Computer technology and language learning: do learning style and gender matter?

Conference Theme: Faces of English: Theory, Practice and PedagogyThis study investigated the correlation between the use of technology for self-directed learning, learning style and gender. Questionnaires were administered to 412 Chinese learners of English in two universities. Principal components analysis and multivariate analysis of variance were adopted to examine the correlation. Pedagogical implications will be discussed

Can "Writing Psychology" facilitate psychology writing?

Conference Theme: Departing from Tradition: Innovations in English Language Teaching and LearningSession D: Curriculum / Materials Developmen

Difficulties in mastering psychology writing: a student perspective

All accepted papers in the conference will be published in vol. 6 of Frontiers of Language and TeachingThe curriculum reform in Hong Kong resulted in a change in the direction of academic English enhancement courses in the University of Hong Kong. The change involved the replacement of generic English for Academic Purposes (EAP) courses by English-in-the-discipline (ED) courses, one of which is 'Writing Psychology: Text and Context ' . It was offered in the 2013-14 academic year in hopes of helping students master various writing genres of psychology. A genre analysis approach (Bhatia, 1993; Swales, 1990) was adopted in course design with an aim of enhancing students’ awareness of the language forms of disciplinary-specific writing through exploring the linguistic and rhetorical features of various texts in psychology. After its first launch it was felt by course developers that the pedagogical benefits of the course could be maximized by a scrutiny of students’ competence in genre-based writing. This study therefore sets out to investigate the perceptions of psychology students’ major difficulties in writing, and to analyze their actual writing problems

香港幼兒語文教學現況調查

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