kong, June 5, 2014.
  5. Invited Seminar
    Fong, N. & Yung, K. W. H. (2015). Transferring Academic English Skills to Disciplinary Study: Challenges & Opportunities in Course Development and Implementation. Presented at the Genre Special Interest Group, CAES, March 25, 2015.

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