Lixun Wang
Datos Biográficos
| ID | 6479153 |
|---|---|
| NOMBRE | Lixun Wang |
| NOMBRES | Lixun |
| APELLIDO | Wang |
| FIRMA | WANG L |
| AFILIACIONES | Education University of Hong Kong |
| ORCID | 0000-0002-1488-3014 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1999 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Evaluating a corpus-based intervention in medical English writing
BACKGROUND: Recent work in medical education has begun to explore how language teaching may contribute to the humanistic aims of health professions training. While technology-assisted language learning (TALL) offers one possible pedagogical space, and corpus-based approaches provide structured access to authentic language use, less attention has been given to how corpus-based TALL may support students' written representation of humanistic and pro…
Learning-by-doing in a professional learning community
Gender Equity in Wikibook Collaborative Writing Assisted by Multimodal Generative AI Tools
The integration of generative artificial intelligence (AI) tools has become a game-changer in educational practices, particularly in collaborative academic writing. This study explores gender-based disparities in perceptions, emotions, and self-efficacy regarding students’ utilization of AI tools during a collaborative Wikibook writing project. Grounded in the Technology Acceptance Model (TAM), the research investigates how male and female underg…
Strategic questioning for formative assessment in Tefl
This study investigates the effects of teacher-led questioning within blended synchronous learning environments (BSLEs) on formative assessment practices in Teaching English as a Foreign Language (TEFL) classrooms. Integrating principles from formative assessment, sociocultural, and constructivist theories, a comprehensive framework has been developed to understand how strategic questioning enhances learning outcomes. Employing a mixed-method app…
Enhancing Academic Writing in a Linguistics Course with Generative AI
The advent of generative artificial intelligence (AI) has transformed information acquisition and utilization in higher education academic writing. This study fills the empirical research gap by examining how university students use generative AI tools for digital academic writing. The study investigates the experiences of 140 undergraduates enrolled in an ‘Introduction to Linguistics’ course at a university in Hong Kong employing generative AI a…
An action research on the establishment of a Community of Practice on technology-enhanced language learning and teaching at tertiary level
Associating Renewable Energy, Globalization, Agriculture, and Ecological Footprints
The main purpose of this work is to investigate the impacts of globalization (GL), renewable energy (RE), and value-added agriculture (AG) on ecological footprints (EF) and CO 2 emissions. For quantitative analysis, this research paper includes yearly data from 1990-2018 for four South Asian nations: Bangladesh, India, Pakistan, and Sri Lanka. These countries are most vulnerable to climate hazards and rapid economic transitions. The Westerlund te…
Chinese teachers’ perception of how Tesol differs from teaching EAP
The last two decades have witnessed a prolific increase in academic activity in the study of English for Academic Purposes (EAP). Many teachers who were trained for Teaching English to Speakers of Other Languages (TESOL) have been required to teach EAP. TESOL and EAP are two different concepts and teachers transitioning from TESOL to teaching EAP may encounter many difficulties. However, little research has been carried out in this area, particul…
Students’ and parents’ perceptions of trilingual education in Hong Kong primary schools
After the handover back to Mainland China in 1997, the Hong Kong government adopted a ‘biliterate and trilingual’ policy to help Hongkongers develop an ability to read and write Chinese and English, and to speak and understand Cantonese, English and Putonghua. However, there are no clear government guidelines on how and when the three languages should be introduced and taught in primary schools. Based on a survey of 155 Hong Kong primary schools,…
Mo Yan’s style in using colour expressions and Goldblatt’s translation strategies
As China is trying hard to present Chinese literature to the outside world, it is imperative to carry out more research on Chinese-English translation studies. Through a corpus-based approach, this study aims to investigate Mo Yan’s style in using colour expressions, and the translation strategies adopted by Goldblatt when translating these expressions. Howard Goldblatt is the key English translator who has translated Mo Yan’s major works into En…
Potential of digital teaching portfolios for establishing a professional learning community in higher education
Digital teaching portfolios (DTPs) are increasingly adopted in higher education for various purposes such as assessment, learning, and showcasing. This paper reports on a collective case study of four teaching staff who have developed DTPs with an emphasis on building a professional learning community at a higher education institution. A number of themes emerged from the cross-case data analysis: the teaching staff used DTPs for both personal and…
Trilingual education in Hong Kong primary schools
Since 1997, the 'biliterate and trilingual' policy has been adopted by the Hong Kong government, and is now guiding the curriculum design in Hong Kong primary schools. This language policy aims to ensure that Hong Kong students become biliterate (written English and Chinese) and trilingual (spoken English, Cantonese and Putonghua). However, Hong Kong primary schools currently do not have an agreed method for the implementation of trilingual educa…
Four versions of a sentence-shuffling program
Students’ and parents’ perceptions of trilingual education in Hong Kong primary schools
After the handover back to Mainland China in 1997, the Hong Kong government adopted a ‘biliterate and trilingual’ policy to help Hongkongers develop an ability to read and write Chinese and English, and to speak and understand Cantonese, English and Putonghua. However, there are no clear government guidelines on how and when the three languages should be introduced and taught in primary schools. Based on a survey of 155 Hong Kong primary schools,…
Four versions of a sentence-shuffling program
Four versions of a sentence-shuffling program
Trilingual education in Hong Kong primary schools
Since 1997, the 'biliterate and trilingual' policy has been adopted by the Hong Kong government, and is now guiding the curriculum design in Hong Kong primary schools. This language policy aims to ensure that Hong Kong students become biliterate (written English and Chinese) and trilingual (spoken English, Cantonese and Putonghua). However, Hong Kong primary schools currently do not have an agreed method for the implementation of trilingual educa…
Potential of digital teaching portfolios for establishing a professional learning community in higher education
Digital teaching portfolios (DTPs) are increasingly adopted in higher education for various purposes such as assessment, learning, and showcasing. This paper reports on a collective case study of four teaching staff who have developed DTPs with an emphasis on building a professional learning community at a higher education institution. A number of themes emerged from the cross-case data analysis: the teaching staff used DTPs for both personal and…
Mo Yan’s style in using colour expressions and Goldblatt’s translation strategies
As China is trying hard to present Chinese literature to the outside world, it is imperative to carry out more research on Chinese-English translation studies. Through a corpus-based approach, this study aims to investigate Mo Yan’s style in using colour expressions, and the translation strategies adopted by Goldblatt when translating these expressions. Howard Goldblatt is the key English translator who has translated Mo Yan’s major works into En…
Students’ and parents’ perceptions of trilingual education in Hong Kong primary schools
After the handover back to Mainland China in 1997, the Hong Kong government adopted a ‘biliterate and trilingual’ policy to help Hongkongers develop an ability to read and write Chinese and English, and to speak and understand Cantonese, English and Putonghua. However, there are no clear government guidelines on how and when the three languages should be introduced and taught in primary schools. Based on a survey of 155 Hong Kong primary schools,…
Chinese teachers’ perception of how Tesol differs from teaching EAP
The last two decades have witnessed a prolific increase in academic activity in the study of English for Academic Purposes (EAP). Many teachers who were trained for Teaching English to Speakers of Other Languages (TESOL) have been required to teach EAP. TESOL and EAP are two different concepts and teachers transitioning from TESOL to teaching EAP may encounter many difficulties. However, little research has been carried out in this area, particul…
Associating Renewable Energy, Globalization, Agriculture, and Ecological Footprints
The main purpose of this work is to investigate the impacts of globalization (GL), renewable energy (RE), and value-added agriculture (AG) on ecological footprints (EF) and CO 2 emissions. For quantitative analysis, this research paper includes yearly data from 1990-2018 for four South Asian nations: Bangladesh, India, Pakistan, and Sri Lanka. These countries are most vulnerable to climate hazards and rapid economic transitions. The Westerlund te…
An action research on the establishment of a Community of Practice on technology-enhanced language learning and teaching at tertiary level
Strategic questioning for formative assessment in Tefl
This study investigates the effects of teacher-led questioning within blended synchronous learning environments (BSLEs) on formative assessment practices in Teaching English as a Foreign Language (TEFL) classrooms. Integrating principles from formative assessment, sociocultural, and constructivist theories, a comprehensive framework has been developed to understand how strategic questioning enhances learning outcomes. Employing a mixed-method app…
Enhancing Academic Writing in a Linguistics Course with Generative AI
The advent of generative artificial intelligence (AI) has transformed information acquisition and utilization in higher education academic writing. This study fills the empirical research gap by examining how university students use generative AI tools for digital academic writing. The study investigates the experiences of 140 undergraduates enrolled in an ‘Introduction to Linguistics’ course at a university in Hong Kong employing generative AI a…
Gender Equity in Wikibook Collaborative Writing Assisted by Multimodal Generative AI Tools
The integration of generative artificial intelligence (AI) tools has become a game-changer in educational practices, particularly in collaborative academic writing. This study explores gender-based disparities in perceptions, emotions, and self-efficacy regarding students’ utilization of AI tools during a collaborative Wikibook writing project. Grounded in the Technology Acceptance Model (TAM), the research investigates how male and female underg…
Evaluating a corpus-based intervention in medical English writing
BACKGROUND: Recent work in medical education has begun to explore how language teaching may contribute to the humanistic aims of health professions training. While technology-assisted language learning (TALL) offers one possible pedagogical space, and corpus-based approaches provide structured access to authentic language use, less attention has been given to how corpus-based TALL may support students' written representation of humanistic and pro…
Learning-by-doing in a professional learning community
Psychology (8 obras) · Pedagogy (7 obras) · Mathematics education (6 obras) · Second Language Learning and Teaching (6 obras) · Linguistics (5 obras) · Medical education (5 obras) · Medicine (5 obras) · Computer Science (4 obras) · Artificial Intelligence (3 obras) · EFL/ESL Teaching and Learning (3 obras)