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Context Statement

I am a passionate educator in teaching and supporting learning English as a Second Language and English for Academic Purposes in both British and Sino-British higher education.

As an advocate of equity and sustainability in education, I am most excited about teaching EAP is the opportunity to empower students whose first language is not English to succeed in academic and cultural settings in English, and to lower or even break the language barriers standing between competent leaners and subject knowledge. I am interested in the intersection of language, culture, and learning, and I strive to create an inclusive, engaging, and supportive environment where students feel confident to express themselves and learn.

My teaching practice has been shaped by diverse experiences, including working with international students from various linguistic and cultural backgrounds in both academic and professional service roles. These experiences have taught me the importance of adaptability, empathy, and clear communication in addressing the unique challenges international students face when learning in a second language. I draw on principles of student-centred learning, scaffolding, task-based teaching and testing, and digitalised learning activities to ensure lessons are accessible, relevant, and motivating.

What excites me most about teaching EAP in international or transnational education is witnessing the transformative impact it has on students’ academic journeys. I love helping them develop the skills they haven’t learned in their previous studies but are crucial for success in higher education in English speaking countries, e.g., critical thinking, research, presentation writing skills. To share this enthusiasm, I incorporate real-life academic tasks, collaborative activities, and interactive discussions into my lessons.

My goal is always to help international students develop confidence and curiosity, equipping them with the tools they need to thrive academically and professionally. I am committed to continuous professional development and staying informed about best practices in EAP and teaching and learning in general to ensure my teaching remains effective, innovative and enjoyable.

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The Role of Being a Teacher in Higher Education

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My Research Interests in Teaching and Learning in Higher Education

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Feedback

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RPA reference list

Ajjawi, R., Tai, J., Dollinger, M., Dawson, P., Boud, D. and Bearman, M. (2024) ‘From authentic assessment to authenticity in assessment: broadening perspectives’, Assessment & Evaluation in Higher Education, 49(4), pp. 499–510. Available at: Full article: From authentic assessment to authenticity in assessment: broadening perspectives (Accessed: 10th January 2025).

Bretag, T., Mahmud, S., East, J., Green, M., James, C., McGowan, U., Partridge, L., Walker, R. and Wallace, M. (2011) ‘Academic integrity standards: A preliminary analysis of the academic integrity policies at Australian universities’, AuQF Proceedings 2011, pp. 48–53. Available at: (PDF) Academic integrity standards: A preliminary analysis of the academic integrity policies at Australian universities(Accessed: 15th December, 2024).

CAST (2024) Universal Design for Learning Guidelines version 3.0. Available at: https://udlguidelines.cast.org (Accessed: 3rd November 2024).

Dörnyei, Z. (2001) Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press. Available at: http://dx.doi.org/10.1017/CBO9780511667343 (Accessed: 3rd November 2024).

Ertmer, P.A. and Ottenbreit-Leftwich, A. (2013) ‘Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning’, Computers & Education, 64, pp. 175–182. Available at: (PDF) Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning (Accessed: 18th May 2023).

Florian, L. and Black-Hawkins, K. (2010) ‘Exploring inclusive pedagogy’, British Educational Research Journal, 37(5), pp. 813–828. Available at: https://doi.org/10.1080/01411926.2010.501096 (Accessed: 10th July 2023).

Hyland, K. (2016) Teaching and Researching Writing. 3rd edn. London: Routledge. Available at: https://doi.org/10.4324/9781315717203 (Accessed: 20th August 2022).

Nicol, D.J. and Macfarlane-Dick, D. (2006) ‘Formative assessment and self-regulated learning: A model and seven principles of good feedback practice’, Studies in Higher Education, 31(2), pp. 199–218. Available at: https://www.tandfonline.com/doi/abs/10.1080/03075070600572090 (Accessed: 20th August, 2022).

Ryan, J. (2011) ‘Teaching and learning for international students: Towards a transcultural approach’, Teachers and Teaching, 17(6), pp. 631–648. Available at: https://www.tandfonline.com/doi/abs/10.1080/13540602.2011.625116 (Accessed: 3rd November, 2024).

Zhang, Z., Cao, T., Shu, J. and Liu, H. (2022) ‘Identifying key factors affecting college students’ adoption of the e-learning system in mandatory blended learning environments’, Interactive Learning Environments, 30(8), pp. 1388–1401. Available at: https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1723113 (Accessed: 10th January, 2025).