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Noble K. Kurian,Sarita G. Bhat 한국응용생명화학회 2018 Applied Biological Chemistry (Appl Biol Chem) Vol.61 No.2
Melanins are one of the most common pigments produced in nature and distributed throughout the biological kingdom. Vibrio alginolyticus strain BTKKS3 produced DOPA-melanin was used in the study. BTKKS3 melanin inhibited biofilm formation by pathogenic bacteria and effectively decreased the activity of four inflammatory enzymes tested viz. cyclooxygenase, lipoxygenase, myeloperoxidase and nitric oxide synthase. Melanin proved to be less cytotoxic to mouse fibroblast cells with an IC50 value of 134.98 lg/mL. The sun protection factor value of commercial sunscreens was enhanced by 3.42 units by DOPA-melanin.
English Language Teaching and Curriculum Development in Hong Kong
( Noble Lo ) 한국ESP학회 2019 ESP REVIEW Vol.1 No.2
One major problem raised by college students who read for English courses is that the course per se may be too general and not related to their own disciplines. It is compulsory for all college students to complete a credit-bearing EAP and/or ESP course before they graduate. However, many universities in Hong Kong merely offer an EAP course which covers generic academic writing skills in English. It is crucial to develop different tailor-made EAP courses for their corresponding majors in order to motivate and benefit their studies. Therefore, this paper will examine the ways stipulated by the Cambridge Diploma in Teaching English to Speakers of Other Languages (DELTA), which is an advanced blend of theory and practice that provides professional development for teachers, to devise a course that benefits and reflects a specific group of college students who major in Business at the Hong Kong Polytechnic University. Results are generated from primary research, my practical experience as well as collection of secondary data. This paper will also draw upon examples of different curricula for evaluation.
Noble Lo,Bryan To 한국ESP학회 2022 ESP REVIEW Vol.4 No.2
Recent empirical evidence (see Anderson, Bousselot, Katz-Buoincontro, & Todd, 2021; Donitsa-Schmidt & Ramot, 2020; Ellis, Steadman, & Mao, 2020; Kim, Leary, & Asbury, 2021; Murphy, 2020) suggests that coronavirus disease 2019 (COVID-19) may have far-reaching effects on teacher development outcomes, including role shaping, pedagogy, and goal-setting. Its disruptive effects are likely to redefine the priorities of continuing professional development (CPD) in the educational sector and reconstruct educators’ identity and roles in future English language educational systems. Accordingly, in this study, we aim to assess the factors shaping identity formation among secondary school teachers in Hong Kong to determine the influence of CPD and systemic needs on teacher role perceptions and goal-setting of teaching English as a foreign language (EFL) and English for general academic purposes (EGAP) during and post- COVID-19 pandemic. A mixed-method approach was applied for the collection of quantitative and qualitative data from a sample of Hong Kong in English language education in secondary schools. It is found that COVID-19 has disrupted the Hong Kong education system because of the abrupt and unprecedented transitioning from conventional teaching to digitalised teaching. School administrators are recommended to address the systemic gaps and skill-based deficiencies encountered by educators during COVID-19, and post-pandemic CPD should include information and communications technology (ICT) related solutions.
Chinese-speaking Students in Universities: Challenges and Pedagogical Approaches
( Noble Po-kan Lo ) 한국ESP학회 2020 ESP REVIEW Vol.2 No.2
As the number of native speakers of Chinese studying overseas grows, their command of English has become an important factor in their success. However, although an extensive research literature addresses the challenges faced by beginners in learning English, relatively few studies have explored the specific issues encountered by those who have been studying English for much of their lives. This study aims to identify common issues and challenges in English language learning for Chinese ESL/EFL students in undergraduate business programs outside of China. Moreover, it explores the possible causes of these systematic issues and offers recommendations for practices that may help to mitigate their negative effects. The results of this study show that even though native speakers of Chinese have spent over a decade learning and studying English, they also face the challenges and difficulties as university-level learners. The findings are akin to the previous scholarship and literature identified in the past.
( Noble Lo ) 한국ESP학회 2023 ESP REVIEW Vol.5 No.2
The post-Covid-19 classroom is increasingly evolving towards flipped, hybridised design that integrates students into the learning strategy and course structure through digital, participative, and adaptive settings. For students, the realisation of course goals and learning attainment has been shown to depend upon several active psychological domains including emotionality, self-efficacy, and perceived control/autonomy. Central to such conditions are a variety of experiential forces and environmental considerations that shape the emotional stability and active engagement of students in these modern, hybrid classrooms. This study has explored focus group feedback regarding post-Covid-19 experiences in Hong Kong’s higher education English language courses. Key insights from a cohort of 15 students reveal that the design and structure of the learning experience plays a direct role in supporting positive emotional regulation and, over time, a student’s perceived self-efficacy as a learner. When students attain positive outcomes from within these experiences, the findings conclude that their productive engagement in class activities and deliverables will improve, resulting in a performative effect that can predict future attainment and learner competency. Finally, the study emphasizes creating ESP programs attuned to diverse learning styles and emotional needs, offering ESP practitioners a guide to enhance engagement and outcomes in post-pandemic education.