ORCID Profile
0000-0001-5232-913X
Current Organisation
National University of Malaysia
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Publisher: American Physical Society (APS)
Date: 09-01-2009
Publisher: Al-Kindi Center for Research and Development
Date: 30-08-2021
DOI: 10.32996/JELTAL.2021.3.9.1
Abstract: This paper sets out to place the research on Content and Language Integrated Learning (CLIL) within the border of Chinese academia. In considering the limited amount of empirical research in China, the author problematises the construction of a shared CLIL research agenda aimed at extending the scope of the current academic scenario. A conceptual model is formulated based on the constructive proposal brought forward by Coyle et al. (2010) that CLIL research should involve the examination and understanding of performance evidence, affective evidence, process evidence and materials and task evidence. Given that almost all the reviewed CLIL studies were conducted in the scope of English language education in higher education, this model is positioned within a broad multilingual and educationally erse context in China. A more comprehensive, rich and evidence-based research scenario is expected from Chinese researchers whose work is not only to extend the CLIL research agenda but also to probe into it in the long way ahead.
Publisher: Springer Science and Business Media LLC
Date: 05-06-2012
DOI: 10.1007/S12035-012-8284-7
Abstract: Down syndrome or trisomy 21 is the most common genetic disorder leading to mental retardation. One feature is impaired short- and long-term spatial memory, which has been linked to altered brain-derived neurotrophic factor (BDNF) levels. Mouse models of Down syndrome have been used to assess neurotrophin levels, and reduced BDNF has been demonstrated in brains of adult transgenic mice overexpressing Dyrk1a, a candidate gene for Down syndrome phenotypes. Given the link between DYRK1A overexpression and BDNF reduction in mice, we sought to assess a similar association in humans with Down syndrome. To determine the effect of DYRK1A overexpression on BDNF in the genomic context of both complete trisomy 21 and partial trisomy 21, we used lymphoblastoid cell lines from patients with complete aneuploidy of human chromosome 21 (three copies of DYRK1A) and from patients with partial aneuploidy having either two or three copies of DYRK1A. Decreased BDNF levels were found in lymphoblastoid cell lines from in iduals with complete aneuploidy as well as those with partial aneuploidies conferring three DYRK1A alleles. In contrast, lymphoblastoid cell lines from in iduals with partial trisomy 21 having only two DYRK1A copies displayed increased BDNF levels. A negative correlation was also detected between BDNF and DYRK1A levels in lymphoblastoid cell lines with complete aneuploidy of human chromosome 21. This finding indicates an upward regulatory role of DYRK1A expression on BDNF levels in lymphoblastoid cell lines and emphasizes the role of genetic variants associated with psychiatric disorders.
Publisher: American Physical Society (APS)
Date: 06-2009
Publisher: Elsevier BV
Date: 11-2022
Publisher: MDPI AG
Date: 21-02-2023
DOI: 10.3390/SU15053894
Abstract: The past decades have witnessed the rise and boom of Content and Language Integrated Learning (CLIL). As this dual-focused pedagogical approach continues to grow with remarkable vitality and sustainability, however, there is a paucity of knowledge regarding its development and application in China, necessitating a systematic review of previous research to apprise the academia of what has been done in the education and research agenda of CLIL. Grounded in four databases (i.e., Web of Science, Scopus, Education Resources Information Center, and Google Scholar), 28 research articles were extracted from 2013 to 2022 with certain exclusion and inclusion criteria considered. Thematic analyses primarily demonstrated that: (1) most studies were conducted in higher education providers, with English being the predominant instructional language (2) erse subject matters were embraced, denoting the coordination of “self” and “other” intercultural identities (3) affective evidence concerning perceptions of CLIL and performance evidence regarding language learning outcomes tended to be the research nuclei, de-emphasizing the other research topics (e.g., assessment, translanguaging, heterogeneity in learning, learning materials, learning process) (4) the research findings were various, with most of them corroborating the benefits of CLIL to different aspects of learning (5) CLIL learners were the principal source of data, and erse research paradigms were displayed with appropriate designs as per the research objectives. These findings, by comparison with the knowledge and experience obtained from the Western world, imply that the scope of the CLIL agenda should be extended and deepened in China, encouraging educators and researchers to consider and probe a wider range of issues of interest.
Publisher: Wydawnictwo Adam Marszalek
Date: 2023
Publisher: International Organization Center of Academic Research
Date: 13-06-2022
Publisher: AWEJ Group
Date: 24-06-2022
DOI: 10.24093/AWEJ/VOL13NO2.12
Abstract: The success of bilingual immersion programmes has promoted the debate about whether learners’ first language (L1) should be used in foreign language classrooms. Nevertheless, Content and Language Integrated Learning, a pedagogical approach embedded in the development of multilingualism and multiliteracy theories, has overstepped the monolingual principle by allowing for more flexibility in the choice of instructional languages. Previous research has emphasised chiefly the reasons and effects of embracing a shared language, other than the target language, in content-based bilingual classrooms, while this paper intends to investigate the correlations between L1 use with learner factors, the understanding of which can shed light on more efficient translanguaging practices. Through a cross-sectional approach, the present study was contextualised in a large-scale, content-based English as a foreign language programme and drew on 335 undergraduates, who completed a series of questionnaires and tests. Correlation and regression analyses primarily demonstrated that English proficiency was the most significant predictor of learners’ overall attitude to L1 instruction in classrooms, followed by content proficiency and language learning motivation. Gender was a non-significant variable for learners’ overall perspective on L1 employment but was related to the constructs about using the L1 for phatic purposes, with male students requiring more translanguaging assistance. The paper concludes with the implication that the desire for L1 use is associated with various learner factors and that teachers should be aware of how to encourage and regulate translanguaging practices for differing instructional purposes as per the changing needs in classrooms.
Publisher: ISTES Organization
Date: 18-04-2021
DOI: 10.46328/IJONSE.59
Abstract: Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords le opportunities or more precisely, technical promises for the implementation of UDL.
Publisher: Scholink Co, Ltd.
Date: 07-07-2020
Abstract: In China, the importance of quality mathematics education has never been called into a question, whereas numeracy as a general capability that is more than the mastery of mathematical knowledge and skills is seldom discussed in the literature about Chinese schools and education systems or considered in teaching practices, presenting an overall picture that numeracy development seems to be missing from Chinese education or considered as a tacit outcome automatically produced by the acquisition of mathematical knowledge. This issue may stem from the linguistic differences between English language and non-English language that render the interpretation of numeracy distorted and further evolve into a whole situation in China as a result of the longstanding debate on the essence of numeracy and the heavy emphasis laid on mathematics education rather than numeracy development as a whole. In this paper, the nature of numeracy is discussed by referring to a number of classic literature works, with special attention to clarifying the relationships between numeracy and mathematics that can be confused at a conceptual level.
Publisher: American Physical Society (APS)
Date: 30-03-2009
Publisher: Universitat Jaume I
Date: 22-12-2022
Abstract: It is not surprising that as we come upon the thirtieth anniversary of the birth of Content and Language Integrated Learning (CLIL), this young pedagogical approach is still a complicated phenomenon, with a wide variety of issues in every aspect of education remaining to be addressed. CLIL assessment is one of them. Although over a decade has passed since Coyle et al. (2010) necessitated an explicit understanding of the assessment process in CLIL, “the variety and depth of issues that remain on the CLIL agenda suggest more research on CLIL assessment is indeed needed before future research can offer clear and workable solutions for both teachers and students” (De Angelis, 2021, p. 32). To this end, the book entitled Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations is a timely response, both in scope and usefulness. It is a successful compilation of papers, which link various theoretical perspectives with different research paradigms and feature the discussion of classroom assessment aimed at improving the quality standard of education. The value of this volume is undeniable, and both researchers and educators can benefit from it, with a dialectical relationship established between research and classroom practices.
Publisher: EJournal Publishing
Date: 2022
DOI: 10.18178/IJIET.2022.12.12.1755
Abstract: Embedded in interactive and participatory Web 2.0 applications, the complex experiences of English as a foreign language (EFL) learners in the digital age have triggered considerable interest in mobile-assisted language learning (MALL). Abundant research notwithstanding, much remains to be explored in MALL, leaving unknown the multifaceted effects of specific technological applications on various aspects of learning. Placed in China’s higher education context, the present mixed-methods study characterised by an exploratory sequential design intends to fill this gap by focusing on TikTok use in EFL learning. The initial qualitative study indicated EFL learners’ contrasting perceptions of TikTok use in formal learning, centring on its possible effects on global language proficiency, speaking proficiency and affective learning typified by motivation for general language learning, motivation to speak English volitionally and willingness to communicate. Further quantitative research demonstrated that MALL, wherein TikTok was used to supplement classroom-based teaching, did not exert the profound effects on language learning as suggested by the qualitative participants and in previous literature and that learners were less motivated for English learning and communication, though their extrinsic motivation in speaking English increased. Despite the contradiction between these findings with previous ones, this preliminary study is assumed to be significant as it necessitates a critical attitude towards MALL in general and TikTok-assisted EFL learning in particular, encouraging researchers to re-examine these issues in different socio-educational contexts and urging educators to ponder whether it is sensible to implement MALL with the assistance of digital applications, and if so, how to make it as efficacious as anticipated.
Publisher: Aesthetics Media Services
Date: 07-06-2022
DOI: 10.21659/RUPKATHA.V14N2.26
Abstract: Despite the upsurge of research interest in Content and Language Integrated Learning (CLIL) teachers’ professional competencies, very little evidence has been presented from the Chinese academia. To bridge this gap and understand Chinese CLIL teachers’ status quo of competencies in relation to their demographic characteristics, the present study adopted a cross-sectional quantitative survey approach and investigated the differences of linguistic competence, content competence, pedagogic competence, CLIL fundamentals, interpersonal and collaborative competence, and reflective and developmental competence in a s le of 205 CLIL teachers from Chinese higher education providers. They had dissimilar genders, language expertise, content subject specialisation, affiliations, academic degrees, educational backgrounds, years of teaching CLIL and professional titles. Inferential analyses of the data obtained from a questionnaire indicated a high heterogeneity in the s le, allowing of the description of CLIL teachers’ profiles of professional competences in accordance with their demographic factors. It is concluded that professional training and ongoing research into CLIL teachers’ needs are essential to achieve the homogeneity of competencies and that a supportive network should be established to encourage active partnership amongst CLIL teachers and educational institutions.
Publisher: Walden University
Date: 07-08-2050
Publisher: Society for Research and Knowledge Management
Date: 30-04-2022
Abstract: Despite the burgeoning research evidence on the multifarious effects of Content and Language Integrated Learning (CLIL) in academia, only limited empirical evidence can be retrieved from the Chinese context. The intent of this study conducted in a Chinese higher education provider was to probe into the effects of CLIL on English proficiency and learning motivation in the College English Teaching context. Characterised by a quasi-experimental pretest-posttest design, this study involved 60 undergraduates who were categorised into either the High-Group, Medium-Group or Low-Group based on their English proficiency. Data were collected from standardised English language tests and a questionnaire on motivation for English learning. Quantitative analyses involving the running of t-tests and ANOVA mainly indicated that: 1) CLIL had a generally positive effect on the participants’ English proficiency and motivation 2) the participants from the three subgroups all made significant progress in English proficiency with the low achievers showing increased considerable improvement 3) CLIL negligibly affected the learners’ positive attitude to language learning 4) the higher achievers appeared to display stronger motivation towards English learning at the end of the study than those with a relatively lower level of English proficiency. It was concluded that CLIL has the potential to benefit language learners of different levels in both effective learning and affective learning, while a critical attitude should be held to the view that CLIL is the panacea for all with an appeal for more classroom-based research to enrich the performance and affective evidence of CLIL.
Publisher: American Physical Society (APS)
Date: 15-01-2009
Publisher: American Physical Society (APS)
Date: 05-03-2009
Publisher: American Physical Society (APS)
Date: 13-03-2009
No related grants have been discovered for Hengzhi Hu.