Dr. Jim Hu
Position: Associate Professor
Affiliation: Thompson Rivers Univ.
InterestsI like teaching all skills of English, with special expertise in pedagogical grammar and academic writing. To make my instruction interesting as well as effective, I design my classes to be student-centered, practice-oriented, and teacher-guided and facilitated. In addition, I hold conferences with students to address their needs and challenges. I have a passion for helping students try to write error-free English.
Internet Resources: http://www.tru.ca/hse/programs/esl/resources.html
Research InterestsMy research interests include second language (L2) academic writing and reading, writing problem analysis and treatment, teacher response to L2 writing, pedagogical grammar, L2 development theories and applications,TESL theories and methodologies, and qualitative research methods. I have published 12 articles in refereed journals and conference proceedings, co/contributed five book chapters and book reviews, and co/presented over 100 papers, workshops, panel discussions, and poster sessions at peer-reviewed local, national, and international conferences. Recent awards to recognize and support my research include a TRU Internal Research Fund, a TRU Undergraduate Research Apprenticeship Award,BC TEAL Nan Poliakoff Awards, and a Social Sciences and Humanities Research Council (SSHRC)of Canada Insight Development Grant for error treatment in ESL academic writing.
EducationPh.D., Curriculum & Instruction (TESL), University of British Columbia
M.Ed., Educational Studies (TESL), University of Western Ontario
TESL Canada Professional Certificate, Top Level and Permanent
PublicationsHu, J. (under review). English-as-an-additional-language employees' perspectives on writing accuracy for the workplace.
Hu, J. (2019). Simultaneous oral-written feedback approach (SOWFA): ESL students' preferred writing response. Journal of Response to Writing, 5(2), 5-45. https://journalrw.org/index.php/jrw/issue/view/10
Hu, J., & Hoare, A. (2017). Employer perspectives on ESL employees' writing problems. Comparative and International Education, 46(1). http://ir.lib.uwo.ca/cie-eci/vol46/iss1/5
Wisla, H., Krauza, W., & Hu, J. (2017). SERV 1000: Boldly going where ESL students haven't gone before. BC TEAL Journal, 2(1). http://ejournals.ok.ubc.ca/index.php/BCTJ/article/view/243
Hoare, A., & Hu, J. (2015). Faculty perceptions of ESL students' academic, linguistic, and cultural preparedness and effective teaching practices. In L.T. Wong and J. Aditi (Eds.),English language education in a global world: Practices, issues and challenges (pp. 125-136). Nova Science Publishers.
Hu, J. (2013, March). Academic writing tips for ESAL students. Workshop presented for the Writing Center of Thompson Rivers University. http://www.youtube.com/watch?v=GVGv-Ss9FQs
Hu, J. (2012). A further step toward academic writing. In Y. Tian & Y. Zhang (Eds.), Basics for University Academic Writing (pp. 293-303). People's University of China Press.
Hu, J. (2012). International student writers' sample essays. In Y. Tian & Y. Zhang (Eds.), Basics for University Academic Writing (pp. 304-322). People's University of China Press.
Krauza, W., Hu, J., & Wisla, H. (2012). What a little service-learning can do. Groundwork, 34(1), 11-13. http://www.abeabc.ca/wp-content/uploads/2015/01/Fall-2012.3.pdf
Hu, J. (2011). Teaching ESL students to achieve academic writing style. In J. Donson & M. Galli (Eds.), Proceedings of the BC TEAL 2009 Interior Conference (peer-reviewed). https://archive.bcteal.org/wp-content/uploads/2011/12/Compiled-Conference-Proceedings.pdf
Hu, J. (2010). Faculty perceptions of Chinese graduate students' communication challenges in the science and engineering disciplines. Canadian and International Education Journal, 39(3), 59-80. http://ir.lib.uwo.ca/cie-eci/vol39/iss3/6
Hu, J. (2009). Discovering emerging research in a qualitative study of ESL academic writing. The Qualitative Report, 14(4), 629-644. http://www.nova.edu/ssss/QR/QR14-4/hu.pdf
Hu, J. (2006). Review of G. Yule (2006), Oxford practice grammar: Advanced. TESL-EJ, 10(3). http://tesl-ej.org/ej39/r1.pdf
Hu, J. (Ed.) (2006). The bitter sweetness of learning to write academic English: An anthology of ESL students' essays. http://faculty.tru.ca/jhu/
Hu, J. (2003). Thinking languages in L2 writing: Research findings and pedagogical implications. TESL Canada Journal, 21(1), 39-63. http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/273/206
Hu, J. (2001). An alternative perspective of language re-use: Insights from textual and learning theories and L2 academic writing. English Quarterly, 33(1&2), 52-62.
Hu, J. (1995). A reconsideration of the applications of the "monitor" in second language learning. The 21st LACUS Forum proceedings (pp. 525-535). The Linguistic Association of Canada and the United States.
Majhanovich, S. & Hu, J. (1995). Communicative strategies for meaningful interaction. In G. Duquette (Ed.), Second language practice: Classroom strategies for developing communicative competence (pp. 67-78). Multilingual Matters.
Hu, J. (1995). Child reading strategies in first and second languages and alternative typologies. Western Journal of Graduate Research, 5(1), 2-13.
Hu, J. (1993). Where does grammar go? The issue of grammar instruction in adult ESL. Western Journal of Graduate Research, 4(1), 45-54.
Employment HistoryI love teaching English for academic purposes (EAP) and how to teach English as a second language (TESL). Upon completing my Ph.D. studies specializing in TESL at the University of British Columbia, I started working at Thompson Rivers University (formerly University College of the Cariboo) in 2001 and have been teaching EAP and TESL certificate courses and conducting research in related areas since then. In addition, I supervise theses and projects of Master's students.
Courses TaughtA sample:
TESL 3020: Pedagogical Grammar
TESL 3040: Second Language Acquisition (module)
TESL 3040: Grammar in Academic Writing (module)
TESL 101: TESL Practicum
ESAL 0580: Academic Writing
ESAL 0470: Advanced Reading and Study Skills
ESAL 0420 Advanced Grammar
ESAL 0320 & 0340: Grammar Studies I & II
CESL 053: Advanced Editing Skills
CESL 057: College Reading
Master's theses supervised:
"Faculty and ESL Student Perceptions of Academic, Linguistic, and Cultural Preparedness: Exploring Effective Teaching Practices for Academic ESL Students" (Alana Hoare)
"Impact of Service-Learning on ESL Students"(Heather Wisla)
Master's thesis examined:
"Using Gestures and Dramatic Expression to Learn Science Words in the Secondary Classroom: A Participatory Action Research Project" (Gloria Merten)
Master's thesis defense chaired:
"Queer Genograms: An Interdisciplinary Interactional Analysis Exploring a New Paradigm and Tools for Practitioners" (Corey Keith)
Master's research supervised:
"Efficacy of Dynamic Feedback for Grammatical Errors in ESL Academic Writing"(Yang Yu)
"How Different Types of Writing Feedback Should Be Administered to Create Effective Learning among Advanced ESL Students" (Ze Bao)
Master's projects examined:
"Implementing Interactive Imagination Pedagogy to Improve English as a Second Language (ESL) Learners' Motivation and English Learning" (Sharon Ji)
"A Model of Teacher Professional Learning Communities for High School Teachers in the South of Viet Nam" (Le Nguyen)
"The Evolution of an English-for-Specific-Purposes (ESP) Program: Meeting the Needs of a Group of Medical Practitioners in Respiratory Care" (Catherine Waddell)
Master's research committee membership:
"Implementing Interactive and Imaginative Education to Improve English as a Second Language (ESL) Learners' Motivation and English Learning" (Sharon Ji)
Professional AffiliationsTeachers of English to Speakers of Other Languages (TESOL)
American Association for Applied Linguistics (AAAL)
Canadian Association of Applied Linguistics (CAAL)
BC Teachers' Association of English as an Additional Language (BC TEAL)
TESL Canada Federation
Canadian Association of Language Assessment(CALA)
The Asian Association of TEFL (Asia TEFL)