Proceedings and working papers by Mike Hin Leung Chui
Chui, H. L., & Mak, B. C. N., & Li, C.-X. (2013). Reflective inquiry practice of English language... more Chui, H. L., & Mak, B. C. N., & Li, C.-X. (2013). Reflective inquiry practice of English language teacher: Blogging as e-portfolios within the TPACK framework. In Global Chinese Society for Computers in Education (Ed.), Proceedings of the 17th global Chinese conference on computer in education: Linking knowing and doing – Bridging the gap between theory and practice (pp. 695-698). Beijing: Peking University. ISBN: 978-986-037-594-7.
Our study explores how blogging embedded with Web services can influence the readiness and reflective inquiry practice of English language student-teachers (STs). Drawing upon the Technological Pedagogical Content Knowledge framework (TPACK), we invited 11 English STs to participate in a one-year course through which they learn how to infuse blogging with Web services as a pedagogical tool. They were asked to finish a questionnaire and provide their own blogs at the end of the course. Results demonstrate that engaging English STs in blogging integrated with versatile Web services can increase their degree of readiness at a perceptual level, and that those who have undergone more hand-on experiences will cultivate a higher degree of reflective inquiry practice.
Papers by Mike Hin Leung Chui
Communications in Computer and Information Science, 2015
International Journal of Applied Linguistics, 2014
ABSTRACT Socialization into the workplace is a challenge faced by new foreign workers in multilin... more ABSTRACT Socialization into the workplace is a challenge faced by new foreign workers in multilingual societies. One underexplored factor in the process is code-switching. We presented a case study of how a Filipino migrant integrated into her Hong Kong workplace where the local veterans used code-switching at work. Conceptualizing the workplace as Communities of Practice (Wenger 1998), we employed Gee's (2011) model of discourse analysis to examine empirical workplace discourse. Our analysis suggests that for a newcomer, code-switching indicates desire of socialization, negotiation of membership, linguistic competence, and professional abilities, and that for a veteran, code-switching reveals situated identities, instantaneous relationships, openness to newcomers, and encouragement to them. We argue that code-switching is performed by foreign newcomers and local veterans for workplace socialization and mutual identification.
Lecture Notes in Educational Technology, 2014
Procedia - Social and Behavioral Sciences, 2012
ABSTRACT We explore how newcomers learn to socialize into the workplace through instant messaging... more ABSTRACT We explore how newcomers learn to socialize into the workplace through instant messaging and microblogging. Findings demonstrate that instant messaging can be one mechanism of learning the normative ways of 1) making calls and 2) shifting discussions between the online and offline, while microblogging can be another mechanism of learning the culture of 1) bantering humor and 2) social talk ignoring the physical official hierarchy. We conclude that it is the features of instant messaging and microblogging which characterize newcomers’ use in workplace learning, arguing that the instant messengers and microblogs can function as “situated-learning platforms” on the Internet in which people can learn and practice the normative ways of doing things simultaneously. We suggest that instant messaging and microblogging could be considered as “subjects to be learnt” for teachers and workplace mentors, rather than merely “tools for learning” for workplace newcomers.
Discourse, Context & Media, 2013
Workplace discourse analysis (WDA) has gathered momentum to researching how people interact and m... more Workplace discourse analysis (WDA) has gathered momentum to researching how people interact and manipulate power in face-to-face workplace talk under the Communities of Practice (CofP) framework. However, WDA studies have seldom touched on how colleagues talk after work and outside the workplace; nor have these studies questioned whether the CofP framework can conceptualize such an emergent form of workplace talk. Drawing on empirical data collected from one Hong Kong branch of an Italian restaurant, this study aims to (1) explore how its employees communicate workplace issues and negotiate power in Facebook Status Updates after work and (2) examine use of the CofP framework in their talk which takes place outside the workplace. Adopting methods of discourse analysis, we find that colleagues individualize their talk in Status Updates for highlighting professionality, suggesting administrative changes, managing colleague relationships, and releasing work-oriented tension. In these processes involving Netspeak, institutional authority, official hierarchy and predetermined status are largely fluctuating or collapsing. Simultaneously, there are often ambiguity or invisibility in relation to the indispensable substances in a CofP, namely the strength of joint enterprises, form of mutual engagements and use of shared repertoire. We conclude by arguing that (1) Status Updates can be strategically used after work, usually in a more casual and personal manner, to attain workplace-oriented goals and re/negotiate power among colleagues, and that (2) it remains questionable whether the online workplace talk by a group of colleagues after work can be appropriately conceptualized by the existing use of CofP framework in WDA.
Journal of Multicultural Discourses, 2013
People transitioning into a workplace usually face the challenge of socializing into their workin... more People transitioning into a workplace usually face the challenge of socializing into their working communities. While small talk is one domain in the process, small talk itself is influenced by ethnicity of participants and norms of the workplace. We present a case study of how a newcomer transitioning toward integral status interacts with small talk in her new workplace. From a linguistic perspective, we examine the discourse of small talk collected from a new expatriate from Philippines, Anna, and her new colleagues in a Hong Kong firm. The analysis illustrates how their small talk is implicitly associated with Filipino core values, Hong Kong social customs, and the local organizational culture. Owing to discrepancies and similarities, small talk can be both a hurdle and an instrument during Anna's socialization. The findings suggest small talk can be an indicator of in/appropriate behavior and un/successful socialization. It can be used for newcomers' development of rapport; it can be used by integral members to mold newcomers into the workplace. Nonetheless, since small talk is not a universal behavior, any attempts can be counterproductive due to various cultural matters. We argue that small talk can be seen as a double-edged sword of sociocultural reality in workplace socialization.
Uploads
Proceedings and working papers by Mike Hin Leung Chui
Our study explores how blogging embedded with Web services can influence the readiness and reflective inquiry practice of English language student-teachers (STs). Drawing upon the Technological Pedagogical Content Knowledge framework (TPACK), we invited 11 English STs to participate in a one-year course through which they learn how to infuse blogging with Web services as a pedagogical tool. They were asked to finish a questionnaire and provide their own blogs at the end of the course. Results demonstrate that engaging English STs in blogging integrated with versatile Web services can increase their degree of readiness at a perceptual level, and that those who have undergone more hand-on experiences will cultivate a higher degree of reflective inquiry practice.
Papers by Mike Hin Leung Chui
Our study explores how blogging embedded with Web services can influence the readiness and reflective inquiry practice of English language student-teachers (STs). Drawing upon the Technological Pedagogical Content Knowledge framework (TPACK), we invited 11 English STs to participate in a one-year course through which they learn how to infuse blogging with Web services as a pedagogical tool. They were asked to finish a questionnaire and provide their own blogs at the end of the course. Results demonstrate that engaging English STs in blogging integrated with versatile Web services can increase their degree of readiness at a perceptual level, and that those who have undergone more hand-on experiences will cultivate a higher degree of reflective inquiry practice.