Hengzhi Hu
Biographic Data
| ID | 5742524 |
|---|---|
| NAME | Hengzhi Hu |
| GIVEN NAMES | Hengzhi |
| FAMILY NAME | Hu |
| SIGNATURE | HU H |
| AFFILIATIONS | National University of Malaysia |
| ORCID | 0000-0001-5232-913X |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Pedagogical translanguaging with GenAI
This article revisits the dilemmas of creativity–standardization, inclusion–fixity, and meaning–form, as proposed by Jeon et al. (2025), in relation to the intersection of generative artificial intelligence (GenAI) within translanguaging. While their contribution centers on a mechanism-level analysis of the input–output asymmetry of large language models, I adopt a pedagogical perspective and argue that these dilemmas remain pertinent in the cont…
Rethinking assessment integrity in the GenAI era
Higher education providers worldwide have responded to student use of generative artificial intelligence (GenAI) largely through post-hoc detection, but authorship verification does not address the validity problem created when assignments no longer require the disciplinary reasoning they claim to assess. This article advances a provenance-first alternative and specifies Process-Embedded Assessment with Verifiable Provenance (PEAVP). PEAVP reloca…
What Really Contributes to the Employability of Chinese Returnees with Malaysian-Obtained PhDs in and beyond Academia
Malaysia has positioned itself as an internationalized education hub, attracting growing numbers of international doctoral students from China. Yet PhD degrees from Malaysian higher education providers (HEPs) are often perceived as inferior in China’s labor market, raising questions about how returnees construct their employability. This exploratory qualitative study examined how Chinese returnees with Malaysian-obtained PhDs perceive the attribu…
Not Just About Content
English-Medium Instruction (EMI) is expanding in non-Anglophone higher education, yet its implementation often overlooks the importance of language support in disciplinary teaching. This study examines a Content and Language Integrated Learning (CLIL)-ised EMI case, in which an EMI class is adapted from CLIL principles so that content teaching explicitly supports students’ English meaning-making. Using 12-week observations, stimulated-recall inte…
Two teachers, one classroom
Content and Language Integrated Learning (CLIL) has gained prominence for its potential to integrate disciplinary content and language development, yet practical implementation remains challenging. In particular, a single teacher may struggle to address both curricular depth and systematic language support, which leaves gaps in content comprehension and communicative competence. Team teaching, where a content specialist collaborates with a langua…
Let’s talk AI
Teachers and students at the crossroads
Localisation of content and language integrated learning in China
Oral Assessment in the AI Era—Equity, Validity, and Scale
Fenton’s article, “Reconsidering the Use of Oral Exams and Assessments: An Old Way to Move Into a New Future,” argues that oral assessment can restore authenticity and support academic integrity in the generative artificial intelligence era. Drawing on this synthesis, this letter offers three refinements to enable adoption at scale: operationalize equity by separating language production from disciplinary reasoning and providing targeted accommod…
Negotiating identity in the age of ChatGPT
In recent years, the academic community has witnessed a surge of research articles generated with the assistance of artificial intelligence (AI) tools, particularly ChatGPT. This development introduces not only ethical and practical concerns but also new possibilities and tensions in identity negotiation for researchers—particularly those writing in English as an additional language—a topic that remains under-investigated. As such, this study exa…
Scenario-based flood adaption of a fast-developing delta city
From Yi Language to Mandarin
In multilingual classrooms where heritage and dominant languages coexist unequally, translanguaging is often encouraged pedagogically, yet its identity-shaping potential remains underexplored. This case study, situated in a Mandarin-medium secondary classroom in China, investigates how translanguaging involving Yi Language, a heritage language and actual first language (L1) for students, mediates their identity construction in relation to Mandari…
Reliable or Not
The rise of computer-based testing has transformed language assessment, with computer-based English speaking tests (CBESTs) offering scalable and efficient evaluations. However, the extent to which automated scoring aligns with analytic measures, such as complexity, accuracy, and fluency (CAF) indices, remains unclear. This study examines the relationship between automated CBEST scores and CAF indices in 418 Chinese junior high school students’ s…
What Numbers Cannot Fully Reveal
Despite ongoing efforts to standardize foreign language (L2) speaking assessment, the validity and reliability of human ratings remains contested due to their inherent subjectivity and the limited transparency of underlying judgment processes. While prior quantitative research has explored correlations between rater scores and measures of complexity, accuracy, fluency, and pronunciation (CAFP), relatively few studies have examined why particular …
Human Ratings and Complexity, Accuracy, and Fluency (CAF) Indices
Foreign language (L2) learners’ speaking proficiency is often quantified using two dimensions: intuitive human ratings and analytical, linguistic complexity, accuracy, and fluency (CAF) indices. While previous research and assessment practices have predominantly focused on either the subjective approach to L2 speaking or the objective one, it is essential to establish an association between these two seemingly contradictory assessment methods to …
Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms
It is not surprising that as we come upon the thirtieth anniversary of the birth of Content and Language Integrated Learning (CLIL), this young pedagogical approach is still a complicated phenomenon, with a wide variety of issues in every aspect of education remaining to be addressed. CLIL assessment is one of them. Although over a decade has passed since Coyle et al. (2010) necessitated an explicit understanding of the assessment process in CLIL…
Examining Teacher Competencies in Content and Language Integrated Learning
Despite the upsurge of research interest in Content and Language Integrated Learning (CLIL) teachers’ professional competencies, very little evidence has been presented from the Chinese academia. To bridge this gap and understand Chinese CLIL teachers’ status quo of competencies in relation to their demographic characteristics, the present study adopted a cross-sectional quantitative survey approach and investigated the differences of linguistic …
Examining Teacher Competencies in Content and Language Integrated Learning
Despite the upsurge of research interest in Content and Language Integrated Learning (CLIL) teachers’ professional competencies, very little evidence has been presented from the Chinese academia. To bridge this gap and understand Chinese CLIL teachers’ status quo of competencies in relation to their demographic characteristics, the present study adopted a cross-sectional quantitative survey approach and investigated the differences of linguistic …
Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms
It is not surprising that as we come upon the thirtieth anniversary of the birth of Content and Language Integrated Learning (CLIL), this young pedagogical approach is still a complicated phenomenon, with a wide variety of issues in every aspect of education remaining to be addressed. CLIL assessment is one of them. Although over a decade has passed since Coyle et al. (2010) necessitated an explicit understanding of the assessment process in CLIL…
Examining Teacher Competencies in Content and Language Integrated Learning
Despite the upsurge of research interest in Content and Language Integrated Learning (CLIL) teachers’ professional competencies, very little evidence has been presented from the Chinese academia. To bridge this gap and understand Chinese CLIL teachers’ status quo of competencies in relation to their demographic characteristics, the present study adopted a cross-sectional quantitative survey approach and investigated the differences of linguistic …
Negotiating identity in the age of ChatGPT
In recent years, the academic community has witnessed a surge of research articles generated with the assistance of artificial intelligence (AI) tools, particularly ChatGPT. This development introduces not only ethical and practical concerns but also new possibilities and tensions in identity negotiation for researchers—particularly those writing in English as an additional language—a topic that remains under-investigated. As such, this study exa…
Scenario-based flood adaption of a fast-developing delta city
From Yi Language to Mandarin
In multilingual classrooms where heritage and dominant languages coexist unequally, translanguaging is often encouraged pedagogically, yet its identity-shaping potential remains underexplored. This case study, situated in a Mandarin-medium secondary classroom in China, investigates how translanguaging involving Yi Language, a heritage language and actual first language (L1) for students, mediates their identity construction in relation to Mandari…
Reliable or Not
The rise of computer-based testing has transformed language assessment, with computer-based English speaking tests (CBESTs) offering scalable and efficient evaluations. However, the extent to which automated scoring aligns with analytic measures, such as complexity, accuracy, and fluency (CAF) indices, remains unclear. This study examines the relationship between automated CBEST scores and CAF indices in 418 Chinese junior high school students’ s…
What Numbers Cannot Fully Reveal
Despite ongoing efforts to standardize foreign language (L2) speaking assessment, the validity and reliability of human ratings remains contested due to their inherent subjectivity and the limited transparency of underlying judgment processes. While prior quantitative research has explored correlations between rater scores and measures of complexity, accuracy, fluency, and pronunciation (CAFP), relatively few studies have examined why particular …
Human Ratings and Complexity, Accuracy, and Fluency (CAF) Indices
Foreign language (L2) learners’ speaking proficiency is often quantified using two dimensions: intuitive human ratings and analytical, linguistic complexity, accuracy, and fluency (CAF) indices. While previous research and assessment practices have predominantly focused on either the subjective approach to L2 speaking or the objective one, it is essential to establish an association between these two seemingly contradictory assessment methods to …
Pedagogical translanguaging with GenAI
This article revisits the dilemmas of creativity–standardization, inclusion–fixity, and meaning–form, as proposed by Jeon et al. (2025), in relation to the intersection of generative artificial intelligence (GenAI) within translanguaging. While their contribution centers on a mechanism-level analysis of the input–output asymmetry of large language models, I adopt a pedagogical perspective and argue that these dilemmas remain pertinent in the cont…
Rethinking assessment integrity in the GenAI era
Higher education providers worldwide have responded to student use of generative artificial intelligence (GenAI) largely through post-hoc detection, but authorship verification does not address the validity problem created when assignments no longer require the disciplinary reasoning they claim to assess. This article advances a provenance-first alternative and specifies Process-Embedded Assessment with Verifiable Provenance (PEAVP). PEAVP reloca…
What Really Contributes to the Employability of Chinese Returnees with Malaysian-Obtained PhDs in and beyond Academia
Malaysia has positioned itself as an internationalized education hub, attracting growing numbers of international doctoral students from China. Yet PhD degrees from Malaysian higher education providers (HEPs) are often perceived as inferior in China’s labor market, raising questions about how returnees construct their employability. This exploratory qualitative study examined how Chinese returnees with Malaysian-obtained PhDs perceive the attribu…
Not Just About Content
English-Medium Instruction (EMI) is expanding in non-Anglophone higher education, yet its implementation often overlooks the importance of language support in disciplinary teaching. This study examines a Content and Language Integrated Learning (CLIL)-ised EMI case, in which an EMI class is adapted from CLIL principles so that content teaching explicitly supports students’ English meaning-making. Using 12-week observations, stimulated-recall inte…
Two teachers, one classroom
Content and Language Integrated Learning (CLIL) has gained prominence for its potential to integrate disciplinary content and language development, yet practical implementation remains challenging. In particular, a single teacher may struggle to address both curricular depth and systematic language support, which leaves gaps in content comprehension and communicative competence. Team teaching, where a content specialist collaborates with a langua…
Let’s talk AI
Teachers and students at the crossroads
Localisation of content and language integrated learning in China
Oral Assessment in the AI Era—Equity, Validity, and Scale
Fenton’s article, “Reconsidering the Use of Oral Exams and Assessments: An Old Way to Move Into a New Future,” argues that oral assessment can restore authenticity and support academic integrity in the generative artificial intelligence era. Drawing on this synthesis, this letter offers three refinements to enable adoption at scale: operationalize equity by separating language production from disciplinary reasoning and providing targeted accommod…
EFL/ESL Teaching and Learning (7 works) · Psychology (7 works) · Second Language Learning and Teaching (7 works) · Mathematics education (5 works) · Pedagogy (5 works) · Sociology (5 works) · Content and language integrated learning (4 works) · Fluency (3 works) · Foreign language (3 works) · Linguistics (3 works)