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The Hang Seng University of Hong Kong

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Category: Book Chapter (15); Book (12); Book Review (1); Composition (1); Conference Paper (29); Journal Article (47); Others (5); Refereed Conference Proceedings (1); Translated Works (1)

Department: ENG (58); SCOM (1); STFL (33); SHSS (2); AAD (1); COM (3); GE (1); M&M (1); MGT (5); ACY (1); EAF (1); J&C (1); M&S (2); MKT (1); SCM (1)

Keyword: Abridgement (1); Academic writing (2); Accuracy (3); Action Research (1); Affordances (1); Ambiguity (1); American (1); Angela Carter (1); Asian (1); Assessment for learning (1); Auction Theory, Budget constraints, Land Auctions, Bidding Strategy (1); Behaviorist learning (1); Bilngual (1); British (1); CDA (1); Carnivalesque (1); Chatbot (1); Chinese EFL students; peer review; decision-making patterns; perceptions of english writing (1); Chinese EFL university students, use of peer feedback, writing beliefs, ecological perspective, affordances (1); Chinese English as a foreign language students, peer review, writing beliefs (1); Chinese and English translation (2); Chinese language (1); Civic engagement (1); Code-mixing (1); Cognition Hypothesis (1); Coherence (1); Cohesiveness (1); Collaborative learning (1); Communication strategies (1); Complexity (3); Computer-mediated communication (1); Confucian Heritage Culture settings (1); Connectives (1); Constructivist learning (1); Continuous assessment (1); Conversation , core and periphery , corpus-based , lexical bundles , Schneider’s Dynamic Model and World Englishes (1); Corpus linguistics (2); Creativity (1); Critical discourse analysis (1); Cultural differences (1); Cultural variation (1); Cyberbullying (1); Developmental outcomes (1); Digital Learning (1); Digital learning (1); Discourse analysis (1); Drama (1); Dynamic Systems Theory (1); EFL (1); EFL oral practice (1); ESL (2); Education (1); Education transformation (1); Emotion (1); Emotionality (1); English (Second Language) (1); English academic writing (2); English as a second langauge (2); English as a second language (1); English for academic purposes (1); English language apps (1); English vocabulary (1); Englishization (1); Enhancing Teacher Resilience (1); Experience (1); Face-to-face interaction (1); Financial discourse (1); Financial translation (1); Flipped Classroom (1); Fluency (3); Formal writing (1); Fractured fairytale (1); Functional adequacy (1); Grammatical accuracy (1); Hierarchical models (1); Higher education (1); Hong Kong (3); Hong Kong English (1); Identity (1); Imagination (1); Impact of COVID-19 Pandemic on Higher Education (1); Informal learning (1); Innovation in Language Teaching (1); Instagram (1); Interactive Activities (1); Interpreter training (1); Interpreting assessment (1); Interpreting practice (1); Interpreting research methodology (1); Interpreting studies (1); Irish (1); L2 Self (1); L2 motivation (1); L2 teaching (1); L2 writing (2); L3 Motivation (1); L3 self (1); Language Arts (1); Language Skills (1); Language and law (1); Language apps (1); Learner perception (1); Learning Apps (1); Learning English as a second language (1); Learning-oriented assessment (1); Legal Chinese (1); Legal bilingualism (3); Legal translation (1); Lexical diversity (1); Lexical formality (1); Lexical sophistication (1); Limited Attention Capacity (1); Linguistic competence (1); Linguistic complexity (1); Literary writings (1); Literature (2); Localisation (1); Malaysia (1); Measurement scale validation (1); Megacognition, declarative knowledge, procedural knowledge, conditional knowledge, content analysis, sports management, sports media studies (1); Mistranslation (1); Modal verbs (1); National identity (1); Native speakers (1); Neural machine translation, Financial listing documents, Domain flag (2); New literacy studies (1); Online Learning and Teaching (1); Online Self-Regulated Learning (1); Phrasal verbs (1); Poetry (1); Popular Culture (1); Positive Learning Environment (1); Postcolonial English (1); Pragmatic competence (1); Pre-task planning (2); Proficiency level (1); Prosumers (1); Psyche development (1); Pu Songling (1); Quantile regression (1); Question formation (1); Reader-response approach (1); Reading input (1); Recast (1); Rehearsal (1); Repressed sexual modernity (1); Robustness (1); Salience (1); Salience, ambiguity, recast, young learners, task-based interactions, grammatical accuracy, question formation (1); Schematic familiarity (1); Second language learners (1); Second language speaking (1); Second language writing (2); Self and peer assessment (1); Self-learning (1); Self-regulated learning (1); Service-learning (1); Sexual autonomy and diversity (1); Shakespeare (2); Short Stories (1); Singapore (1); Situated learning (1); Social media literary (1); Sociolinguistics (1); Spacing effects (1); Story continuation (1); Student Engagement in Online Learning (1); Student developmental outcomes (1); Student perceptions (1); Subjectivity (1); Synonymous adjectives (1); T&I training; journal articles; translation studies; interpreting studies; scientometric analysis (1); TBLT (3); Task performance (1); Task repitition (2); Task-based assessment (1); Task-based interaction (1); Task-based language instruction (2); Task-based language teaching (1); Task-preparedness (1); Task-readiness (1); Teach through Transmedia (1); Teacher Support in Online Learning (1); Teacher motivation, ESL teacher motivation, higher education teacher motivation, pedagogical development, self-efficacy (2); Teaching during the pandemic (1); Teaching literature (1); Text length (1); Topic familiarity (3); Total Physical Response, Second Language Teaching, Action, Stress, Commands (1); Training, Translation Studies, Interpreting Studies, research themes, research methods (1); Translation (3); Translation stu (1); Translation studies (2); Translation validity (1); Transmedia (1); Vocabulary building (1); Within-task repetition (1); World Englishes (1); Writing beliefs, decision-making and criteria use, peer review (1); Writing quality (1); Young learners (1)