Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

A Multi-task Learning Approach for Improving Product Title Compression with User Search Log Data

It is a challenging and practical research problem to obtain effective compression of lengthy product titles for E-commerce. This is particularly important as more and more users browse mobile E-commerce apps and more merchants make the original product titles redundant and lengthy for Search Engine Optimization. Traditional text summarization approaches often require a large amount of preprocessing costs and do not capture the important issue of conversion rate in E-commerce. This paper proposes a novel multi-task learning approach for improving product title compression with user search log data. In particular, a pointer network-based sequence-to-sequence approach is utilized for title compression with an attentive mechanism as an extractive method and an attentive encoder-decoder approach is utilized for generating user search queries. The encoding parameters (i.e., semantic embedding of original titles) are shared among the two tasks and the attention distributions are jointly optimized. An extensive set of experiments with both human annotated data and online deployment demonstrate the advantage of the proposed research for both compression qualities and online business values.Comment: 8 Pages, accepted at AAAI 201