Workshops: 24 June 2026, Wednesday (AM)
Workshop (13) 探索人工智能之境：欣賞中華文化之美，潤澤語文教學之道 (09:00 - 10:30)
講者因故未能出席，此工作坊取消
Workshop (14) Using AI to Facilitate Higher-Order Writing Skills for Secondary Students: Insights from a University English Course (09:00 - 10:30)
Speakers: Hang Chan (Senior Lecturer, Hong Kong Baptist University); Andrew Wong and Oscar Woo (Assistant Lecturers, Hong Kong Baptist University)
Medium of Instruction: English
Target Audience: Secondary School English Teachers
Venue: AG206, The Hong Kong Polytechnic University
Abstract
While secondary instruction targets advanced DSE English standards, students often struggle with the invisible logic and formal register required for high-stakes examinations. This 90-minute interactive workshop introduces an “Ideate (pre)–Scaffold (during)–to-Internalize (post)” framework. This model is designed to help secondary writers shift their focus from AI-generated output to cognitive gains that are transferable to AI-prohibited exam conditions. The approach emphasizes transfer—the ability to internalize AI-assisted feedback so students can independently replicate higher-order skills during advanced writing tasks.
The demonstrators are instructors from a large-scale university English course. This session shows how teachers can replicate university-level proficiency gains in the secondary classroom.
First, the workshop addresses the Content domain through Ideation. Instead of allowing AI to generate generic arguments, the session demonstrates how to use AI to curate and categorize real-world evidence, addressing the problem of weak evidence often found in school writing.
Second, the session uses a writing model to help students engage with the Organization domain. Participants will explore how to create “system prompts” that instruct AI to evaluate student drafts. This process helps students visualize logical gaps often overlooked in standard grammar checks.
Third, the workshop outlines procedures to aid the internalization of writing skills through a “Human AI” role-play exercise. This metacognitive step ensures vocabulary and structural standards are retained for non-digital exam conditions.
Attendees will leave with a toolkit of prompts and strategies to transform AI from a crutch into a scaffold, ensuring students build the self-regulated proficiency and authentic voice necessary for university success.
Bio
Joshua Chan (PhD)
Joshua Chan is a Senior Lecturer of the English Section at the HKBU Language Centre. Coordinating university-wide English courses, his research focuses on technology-enhanced pedagogy. He leads government-funded projects (GRF, SCOLAR) developing data-driven, cross-disciplinary materials to support students’ academic writing and critical thinking.
Andrew Wong
Andrew Wong teaches University English and other courses at the HKBU Language Centre, with research focusing on learner autonomy. Drawing on his experience as a former local secondary school teacher, he specializes in developing practical frameworks that help students internalize higher-order writing skills and curate thematic evidence for independent performance in public exams.
Oscar Woo
Oscar Woo teaches EAP and ESP courses at the HKBU Language Centre. With extensive tertiary teaching experience across Hong Kong, he researches writing feedback and learning motivation. He focuses on bridging pedagogical gaps by creating AI-assisted logic-mapping workflows that align with curriculum standards and high-stakes examination requirements.
Workshop (15) Leveraging Conversational and Multimodal GenAI for Multimodal Production in Language Education (09:00 - 10:30)
Speakers: George Lianjiang Jiang (Assistant Professor, The University of Hong Kong); Yuen Yi Lo (Professor, The University of Hong Kong)
Medium of Instruction: English
Target Audience: Primary and Secondary School Teachers
Venue: BC402, The Hong Kong Polytechnic University
Abstract
In contemporary education, language learning and use are not just restricted to traditional reading and writing, but also multimodal composing through interweaving words with AI-generated imagery, soundtrack, animations and other creative resources. Successful student engagement with multimodal production depends largely on language teachers’ professional competences to guide effective prompting (or languaging) with both conversational and multimodal GenAI and to support strategic orchestrations of those prompting-elicited linguistic and multimodal outputs into coherent multimodal compositions. This workshop aims to prepare language teachers to teach such prompting and strategic orchestrations. The speakers will introduce a theory-informed and evidence-based multimodal prompting writing framework to support language teachers’ hands-on experience with multimodal composing in their classrooms. Exemplar cases from authentic primary and secondary classrooms in Hong Kong will also be introduced to illustrate good practice and strategies. Participants for the workshop are encouraged to preinstall conversational and multimodal GenAI tools (such as Dreamina, POE, Canva) into their own devices for the hands-on activities.
Bio
George L. Jiang is Assistant Professor at the Faculty of Education, The University of Hong Kong. He has published widely on digital multimodal composing, AI-supported writing and feedback, and second language teacher education.
Yuen Yi Lo is Professor at the Faculty of Education, The University of Hong Kong. Her research interests include bilingual education, multimodal assessment and teacher professional development.
Workshop (16) 生成式 AI 輔助中文科閱讀與文化教學的課堂設計工作坊【與Workshop（3）相同】 (11:00 - 12:30)
講者：張燕珠（香港中文大學高級講師）；何子朗、李余霞、黃弦慧（香港中文大學學生）
授課語言：粵語
對象：中小學中文科教師
地點：香港理工大學BC203室
主題摘要
本教學示範旨在回應人工智能（AI）時代對中文科學與教轉變的實際需要，展示如何將生成式AI素養有系統地融入中文科師資培訓，協助教師提升課堂設計的專業判斷，同時促進學生的閱讀理解與文化學習。示範聚焦生成式AI 在生成「文本情境式圖像」上的教學應用，探討此類圖像在支援學生理解語境、建構文本意象與提升閱讀動機上的教學效益。
首先，示範將選取現行中文科課文，展示教師如何運用具代表性的生成式 AI 圖像工具，生成與課文內容相符的情境畫面。參與者將共同評估這些圖像是否準確呈現課文內容要點，並討論其對學生在情境再現、細節掌握及主旨推論等不同理解層次的教學價值。同時，示範強調教師運用中文科專業知識修訂 AI 初稿，將一般生成圖像轉化為具語文指向與教學功能的AI 情境式圖像。
其後，示範將結合中華文化教學策略與生成式 AI 輔助與圖像工具，說明教師如何依照由具體到抽象的教學原則，引導學生理解課文中的中華文化內涵。教師可先從物質文化層面入手，運用AI輔助辨識和呈現課文中的具體文化元素，建立文化知識背景；再過渡至制度文化層面，探討相關習俗與社會意義；最後深化至精神文化層面，引導學生歸納作品所體現的價值觀與思想內涵。整個過程示範如何設計由物到理、由象入心的學習歷程，協助學生整合理解詩文中的景、情與理。
最後，示範將整理並提出一套具擴展性與可複製性的課堂教學流程與藍本，涵蓋生成式 AI 圖像的教學運用策略、課堂提問與語言引導原則，以配合中文科學習目標的教學應用框架，協助教師在不同年級與課題中靈活應用，推動生成式 AI 素養在中文科教育中的長期與可持續發展。
關鍵詞
生成式人工智慧（GenAI）；文本情境式圖像；閱讀理解；中華文化教學
個人簡介
張燕珠，現為香港中文大學課程與教學學系高級講師，從事中國語文教學及教師教育培訓與教研工作逾二十年，具豐富前線教學與教師專業發展經驗。近年研究興趣涵蓋中國語文教育、教師教育、中華文化教育、AI與中文教學等。
何子朗，畢業於香港中文大學中國語言及文學系，現為同校學位教師教育文憑（中文主修）全日制課程學生。曾為中學中文科教師。教學風格強調教師積極影響，學生自主選擇，以培養獨立、完整的個體為目標。
李余霞，現為香港中文大學教育學士（數學及數學教育）課程一年級學生。中學時期曾參加校際AI藝術創作大賽2024《數碼咏古》，利用AI重現詩詞意境。自此，熱衷於鑽研不同的AI軟件，在圖像生成的技術邏輯與Prompt設計技巧方面頗見心得。
黃弦慧，現為香港中文大學文學士（中國語文研究）及教育學士（中國語文教育）課程三年級學生。曾嘗試運用生成式人工智能輔助文學及文化策略教學。教學上期望以科技、互動等方式，讓學生感受文字的力量，走近古典、理解古人。
Workshop (17) Fostering Self-Directed English Speaking Skills: Critical and Reflective Use of AI Tools (11:00 - 12:30)
Speakers: Jessica Xia (Teaching Fellow, The Hong Kong Polytechnic University); John Iveson (Lecturer, The Hong Kong Polytechnic University); Ryan Hunter (Instructor, The Hong Kong Polytechnic University); Jane Robbins (Interim Director of English Language Centre, The Hong Kong Polytechnic University)
Medium of Instruction: English
Target Audience: Secondary School English Teachers
Venue: AG206, The Hong Kong Polytechnic University
Abstract
This interactive 90-minute workshop provides educators with a hands-on model lesson for developing effective English-speaking skills through the purposeful integration of AI tools. Participants will experience a step-by-step learning sequence from the student perspective: identifying key features of effective speaking, recognising individual speaking challenges, using AI tools for targeted improvement, and reflecting on their experience to identify learning needs and select appropriate AI resources.
Attendees will discuss and identify essential speaking skills, draft scripts, and deliver live speaking tasks in groups, followed by peer feedback. The workshop then demonstrates the use of AI chat models for personalised feedback on communication strategies and audience awareness, and other AI tools for automated analysis of verbal and non-verbal delivery, and for error analysis and reflection. Participants will learn how to guide students in interpreting and responding to AI feedback, comparing it with peer evaluations, and critically assessing the effectiveness of various AI tools.
Educators will leave with a concrete lesson plan and practical strategies for immediate implementation. The workshop focuses on promoting student autonomy, motivation, and confidence, equipping teachers with a toolkit to support self-directed learning, critical digital literacy, and ethical use of AI in language education.
Bio
Jessica Xia, a Teaching Fellow at the ELC, leads the Centre’s online courses and two major Discipline Specific Requirement subjects. She employs learner-centered design and innovative strategies to create engaging learning experiences. Her research focuses on active learning, peer collaboration, and technology integration in education.
Dr John Iveson is a Lecturer in the ELC, where he coordinates the English Language and Communication Requirement (LCR) and leads a large EAP course. With over thirty years of experience, he has previously worked in Canada, Spain, France, Vietnam and the UK. His current research focuses on the integration of AI into English language teaching and task-based language teaching in technology-enhanced contexts.
Ryan Hunter is currently an instructor at The Hong Kong Polytechnic University English Language Centre and has previously worked for universities in Macau, South Korea, and the United States. His core interests include instructional design, educational technology, education policy, assessment for learning, and second language writing methodology and pedagogy.
Dr Jane Robbins is the Interim Director of the ELC. Before joining the ELC, she worked in corporate language training. Her main areas of interest are in developing students’ ability to deliver their ideas effectively through storytelling and public speaking and how technology can assist them with that.
Workshop (18) From Data to Practice: Leveraging AI for Standards-Aligned Reading and Writing Assessment (11:00 - 12:30)
Speakers: Denton Yeung (Head of English, Sing Yin Secondary School); Connie Hong Yee Chan (English Panel Chairperson, Shatin Tsung Tsin School); Patrick Leung (Lecturer, The University of Hong Kong); Cliff Yeung (Vice Principal, The Methodist Lee Wai Lee College)
Medium of Instruction: English
Target Audience: Primary and Secondary School Teachers
Venue: BC402, The Hong Kong Polytechnic University
Abstract
This workshop offers a classroom-tested model for harnessing AI to create a direct and effective link between assessment data and pedagogical practice across both primary and secondary contexts. Drawing on our experiences implementing AI-driven assessment strategies at local schools, we will share a transferable approach to transforming assessment insights into targeted learning interventions. The session will begin by demonstrating how schools can systematically analyse internal summative assessment data and external benchmark reports with AI to diagnose precise areas for improvement in reading and writing. We will illustrate how this process enables teachers to address specific literacy challenges (e.g., difficulties with lexical inference in context, identifying authorial stance, comprehending textual cohesion, and interpreting text organisation) that commonly emerge across year levels.
The workshop will then explore practical strategies for leveraging AI to develop students' reading competencies aligned with assessment frameworks and underlying cognitive processes. Participants will engage with hands-on techniques for using AI to generate targeted reading materials, design comprehension tasks that mirror assessment intent and provide personalised reading support.
For the writing component, participants will explore how AI can automate marking against curriculum standards, generating data on mistake patterns. We will further demonstrate how teachers can build and deploy custom AI chatbots to guide students through the writing process while simultaneously cultivating capacity for self-directed learning. Participants will leave with a concrete framework and actionable strategies for implementing analogous, assessment-driven AI solutions adaptable to their own contexts.
Bio
Denton Yeung is Head of English at Sing Yin Secondary School and a part-time lecturer in the PGDE programme at HKU. He serves on advisory bodies in Hong Kong, including the CDC English Language Education and HKEAA Literature in English committees. His research focuses on assessment and English language teaching.
Connie Chan is English Panel Chairperson at Shatin Tsung Tsin School. She is a Microsoft Innovative Educator Expert and the recipient of the HKU Outstanding e-Learning Awards (Silver) for both 2023/24 and 2024/25. She was also presented The EdCity Teacher Award 2023 for Outstanding Teaching.
Patrick Leung is a lecturer teaching English for Academic and Specific Purposes courses at The University of Hong Kong. His research interests lie in second language instruction, language across the curriculum, as well as instructional design and technology.
Cliff Yeung is Vice Principal at The Methodist Lee Wai Lee College and a subject committee member of HKDSE English Language. His research interests include English phonology and values education.