STiLE - Scholarship of Teaching in Language Education

Multimodal Modules for Language Proficiency Enhancement

Michelle Tam — 2024-09-27

Creative Problem Solving and Communication in Entrepreneurship

YAN XIA — 2024-07-29

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.

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.

Creative Problem Solving

Set 1: Discovering Your Niche
Set 2: Creative Problem Solving

Persuasive Communication

Set 1: Importance of Language and Communication Skills
Set 2: Persuasive Communication

Goal: Enhance teaching and learning by optimising class time for active, collaborative, and personalised learning, fostering learner autonomy and engagement.

Objectives:

For Teachers: Integrate flipped materials into lesson plans, adopt the flipped learning approach, and optimise class time for presentations, discussions, and feedback.

For Students: Relate to entrepreneurs' experiences, develop skills by analysing real cases, and apply language and communication skills through in-class presentations and feedback.

Professional Accreditation- Challenging but worth it

Mike Groves — 2024-04-02

This article describes the process of achieving Fellowship with BALEAP, and my personal repsonses to the process.

Generative AI and its Potential Implications for EAP Practitioner Scholarship

Aditi Jhaveri — 2024-01-08

Bridging the Gap between Pedagogy and Workplace Needs

Mable Chan — 2023-05-23

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 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 sought after to inform how workplace texts are composed in terms of content, structure and language features. This paper will give examples of the niche that needs filling, and then discuss what ESP teachers can do.

“Let’s Move on to the Recommendations.” The Use of Phrasal Verbs in Business Presentations of University Students in Hong Kong

Siyang Zhou — 2024-02-28

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.