ENGL Co-hosts Flagship AI Event of EDB's First Digital Education Week

The Department of English and Communication (ENGL, hereafter our Department) at the Faculty of Humanities (FH), in collaboration with the Education Bureau (EDB) of the HKSAR, the Standing Committee on Language Education and Research (SCOLAR), and Hong Kong Education City (EdCity), hosted the International Summit on the Use of AI in Learning and Teaching Languages and Other Subjects (AIinLT) from 4 to 7 July 2025. This global event convened experts to explore AI’s transformative role in education while equipping educators with innovative tools to revolutionise teaching methodologies across Hong Kong and beyond. The opening ceremony at PolyU’s Jockey Club Auditorium welcomed nearly 1,000 participants. Distinguished officiating guests included Dr Choi Yuk-lin, Secretary for Education; Prof. Jin-Guang Teng, President of PolyU; Dr Chan Wong Lai-kuen, Chairperson of SCOLAR; and Mr Armstrong Lee, Chairman of EdCity. In his opening address, Prof. Teng underscored PolyU’s leadership in AI education, including the launch of the undergraduate AI and Data Analytics secondary major and the establishment of the PolyU Academy for Artificial Intelligence. The first keynote by Prof. Victor Lee of Stanford University offered transformative insights into AI applications in education. A panel discussion featuring school principals and university administrators and moderated by our Department's staff followed, discussing generative AI’s role in subject-specific education and emerging policy considerations. Other keynote speakers include Prof. Rodney H. Jones (University of Reading), Prof. Siu Cheung Kong (The Education University of Hong Kong), Prof. Xin Lyu (Communication University of China), and Prof. Andreas Schleicher (OECD, France). The two-day summit was followed by hands-on workshops and a technology showcase. As a flagship event of EDB’s first Digital Education Week, the summit and post-summit workshop series drew over 4,500 participants and received full support from the EDB with the Secretary for Education as distinguished guest at both the opening and closing ceremonies. The summit reaffirmed our Department’s and FH’s dedication to advancing AI-driven education, marking a significant milestone in educational transformation and is one of a series of events highlighting our Department’s AI achievements and initiatives. For more information about the summit and AI@ENGL, please visit https://events.polyu.edu.hk/aiinlt/home and https://www.polyu.edu.hk/engl/.

Research on domestic workers with cancer and how verbal microaggressions affect their mental state

In June, Professor Margo Turnbull, Assistant Professor and Dr Madhu Neupane Bastola, Postdoctoral Fellow of our Department, published an article in The Conversation, titled "Words matter to people living with cancer. Here's how verbal microagressions affect their mental state." The article examines how subtle, often unintentional remarks—such as dismissive comments or assumptions about a cancer patient’s experience—can erode confidence, reinforce stigma, and undermine mental well-being. Drawing on interviews with cancer patients, it highlights the emotional toll of these verbal microaggressions and suggests strategies like fostering supportive communities and using empathetic language to mitigate their impact. Our Department would also like to congratulate Dr Bastola for delivering a compelling presentation on this subject. Held on 23 July 2025, the presentation engaged an international audience, including Consulate Generals from France, Sweden, Poland, Ireland, Belgium, and the Philippines, as well as the Councillor of the European Union Office of Hong Kong and Macau. Representatives from NGOs such as FilMCaSS, Bethune House, and Mission for Migrant Workers expressed appreciation for Dr Bastola’s insightful findings, paving the way for future collaborations. Discover the full article: click here Join us in celebrating Prof. Turnbull and Dr Bastola’s contributions to advancing socially impactful research that amplifies the voices of marginalised communities.

Prof. Phoebe Lin shares GenAI writing pedagogy at CUHK workshop

Professor Phoebe Lin was invited to speak at the English Language Teaching Unit (ELTU) of The Chinese University of Hong Kong (CUHK) on 14 May 2025. Her workshop, “Opportunities and Challenges in GenAI-Assisted Writing Instruction,” drew a highly engaged audience of English language teachers. Drawing on her research and classroom practice at PolyU, Prof. Lin introduced an innovative GenAI-enhanced L2 writing pedagogy. Rather than treating AI as a shortcut, she advocated for using tools like ChatGPT as collaborative writing partners—to prompt critical thinking, deepen ideas, and organise arguments. Her talk featured a 7-week undergraduate writing module in which students engaged in verbal interactions with GenAI in their first language, before drafting essays in academic English. Prof. Lin outlined ten key teaching principles, including prioritising content over form, encouraging open idea-sharing, training students in prompt engineering, and providing clear feedback on both student ideas and GenAI use. Her approach fostered learner agency, increased participation, and refocused attention on the substance of student arguments. Her action research showed a notable shift in student attitudes by the end of the course. Many students reported that GenAI helped them streamline their writing, clarify ideas, and overcome writer’s block. The CUHK audience responded with enthusiasm, leading to lively discussion on how to integrate GenAI into language teaching responsibly and effectively. This cross-institutional exchange highlighted the pedagogical promise of GenAI and reaffirmed our Department’s leadership in advancing innovative, student-driven approaches to academic writing in the AI era.

Migration and Communication Hub: Empowering migrants through language, digital literacy, and health communication

Effective communication is crucial for social integration and personal growth in an increasingly interconnected world. The Migration and Communication Hub, an initiative by faculty members of the Department of English and Communication at The Hong Kong Polytechnic University, is dedicated to empowering migrants by enhancing their language, digital literacy, and health communication skills. In collaboration with government agencies, non-profit organizations, and grassroots organizations, this initiative offers evidence-based resources and training to assist migrants in navigating new environments, accessing opportunities, and confidently participating in society. Language: A Key to Integration Language is a powerful tool that can transform the lives of migrants. As they transition from one culture and place to another, the ability to communicate effectively in English becomes a form of linguistic capital. This proficiency facilitates social integration and opens doors to educational and economic opportunities. The Hub offers language courses tailored to the lived experiences of migrant workers, recognizing that migration can result in both the loss and gain of language resources. By strengthening English proficiency, migrants can access health resources independently, engage in bureaucratic processes effectively, and enhance their well-being.  Digital Literacy: Bridging the Digital Divide In today’s digital age, technology and language are closely interrelated. Digital literacy is essential for migrants to engage with online platforms safely and effectively. The Hub’s digital literacy programs equip migrants with the skills to use social media, access welfare and healthcare systems, and pursue online educational opportunities. These skills are vital for building new social networks and maintaining connections with communities in their countries of origin. Our digital literacy programs are specifically designed to address identified disparities in digital utilization among migrant communities.  Health Communication: Navigating Healthcare Systems Health communication is another critical focus area for the Hub. Migrants often face challenges in accessing healthcare due to language and cultural barriers. Developing communication skills in healthcare ensures migrants can express their needs, understand medical information, and make informed decisions. The Hub emphasizes the importance of accessing accurate health information from reliable sources, as misinformation can lead to delayed diagnosis, completion in preventable health issues, and poor prognosis. Migrant workers in Hong Kong can utilize their English language and digital literacy skills to navigate the reliable and integrated health information system provided by the Hospital Authority. Our current work focuses on health literacy amongst migrant domestic workers, including women with cancer.  Please visit our Facebook page for more information and updates. 

Third Annual Undergraduate ENGL Conference ‘PolyU-CALLS 2025’ Showcases Student-Led Research Excellence

The Department of English and Communication (ENGL) at the Hong Kong Polytechnic University (PolyU) successfully hosted the PolyU Undergraduate Conference on Applied Linguistics and Language Studies (PolyU-CALLS) on 29 March 2025. PolyU-CALLS 2025 was an astounding success, bringing together around 120 students and professors from Hong Kong, Macau, mainland China, and overseas. The Conference featured a total of 81 undergraduate presenters, alongside plenary talks by the Department’s Professor Shaofeng Li and ENGL alumnus Mr Paul Lee, Senior Manager of Kum Shing Group. Professor Eric Friginal, Head of ENGL, expressed his gratitude to all presenters for sharing their already impressive research projects. He emphasized that participating in an academic conference of this caliber is a significant milestone and a testament to the hard work and dedication of the students and their mentors. Professor Friginal further noted that this experience not only marks a major academic accomplishment for the participants but also positions them as key contributors to the future of applied linguistics and language studies. He highlighted the growing importance of their work in light of the transformative role of advanced technologies and generative AI, which are becoming critical drivers of innovation and research in the field. The Department would like to recognize the outstanding work and presentations by all student presenters at PolyU-CALLS 2025. Covering an impressive range of topics—from linguistic landscapes to critical discourse analysis, language policy, and beyond—each presenter demonstrated remarkable passion and expertise. While every presentation was commendable, the PolyU-CALLS Organising Committee annually acknowledges a select few who go above and beyond in showcasing their work. This year’s PolyU-CALLS Award Winners are: Best PolyU-CALLS Presentation Award: Xiaohuan CHEN (Southwest University, Chongqing, CHINA) Best ENGL Presentation Award: Yanning WANG (The Hong Kong Polytechnic University) Best Non-ENGL Presentation Award: Wing Yan TSE (The Chinese University of Hong Kong) Best International Presentation Award: Alyssa Mari R. RIBO (Ateneo de Manila University, PHILIPPINES)  ENGL extends its heartfelt thanks to all presenters, attendees, and contributors for making PolyU-CALLS 2025 a remarkable event. We look forward to welcoming even more participants at PolyU-CALLS 2026. Together, we will continue to push the boundaries of applied linguistics and language studies, championing the next generation of scholars and innovators.

ENGL Successfully Hosts 2025 “Talking Across the World” Symposium on Global Communication of Chinese Culture in the Digital Age

Set against the background of China’s emphasis on its soft power and global communication, the Research Centre for Professional Communication in English (RCPCE) at our Department successfully hosted this year’s “Talking Across the World” (TAW) Symposium, co-sponsored by the PolyU Faculty of Humanities and the Sin Wai Kin Chinese Humanities Development Fund and features the theme of Global Communication of Chinese Culture in the Digital Age. The two-day event commenced with six plenary talks on 16 May. In the morning, Professor Zhong Weihe from Macau Millennium College, Macau SAR discussed “Innovative Approaches for the Global Communication of Chinese Culture”. His presentation was followed by Professor Wang Lifei’s (Beijing Language and Culture University, Chinese Mainland) “Studies on the Evaluation and Impact of Digital Language Communicability of Chinese Enterprises” and Professor Pang Hui’s (The Chinese University of Hong Kong, Shenzhen, Chinese Mainland) “The Art of Sand Mixing: Huawei’s Translation, Localization and Globalization Practices”. In the afternoon, 45 parallel sessions took place, featuring local and international presenters covering topics related to the symposium theme. The first day was concluded by three other plenary talks, with Professor Zheng Yongyan (Fudan University, Chinese Mainland) introducing “Intercultural education in the age of generative AI: Going beyond the language and cultural boundaries”, Dr Amily Guénier from Lancaster University, United Kingdom, elaborating on the subject of “Communicating Chinese Culture in a Multicultural Environment in the Age of Artificial Intelligence: Insights from Confucius Institutes in the UK and Ireland”, and Mr Gabriele Zanoni from Branding Records sharing his views on “Bridging Cultures: Crafting Global Narratives for Chinese Brands”. The second day of the Symposium (17 May) started with another round of parallel sessions with 30 presentations. Afterwards, Professor William Feng from our Department delivered a talk on “Transculturality in China’s Multimodal Global Communication” at the final Plenary Session. This was followed by Professor Todd Sandel’s (University of Macau, Macau SAR), who discussed “KOL from China: Exploring the intercultural and international communication of China’s social media influencers globally”, wrapping up this year’s TAW Symposium.

Engaging critically with AI-generated content – A Fund for Innovative Technology-In-education Project on AI

AI is reshaping workplaces, yet students often struggle to engage critically with AI-generated content. Our project introduced an AI-driven learning simulation using Classlet, an interactive platform designed to develop AI literacy through structured decision-making, real-time feedback, and multimodal engagement in a VR-based professional office environment. Grounded in experiential learning theory, this approach emphasises active participation, reflection, and iterative improvement. The simulation follows Kolb’s Experiential Learning Cycle, where students engage in concrete AI interactions, reflect on AI-generated responses, conceptualise better prompting strategies, and apply these refinements in real time. Unlike passive AI literacy training, this method ensures that students actively experiment with prompts, analyze AI outputs, and refine their critical thinking skills in AI-assisted workplace decision-making. A key innovation was the simulated intentional exposure to both effective and ineffective AI-generated responses, allowing students to recognise patterns in AI decision-making, refine their prompts, and understand how input structure impacts AI-generated insights. Over a 45-minute session, 21 students completed 646 tasks, engaging in real-world problem-solving using videos, images, and 3D object manipulation. AI-powered avatars facilitated scenario-based discussions, instant feedback loops, and adaptive learning pathways, ensuring that students not only interacted with AI but also reflected on the strengths and limitations of AI-generated insights. Feedback highlighted the engaging and immersive nature of the experience, with students reporting an average enjoyment score of 3.55 out of 5 (equivalent to 71% of the scale’s maximum value). Similarly, the perceived usefulness of the AI learning method received a mean score of 3.48 out of 5 (69.6% of the scale’s maximum value), indicating a generally positive reception of the AI-driven simulation. “It’s innovative and fun,” noted one participant, while others valued the ability to experiment with AI prompts and analyse varying response quality. However, some students struggled with AI continuity, pointing out that "the chatbot skips dialogue sometimes" and that responses felt "too general, needing more follow-up questions." With 99.0% input processing accuracy, the simulation successfully recognised and processed 102 out of 103 student inputs, ensuring that nearly all interactions with the AI were correctly interpreted. Additionally, 96.1% of AI-generated responses aligned with the intended learning objectives, meaning that most outputs provided contextually relevant and meaningful feedback that supported students' learning goals. Future iterations will refine AI response depth using Retrieval-Augmented Generation (RAG) and improve interface design and dialogue. This project under the Faculty of Humanities Fund for Innovative Technology-In-education (FITE) is led by Prof. Renia Lopez, with Prof. Christy Qiu as the co-investigator.

New Paper on understanding online advice-giving evaluations through the politeness evaluation model

This new paper by our Dr Rickey Lu, published in the Journal of Politeness Research, investigates perceptions and evaluations of advice through an experiment that explores different advice formulations. Designed to test the effect of different linguistic formulations of advice, this study examines how participants evaluated advice as manipulated in different experimental conditions. In particular, this paper reports on how these evaluations often invoke different aspects of Spencer-Oatey and Kádár’s politeness evaluation model. Moreover, the findings provide evidence that manipulating the linguistic features of advice can make certain aspects of the politeness evaluation model more salient for evaluation. The implications of this experiment point toward a possible relationship whereby linguistic realizations resonate across psychological and pragmatic dimensions of an interaction. More information of the article can be found HERE.

Interview with Prof. Daisy Zou on AI and Chatbot-Assisted Learning in Humanities

1. What inspired you to explore AI and chatbot-assisted learning for logic development in English argumentative writing? My research was motivated by the growing need for AI-enhanced educational tools that support critical thinking and writing skills. Many English as a Foreign Language (EFL) learners struggle with logical reasoning in argumentative writing, often producing fallacies that weaken their arguments. AI-driven chatbots offer a scalable and interactive way to train students in logic and reasoning, providing instant feedback and personalised learning experiences. 2. How do chatbots improve students’ ability to identify and avoid logical fallacies in argumentative writing? Chatbots provide structured, interactive learning experiences that help students recognise and correct logical fallacies. Through real-time dialogues, chatbots can: Present examples of logical fallacies in different argumentative contexts. Offer immediate feedback when students make reasoning errors. Simulate Socratic questioning to guide learners toward logical reasoning. Encourage self-reflection by prompting learners to revise their arguments. Our research found that chatbot-assisted training significantly improved students’ fallacy identification skills, though some learners initially struggled with adapting to the AI-driven approach. 3. What are the key advantages of chatbot-based learning compared to traditional methods? Chatbot-based learning offers several advantages: High interactivity: Learners can engage in simulated debates and reasoning exercises. Personalised learning paths: AI adapts to the learner’s pace and progress. Instant feedback: Unlike traditional classroom instruction, chatbots provide immediate corrections and explanations. Reduced cognitive load: Learners receive guidance in digestible segments, making complex concepts more approachable. However, chatbots should complement rather than replace human instruction, as nuanced reasoning and debate still require human expertise. 4. What challenges do students face when using chatbots for logic learning? Some students find AI-driven learning intimidating at first, especially when dealing with abstract concepts. Common challenges include: Over-reliance on AI: Some learners expect the chatbot to generate answers rather than engaging critically. Lack of human interaction: While chatbots provide structured learning, they cannot replicate the depth of teacher-led discussions. Varying engagement levels: Students who enter a “flow state”—a deep focus on learning—tend to perform better, but achieving this state varies across individuals. Our research suggests that skill-challenge balance and interactive feedback are crucial for maintaining engagement. 5. How does AI-based logic training impact students’ confidence in writing? Interestingly, while chatbot-based training improves logical accuracy, it may reduce students’ writing self-efficacy in the short term. This happens because as students become more aware of their reasoning errors, they may feel less confident in their writing ability. However, over time, continuous practice with chatbots enhances both logical proficiency and confidence, especially when integrated with traditional writing instruction. 6. How do you see the role of AI evolving in writing instruction? AI is shifting writing instruction from grammar-focused correction to critical thinking and logical structuring. In the future, AI-driven tools will likely: Provide adaptive writing prompts based on learners’ proficiency. Offer real-time argumentative feedback that goes beyond grammar. Integrate multi-modal learning, combining text, speech, and visuals for deeper engagement. AI should empower learners, helping them refine their reasoning while preserving their authentic writing voice. 7. How do you ensure that chatbot-assisted learning remains engaging and effective? To maximise engagement, chatbot-based learning should incorporate: Game-based elements: Encouraging competition and achievement. Conversational interactions: Mimicking real-life debates to promote deeper thinking. Personalisation: Adapting learning content to students’ needs. Our research proposes the RAISE model—Repetitiveness, Authenticity, Interactivity, Student-centeredness, and Enjoyment—to guide chatbot-assisted learning design. 8. What are the future directions for AI in language learning and the humanities? Future advancements will likely include: AI-driven argument analysis: Detecting logical strengths and weaknesses in real time. Emotion-aware AI tutors: Adjusting responses based on students’ engagement and frustration levels. Cross-disciplinary applications: Using AI to enhance critical thinking not only in writing but also in social sciences and philosophy. Ultimately, AI should be seen as a collaborator rather than a replacement—enhancing, rather than diminishing, human creativity and critical reasoning.

Student conference showcases success of Gifted Education Fund programme

The student conference for the Cultivating English Language and Digital Literacies for Future Leaders programme, funded by the Gifted Education Fund from the Education Bureau of the Hong Kong SAR Government (EDB), was successfully held on 25 January 2025 at The Hong Kong Polytechnic University (PolyU). This event marked the culmination of a year-long initiative designed to enhance gifted students’ academic, digital, and professional workplace literacies. The programme was organized by a dedicated team from the Department of English and Communication (ENGL), including Prof. Christy Qiu, Prof. Jenifer Ho, Prof. Jeffry Oktavianus, Dr Molly Pan, Dr Bruce Wang, and Dr Hassan Nejadghanbar, with support from student assistants Miss Nicole Wang and Miss Wenjing Zeng. It engaged 22 students from 17 Hong Kong secondary schools. Over four phases, students participated in courses on academic, digital, and workplace literacies, followed by individual research projects guided by ENGL academic advisors. The conference featured presentations of students’ research projects and was attended by Mr Borromeo Li (EDB representative), Prof. Xiangen Hu (Director of PolyU’s Institute for Higher Education Research and Development), Prof. Eric Friginal (Head of ENGL), and over 30 teachers, parents, and guests. Through the programme, students significantly advanced their English literacy by mastering academic writing, critical reading, and effective communication. Their digital literacy was strengthened through hands-on experience with digital tools, multimedia creation, and data analysis. These skills, combined with enhanced creativity, critical thinking, and self-learning abilities, have prepared students to excel as future leaders in an increasingly digital and interconnected world.