AI@ENGL, Message from the Head

Applied Corpus Linguistics: A Synergy of Corpora and Generative AI As the pace of technological innovation reshapes how we teach, learn, and analyze language, the Department of English and Communication (ENGL) at The Hong Kong Polytechnic University has taken a leading role in fostering dialogue between tradition and innovation. In my dual capacity as Editor-in-Chief of Applied Corpus Linguistics (ACORP) and Head of ENGL, I am proud to reflect on our journal’s initiative to feature short communication pieces on the intersection of corpora and generative AI approaches. The inspiration for this feature emerged from a pressing need to bridge two seemingly disparate worlds: the empirical rigor of corpus linguistics, with its roots in analyzing real-world language data, and the transformative potential of generative AI, which is redefining how learners and researchers engage with language. While corpus methods have long provided a bedrock of authenticity—revealing patterns in vocabulary, grammar, and cultural nuance—generative AI tools like ChatGPT or DeepSeek offer unprecedented opportunities for personalized, interactive language practice. Yet too often, these fields have advanced in parallel rather than in conversation. Our goal was to create a platform where scholars could explore their synergies, confront their tensions, and chart a collaborative path forward. Since this ACORP feature’s launch in 2023, we have published concise, impactful contributions from leading scholars, including members of our editorial board and global experts. Prof. Phoebe Lin of ENGL contributed an important piece entitled ChatGPT: Friend or Foe (to Corpus Linguists?). These contributions illustrate how corpus data can ground AI tools in authentic language use, ensuring that generated content—whether for business negotiations, essay feedback, or vocabulary drills—reflects real-world communication. Yet the initiative has also sparked candid discussions about challenges. Generative AI’s “black-box” opacity raises questions about accountability: How do we ensure that AI-generated language advice aligns with corpus-validated norms? How do we address biases embedded in training data, which may exclude regional dialects or perpetuate stereotypes? Contributors have argued for ethical frameworks that prioritize transparency, urging developers to document corpus sources and educators to critically evaluate AI outputs. These debates resonate deeply in Hong Kong’s multilingual context, where language education must balance global English standards with respect for local linguistic identities. Practical hurdles also persist. While large institutions increasingly adopt AI-driven tools, resource constraints can leave smaller programs behind. Our feature has highlighted this divide, with scholars calling for open-access corpora and collaborative models to democratize innovation. Such efforts align with our department’s commitment to inclusivity, as seen in our research on AI-assisted language learning for second-language speakers of English and our partnerships with regional educators. Looking ahead, the feature will delve into emerging frontiers. How might multimodal corpora—integrating text, speech, and gesture—train AI to teach paralinguistic skills like persuasive delivery or intercultural body language? Can AI help track linguistic shifts in real time, using social media corpora to dynamically update teaching materials? Contributors are already exploring these questions through projects that blend expertise in corpus-assisted communication studies with cutting-edge AI development. This synergy between corpora and generative AI reflects a broader ethos within ENGL and our journal: one that embraces technological change without compromising scholarly rigor. By fostering interdisciplinary collaboration—between linguists, computer scientists, and educators—we are shaping tools that enhance human creativity rather than replace it. As we move forward, we remain committed to interrogating both the promises and pitfalls of this integration. ENGL hopes to continue leading by example, hosting workshops on corpus-informed AI pedagogy and supporting student-led innovations. In July 2025, we will host an AI in Education Summit for the Education Bureau of Hong Kong, and several ENGL staff and researchers are pursuing important initiatives in this domain. In a field often polarized between techno-optimism and skepticism, I believe that ENGL offers a third way: one where innovation is driven by evidence, ethics, and a shared dedication to empowering learners. As educators and researchers at the forefront of this movement, we are not merely observers of change—we are its architects. Access the ACORP Journal from HERE.

PhD student Rachel LI Xinrui honoured with the Best Presentation Award at PRSC 2024

Our PhD student Rachel LI Xinrui was honoured with the Best Presentation Award at the 2nd PolyU Research Student Conference (PRSC 2024), held on 29-30 August 2024 for her presentation "Small talk in academic workplace: time-wasting or work facilitator?". This accolade is a testament to Rachel's dedication and academic excellence, marking the second consecutive year that a PhD student in our Department has achieved this honour. We extend our heartfelt congratulations to Rachel for her outstanding achievement and also to our PhD students Amy Bao and Amber Wang, who represented our Department at this Conference. About the PolyU Research Student Conference (PRSC) The PRSC, hosted by the Graduate School of PolyU, is a flagship event promoting innovative and high-quality research. It provides an excellent opportunity for Research Postgraduate (RPg) students and the students of the College of Undergraduate Researchers and Innovators (CURI) at PolyU to present their research work and findings, network with peers, and establish a collaborative research community.

New publication on protecting the public's health during novel infectious disease outbreaks

Explore this insightful Cambridge Element by our Prof. Louise Cummings, published by Cambridge University Press. The work delves into two significant public health crises: the emergence of bovine spongiform encephalopathy (BSE) in British cattle and the COVID-19 pandemic. It contends that a group of arguments called the informal fallacies functioned as cognitive heuristics and facilitated public health reasoning during both crises. These arguments, which include the argument from ignorance, the argument from authority, and circular argument, are particularly well adapted to the type of uncertainty that surrounds the emergence of novel infectious diseases.  By bridging gaps in knowledge, these arguments can facilitate reasoning when evidence about these diseases is limited and the need to take action is urgent. The Element charts a public health journey beginning in the 1950s with a disease called kuru, then examines the response to the emergence of BSE in 1986 and extends to the present day with the COVID-19 pandemic.  Open access to the publication from HERE.

Prof. Hu Guangwei and Prof. Li Shaofeng ranked among the World’s Top 2% Most-cited Scientists

We are pleased to announce that Prof. Hu Guangwei and Prof. Li Shaofeng have been honoured among the World's Top 2% Most-cited Scientists in the newly-released 2024 Stanford/Elsevier list. Prof. Hu and Prof. Li have been recognised for their exceptional achievements in the field of Communication and Textual Studies, specifically within the sub-theme of Languages and Linguistics. At the same time, Prof. Hu is ranked 45th worldwide in the field. Their consistent excellence in advancing our understanding and application of communication theory and practice has profoundly impacted the academic community and beyond. This international recognition highlights the outstanding research, dedication, and intellectual contributions of Prof. Hu and Prof. Li. Their inclusion in this elite list of scholars is a source of immense pride and inspiration to  our Department. We extend our heartfelt congratulations to Prof. Hu Guangwei and Prof. Li Shaofeng. Let us celebrate their significant achievements and continue to support their invaluable contributions to the academic world.   About the Stanford/Elsevier List The World's Top 2% Most-cited Scientists lists, compiled by Stanford University, acknowledge both lifetime achievements and recent research contributions. Over 100,000 leading scientists globally are categorised into 22 subject fields and 174 sub-fields. The lists utilise various indicators, including citations, scientific research output, and a composite measure of citation impact, covering data up to the end of 2023.  

Building bridges through debate: PolyU Debate Club’s 12-day journey in Bangladesh (2-13 June 2024)

The PolyU Debate Workshop, sponsored by our department's English Debate Club, was held at the Presidency International School in Bangladesh over a span of 12 enriching days from 2-13 June 2024. From insightful discussions and games to spirited debates, the resounding feedback from the workshop participants has been positive. Witnessing students' curiosity and enthusiasm throughout the workshop was truly inspiring. With 22 secondary school students actively participating in the workshop, the collaborative efforts and dedication showcased by the members of the English Debate Club, who are PolyU students themselves, have undoubtedly contributed to the great success of this event, which has been met with great appreciation from both the participating students and the local school authorities. The encouragement and support the PolyU Debate Workshop received is an inspiration for future educational initiatives and endeavours.

BAEAL Year 2 student Leung Yu Hong clinches gold medal at the 1st AUSF Wushu Championship

We are delighted to share the extraordinary success of Leung Yu Hong, a Year 2 student in our BA (Hons) in English and Applied Linguistics programme. He secured the gold medal in the Men’s Sanda 60kg category at the AUSF 1st Asian University Wushu Championship in Harbin, China, from 19-22 June, which brought 87 athletes from 12 Asian countries and regions together. Yu Hong humbly expressed his gratitude for this accomplishment, "PolyU supports athletic careers and maintains a flexible balance between academics and athletics. Assisting athletes in bringing honour to Hong Kong and striving for excellence. I’m able to focus entirely on the competition when I compete. The hybrid learning mode makes my study more flexible and better time management." Including Yu Hong, three PolyU Wushu athletes achieved one gold, two silver, and one bronze medal at the Championship. Let us come together to celebrate the outstanding accomplishments of these athletes and eagerly anticipate their continued success in the days ahead. Click HERE to learn more.

English Debate Club won a grand finalist award at the 2024 Taipei Debate Open

QIN Xin, Eric, a talented member of the English Debate Club, chalked up another grand finalist award at the 2024 Taipei Debate Open! The tournament took place at the National Chengchi University from July 27 to July 29, which gathered some of the region’s best debaters to compete in British parliamentary style. Eric collaborated with partners from Macau University of Science and Technology in a debate performance that showcased his ability to think quickly on his feet and work effectively with his teammates. Congratulations to Eric on this outstanding achievement! Join our PolyU English Debate Club to hone your debating skills and become part of our debating community!

New joint article on the implications of platformization for online language teaching

Our Dr Nate Ming Curran has co-authored an article with Faculty of Humanities’ Doctor of Applied Language Sciences (DALS) student Jinyan (Stephy) Wang, in the prestigious journal TESOL Quarterly. Their article, "Competing for Views and Students: The Implications of Platformization for Online Language Teaching," examines the accounts of two popular English teachers on the social media platform Douyin. The article delves into the impact of platformization on TESOL (Teaching English to Speakers of Other Languages), exploring how it shapes the identities of language teachers in the realm of social media. To learn more about this insightful research, please click HERE for the full article (open access).

Awardees for The Stephen Evans Best Paper Award 2024

Two PhD students received The Stephen Evans Best Paper Award 2024. They are: CHIGBU Godswill Uchechukwu. His thesis's title is “Religious othering in Nigeria’s electoral discourse: Towards a critical religious tolerance”. WU Xiaoyan Ivy. Her paper's title is “Mainland Chinese students’ psychological adaptation to Hong Kong: an intergroup communication perspective”. Please join us in congratulating them. Their exceptional research work has set a great example for academic excellence!  More about The Stephen Evans Awards can be found on the website HERE.

New book on individual differences and task-based language teaching

This new book by our Prof. Shaofeng Li, published by John Benjamins Publishing Company, consists of a collection of empirical studies and research syntheses that investigate the role of individual difference (ID) variables in task-based language teaching (TBLT)—a pedagogical approach that emphasizes the importance of the performance of meaning-oriented tasks in facilitating second language learning. TBLT is subject to learner-external as well as learner-internal factors, with the former referring to task- and context-related factors, and the latter to ID factors pertaining to learner traits, dispositions, or propensities. To date, the research has focused primarily on learner-external factors, and there has been insufficient and unsystematic research on individual difference factors. This volume brings centre stage this important but under-researched dimension by means of a comprehensive, in-depth examination of the role of key ID factors in TBLT. The volume integrates theory, research, and pedagogy by spelling out the mechanism through which IDs influence learning attainment, behaviours, and processes, examining evidence for theoretical claims, and discussing ways to apply research findings and cater to individual differences in the task-based classroom. More information about the book can be found on the website HERE.