Project Title: Development of a School-Based Assessment of Core Academic English Language Skill Instrument (CALS-I) for Measuring Hong Kong Secondary Students' Reading Comprehension Ability from Different Language Backgrounds
Grant Type: Standing Committee on Language Education and Research (SCOLAR) Fund
Funding Year: 2021 - 2022
Original Approved Funding: $1,352,440.00
PI: Jack PUN
Project Title: Building Effective Nursing Clinical Handover Communication: Improving Patient Safety
Grant Type: Professional Services Advancement Support Scheme (PASS) Fund
Funding Year: 2018 - 2019
Original Approved Funding: $774,000.00
PI: Jack PUN
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Project Title: Empowering Hong Kong STEM Secondary Students' Reading Abilities through a School-based Reciprocal Reading Programme and an Online Learning Platform
Grant Type: Quality Education Fund (QEF) 2
Funding Year: 2021 - 2022
Original Approved Funding: $1,465,900.00
PI: Jack PUN
Project Title: Exploring ESL Secondary School Students' Scientific Writing: A Case Study of English-medium Secondary School Students in Hong Kong
Grant Type: General Research Fund (GRF)
Funding Year: 2021 - 2022
Original Approved Funding: $174,000.00
Internal Funds from Central & Other Sources$8,700.00
PI: Jack PUN
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Project Title: Genre-based Approach to Enhancing Secondary Students' English Writing Ability in Science Subjects
Grant Type: Quality Education Fund (QEF) 1
Funding Year: 2018 - 2019
Original Approved Funding: $1,022,700.00
PI: Jack PUN
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Project Title: A Pre- and Post-Test Intervention Design to Develop a Communication Training Model for Practitioners of Traditional Chinese Medicine (TCM): A Pilot Study
Grant Type: Health and Medical Research Fund (HMRF)
Funding Year: 2019 - 2020
Original Approved Funding: $100,000.00
PI: Jack PUN
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Project Title: How Does Health Literacy Affect Comprehension of COVID-19 Health Information? An Exploratory Study of Eye-tracking Technology in Understanding Hong Kong Elderly Residents’ Health Literacy, Empowerment and Adherence to Medical Regimens
Grant Type: CityU Internal - Strategic Research Grant (SIRG)
Funding Year: 2022 - 2024
Original Approved Funding: $300,000
PI: Jack PUN
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Project Title: Preparing STEM Students and Teachers with Extended Learning Opportunities through Flipped/Hybrid Classrooms: A Case Study of English-Medium Instruction (EMI) STEM Students in Hong Kong and the United Kingdom
Grant Type: CityU Internal - Teaching Development Grant (TDG)
Funding Year: 2022 - 2023
Original Approved Funding: $269,958
PI: Jack PUN
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Project Title: Exploring the Language Challenges and Coping Strategies of Science Students in an English-Medium University
Grant Type: CityU Internal - Research Start-Up Grant
Funding Year: 2018 - 2020
Original Approved Funding: $200,000
PI: Jack PUN
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Project Title: Developing effective clinical communication: Applying research findings to improve patient safety, experiences and outcomes
Grant Type: CityU Internal - UGC KT Embarked Fund
Funding Year: 2018 - 2020
Original Approved Funding: $200,000
PI: Jack PUN
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Project Title: Multimodal English Language Learning in the Life Sciences: The Case of Interactional Proficiencies
Grant Type: CityU Internal - Teaching Start-up Grant,
Funding Year: 2018 - 2029
Original Approved Funding: $119,955
PI: Jack PUN
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Project Title: A Pilot Study to Understand How University Students Meaning through Language and Multimodality during Collaborative Work
Grant Type: The Chinese University of Hong Kong, Faculty of Arts, Direct Grant for Research.
Funding Year: 2025-2026
Original Approved Funding: $68,919
PI: Jack PUN
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GRF Project
Exploring ESL Secondary School Students’ Scientific Writing: A Case Study of English-medium Secondary School Students in Hong Kong
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​Researcher(s)
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Judith HILLIER (Co-Investigator)
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Angel LIN (Co-Investigator)
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Yuen Yi LO (Co-Investigator)
Description
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Project number: 9043249
Grant type: GRF
Effective start: 1/01/22
QEF (2) Project
Empowering Hong Kong STEM Secondary Students' Reading Abilities through a School-based Reciprocal Reading Programme and An Online Learning Platform
​Researcher(s)​
Jack PUN (Principal Investigator / Project Coordinator)
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Project number: 9420033
Grant type: QEF
Effective start: 1/12/21
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SCOLAR Project
Development of a School-based Assessment of Core Academic English Language Skill Instrument (CALS-I) for Measuring Hong Kong Secondary Students' Reading Comprehension Ability from Different Language Backgrounds
​Researcher(s)​
Jack PUN (Principal Investigator / Project Coordinator)
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Project number: 9211285
Grant type: SCOLAR
Effective start: 1/11/21
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QEF (1) Project
Genre-based Approach to Enhancing Secondary Students' English Writing Ability in Science Sujects
​Researcher(s)​
Jack PUN (Principal Investigator / Project Coordinator)
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Project number: 9420031
Grant type: QEF
Effective start: 1/04/19
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SIRG Project
How Does Health Literacy Affect Comprehension of COVID-19 Health Information? An Exploratory Study of Eye-tracking Technology in Understanding Hong Kong Elderly Residents’ Health Literacy, Empowerment and Adherence to Medical Regimens
Researcher(s)
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Qingpeng ZHANG (Co-Principal Investigator)
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Peter SCHULZ (Co-Investigator)
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Diana Slade (Co-Investigator)
Description
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This study aims to understand how individuals of different health literacy capacities find and use COVID-19 health information presented in one of the available health literacy assessment instruments using eye-tracking technology. It aims to enhance the quality of public policy towards health promotion towards different levels of health literacy groups among Hong Kongelderly. We will:1. measure the health literacy among Hong Kong elderly residents via paper-based health literacy scale2. use computerized eye-tracking technology to measure the amount of time Hong Kong elderly spent fixing their view at COVID-19 health related information (i.e. vaccination)By using eye-tracking technology, we aim to explore if there are any differences in reading patterns, focus on information and health literacy skills in comprehension of COVID-19 information, and identify possible clues that allow government and hospitals to better design health information for patients, carers and ultimately improve educational tools for assessing health literacy.
PASS Project
Building Effective Nursing Clinical Handover Communication: Improving Patient Safety
Researcher(s)
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Jack PUN (Principal Investigator/Project Coordinator)
Department of English
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Diane PECORARI (Co-Investigator)
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TDG (CityU) Project
Preparing STEM students and teachers with extended learning opportunities through flipped/hybrid classrooms: The case of study of English-medium instruction (EMI) STEM students in Hong Kong and the United Kingdom
​Researcher(s)​
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Samantha Curle (Co-Investigator)
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Description
This project aims to address this issue by developing innovative ways of pedagogies in supporting teaching and learning of STEM content beyond the traditional classroom settings. With the data from Hong Kong (students who learn English as foreign language) and the UK (both native speakers and international students who use English as a second language in the UK), the findings of this proposed project will help CityU STEM teachers prepare their teaching in a flipped/hybrid classroom context that allows more quality of interactions and meaningful learning, and promote STEM students to learn STEM content beyond the classroom time.
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Project number: 6000774
Grant type: TDG(CityU)
Effective start: 1/01/22
TSG (CityU)
Multimodal English language learning in the life sciences: The case of interactional proficiencies
​Researcher(s)​
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Jack PUN (Principal Investigator / Project Coordinator)
Department of English
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Christoph HAFNER (Co-Investigator)
Department of English
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Diane PECORARI (Co-Investigator)
Department of English
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Description
The majority of Hong Kong undergraduates are second-language (L2) users of English in English-medium programs of study, and in their post-university professional lives, will need discipline-specific skills in English, for some purposes at least. For such students, developing skills for multi-disciplinary literacy is essential. Students who successfully master English in their disciplines will have better academic achievement. For students in the Life Sciences, the disciplinary demands on communication are particularly significant. They are expected to perform highly demanding tasks such as reading medical cases, giving diagnoses, explaining treatment plans and writing referrals and medical reports. These tasks are in addition to the demands placed on academic literacy skills by university study more generally (e.g., reading textbooks, understanding lectures, writing assessment genres). Effective English language skills are important to address these students’ learning challenges at university and in their future careers. This project will investigate the academic literacy needs of students in this environment, and specifically their abilities in educational and professional interactions, and will build on those findings to produce multimodal teaching and learning materials that are both relevant to students’ needs and capable of stimulating critical reflection on communication practices in academic and professional contexts.
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Project number: 6000648
Grant type: TSG(CityU)
Effective start: 1/06/18 → 28/02/21
TDG (CityU) Project
Multimodal English language learning in the life sciences: The case of generic proficiencies
​Researcher(s)​
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Christoph HAFNER (Principal Investigator / Project Coordinator)
Department of English
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Diane PECORARI (Co-Investigator)
Department of English
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Jack PUN (Co-Investigator)
​
Description
The majority of Hong Kong undergraduates are second-language (L2) users of English in English-medium programs of study, and in their post-university professional lives, will need discipline-specific skills in English, for some purposes at least. For such students, developing skills for multi-disciplinary literacy is essential. Students who successfully master English in their disciplines will have better academic achievement. For students in the Life Sciences, the disciplinary demands on communication are particularly significant. They are expected to perform highly demanding tasks such as reading medical cases, giving diagnoses, explaining treatment plans and writing referrals and medical reports. These tasks are in addition to the demands placed on academic literacy skills by university study more generally (e.g., reading textbooks, understanding lectures, writing assessment genres). Effective English language skills are important to address these students’ learning challenges at university and in their future careers. This project will investigate the academic literacy needs of students in this environment and build on those findings to produce multimodal video-based e-learning resources that are both relevant to students’ needs and capable of stimulating critical reflection on communication practices in academic and professional contexts.
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Project number: 6000651
Grant type: TDG (CityU)
Effective start: 1/09/18 → 28/02/21
TSG (CityU)
Multimodal English language learning in the life sciences: The case of lexico-syntactic proficiencies
​Researcher(s)​
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Diane PECORARI (Principal Investigator / Project Coordinator)
Department of English
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Christoph HAFNER (Co-Investigator)
Department of English
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Jack PUN (Co-Investigator)
Department of English
​
Description
The majority of Hong Kong undergraduates are second-language (L2) users of English in English-medium programs of study, and in their post-university professional lives, will need discipline-specific skills in English, for some purposes at least. For such students, developing skills for multi-disciplinary literacy is essential. Students who successfully master English in their disciplines will have better academic achievement. For students in the Life Sciences, the disciplinary demands on communication are particularly significant. They are expected to perform highly demanding tasks such as reading medical cases, giving diagnoses, explaining treatment plans and writing referrals and medical reports. These tasks are in addition to the demands placed on academic literacy skills by university study more generally (e.g., reading textbooks, understanding lectures, writing assessment genres). Effective English language skills are important to address these students’ learning challenges at university and in their future careers. This project will investigate the academic literacy needs of students in this environment, and specifically their lexical and syntactic proficiency, and will build on those findings to produce pedagogical approaches and multimodal teaching and learning materials that are both relevant to students’ needs and capable of stimulating critical reflection on communication practices in academic and professional contexts.
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Project number: 6000647
Grant type: TSG(CityU)
Effective start: 1/06/18 → 28/02/21