Katherine Lai is a female born in Hong Kong in 1991. She holds a Master's degree in Medical Anthropology from Durham University and a Bachelor's degree in Dental Hygiene from Kaohsiung Medical University. Her work experience includes positions as a consultant, product specialist, and dental clinic assistant. She is fluent in Mandarin, Cantonese, and English and has research interests in human rights, women's welfare, and factors affecting mental health.
Correlating Outcomes of Quality Matters Standard 5.2 in Asynchronous DiscussionsBarbara M. Hall, PhD
This presentation is from the Association for Educational Communications and Technology (AECT) international convention held in Anaheim, CA on November 1, 2013. The research was funded by the University Fellows Program at Ashford University, part of Bridgepoint Education (BPE).
Crossing the bridges:ESL students’ perspectives on academic english learning...Lok Ming Eric Cheung
1. Brief overview of Hong Kong pre-tertiary and postgraduate education
2. Concerns and expectations on academic literacy from pre-tertiary and postgraduate students
3. Lexicogrammatical analysis of effective student texts using Appraisal framework
4. Current support for PolyU students
5. Future research and ambitions
Correlating Outcomes of Quality Matters Standard 5.2 in Asynchronous DiscussionsBarbara M. Hall, PhD
This presentation is from the Association for Educational Communications and Technology (AECT) international convention held in Anaheim, CA on November 1, 2013. The research was funded by the University Fellows Program at Ashford University, part of Bridgepoint Education (BPE).
Crossing the bridges:ESL students’ perspectives on academic english learning...Lok Ming Eric Cheung
1. Brief overview of Hong Kong pre-tertiary and postgraduate education
2. Concerns and expectations on academic literacy from pre-tertiary and postgraduate students
3. Lexicogrammatical analysis of effective student texts using Appraisal framework
4. Current support for PolyU students
5. Future research and ambitions
A CASE STUDY:INDONESIAN STUDENTS’ SPEAKING ANXIETY IN LEARNING ENGLISH AS A ...Musliadi B Usman
to identify the factors that contribute to students’ anxiety in speaking in foreign language learning
to identify English language teachers’ opinion as to how to reduce students’ speaking anxiety in foreign language learning
EUROCALL 2013: Improving revision success with written feedback using an onli...Juhana Nieminen
The effectiveness of written feedback on writing has been extensively investigated. Although the debate concerning the most effective approach to feedback on writing still continues, giving feedback on student writing can considered an important part in the development of writing skills in a foreign language. Typically, previous research has explored the effectiveness of feedback provided using the traditional pen-and-paper method, that is, adding brief handwritten comments on a student paper, such as underlining or coding of grammatical errors, sometimes accompanied by short explanations. Naturally, text processing software provide similar features that allow commenting student texts.
Non-corrective approaches to feedback, in which the students themselves try to correct the errors in their text based on clues or comments, have shown great promise in improving writing skills. In general, the more detailed the feedback, the more time it requires from the teacher to produce the feedback. A more detailed feedback and concrete examples help students to correct any errors in their texts more reliably. However, for the teacher, writing, typing and updating of the explanations is time consuming and reuse complicated.
A more recent approach to providing feedback on writing is to use a text commenting tool which allows reuse of extended commentary, examples and weblinks to student texts. However, only a few studies have investigated the effectiveness of rich feedback currently allowed by such text annotation/feedback tools.
This paper investigates the success rate of undergraduate and graduate engineering students in revising their own texts after receiving rich written feedback provided by the teacher using an online commenting tool. More specifically, this paper aims to determine:
(1) to what extent students are able to revise their text according to teacher feedback?;
(2) what kind of feedback helps students successfully revise their texts?;
(3) what kind of feedback is difficult for students to revise?;
(4) how the use of such a tool influences teacher workload and the quality of the given feedback?
The data included in this study contains an analysis of several hundred individual teacher feedback comments and the corresponding revisions by students. The data was collected from a set of basic undergraduate engineering writing courses with a main focus on academic and scientific writing style.
Author(s):
Jan-Mikael Rybicki (Aalto University) & Juhana Nieminen (Aalto University)
A CASE STUDY:INDONESIAN STUDENTS’ SPEAKING ANXIETY IN LEARNING ENGLISH AS A ...Musliadi B Usman
to identify the factors that contribute to students’ anxiety in speaking in foreign language learning
to identify English language teachers’ opinion as to how to reduce students’ speaking anxiety in foreign language learning
EUROCALL 2013: Improving revision success with written feedback using an onli...Juhana Nieminen
The effectiveness of written feedback on writing has been extensively investigated. Although the debate concerning the most effective approach to feedback on writing still continues, giving feedback on student writing can considered an important part in the development of writing skills in a foreign language. Typically, previous research has explored the effectiveness of feedback provided using the traditional pen-and-paper method, that is, adding brief handwritten comments on a student paper, such as underlining or coding of grammatical errors, sometimes accompanied by short explanations. Naturally, text processing software provide similar features that allow commenting student texts.
Non-corrective approaches to feedback, in which the students themselves try to correct the errors in their text based on clues or comments, have shown great promise in improving writing skills. In general, the more detailed the feedback, the more time it requires from the teacher to produce the feedback. A more detailed feedback and concrete examples help students to correct any errors in their texts more reliably. However, for the teacher, writing, typing and updating of the explanations is time consuming and reuse complicated.
A more recent approach to providing feedback on writing is to use a text commenting tool which allows reuse of extended commentary, examples and weblinks to student texts. However, only a few studies have investigated the effectiveness of rich feedback currently allowed by such text annotation/feedback tools.
This paper investigates the success rate of undergraduate and graduate engineering students in revising their own texts after receiving rich written feedback provided by the teacher using an online commenting tool. More specifically, this paper aims to determine:
(1) to what extent students are able to revise their text according to teacher feedback?;
(2) what kind of feedback helps students successfully revise their texts?;
(3) what kind of feedback is difficult for students to revise?;
(4) how the use of such a tool influences teacher workload and the quality of the given feedback?
The data included in this study contains an analysis of several hundred individual teacher feedback comments and the corresponding revisions by students. The data was collected from a set of basic undergraduate engineering writing courses with a main focus on academic and scientific writing style.
Author(s):
Jan-Mikael Rybicki (Aalto University) & Juhana Nieminen (Aalto University)
Speech choir or choral speaking has a hallowed and proud tradition.
The first plays put on by Greeks featuring choruses of speakers.
Today, speech choir is a popular teaching tool,
as well as a performing art in itself.
Speech choir operates like a music choir minus the music.
Instead of singing, speech choirs perform spoken-word pieces.
It is a powerful art that is experiencing a revival.
Conventional Speech Choir
- also called “traditional”.
Has no use of costumes, nor props, nor choreography the choir simply speaks or reads a literary piece.
B. Theatrical Speech Choir
- also called “dynamic”.
The reverse of the conventional speech choir.
ICE (Institute of Communicative English) is the pioneer institute in the field of Communicative English in schools and colleges. Over a period of time, after having taught in many schools and colleges has trained over thousands of students. ice (Institute of Communicative English) has established itself as an experienced, trusted, reputed, reliable, successful and the most preferred institute in the field of Communicative English. We provide quality education to students in schools and colleges through our unique and interactive techniques.
Workshop on early career planning for secondary school studentsZAINI ABDUL WAHAB
Sharing on knowledge and information based on personal experiences and reading on how to plan a career at a secondary school level for Malaysian school students
Corporate English Training in Bandung with Native SpeakerCIACI VIP English
CIACI VIP English maintains certain beliefs and ensures that these beliefs are evident in each and every class. We believe that every class should be interactive, student and teacher led, motivating, educational, and fun. With this belief it is our understanding that each student will effectively develop their skills and confidence regarding the usage of the English language.
1. Katherine(KwunYu)Lai
Personal
information
Gender: Female
Date of birth: 3 RD
December 1991
Place of birth: Hong kong
E-mail: laikwunyu@yahoo.com.hk
Nationality: Hong Kong
Visa holding: Hong Kong Passport, Taiwan Residency card
Goal I am hard working and quick at learning new things. I am a self-motivated, inquisitive and friendly individual who
enjoys applied work. I am confident that the experience I gained from my master and bachelor degrees would help
me form a solid base for me to carry out an independent work as I truly believe that theory must be combined with
practical experience. I am willing to work all over the world because I believe chances are hidden everywhere and
I am open to all opportunities.
Working
Experience
A Consultant in Lin’s International Education Management Group of Companies (2016 till present)
- Handle students documents and application process
- Assist students overseas settle down
- Student interview training
A product specialist in Advanced Dental Consulting Ltd. (from 2015 till 2016 )
-Fully understand how Dentcoat works(theoretical basis and practical form)
-Train new product specialists with theoretical knowledge and skills
- Provide professional courses for dentists and dental staffs
- Form database for company
- Copywriting and marketing
- Data collection and analysis
Working in Bluetooth Dental clinic (from 2011 till 2013)
- Assist dentists in daily operations
Education
background
2014-2015 Durham university (MSC Medical Anthropology)
-Dissertation on infant care in relations with milk pumps
-Essays in response of mental health and chronic diseases.
2010-2014 Kaohsiung Medical University (BSC Dental Hygiene)
-Research associate in children dental phobia
Academic
research
interests
Human Rights
Women Welfare
Verbal and Non-verbal communication (suicide and self-harm)
Social and culturally factors that effects mental health
2. Awards 2011 Kaohsiung Medical University Interschool public speaking Champion
2010 Kaohsiung Medical University Interschool public speaking Champion
Inter-School English Debating Competition Round 1 Winner
Inner school English Prose Reading Competition Champion
Inner school English Verse Speaking Competition Champion
56th
Hong Kong School Speech Festival English Solo Verse Speaking First runner up
54th
Hong Kong School Speech Festival English Choral Speaking Distinction
53rd
Hong Kong School Speech Festival Putonghua Choral Speaking Champion
Personal
Character
Responsible, competent, patient, honest, enthusiastic and organized.
Capable of working under stress
Outgoing (like communicating with others and holding gathering among colleagues and friends )
Highly motivated
Goal-oriented
Language Fluent in Mandarin, Cantonese, and English (IELTS 7.5 TOEIC 835)
Skills Public speaking
Dental hygiene promotion and consulting
Strong observation and analytical skills
Counselling
Paper reading
Qualitative research
Computing
skills
Microsoft Word, PowerPoint, Photoshop
Chinese Typing (63 words per minute)
English Typing
Devotion to
the
community
2012 Oral health talk Yuen Long Christ Foundation Church
2012 Oral health talk Blue tooth associates
2011 Voluntary Oral examination Hong Kong Christian Service (Kwun Tong Integrated Children& Youth service)
2011 Oral health talk Palm Springs Club house
2011 Elderly Oral Health talk The Hong Kong Society for the Aged
(above are all proved by certificates)