STiLE - Scholarship of Teaching in Language Education https://www.stile.hk/osp <p>To provide a space where practitioners can showcase and share their peer-reviewed scholarly informed work in language education research, innovation and practice, so as to enable collegial collaboration in a way that connects knowledge and practice.<br /><br />To expand on traditional peer-reviewed online journals by enabling practitioners to showcase a wider variety of scholarly work and publish under 6 specific core categories. <br /><br />To provide multimodal publishing spaces where scholars can showcase a variety of written articles as well as video and audio posts in accordance with the core categories as outlined in Project Objectives in the Invitation to Tender. <br /><br />To create a platform that enables easy communication between scholars and reviewers and readers/listeners of content published.</p> en-US info@stile.hk (STiLE OJS) info@stile.hk (STiLE Manager) Fri, 23 Feb 2024 00:00:00 +0800 OJS 3.3.0.12 http://blogs.law.harvard.edu/tech/rss 60 Creative Problem Solving and Communication in Entrepreneurship https://www.stile.hk/osp/article/view/162 <p>Nine interview videos featuring four local young entrepreneurs have been developed into flipped, plug-and-play sets that seamlessly integrate into project-based professional communication in English subjects.</p> <p>Each set includes a flipped lesson plan designed for easy implementation. The lesson plan requires 40 minutes of out-of-class preparation, leading to a 20-minute in-class warmer activity, which then transitions into your existing subject materials.</p> <p><strong><em>Creative Problem Solving</em></strong></p> <ul> <li>Set 1: Discovering Your Niche</li> <li>Set 2: Creative Problem Solving</li> </ul> <p><strong><em>Persuasive Communication</em></strong></p> <ul> <li>Set 1: Importance of Language and Communication Skills</li> <li>Set 2: Persuasive Communication</li> </ul> <p><strong>Goal:</strong> Enhance teaching and learning by optimising class time for active, collaborative, and personalised learning, fostering learner autonomy and engagement.</p> <p><strong>Objectives:</strong></p> <p>For Teachers: Integrate flipped materials into lesson plans, adopt the flipped learning approach, and optimise class time for presentations, discussions, and feedback.</p> <p>For Students: Relate to entrepreneurs' experiences, develop skills by analysing real cases, and apply language and communication skills through in-class presentations and feedback.</p> YAN XIA Copyright (c) 2024 STiLE - Scholarship of Teaching in Language Education https://www.stile.hk/osp/article/view/162 Mon, 29 Jul 2024 00:00:00 +0800 Multimodal Modules for Language Proficiency Enhancement https://www.stile.hk/osp/article/view/167 Michelle Tam, Agnes Tsang, Eva Li, Evangeline Hung Copyright (c) 2024 STiLE - Scholarship of Teaching in Language Education https://www.stile.hk/osp/article/view/167 Fri, 27 Sep 2024 00:00:00 +0800 “Let’s Move on to the Recommendations.” The Use of Phrasal Verbs in Business Presentations of University Students in Hong Kong https://www.stile.hk/osp/article/view/136 <p>Phrasal verbs (PVs), as a notoriously difficult L2 feature, have attracted the attention of applied linguists for a few decades. Empowered by corpus linguistics, the current study explored the quantity and quality of PVs in business presentations of university students in Hong Kong, to investigate nuances of the PV production of students in contexts. The learner corpus consists of twenty business case study presentations by 36 mixed-L1 students. Quantitative results showed that students used a sizeable number of PVs accurately. The most common lexical verbs showed a different pattern compared with native speakers of English, while the most common adverbial particles were mostly identical to those used by native speakers. International students seemed to use more PVs than Chinese L1 students and the avoidance phenomenon was observed on a few PVs. The unnatural PV use mostly stemmed from misuse of the adverbial particles due to negative L1 transfer and two instances of creative PV use were observed on English L1 speakers. We advise language teachers to incorporate more comprehensive instruction of PVs in business English courses (including common collocations, syntactic particularities, and polysemy) as well as more authentic L2 exposure.</p> Siyang Zhou, Hongzhu Wang Copyright (c) 2024 STiLE - Scholarship of Teaching in Language Education https://www.stile.hk/osp/article/view/136 Wed, 28 Feb 2024 00:00:00 +0800 Bridging the Gap between Pedagogy and Workplace Needs https://www.stile.hk/osp/article/view/123 <p><span class="TextRun SCXW186758549 BCX0" lang="EN-US" xml:lang="EN-US" data-contrast="none"><span class="NormalTextRun SCXW186758549 BCX0">For a university teacher of business English to both undergraduates and postgraduates, one of the biggest challenges is the lack of suitable books with authentic texts and updated information for demonstration/illustration</span><span class="NormalTextRun SCXW186758549 BCX0"> of workplace texts and genres. First, students nowadays expect authenticity but not dated examples from existing business English textbooks. Second, the genres and communicative functions covered in most business English textbooks are limited, and emerging features and genres of workplace texts are rarely covered. Third, research findings are highly </span><span class="NormalTextRun SCXW186758549 BCX0">sought after</span><span class="NormalTextRun SCXW186758549 BCX0"> to inform how workplace texts </span><span class="NormalTextRun SCXW186758549 BCX0">are composed</span><span class="NormalTextRun SCXW186758549 BCX0"> in terms of content, </span><span class="NormalTextRun SCXW186758549 BCX0">st</span><span class="NormalTextRun SCXW186758549 BCX0">ructure</span><span class="NormalTextRun SCXW186758549 BCX0"> and language features. This </span><span class="NormalTextRun SCXW186758549 BCX0">paper </span><span class="NormalTextRun SCXW186758549 BCX0">will give examples of the niche that needs filling, and then discuss what ESP teachers can do. </span></span><span class="EOP SCXW186758549 BCX0" data-ccp-props="{&quot;134245417&quot;:true,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:240}"> </span></p> Mable Chan Copyright (c) 2023 STiLE - Scholarship of Teaching in Language Education https://www.stile.hk/osp/article/view/123 Tue, 23 May 2023 00:00:00 +0800 Generative AI and its Potential Implications for EAP Practitioner Scholarship https://www.stile.hk/osp/article/view/135 Aditi Jhaveri Copyright (c) 2023 STiLE - Scholarship of Teaching in Language Education https://www.stile.hk/osp/article/view/135 Mon, 08 Jan 2024 00:00:00 +0800 Professional Accreditation- Challenging but worth it https://www.stile.hk/osp/article/view/153 <p>This article describes the process of achieving Fellowship with BALEAP, and my personal repsonses to the process.</p> Mike Groves Copyright (c) 2024 STiLE - Scholarship of Teaching in Language Education https://www.stile.hk/osp/article/view/153 Tue, 02 Apr 2024 00:00:00 +0800