Benjamin Luke Moorhouse
Biographic Data
| ID | 4625627 |
|---|---|
| NAME | Benjamin Luke Moorhouse |
| GIVEN NAMES | Benjamin Luke |
| FAMILY NAME | Moorhouse |
| SIGNATURE | MOORHOUSE B L |
| AFFILIATIONS | City University of Hong Kong |
| ORCID | 0000-0002-3913-5194 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Navigating generative artificial intelligence educational expertise: A duoethnographic exploration using an AI chatbot interviewer
This duoethnographic study explored the lived experiences of the authors, two university-based teacher educators in Hong Kong, as they navigate their positioning as generative artificial intelligence (GenAI) educational experts. Employing dialogic reflections elicited by a customised GenAI chatbot interviewer, the study investigated the complexities caused by the developments of GenAI in teacher education amidst professional uncertainty, institut…
Using DeepSeek’s reasoning-based AI model to support written feedback practices
Teachers’ professional digital competence after a period of online teaching: The case of Hong Kong primary school English-language teachers
Becoming journal editors: Drawing connections to transitions in teacher education
For many of us, this time of the academic year is shaped by assessments, exam boards, and the work of supporting student teachers through the final stage of their initial teacher education. Sharing
Stewardship, scholarship and responsibility: The work of teacher educators
As we step into the new year, we extend our warmest wishes to all our readers, authors, reviewers, members of the editorial board, international advisory board, college of reviewers and the wider t
Engagement with teacher education scholarship in an AI-mediated world: Making the case for thoughtful reading
In this editorial, we want to take the opportunity to address the impact that Generative Artificial Intelligence (GenAI) tools, specifically Large Language Models (LLMs), are having on researchers’
GenAI ‐Assisted Digital Multimodal Composing in Tesol Teacher Education
This study explored how pre‐service TESOL teachers integrated GenAI tools into a Digital Multimodal Composing (DMC) project, composing a website, at a Hong Kong university. Specifically, it explored their decision‐making and cognitive engagement in the DMC process when they had autonomy in the use of GenAI tools. Drawing on a social practice perspective of literacy, the research explores how GenAI supports or complicates multimodal composing and …
Emerging conventions in GenAI disclosure: How applied linguistics scholars disclose AI use
This study examines how applied linguistics authors report the use of generative AI (GenAI) in published research, addressing the ongoing ambiguity around acceptable practices, required disclosure, and informational sufficiency. Only 4.2 % of the articles included any AI-related disclosure: 2.8 % declared use and 1.4 % declared non-use, with reporting concentrated in a minority of journals, indicating policy-driven effects. When present, disclosu…
Junior secondary EFL learners’ enjoyment of homework: A mixed-methods comparative study of a high-, average-, and low-achieving school in Hong Kong
Positive emotions such as enjoyment have recently come to the fore in FL research and education. However, very few studies to date have focused on learners' emotions associated with doing homework, a common practice institutionalized in many FL education settings. In this comparative study, we examined 327 Grade 7 EFL learners' levels of enjoyment of homework in a high-, an average-, and a low-achieving school in Hong Kong. We elicited, through a…
Study Quality in the Age of AI: A Disciplinary Framework for Using GenAI in Tesol Research
Since ChatGPT's release, there has been confusion about how generative AI (GenAI) tools can be responsibly utilized in TESOL research processes. While there are many examples of inappropriate uses of GenAI, there are also growing examples of its potential utility. In addition, GenAI use has become normalized in many TESOL scholars' academic writing and knowledge‐production activities. The rapid adoption of GenAI into researchers' practices has ou…
Exploring PhD students’ utilization of generative AI in academic writing for publication purposes: Insights for EAP
The use of Generative Artificial Intelligence (GenAI) is creating new innovative processes and approaches to writing for publication that have implications for EAP. Given that the appropriate utilization of GenAI tools is under researched, existing EAP curricula might inadequately prepare students to appropriately incorporate GenAI tools into their academic writing practices for publication. The current study explored L2 PhD students’ understandi…
Shifting between face-to-face, online and hybrid teaching modes: A reflection on one Hong Kong primary school teacher's experiences with young learners during the Covid-19 pandemic
As young children need more careful support and guidance than adolescents and adult learners, teachers in lower grades have extra considerations as they shift between teaching modalities. This colloquium seeks to bring attention to the experiences of one Hong Kong primary school English language teacher as she shifted between face-to-face, online and hybrid teaching over a two-year period during the COVID-19 pandemic. It is hoped that by sharing …
Enhancing the emotional aspects of language education through generative artificial intelligence (GenAI): A qualitative investigation
This qualitative study investigates the impact of generative artificial intelligence (GenAI) on the emotional engagement, motivation and well-being of first-year university students in Hong Kong. We conducted semi-structured interviews with 21 students and three instructors to explore their perceptions of how GenAI influences the affective dimensions of language learning. The data were analyzed using manual coding and inductive thematic analysis …
Generative AI and the future of writing for publication: Insights from applied linguistics journal editors
The emergence of Generative Artificial Intelligence (GenAI) is reshaping academic writing and publishing practices. As knowledge curators, applied linguistics journal editors need to respond to GenAI developments. Yet, little is known about their perspectives on GenAI in academic writing and publishing. These perspectives could influence their editorial decisions and journal policies – potentially defining how scholars write for publication. Thro…
A Trioethnographic Exploration of Co-Authoring in Higher Education: Perspectives of a PhD Student, a Supervisor, and an Editor
As co-authoring becomes more prevalent internationally and across disciplines, there is a pressing need to examine the experiences of co-authors to understand how differing author identities and hierarchies may affect each author’s experience. This trioethnographic study, in which three researchers explored their experience of co-authoring through dialogic inquiry, offers a critical, reflective analysis of three publication stakeholders: a doctor…
Young Language Learners’ Perceptions of Homework: Contrasting the Views of Children Who Find Homework Least and Most Boring
Homework is a widely institutionalized practice in education settings across the globe. However, little research has been conducted about homework associated with language learning. As homework is often set by teachers and its submission is mostly mandatory, an investigation into learners’ perceptions is important against the advocacy of learner‐centeredness and learner well‐being in education. The study examined language learners’ perceptions of…
Generative AI tools and empowerment in L2 academic writing
Generative Artificial Intelligence (GenAI) developments have ignited interest in how they will impact L2 writers’ agency over their academic writing processes. At the same time, higher education (HE) institutions have responded to GenAI by devising policies on their use. Recognizing that L2 writers’ processes can be shaped by GenAI, as well as their institutions and instructors’ policies, there is a need to understand how L2 writers engage with G…
Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot
As Artificial Intelligence (AI) advances technologically, it will inevitably bring many changes to classroom practices. However, research on AI in education reflects a weak connection to pedagogical perspectives or instructional approaches, particularly in K-12 education. AI technologies may benefit motivated and advanced students. Understanding the teacher’s role of student motivation in mediating and supporting learning with AI technologies in …
Virtual teaching abroad during initial teacher education: Pre-service teachers’ professional learning
In-person teaching abroad experiences, where pre-service teachers spend a defined period teaching in schools in a foreign country, have received considerable research attention in recent years. However, virtual alternatives have yet to be explored. This exploratory study sought to understand the effects a virtual teaching abroad experience had on pre-service teachers’ professional learning. Data included teaching logs and reflective writings of t…
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course
The effects of generative AI on initial language teacher education: The perceptions of teacher educators
Since the public release of ChatGPT in November 2022, generative AI tools—capable of creating human-like content such as audio, code, images, text, simulations, 3D objects, and videos—have gained significant attention. While the impact of these tools on language teaching and learning has been widely speculated, the perspective of language teacher educators concerning their influence on initial language teacher education (ILTE) remains unexplored.…
Generative AI tools and assessment: Guidelines of the world's top-ranking universities
The public release of generative artificial intelligence (GAI) tools (e,g. ChatGPT) has had a disruptive effect on the assessment practices of higher education institutions (HEIs) worldwide. Concerns have largely been associated with academic integrity, cheating and plagiarism. HEIs have had to develop guidelines in response to GAI. As many of these guidelines were developed in haste and could affect a large number of instructors and students, th…
ChatGPT for Language Teaching and Learning
In this technology review, we explore the affordances of the generative AI chatbot ChatGPT for language teaching and learning. In addition to this, we also present debates and drawbacks of ChatGPT. Finally, we present the digital competencies teachers and learners require to use this chatbot ethically and effectively to support language learning.
Use of Digital Tools by English Language Schoolteachers
The present study explored the use of digital tools by English language schoolteachers in Hong Kong. Using a qualitative-dominant sequential mixed-methods design, wherein an online mixed-methods survey of primary and secondary school English language teachers (N = 83) and follow-up in-depth interviews (N = 22) were employed, this study collectively explored which digital tools the participants used, why the participants used these tools, and how …
Teaching abroad during initial teacher education: The effects as perceived by recently qualified teachers on their preparedness for teaching
Opportunities for pre-service teachers to participate during their initial teacher education (ITE) in teaching-abroad experiences, where they spend time teaching in a foreign country, have become increasingly popular. However, studies to date have collected data during or soon after the participant’s return. Little is known about how recently qualified teachers (RQTs) who participated in such experiences during the ITE perceive their benefits. By…
The effects of generative AI on initial language teacher education: The perceptions of teacher educators
Since the public release of ChatGPT in November 2022, generative AI tools—capable of creating human-like content such as audio, code, images, text, simulations, 3D objects, and videos—have gained significant attention. While the impact of these tools on language teaching and learning has been widely speculated, the perspective of language teacher educators concerning their influence on initial language teacher education (ILTE) remains unexplored.…
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course
Generative AI tools and empowerment in L2 academic writing
Generative Artificial Intelligence (GenAI) developments have ignited interest in how they will impact L2 writers’ agency over their academic writing processes. At the same time, higher education (HE) institutions have responded to GenAI by devising policies on their use. Recognizing that L2 writers’ processes can be shaped by GenAI, as well as their institutions and instructors’ policies, there is a need to understand how L2 writers engage with G…
Assisting and Mediating Interaction during Synchronous Online Language Lessons: Teachers' Professional Practices
Synchronous online language lessons (SOLLs) are distinctly different from in‐person lessons. Although digital tools, specifically, videoconferencing software, make doing SOLLs possible, these tools have specific affordances and constraints pertaining to how we engage, interact, and relate – creating new literacy practices. This study reports on a project which explored how five Hong Kong university English language teachers engaged in teaching SO…
Digital competence and online language teaching: Hong Kong language teacher practices in primary and secondary classrooms
Preparing pre-service English language teachers for the literacy classroom: Modelling good practices
This report introduces a children’s English literature library project the author implemented in his undergraduate English language teacher education programme. Through modelling literacy practices found to be effective with young English language learners, he aimed to increase his students’ readiness for teaching. The project was found to be beneficial to the development of students’ pedagogical content knowledge regarding children’s English lan…
Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the Covid-19 pandemic
This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author's experience …
Applying the pathways to nature connectedness at a societal scale: A leverage points perspective
The climate emergency and crisis of biodiversity loss show that the human–nature relationship is failing. This paper introduces the psychological construct of nature connectedness as a measurable target for improving the human–nature relationship, and therefore helping tackle the warming climate and loss of wildlife. The ‘pathways to nature connectedness’ (sensory contact, emotion, meaning, beauty and compassion) provide an important and flexible…
Beginning teaching during Covid -19: Advice from newly qualified teachers
The year 2020 was one of unprecedented uncertainty for initial teacher education (ITE) with newly qualified teachers (NQTs) entering schools in the summer of 2020 still disrupted by COVID-19. Unfortunately, these disruptions have continued into 2021. This study explored the advice a group of NQTs have for student-teachers graduating during the disruptions to education caused by COVID-19. Through the use of a qualitative online survey, NQTs were a…
Digital competence and online language teaching: Hong Kong language teacher practices in primary and secondary classrooms
Teaching abroad during initial teacher education: The effects as perceived by recently qualified teachers on their preparedness for teaching
Opportunities for pre-service teachers to participate during their initial teacher education (ITE) in teaching-abroad experiences, where they spend time teaching in a foreign country, have become increasingly popular. However, studies to date have collected data during or soon after the participant’s return. Little is known about how recently qualified teachers (RQTs) who participated in such experiences during the ITE perceive their benefits. By…
The Covid-19 Pandemic as a catalyst for teacher pedagogical and technological innovation and development: Teachers’ perspectives
The COVID-19 pandemic has had a profound effect on schools around the world with many forced to suspend in-person classes. This has meant teachers have been required to find ways to continue teaching remotely. Remote teaching requires specific and extended skills and knowledge from those required in the in-person classroom. This two-stage qualitative-dominant sequential mixed-method study, using a survey of Hong Kong primary and secondary school …
Assisting and Mediating Interaction during Synchronous Online Language Lessons: Teachers' Professional Practices
Synchronous online language lessons (SOLLs) are distinctly different from in‐person lessons. Although digital tools, specifically, videoconferencing software, make doing SOLLs possible, these tools have specific affordances and constraints pertaining to how we engage, interact, and relate – creating new literacy practices. This study reports on a project which explored how five Hong Kong university English language teachers engaged in teaching SO…
Generative AI tools and assessment: Guidelines of the world's top-ranking universities
The public release of generative artificial intelligence (GAI) tools (e,g. ChatGPT) has had a disruptive effect on the assessment practices of higher education institutions (HEIs) worldwide. Concerns have largely been associated with academic integrity, cheating and plagiarism. HEIs have had to develop guidelines in response to GAI. As many of these guidelines were developed in haste and could affect a large number of instructors and students, th…
ChatGPT for Language Teaching and Learning
In this technology review, we explore the affordances of the generative AI chatbot ChatGPT for language teaching and learning. In addition to this, we also present debates and drawbacks of ChatGPT. Finally, we present the digital competencies teachers and learners require to use this chatbot ethically and effectively to support language learning.
Use of Digital Tools by English Language Schoolteachers
The present study explored the use of digital tools by English language schoolteachers in Hong Kong. Using a qualitative-dominant sequential mixed-methods design, wherein an online mixed-methods survey of primary and secondary school English language teachers (N = 83) and follow-up in-depth interviews (N = 22) were employed, this study collectively explored which digital tools the participants used, why the participants used these tools, and how …
Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot
As Artificial Intelligence (AI) advances technologically, it will inevitably bring many changes to classroom practices. However, research on AI in education reflects a weak connection to pedagogical perspectives or instructional approaches, particularly in K-12 education. AI technologies may benefit motivated and advanced students. Understanding the teacher’s role of student motivation in mediating and supporting learning with AI technologies in …
Virtual teaching abroad during initial teacher education: Pre-service teachers’ professional learning
In-person teaching abroad experiences, where pre-service teachers spend a defined period teaching in schools in a foreign country, have received considerable research attention in recent years. However, virtual alternatives have yet to be explored. This exploratory study sought to understand the effects a virtual teaching abroad experience had on pre-service teachers’ professional learning. Data included teaching logs and reflective writings of t…
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course
The effects of generative AI on initial language teacher education: The perceptions of teacher educators
Since the public release of ChatGPT in November 2022, generative AI tools—capable of creating human-like content such as audio, code, images, text, simulations, 3D objects, and videos—have gained significant attention. While the impact of these tools on language teaching and learning has been widely speculated, the perspective of language teacher educators concerning their influence on initial language teacher education (ILTE) remains unexplored.…
Shifting between face-to-face, online and hybrid teaching modes: A reflection on one Hong Kong primary school teacher's experiences with young learners during the Covid-19 pandemic
As young children need more careful support and guidance than adolescents and adult learners, teachers in lower grades have extra considerations as they shift between teaching modalities. This colloquium seeks to bring attention to the experiences of one Hong Kong primary school English language teacher as she shifted between face-to-face, online and hybrid teaching over a two-year period during the COVID-19 pandemic. It is hoped that by sharing …
Enhancing the emotional aspects of language education through generative artificial intelligence (GenAI): A qualitative investigation
This qualitative study investigates the impact of generative artificial intelligence (GenAI) on the emotional engagement, motivation and well-being of first-year university students in Hong Kong. We conducted semi-structured interviews with 21 students and three instructors to explore their perceptions of how GenAI influences the affective dimensions of language learning. The data were analyzed using manual coding and inductive thematic analysis …
Generative AI and the future of writing for publication: Insights from applied linguistics journal editors
The emergence of Generative Artificial Intelligence (GenAI) is reshaping academic writing and publishing practices. As knowledge curators, applied linguistics journal editors need to respond to GenAI developments. Yet, little is known about their perspectives on GenAI in academic writing and publishing. These perspectives could influence their editorial decisions and journal policies – potentially defining how scholars write for publication. Thro…
A Trioethnographic Exploration of Co-Authoring in Higher Education: Perspectives of a PhD Student, a Supervisor, and an Editor
As co-authoring becomes more prevalent internationally and across disciplines, there is a pressing need to examine the experiences of co-authors to understand how differing author identities and hierarchies may affect each author’s experience. This trioethnographic study, in which three researchers explored their experience of co-authoring through dialogic inquiry, offers a critical, reflective analysis of three publication stakeholders: a doctor…
Young Language Learners’ Perceptions of Homework: Contrasting the Views of Children Who Find Homework Least and Most Boring
Homework is a widely institutionalized practice in education settings across the globe. However, little research has been conducted about homework associated with language learning. As homework is often set by teachers and its submission is mostly mandatory, an investigation into learners’ perceptions is important against the advocacy of learner‐centeredness and learner well‐being in education. The study examined language learners’ perceptions of…
Generative AI tools and empowerment in L2 academic writing
Generative Artificial Intelligence (GenAI) developments have ignited interest in how they will impact L2 writers’ agency over their academic writing processes. At the same time, higher education (HE) institutions have responded to GenAI by devising policies on their use. Recognizing that L2 writers’ processes can be shaped by GenAI, as well as their institutions and instructors’ policies, there is a need to understand how L2 writers engage with G…
Navigating generative artificial intelligence educational expertise: A duoethnographic exploration using an AI chatbot interviewer
This duoethnographic study explored the lived experiences of the authors, two university-based teacher educators in Hong Kong, as they navigate their positioning as generative artificial intelligence (GenAI) educational experts. Employing dialogic reflections elicited by a customised GenAI chatbot interviewer, the study investigated the complexities caused by the developments of GenAI in teacher education amidst professional uncertainty, institut…
Using DeepSeek’s reasoning-based AI model to support written feedback practices
Teachers’ professional digital competence after a period of online teaching: The case of Hong Kong primary school English-language teachers
Becoming journal editors: Drawing connections to transitions in teacher education
For many of us, this time of the academic year is shaped by assessments, exam boards, and the work of supporting student teachers through the final stage of their initial teacher education. Sharing
Psychology (20 works) · Mathematics education (16 works) · Computer Science (14 works) · Pedagogy (14 works) · Generative grammar (10 works) · Digital literacy in education (8 works) · Teacher education (8 works) · Technology-Enhanced Education Studies (8 works) · Artificial Intelligence in Healthcare and Education (7 works) · Linguistics (7 works)