Guangwei Hu
Hong Kong Polytechnic University
Publications 85
#1Xiaoya Sun (Xi'an International Studies University)H-Index: 1
#2Guangwei Hu (PolyU: Hong Kong Polytechnic University)H-Index: 24
Previous research on plagiarism has increased awareness and knowledge of the various aspects of this issue, such as contributing factors to plagiarism, students’ and teachers’ perceptions of plagia...
#1Guangwei Hu (PolyU: Hong Kong Polytechnic University)H-Index: 24
#2Yanfang Duan (CTGU: China Three Gorges University)H-Index: 1
ABSTRACTThis paper reports on a cross-disciplinary study of the effects of instructional medium and disciplinary background on teacher questions and student responses in 20 subject classes at a Chinese university. These classes were sampled to operationalize the distinction between hard and soft disciplines based on the hypothesis that these two disciplinary clusters may depend on verbal interaction to different extents. Data comprised 20 lessons delivered by different Chinese teachers in their ...
#1Jun Lei (Guangdong University of Foreign Studies)H-Index: 8
#2Guangwei Hu (PolyU: Hong Kong Polytechnic University)H-Index: 24
Abstract The ever-intensifying globalization and marketization of higher education are placing increased pressure on doctoral students to publish during candidature. This paper reports a study of Chinese nursing doctoral students' endeavors to publish in English. Drawing on Activity Theory, the study employed a multiple-case study design and collected multiple types of data from six doctoral students and one supervisor from a major research-intensive university in mainland China. Thematic and ac...
#1Guangwei Hu (PolyU: Hong Kong Polytechnic University)H-Index: 24
#2Lang Chen (NTU: Nanyang Technological University)
Abstract Although academic discourse has a reputation for its emotionless objectivity, the emotion of surprise is often expressed in scientific writing. Paradoxically, surprise is cognitive in nature and recognized as a knowledge emotion. Given the connection between surprise and knowledge-making, it is surprising that linguistic expressions of surprise (i.e., surprise markers) in academic discourse have received little research attention. This article reports on an empirical study of surprise m...
#1Guangwei HuH-Index: 24
The last few decades have seen escalating national and institutional efforts to internationalize higher education around the globe. One current, popular strategy is to provide English-medium instruction (EMI) in educational contexts where English is a foreign language. As a curricular strategy intended to internationalize tertiary institutions and improve the quality of higher education, EMI has enjoyed strong policy support in Asia. However, there is a scarcity of empirical research in Asian co...
#1Guangwei Hu (PolyU: Hong Kong Polytechnic University)H-Index: 24
#2Yanhua Liu (NTU: Nanyang Technological University)H-Index: 1
Abstract This paper reports on a cross-disciplinary study of the rhetorical structure of Three Minute Thesis (3MT) presentations, an increasingly popular yet largely unexamined academic speech genre. The study analyzed a corpus of 142 presentations by PhD students from four disciplines chosen to operationalize two widely discussed disciplinary distinctions (i.e., hard vs. soft and pure vs. applied disciplines). The analysis identified eight distinct rhetorical moves in the 3MT presentations, inc...
#1Baoqi Sun (NTU: Nanyang Technological University)H-Index: 2
#2Guangwei Hu (PolyU: Hong Kong Polytechnic University)H-Index: 24
Last.Xiao Lan Curdt-Christiansen (University of Bath)H-Index: 13
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This study investigated the concurrent contributions of three components of metalinguistic awareness (i.e., phonological awareness, morphological awareness, and syntactic awareness) to the writing competence of primary three English–Chinese bilingual children in Singapore (n = 390) and monolingual Chinese-speaking children in Mainland China (n = 190). Hierarchical regression analyses found that the three components of metalinguistic awareness differed in their contributions to writing competence...