The Final Year Project (FYP) is a capstone that brings together academic and professional skills acquired in the Programme. It is arranged over two semesters as Final Year Project I (Major Required) and Final Year Project II (Major Elective).

Under the guidance of a supervisor, the student will identify a suitable research topic; find research materials; narrow the topic; read, evaluate, and interpret materials; write, edit, and polish, and, finally, document and present the work. The project is intended to provide an opportunity for students to:

  1. Apply academic experience to independent work related to their discipline and professional goals.
  2. Pursue and deepen their academic experience pertaining to their independent work
  3. Sharpen their overall writing and research skills.
  4. Improve their speaking and presentation skills

Each concentration requires a different type of project:

 LSE Concentration – an academic research paper on literary analysis

 EPC Concentration – a professional communication portfolio

 TESOL Concentration – an academic research paper on applied linguistics

In addition, an option of a creative writing portfolio is offered to all concentrations.

 

FYP Papers Presented at International Conferences

 

2-4 July 2020

2020 International Conference on Open and Interactive Education (ICOIE 2020), Hong Kong.

Agnes 2

Students' Works Cited

  • Wang, Chenxi. Perceptions of Students and Teacher towards the Effects of Within-class Ability Grouping: A Case Study.
  • Ren, Xiaoyu. Quizlet: The Effect of Mobile Applications on L2 Vocabulary Learning.
  • Wu, Siqi. English Pop Songs Facilitate Informal Language Learning with Learner Autonomy.

 

25-26 June 2019

Fifth International Conference on Linguistics and Language Studies (ICLLS 2019), Hong Kong.

Webpage pic  

Students’ Works Cited

  • Chen, Zhengzheng. Cross-Cultural Differences in the Refusal Strategies Employed Between English Native speakers and Chinese EFL Learners. (Best Student Paper Award 2019)
  • Sun, Jingzhang. Attitudinal Resources Employed in the Teacher Talk Given by Asian and Western Instructors.
  • Wang, Yichen. The Emotional Impact of Swear Words in Chinese and English for Chinese-English Bilingual Speakers.

 

7-9 June 2019

International Conference on Effective Learning and Development of Diverse English Language Learners, Xi’an.

Xian Conference  

 

Students’ Works Cited

  • Yi, Xiaohan. Effects of Group Work on Chinese EFL Students’ Engagement in Academic Writing Projects.
  • Fang, Zhengyun. Individual Competition Effects on Students’ English Learning: A Case Study in Secondary School in China.

 

19-21 April 2019

Duke Kunshan University Undergraduate Humanities Research Conference, Kunshan.

DKU 2019

Students’ Works Cited

  • Li, Yifan. Alienation and Despair in The Big Sleep and Do Androids Dream of Electric Sheep? (Best Paper Award)

 

15-16 June 2018

The Fourth International Conference on Linguistics and Language Studies (ICLLS 2018), Hong Kong.

2

Students’ Works Cited

  • Feng, Zeyu. Acoustic Characteristics of English Word Stress Production by English and Mandarin Speakers. (Excellent Student Paper Award 2018)
  • Chen, Zhiqiu. Effectiveness and Students’ Perceptions of Group Work on Learning English Grammatical Patterns: Investigation on Middle and High School Students in China.
  • Guo, Qiuyu. A Corpus-based Comparative Study of Amplifiers used by Chinese EFL Learners and Native English Speakers.
  • Hong, Haojie. Multiple Case Studies on How Digital Gaming Affects L2 Learners’ English Learning.
  • Lam, U Teng. Gender and Speech in Two Disney Movies: The Portrayals of Female Characters in the Princess and the Frog and Tangled.
  • Yang, Xueran. Music as a Mnemonic Cue: The Effects of Songs on EFL Children’s Lexis Acquisition.
  • Zhao, Minyan. Language Ideology and Attitudes towards English Accents.
  • Zhang, Xiaolin. Teachers’ and Students’ Views toward First Language Use in High School English Classes in China.

 

29-30 June 2017

The Third International Conference on Linguistics and Language Studies (ICLLS 2017), Hong Kong.

 ICLLS 2017 3

Students’ Works Cited

  • Zhu, Hanzhang. Conjunctive Cohesion in ESL Argumentative Writing: The Use of Conjunctions and Their Errors by University Students in China.
  • Wang, Jinping. A Corpus-driven Research of Authentic Usages of Words for Animals.
  • Xie, Qinglin. Corpus-based Study of Diachronic Change on Gender and Race-oriented Words in American English.
  • Yu, Qingxi. A Comparison Study of Vocabulary Learning Strategies by the "New Oriental" and the "Li Yang Crazy English" on English Vocabulary Acquisition.

 

23-24 June 2016

The Second International Conference on Linguistics and Language Studies (ICLLS 2016), Hong Kong.

ICLLS Group Photo 1

Students’ Works Cited

  • Chen, Yaying. A Case Study of the Interrelationship between English Academic Efficacy, English Language Learning Motivation, and Learning Strategies Use in a Primary School in China.
  • Jiang, Zaili. Mental Representations for English and Mandarin Chinese Adjectives.
  • Lin, Yuan. Power and Ideology behind Women Beauty Product Webpages: A Critical Discourse Analysis.
  • Mo, Puxin. Primary School Students’ Perceptions of Their Classroom Engagement, Their English Achievement and Their Teacher’s Classroom Behaviours.
  • Ren, Jingran. Linguistic Features in, and Popular Attitudes to, English Mixing in Mainland China Advertisements.
  • Tan, Junming. Relationships between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers. (Excellent Student Paper Award 2016)
  • Wu, Jiaying. Representation of Outbound Chinese Tourists in the American News Discourse.
  • Zeng, Jieshan. A Case Study of the Nature of Corrective Feedback and Uptake in an 8th-Grade ESL Classroom in China.
  • Zhou, Shumin. Language and Power in Superior-subordinate Communication: A Study of Face Systems used by UIC Students in Content Classrooms.

 

7-8 April 2016

The CAERDA (Chinese American Educational Research and Development Association) Annual International Conference, Washington D.C., U.S.A.

US CAERDA Collage

Students’ Works Cited

  • Wang, Xinshuang. Linguistic Redundancy in Academic Writing: A Study of Chinese University EFL Students.

 

14-16 May 2015

The 2015 TESOL International Conference, Shanghai University, Shanghai.

Shanghai Collage  

 

Students’ Works Cited

  • Ao, Shuang. A Comparison of Corpus-based Frequency Lists with a Frequency List from Chinese English Language Textbooks.
  • Gan, Yingmei. A Corpus Investigation of Ideologies in Chinese High School English Textbooks (1950s-1970s). 
  • Guo, Ruiyan. Perceptions of the Use of Politeness Strategies in Face-Saving: A Study of EFL Instructors and Students in a Chinese University.
  • Lan, Chen. Comparative Study on Rhotics of Mandarin and General American English.
  • Lin, Xiaodan. Chinese College EFL Learners’ Knowledge of Collocation and Semantic Prosody.
  • Luo, Jingxin. Cross-language Complexity and Language Internal Inconsistency as Factors Governing Proficiency Development.
  • Ma, Yunqi. The Effects of Frequency of Exposure on Language Retention among Beginner Level Learners.
  • Wang, Cong. Relationships between English Learning Motivation, English Learning Strategies and English Learning Achievement in a Primary School.
  • Wei, Danchun. Adverbs of Degree Used by Chinese English Learners and Applying Corpus Data for Classroom Use.
  • Zhang, Xinyi. An English-Chinese Contrastive Rhetoric Study of Persuasive Writing Produced by Chinese University Students.

 

4-7 June 2013

The 4th International Conference on English, Discourse and Intercultural Communication (EDIC), Macao Polytechnic Institute, Macau.

Macau EDIC 1

Students’ Works Cited

  • Chen, Manqi. Foreign teacher questioning and interacitve behaviour in a tertiary-level EMI institution in China.
  • He, Cuiying. Different strategies for teachers to conduct classroom discipline in a primary school in China and their influences on students’ motivation.
  • Liang, Xiaoying. Teachers as actors, and actors as teachers: A study of the similarities between teaching and acting preparation, delivery and evaluation.
  • Wang, Lichun. Regular experience of success in motivating the initiatives of primary school students in English learning.