Projects by CoP project team members

Project Information of CoP Project Team Members (according to the alphabetical order of team members’ names)

Team Member Project Title Project Website Brief Summary
Chan Hang, Joshua

(Hong Kong Baptist University)


A multi-modal Speaking App that introduces primary school pupils to the world of poetry (ITB/FBL/5021/19/P)



With the support from the Innovation and Technology Bureau of the Hong Kong Government, the project team embarks on the task of developing a poetry reading tool, the Poetry App – the backbone of which is a collection of English poetry, ranging from classics to modern- day creative works. The project’s mission is to create the first multimodal and multichannel platform that Hong Kong children will think of when they desire to read or learn poetry.
Chen Hsueh Chu, Rebecca

(The Education University of Hong Kong)


The Use of Learners’ Spoken Corpus as a Teaching Tool in ESL Classrooms

This project aims to expand an existing learners’ corpus and develop a corpus-based training program to help teachers, learners and researchers have a better understanding of the major problems in learning English pronunciation by Hong Kong, Mainland and Southeast Asian learners in Hong Kong. This project website provides a spoken corpus of the English of Chinese (with different dialectal backgrounds) and non-Chinese learners, a wide range of resources and exercises for pronunciation learning and teaching, and a Praat beginners’ manual for acoustic phonetics research.
Ma Qing, Lee Fung King, Wang Lixun, Chen Hsueh Chu

(The Education University of Hong Kong)


The development and evaluation of an innovative corpus-based language teaching approach among school in-service teachers in the Greater Bay Area or beyond

This project builds on the success of the research team’s endeavour in creating and promoting an innovative corpus-based language pedagogy at EdUHK and beyond through a previous project “Educational Linguistics 2.0 – The Use of Corpora in Language Teaching”, and further extend this new language pedagogy to the Greater Bay Area among school teachers. As a result, this project has the potential to make a significant social impact on language pedagogy and curriculum in schools in the Greater Bay Area or beyond.


Mao Qunfan Desiree

(The Education University of Hong Kong)


Flipped Classroom Approach in English Language Teaching (ELT)

This project aims at improving the learner autonomy of English language students through the flipped-classroom-approach-embedded curriculum design of the pre-service ECE teachers’ English academic writing and storytelling course – CLE0235 ECE English Three. Through the project, two flipped classroom components were developed as the Blended Learning Tasks for the course – 1. a Moodle-based academic writing and APA quiz for Part I Academic Writing and 2. the pre-lecture videos and quizzes for Part II English Storytelling. Similar to what flipped classroom approach (FCA) researchers have found, 21st century language learners are more engaged if the learning environment encourages independence and autonomy (Barns, Marateo and Ferris, 2007). Data collected from students’ survey and interviews in this project demonstrated students’ higher motivation in learning, story creation skills, moderate enhancement in learner autonomy, and overall improvement of confidence in English writing and speaking.
Tse Chun Yip

(The Education University of Hong Kong)




(need to have EdUHK account and password)




Wang Lixun (The Education University of Hong Kong) English-Chinese Parallel Concordancer


The English-Chinese Parallel Concordancer is a corpus project led by Dr Wang Lixun at the Department of Linguistics and Modern Language Studies, the Education University of Hong Kong. Users can search the English-Chinese parallel corpus online. Users can choose to do parallel concordancing or monolingual concordancing, and can choose different corpus files according to their needs.


Yu Baohua

(The Education University of Hong Kong)



Enhanching students’ English proficiency, academic achievement, critical thinking and English learning motivation through digital and traditional story-telling (in progress)

The project mainly involves two stages. In the first stage, 10 digital storytelling videos were produced by 15 recruited pre-service teachers in the university after they received professional training regarding the use of video production room and video making. In the second stage, 10 student helpers were recruited to tell the stories physically or play 8 self-created storytelling videos regularly in 5 primary schools classrooms to help 126 pupils enhance their English proficiency, academic achievement, critical thinking and English learning motivation as well as to compare the impacts of two storytelling modes on students’ learning and skill enhancement.