Hsueh Chu Chen
Biographic Data
| ID | 3839016 |
|---|---|
| NAME | Hsueh Chu Chen |
| GIVEN NAMES | Hsueh Chu |
| FAMILY NAME | Chen |
| SIGNATURE | CHEN H C |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0003-0947-7246 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
L3 perception: A longitudinal study of metaphonological awareness in cantonese multilinguals learning mandarin
This study investigates the Mandarin language acquisition process among Cantonese multilingual learners, focusing on L3 Mandarin learners from Hong Kong. The primary aim is to explore changes in metaphonological awareness (MPhA) after 12 months of Mandarin learning. The study also includes L2 Mandarin learners from Guangdong Province for comparison. Both groups shared English and Mandarin as additional languages but acquired them in reversed orde…
The Effects of Rule‐Based and Acoustic‐Perceptual Instruction on Chinese ESL Learners’ English Primary Word Stress Placement Accuracy
Acquisition of English word stress by second language (L2) learners is challenging because of the unpredictability of stress patterns and affixes, and teaching English word stress is complex. Therefore, this paper aims to investigate the effectiveness of rule‐based and acoustic‐perceptual instruction approaches on Chinese English as a second language (ESL) learners’ production and perception of English primary word stress placement. Ninety partic…
L2 English listeners’ perceived comprehensibility and attitudes towards speech produced by L3 English learners from China
This study investigated the perceptions of second language (L2) English learners from Hong Kong on the speech produced by third language (L3) English learners from the Greater Bay Area (GBA) of China. Twenty L2 learners from a local university were asked to listen to speech recordings from two L3 learners, and then complete an online survey, which focused on comprehension of the speech and four dimensions of language attitudes, namely Appropriate…
An action research on the establishment of a Community of Practice on technology-enhanced language learning and teaching at tertiary level
What a Spoken Learner Corpus Tells Us: Construction and Application of a Pronunciation Programme for English-Language Teachers
The linguistic backgrounds of English learners in Hong Kong are highly complex and diverse. There are local Hong Kong learners who speak Cantonese as their native language, new immigrants and students from different dialectal regions in mainland China and non-Chinese learners from the Philippines and Pakistan, among others. To optimise the effectiveness of English pronunciation teaching with such a diverse student body, it is of paramount importa…
Developing and evaluating a flipped corpus-aided English pronunciation teaching approach for pre-service teachers in Hong Kong
This study aimed to develop a corpus-aided pronunciation teacher-training programme and examine the effectiveness of a corpus-aided pronunciation teaching approach in English classrooms in Hong Kong. A workshop was conducted for 86 participants to introduce several English learner corpora. After the workshop, eight volunteer participants, pre-service teachers in Hong Kong, were paired off, entered into a seven-stage corpus-aided pronunciation tea…
The roles of Cantonese speakers’ L1 and L2 phonological features in L3 pronunciation acquisition
Most speakers’ first language (L1) in Hong Kong and Guangdong China is Cantonese. Even though the L1 of both Guangdong Cantonese speakers and Hong Kong Cantonese speakers is the same, their second languages (L2) belong to different language families. Previous studies have pointed out that L2 status in third language (L3) acquisition is a salient factor. This study aimed to (1) examine Guangdong Cantonese speakers’ pronunciation error patterns in …
The effects of metaphonological awareness training on L3 Mandarin tone acquisition by Cantonese learners
According to the speech learning model [Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233–277). York Press], learners whose first language (L1) is a tonal language (e.g. Cantonese) can be confused by similar yet different tones in their L1 and another tonal language (e.g. Mandarin). Encouraged by the bil…
L3 phonology: Contributions of L1 and L2 to L3 pronunciation learning by Hong Kong speakers
The study aimed to investigate the influence of 24 Hong Kong learners’ first and second languages (L1 and L2 – Cantonese and English, respectively) on the acquisition of Mandarin as a third language (L3) and to discuss how multilingual learners acquire L3 pronunciation features. The most frequent phonological features in L2 English and L3 Mandarin pronunciations were first analysed and reported. A questionnaire survey and a follow up interview we…
Acoustic Analyses and Intelligibility Assessments of Timing Patterns Among Chinese English Learners with Different Dialect Backgrounds
Social presence for different tasks and perceived learning in online hospitality culture exchange
This study utilized online discussion and project construction tasks to determine the extent of social presence and collaborative learning for hospitality culture exchange. The online culture exchange lasted for 6 weeks from September to November 2011. Forty-four English majors from a hospitality college in Taiwan and an institute of education in Hong Kong were matched into 22 pairs to participate in this study. Four student helpers facilitated t…
The Standardized Mean Difference within the Framework of Item Response Theory
As item response theory (IRT) becomes popular in educational and psychological testing, there is a need of reporting IRT-based effect size measures. In this study, we show how the standardized mean difference can be generalized into such a measure. A disattenuation procedure based on the IRT test reliability is proposed to correct the attenuation on the sampling variance due to measurement error. Simulations were conducted to investigate whether …
L3 phonology: Contributions of L1 and L2 to L3 pronunciation learning by Hong Kong speakers
The study aimed to investigate the influence of 24 Hong Kong learners’ first and second languages (L1 and L2 – Cantonese and English, respectively) on the acquisition of Mandarin as a third language (L3) and to discuss how multilingual learners acquire L3 pronunciation features. The most frequent phonological features in L2 English and L3 Mandarin pronunciations were first analysed and reported. A questionnaire survey and a follow up interview we…
The roles of Cantonese speakers’ L1 and L2 phonological features in L3 pronunciation acquisition
Most speakers’ first language (L1) in Hong Kong and Guangdong China is Cantonese. Even though the L1 of both Guangdong Cantonese speakers and Hong Kong Cantonese speakers is the same, their second languages (L2) belong to different language families. Previous studies have pointed out that L2 status in third language (L3) acquisition is a salient factor. This study aimed to (1) examine Guangdong Cantonese speakers’ pronunciation error patterns in …
L2 English listeners’ perceived comprehensibility and attitudes towards speech produced by L3 English learners from China
This study investigated the perceptions of second language (L2) English learners from Hong Kong on the speech produced by third language (L3) English learners from the Greater Bay Area (GBA) of China. Twenty L2 learners from a local university were asked to listen to speech recordings from two L3 learners, and then complete an online survey, which focused on comprehension of the speech and four dimensions of language attitudes, namely Appropriate…
The effects of metaphonological awareness training on L3 Mandarin tone acquisition by Cantonese learners
According to the speech learning model [Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233–277). York Press], learners whose first language (L1) is a tonal language (e.g. Cantonese) can be confused by similar yet different tones in their L1 and another tonal language (e.g. Mandarin). Encouraged by the bil…
Acoustic Analyses and Intelligibility Assessments of Timing Patterns Among Chinese English Learners with Different Dialect Backgrounds
The Standardized Mean Difference within the Framework of Item Response Theory
As item response theory (IRT) becomes popular in educational and psychological testing, there is a need of reporting IRT-based effect size measures. In this study, we show how the standardized mean difference can be generalized into such a measure. A disattenuation procedure based on the IRT test reliability is proposed to correct the attenuation on the sampling variance due to measurement error. Simulations were conducted to investigate whether …
Social presence for different tasks and perceived learning in online hospitality culture exchange
This study utilized online discussion and project construction tasks to determine the extent of social presence and collaborative learning for hospitality culture exchange. The online culture exchange lasted for 6 weeks from September to November 2011. Forty-four English majors from a hospitality college in Taiwan and an institute of education in Hong Kong were matched into 22 pairs to participate in this study. Four student helpers facilitated t…
Acoustic Analyses and Intelligibility Assessments of Timing Patterns Among Chinese English Learners with Different Dialect Backgrounds
L3 phonology: Contributions of L1 and L2 to L3 pronunciation learning by Hong Kong speakers
The study aimed to investigate the influence of 24 Hong Kong learners’ first and second languages (L1 and L2 – Cantonese and English, respectively) on the acquisition of Mandarin as a third language (L3) and to discuss how multilingual learners acquire L3 pronunciation features. The most frequent phonological features in L2 English and L3 Mandarin pronunciations were first analysed and reported. A questionnaire survey and a follow up interview we…
The effects of metaphonological awareness training on L3 Mandarin tone acquisition by Cantonese learners
According to the speech learning model [Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research (pp. 233–277). York Press], learners whose first language (L1) is a tonal language (e.g. Cantonese) can be confused by similar yet different tones in their L1 and another tonal language (e.g. Mandarin). Encouraged by the bil…
The roles of Cantonese speakers’ L1 and L2 phonological features in L3 pronunciation acquisition
Most speakers’ first language (L1) in Hong Kong and Guangdong China is Cantonese. Even though the L1 of both Guangdong Cantonese speakers and Hong Kong Cantonese speakers is the same, their second languages (L2) belong to different language families. Previous studies have pointed out that L2 status in third language (L3) acquisition is a salient factor. This study aimed to (1) examine Guangdong Cantonese speakers’ pronunciation error patterns in …
Developing and evaluating a flipped corpus-aided English pronunciation teaching approach for pre-service teachers in Hong Kong
This study aimed to develop a corpus-aided pronunciation teacher-training programme and examine the effectiveness of a corpus-aided pronunciation teaching approach in English classrooms in Hong Kong. A workshop was conducted for 86 participants to introduce several English learner corpora. After the workshop, eight volunteer participants, pre-service teachers in Hong Kong, were paired off, entered into a seven-stage corpus-aided pronunciation tea…
An action research on the establishment of a Community of Practice on technology-enhanced language learning and teaching at tertiary level
What a Spoken Learner Corpus Tells Us: Construction and Application of a Pronunciation Programme for English-Language Teachers
The linguistic backgrounds of English learners in Hong Kong are highly complex and diverse. There are local Hong Kong learners who speak Cantonese as their native language, new immigrants and students from different dialectal regions in mainland China and non-Chinese learners from the Philippines and Pakistan, among others. To optimise the effectiveness of English pronunciation teaching with such a diverse student body, it is of paramount importa…
L2 English listeners’ perceived comprehensibility and attitudes towards speech produced by L3 English learners from China
This study investigated the perceptions of second language (L2) English learners from Hong Kong on the speech produced by third language (L3) English learners from the Greater Bay Area (GBA) of China. Twenty L2 learners from a local university were asked to listen to speech recordings from two L3 learners, and then complete an online survey, which focused on comprehension of the speech and four dimensions of language attitudes, namely Appropriate…
The Effects of Rule‐Based and Acoustic‐Perceptual Instruction on Chinese ESL Learners’ English Primary Word Stress Placement Accuracy
Acquisition of English word stress by second language (L2) learners is challenging because of the unpredictability of stress patterns and affixes, and teaching English word stress is complex. Therefore, this paper aims to investigate the effectiveness of rule‐based and acoustic‐perceptual instruction approaches on Chinese English as a second language (ESL) learners’ production and perception of English primary word stress placement. Ninety partic…
L3 perception: A longitudinal study of metaphonological awareness in cantonese multilinguals learning mandarin
This study investigates the Mandarin language acquisition process among Cantonese multilingual learners, focusing on L3 Mandarin learners from Hong Kong. The primary aim is to explore changes in metaphonological awareness (MPhA) after 12 months of Mandarin learning. The study also includes L2 Mandarin learners from Guangdong Province for comparison. Both groups shared English and Mandarin as additional languages but acquired them in reversed orde…
Psychology (11 works) · Linguistics (8 works) · Phonetics and Phonology Research (8 works) · Computer Science (6 works) · Linguistic Variation and Morphology (5 works) · Pronunciation (5 works) · EFL/ESL Teaching and Learning (4 works) · Mandarin Chinese (4 works) · Mathematics education (4 works) · Multilingualism (4 works)