Reflections on Teaching, Technology, and Growth
Expertise in Assessment Design and Operation: A Foundation for Effective Learning
Complementary to my teaching, I have developed extensive expertise in designing, implementing, and marking a wide variety of assessments, with a strong focus on monitoring student progress and providing constructive, detailed feedback. Over the years, my work has ranged from standardized assessments such as HSK to credit-bearing courses for both elective modules and degree programmes, allowing me to design and manage assessments that reflect the real progress and needs of diverse student groups.
I take pride in using multiple forms of assessment — written, oral, formative, and summative — with a particular focus on continuous assessment methods. My preferred approach blends different types of assessment elements, creating a comprehensive picture of student progress rather than relying solely on high-stakes exams. By integrating ongoing assessments, I aim to capture students’ development across time, offering regular feedback to guide their learning journey.
Furthermore, I am well-versed in the moderation process and two-marker systems, ensuring fairness, transparency, and consistency in grading — a critical aspect when assessing language proficiency, especially in diverse classrooms.
Innovative Assessment Tools
I have also embraced technology-enhanced assessment tools such as Flip and Lingt, which offer dynamic ways for students to showcase their language skills. These platforms allow me to:
• Capture spontaneous speaking samples for assessment.
• Assign interactive listening and speaking tasks.
• Give personalized audio and video feedback to students.
By incorporating these tools, I aim to create engaging and varied assessment experiences that reduce student anxiety, promote real-life communication, and support learning at every stage.
Innovative Approaches to AI-Assisted Learning and Translation
In addition to traditional teaching and assessment, I am passionate about exploring how AI can be effectively and ethically integrated into language education and translation studies.
During my time at the University of Glasgow, I developed and taught advanced practical translation courses (English to Mandarin) that combined traditional translation training with AI-assisted learning tools. I often asked students to critically evaluate AI-generated translations, guiding them to identify and discuss errors, cultural nuances, idiomatic expressions, and contextual appropriateness that AI tools typically miss.
For example, I designed tasks where students would:
• Compare AI-generated translations to human translations, identifying issues of tone, register, and cultural fit.
• Reflect on how AI “thinks” about language, encouraging them to sharpen their analytical and creative skills.
• Post-edit AI-generated texts, practicing the essential skill of refining machine output to meet professional and cultural standards.
Teaching AI Literacy and Ethical Use
While AI brings powerful new opportunities, I am also conscious of the risks and ethical concerns it raises. Therefore, a key part of my approach is helping students develop AI literacy, including:
• Understanding the limitations of AI in handling cultural and contextual subtleties.
• Discussing the ethical implications of AI use in professional translation.
• Developing post-editing skills to ensure AI-assisted outputs meet human quality standards.
Ultimately, I believe the human element — empathy, cultural awareness, creativity — must always remain at the center of language education, and AI should serve as a tool, not a replacement, for critical thinking and communication.
Commitment to Lifelong Learning and Professional Growth
Driven by a deep belief in lifelong learning, I continue to invest in my professional and academic growth. After completing my teaching role at Glasgow, I enrolled in an MSc in Psycholinguistics at the University of Edinburgh, focusing on expanding my expertise beyond Chinese language education to linguistics, psychology, and cognitive neuroscience.
My current studies are helping me explore how the brain processes and retains language, as well as cognitive and emotional factors that shape learning. I plan to apply these insights directly to:
• Refining my teaching materials and assessments.
• Designing classroom activities that align with how students’ minds work.
• Supporting students in critical thinking, memory retention, and meaningful application of knowledge.
This new academic journey is not just for personal growth — it is a strategic effort to improve my teaching and research, ensuring that students benefit from evidence-based practices rooted in the latest psycholinguistic and cognitive research.
Final Reflections: Why These Areas Matter
Combining assessment expertise, AI-assisted learning, and ongoing professional development, I aim to build a holistic, inclusive, and forward-thinking approach to language education — one that:
• Supports students’ diverse learning needs through thoughtful, varied assessments.
• Prepares learners for real-world challenges, including navigating AI-assisted environments.
• Fosters critical thinking, creativity, and intercultural understanding, at the heart of all language learning.
• Inspires lifelong curiosity and learning, both for students and for myself as an educator.
In a rapidly evolving educational landscape, I believe that continuous innovation and reflection are essential for empowering students to become confident, culturally aware, and ethically responsible language users.
