Jiajia Eve Liu
Biographic Data
| ID | 6175944 |
|---|---|
| NAME | Jiajia Eve Liu |
| GIVEN NAMES | Jiajia Eve |
| FAMILY NAME | Liu |
| SIGNATURE | LIU J E |
| AFFILIATIONS | City University of Macau |
| ORCID | 0000-0002-6334-9694 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Multimodality for/as learning in soft CLIL
In soft CLIL (Content and Language Integrated Learning) contexts, multimodal resources are often used to facilitate students’ learning of the L2 skills and content topics. More recently, multimodal literacy has been incorporated into the curriculum in different parts of the world, which means multimodality is regarded not only as a tool to support learning but also as a learning outcome itself. However, there is a dearth of research bringing toge…
Investigating the role of trans-semiotizing in developing a literature review
Developing a literature review (LR) is an essential step in nearly all academic and research work while also one of the most challenging tasks for graduate students and novice researchers. Scholars have proposed using visual tools to facilitate the development of LR. This involves trans-semiotizing – the dynamic process during which students coordinate and integrate languages and visual resources to construct and communicate academic information.…
Integrating GenAI with genre-based pedagogy and the PAA model in a college writing course
While recent advances in Generative Artificial Intelligence (GenAI) have opened new opportunities for integrating GenAI into language and literacy education, there remains a significant gap regarding how GenAI can be effectively integrated with linguistics-based education theories to enhance AI-mediated learning. This study addresses this gap by exploring a systematic integration of GenAI with genre-based pedagogy and the PAA (Plurilingualism, Af…
Emotional (Dis/Un)entanglement in Becoming an Academic in the Neoliberal Era
This paper explores the complex emotions and affective challenges that academics might experience in their journey of becoming within neoliberal higher education contexts transnationally. These are examined in entanglement with intricate social, ideological, political and racial factors across different stages of academic careers. Informed by a theoretical and conceptual framework in relation to affect and agency in plurilingual contexts and thro…
Multimodality in CLIL assessment
Content and Language Integrated Learning (CLIL) features the integration of content learning and additional language learning. With the increasing recognition that representation and construction of content knowledge often involve multiple semiotic modes, it follows that the ‘language’ dimension in CLIL should be extended to a multimodal dimension. Researchers have been examining the affordance of multimodal resources in facilitating CLIL instruc…
Developing pre-service teachers’ critical awareness and strategic use of multilingual and multimodal repertoires in materials design
A critical examination of the interaction between translanguaging pedagogy and students’ beliefs and practices of translanguaging in learning EAP
Conducted in a Chinese university, this study tracked eight students’ changes in their beliefs and practices of translanguaging when developing academic literacies throughout a 14-week English for Academic Purposes (EAP) course, where translanguaging pedagogy was systematically planned and implemented. Data were collected from classroom observation, students’ writing drafts and assignments before, during and after the course, and pre- and post- i…
(Re)conceptualizing “Language” in CLIL
CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need…
Translanguaging pedagogy in teaching English for Academic Purposes
Perceptions, awareness and perceived effects of home culture on intercultural communication
Translanguaging pedagogy in teaching English for Academic Purposes
Perceptions, awareness and perceived effects of home culture on intercultural communication
Multimodality in CLIL assessment
Content and Language Integrated Learning (CLIL) features the integration of content learning and additional language learning. With the increasing recognition that representation and construction of content knowledge often involve multiple semiotic modes, it follows that the ‘language’ dimension in CLIL should be extended to a multimodal dimension. Researchers have been examining the affordance of multimodal resources in facilitating CLIL instruc…
Perceptions, awareness and perceived effects of home culture on intercultural communication
Translanguaging pedagogy in teaching English for Academic Purposes
(Re)conceptualizing “Language” in CLIL
CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need…
A critical examination of the interaction between translanguaging pedagogy and students’ beliefs and practices of translanguaging in learning EAP
Conducted in a Chinese university, this study tracked eight students’ changes in their beliefs and practices of translanguaging when developing academic literacies throughout a 14-week English for Academic Purposes (EAP) course, where translanguaging pedagogy was systematically planned and implemented. Data were collected from classroom observation, students’ writing drafts and assignments before, during and after the course, and pre- and post- i…
Emotional (Dis/Un)entanglement in Becoming an Academic in the Neoliberal Era
This paper explores the complex emotions and affective challenges that academics might experience in their journey of becoming within neoliberal higher education contexts transnationally. These are examined in entanglement with intricate social, ideological, political and racial factors across different stages of academic careers. Informed by a theoretical and conceptual framework in relation to affect and agency in plurilingual contexts and thro…
Multimodality in CLIL assessment
Content and Language Integrated Learning (CLIL) features the integration of content learning and additional language learning. With the increasing recognition that representation and construction of content knowledge often involve multiple semiotic modes, it follows that the ‘language’ dimension in CLIL should be extended to a multimodal dimension. Researchers have been examining the affordance of multimodal resources in facilitating CLIL instruc…
Developing pre-service teachers’ critical awareness and strategic use of multilingual and multimodal repertoires in materials design
Multimodality for/as learning in soft CLIL
In soft CLIL (Content and Language Integrated Learning) contexts, multimodal resources are often used to facilitate students’ learning of the L2 skills and content topics. More recently, multimodal literacy has been incorporated into the curriculum in different parts of the world, which means multimodality is regarded not only as a tool to support learning but also as a learning outcome itself. However, there is a dearth of research bringing toge…
Investigating the role of trans-semiotizing in developing a literature review
Developing a literature review (LR) is an essential step in nearly all academic and research work while also one of the most challenging tasks for graduate students and novice researchers. Scholars have proposed using visual tools to facilitate the development of LR. This involves trans-semiotizing – the dynamic process during which students coordinate and integrate languages and visual resources to construct and communicate academic information.…
Integrating GenAI with genre-based pedagogy and the PAA model in a college writing course
While recent advances in Generative Artificial Intelligence (GenAI) have opened new opportunities for integrating GenAI into language and literacy education, there remains a significant gap regarding how GenAI can be effectively integrated with linguistics-based education theories to enhance AI-mediated learning. This study addresses this gap by exploring a systematic integration of GenAI with genre-based pedagogy and the PAA (Plurilingualism, Af…
Second Language Learning and Teaching (8 works) · Psychology (6 works) · Sociology (6 works) · EFL/ESL Teaching and Learning (5 works) · Pedagogy (5 works) · Mathematics education (4 works) · Multilingual Education and Policy (4 works) · Multimodality (4 works) · Translanguaging (3 works) · Dialogic (2 works)