Dr. HUANG, Jing Peter

BA (English), South China Normal University
PGCE (Fulbright), Shanghai International Studies University
PGDELT, Nanyang Technological University
MA (English Studies), National University of Singapore
PhD, The University of Hong Kong
Assistant Professor, Department of Education Studies

Academic & Professional Experience

2010 – Present Assistant Professor, Department of Education Studies, HKBU
2009 – 2010 Postdoctoral Fellow, Department of Education Studies, HKBU
2007 – 2019 Professor, English Department, Zhanjiang Normal University
1999 – 2007 Associate Professor, English Department, Zhanjiang Normal University
1997 – 2002 Associate Head, English Department, Zhanjiang Normal University
1994 – 1999 Lecturer, English Department, Zhanjiang Normal University
1990 – 1994 Assistant Lecturer, English Department, Zhanjiang Normal University
1988 – 1990 Language Instructor, English Department, Zhanjiang Normal University
1994 – 1996 Director of English Teaching and Research Division for English Proficiency Courses,
English Department, Zhanjiang Normal University

Research Interests

  • Learner and teacher autonomy
  • TESL Teacher education
  • Language learning autobiographies
  • Language and identity
  • Qualitative research methodology

Research Projects

  1. Autonomy in the transition from learner to teacher: A longitudinal multiple-case study. General Research Fund (GRF). Principal Investigator. Project Number: 12403214. Project Fund: HK$398,500. Approved Project duration: 24 months (1 January 2015 – 31 December 2016).
  2. From autonomy in foreign language learning to autonomy in foreign language teaching [FRG1/12-13/029], Principal Investigator, 1 March 2013 to 28 February 2014, HK$50,000. [University incentive scheme for GRF rated 3.5 in 2012-13 RGC Grants.]
  3. Co-teaching, co-authoring and co-publishing: Fostering student and teacher autonomy in university education [Ref No: TDG/1112/06], Principal Investigator, 1 January 2012-31 August 2014, HK$300,000. Co-investigators: Dr Jan Connelly, Dr Kathleen Tait (Department of Education Studies); Dr Loretta Kim (Department of History).
  4. Autonomy in the transition from foreign language learning to foreign language teaching [FRG2/10-11/060], Principal Investigator, 1 July 2011- 30 November 2013, HK$100,000.
  5. Research projects sponsored by a start-up grant for newly recruited academics, HK$100,000. Start date: 15 February 2011.

 Earlier projects

Principal investigator of the following research project funded by China Basic Foreign Language Teaching Research Centre (directed by China Ministry of Education):

  1. Teacher and Student Autonomy in the Context of New English Curriculum Standards (2006-2008) [JJWYYB2006107]

Principal Investigator of the following research projects funded by Zhanjiang Normal University:

  1. Learning to Teach and Teaching to Learn (2006-2008)
  2. A Longitudinal Study of Student Teachers’ Autonomous Development (2006-2008)
  3. Cognition, Metacognition and Autonomous Language Learning (2001-2003)
  4. Studies on “Process Approaches” in Teaching EFL to English Majors (1998-2001)
  5. Action Research and In-service EFL Teachers (1998-2000)

 

Professional / Community Servies

  • Editorial board member (2011-present): Journal of International Education and Leadership.
  • Reviewer for international academic journals, including:  Language Learning; Language Teaching Research; Foreign Language Annals; Linguistics and Education; Language, Culture and Curriculum; Prospect: An Australian Journal of TESOL;  Canadian Journal of Applied Linguistics; Educational Action Research; Higher Education Research & Development; Asian Pacific Journal of Education; Chinese Journal of Applied Linguistics (De Druyter Germany, FLTRP China and Cultural and Education Section British Embassy).
  • Reviewer for local academic journals, including: Hong Kong Journal of Applied Linguistics (Hong Kong); New Horizons in Education (Hong Kong).
  • Coordinator for Doctoral Theses Committee, AILA Research Network on Learner Autonomy in Language learning (Connected to AILA: International Association of Applied Linguistics).
  • Consultant for Centre for Language in Education, Hong Kong Institute of Education (for the OBL Project – Exploration of Instructors’ Understanding of Autonomous Language Learning and Comparison of Approaches to Fostering Autonomy in Language Learning through the SALL Course Component) (April-August 2010).
  • Adjunct Professor of China West Normal University (2008-2011)
  • External adviser for Excellent Teacher Development Project at Longgang, Shenzhen (2009-2011)
  • External reviewer for MEd and MA dissertations completed at Shenzhen University in 2010, 2011, 2013, 2015 (Teachers’ College, School of Foreign Languages).

Selected Publications: Journal papers, book chapters, books

  1. Long, N.N., & Huang, J. (2015). Out-of-class pronunciation learning: Are EFL learners ready in China? In D. Nunan & J.C. Richards. Language Learning Beyond the Classroom (pp. 43-52). New York: Routledge.
  2. Huang, J. (2013). Autonomy, Agency and Identity in Foreign Language Learning and Teaching. Bern: Peter Lang. [Peter Lang Linguistic Insights Series Volume 112]
  3. Huang, J., & Benson, P. (Eds.) (2013). Autonomy in foreign and second language education: Special Issue for The 16th World Congress of Applied LinguisticsChinese Journal of Applied Linguistics, 36(1). [Guest editor to edit a volume from papers presented at the 16th AILA World Congress in Beijing in August 2011. AILA stands for International Association of Applied Linguistics.]
  4. Huang, J., & Benson, P. (2013). Autonomy, agency and identity in foreign and second language education. Chinese Journal of Applied Linguistics, 36(1), 7-28.
  5. Malcolm, D., Mercer, S., & Huang, J. (2013). Second opinions: Managing learner autonomy in an Arab medical school. In A. Barfield & N.D. Alvarado (Eds.), Autonomy in Language Learning: Stories of Practices (pp. 64-73). IATEFL, Darwin College, University of Kent, Canterbury, Kent, CT2 7NY, UK.
  6. Huang, J. (2011). A dynamic account of autonomy, agency and identity in (T)EFL learning. In G. Murray, X.S. Gao &  T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 229-246). Bristol: Multilingual Matters.
  7. Huang, J. (2010). Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas. In Q.F. Wen (Ed), A collection of award-winning papers on ELT in China (July 2003 – June 2006)  (pp. 55-80). Beijing: Foreign Language Teaching and Research Press. Originally published in  Language Teaching Research, 10(1), 95-117 (see below).
  8. Allison, D., & Huang, J. (2010). Learner choice and accommodation: Exploring comments in Chinese EFL learning diaries. Chinese Journal of Applied Linguistics, 33(3), 76-92.
  9. Huang, J. (2010). Teacher identity, teacher agency and teacher autonomy: Insights from my twenty-year teaching experiences. Education Research Monthly, Issue 8, 27-31.  [Published in Chinese: 教師身份、教師能動、教師自主:二十年從教經歷的反思.《教育學術月刊》,2010年第8期.]
  10. Benson, P., Chik, A., Gao, X.S., Huang, J., & Wang, W.F. (2009). Qualitative research in language teaching and learning journals, 1997–2006. The Modern Language Journal, 93(1), 79-90.
  11. Benson, P., & Huang, J. (2008). Autonomy in the transition from foreign language learning to foreign language teaching. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, 24 (special issue), 421-439.
  12. Huang, J., & Benson, P. (2007). Teacher autonomy in second language education. Foreign Languages and Their Teaching, Serial No. 225, pp. 33-37. [Published in Chinese: 第二語言教育的教師自主性研究.《外語與外語教學》]
  13. Huang, J. (2007). Research on teacher and learner autonomy in the context of English curriculum standards. Curriculum, Teaching Material and Method, 27(8), 77-81. [Published in Chinese: 基於課程標準的教師和學習者自主性研究.《課程.教材.教法》]
  14. Huang, J. (2007). Teacher autonomy in second language education. Teaching English in China, 30(1), 30-42.
  15. Huang, J. (2007). Learner autonomy in the Chinese university classroom: An insider perspective on teacher-learner role relationships. In P. Benson (Ed.), Learner autonomy 8: Teacher and learner perspectives (pp. 84-103). Dublin: Authentik.
  16. Huang, J. (2006). Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas. Language Teaching Research, 10(1), 95-117.
  17. Huang, J. (2006). Fostering learner autonomy within constraints: Negotiation and mediation in an atmosphere of collegiality. Prospect: An Australian Journal of TESOL, 21(3), 38-57.
  18. Benson, P., & Huang, J. (2006). Autonomy in language learning: A thematic bibliography. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions (pp. 239-277). Frankfurt: Peter Lang.
  19. Huang, J. (2006). On offering training in learner autonomy to pre-service teachers. AILA Research Network on Learner Autonomy in Language Learning Newsletter, Issue 10 (October). Available at: http://www.aiu.ac.jp/~renlanews/#_Research_Projects.
  20. Huang, J., Gu, M.Y., & Cheung, P.K. (Eds.) (2006). Research Studies in Education (Volume 4). Faculty of Education, University  of Hong Kong.
  21. Lu, D.F., Xia, J.S., Wang, W.X., Huang, J., & Ying, D.J. (Eds.) (2006). Highlights of Thesis Writing for English Majors B.A. Degree. Guangzhou: Guangdong Languages and Audiovisual Press. [Published in Chinese: 《英語專業學士學位論文寫作新編》,廣東省語言影像電子出版社]
  22. Huang, J. (2005). Metacognition training in the Chinese university Classroom: An action research study. Educational Action Research, 13(3), 413-434.
  23. Huang, J. (2005). A diary study of difficulties and constraints in EFL learning. System, 33(4), 609-621.
  24. Huang, J. (2005). Teacher autonomy in language learning: A review of the research. In K.R. Katyal, H.C. Lam & X.J. Ding (Eds.), Research studies in education (Volume 3) (pp. 203-218). Faculty of Education, University  of Hong Kong.
  25. Huang, J. (2001). Action research and EFL pre-service teachers. Journal of Zhanjiang Normal College, 22(4), 113-117. [Published in Chinese: 行動研究與外語師範生.《湛江師範學院學報》(哲社版)]
  26. Huang, J., & Huang, J.T. (2000). Integration of two approaches to EFL listening. Multimedia in Foreign Language Education. 20(2), 7-9 and 22. [Published in Chinese: 兩種教學模式的一體化及其策略.《外語電化教學》]
  27. Huang, J. (1999). Action research and foreign language teachers. Foreign Language Education, 20(3), 13-16.  [Published in Chinese: 行動研究與在職外語教師.《外語教學》]
  28. Huang, J. (1999). An analysis of the specialized quality of students majoring in foreign languages from a perspective of product approach. Journal of Sichuan Teachers College (Philosophy & Social Sciences), General Serial No. 102, 73-76. [Published in Chinese: 從結果教學模式看外語專業學生專業素質的培養.《四川師範學院學報》(哲社版)]
  29. Huang, J. (1999). Product and process: Grammar in the foreign language classroom. Journal of Guangzhou Normal University (Social Science Edition), 20(8), 94-97. [Published in Chinese: 結果與過程:成人外語語法教學模式初探.《廣州師院學報》(社科版)]
  30. Huang, J. (1999). A curriculum development package: Attacking text-boundedness in EFL reading. Journal of Zhanjiang Normal College(Educational Science), 20(1), 102-106. [Published in Chinese: 外語嬝直珛{發展:“文本制約”及對策.《湛江師範學院學報》(教科版)]
  31. Huang, J. (1998). English corner and EFL extracurricular writing. English Teaching Forum, 36(2), 29-31.
  32. Huang, J. (1998). Reading-writing connection and its implications for EFL teaching. Journal of Zhanjiang Teachers College (Philosophy & Social Sciences), 19(3), 119-121. [Published in Chinese: 論嬝盲g作相關性及其教學意義.《湛江師範學院學報》(哲社版)]
  33. Huang, J. (1997). Schema theory and teaching EFL reading as process. Journal of Zhanjiang Teachers College (Philosophy & Social sciences), 18(4), 96-101. [Published in Chinese: 圖式論與外語嬝牧犒L程教學.《湛江師範學院學報》(哲社版)]
  34. Huang, J. (1997). Promoting reader-text interaction. Journal of Zhanjiang Teachers College (supplementary issue), 78-82. [《湛江師範學院學報》1997 年增刊]

Conferences/Talks/Workshops/Invited speaker (2004-present)

1. (14-18 June 2004). Learner autonomy in the Chinese university classroom: An action research study. Paper presented at the International Conference “Maintaining Control: Autonomy in Language Learning Autonomy” jointly hosted by Hong Kong University of Science and Technology and Zhejiang   University, China.

2. (3 November 2004). Learner autonomy in the Chinese university classroom: An insider perspective of teacher-learner role relationships. English Centre Seminar, University of Hong Kong.

3. (3 March 2005). Learner Resistance to Metacognition Training? A Diary Study of Mismatches between Learning and Instruction. HASALD (Hong Kong Association for Self-Access Learning and Development) Seminar, City  University of Hong Kong.

4. (4 June 2005).  Teacher autonomy in language learning: A review of the research. Paper presented at the 8th Postgraduate Research Conference, 2005, Faculty of Education, University of Hong Kong.

5. (24-29 July 2005). Accommodation, resistance, and autonomy: Evidence from Chinese EFL learning diaries. Paper presented at the 14th World Congress of Applied Linguistics held at University of   Wisconsin-Madison, USA.
_____________________________________________________________________________
(1-4 November 2005). Three invited talks to teachers and MA students at the School of Foreign Languages, China West Normal University,  Sichuan, China:

6. Learner autonomy in second/foreign language education.

7. Teacher autonomy in second/foreign language education.

8. Getting your research published in international journals.
_______________________________________________________________________________
9. (8 February 2006). Learner autonomy in the Chinese EFL context: Perspectives, possibilities and constraints. English Centre Seminar, University  of Hong Kong.

10. (24 February 2006). Dances with reviewers: Research students’ experiences in getting their research published. Faculty of Education Workshop, University  of Hong Kong.

11. (10 June 2006). Have they been autonomous in EFL learning? Insights from learner autobiographies. Paper presented at the 9th Postgraduate Research Conference, Faculty of Education, University of Hong Kong.

12. (11-13 November 2006). Autonomy in the Chinese EFL context: Learners’ stories. Paper presented at the Annual Conference of CELEA (China English Language Education Association) & International Conference of Communicative Language Teaching, Guangdong University of Foreign Studies, Guangzhou,  China.

13. (With Phil Benson and Joanne Chuk, 17 January 2007). Issues of autonomy in the transition from learner to teacher. Seminar at Department of English, Hong Kong Institute of Education, Hong Kong SAR.

14. (27 January 2007). Agency, identity and autonomy: Exploring their links. Paper presented at the 10th Postgraduate Research Conference, Faculty of Education, University of Hong Kong.

15. (3-5 May 2007). Teacher autonomy and teacher development. Featured (invited) speech at the 2nd China College English Teacher Development Conference, Zhongshan University, Guangzhou, China.

16. (16-21 May 2007). Autonomy in subcultures: An exploration of possibilities and constraints. Paper presented at the 5th International Conference on ELT in China & the 1st Congress of Chinese Applied Linguistics, Beijing, China.

17. (11 June 2007). Agency, identity and autonomy. Paper presented at the 2nd HALL (Hong Kong Association for Applied Linguistics) Research Forum, Hong   Kong Polytechnics University, Hong Kong SAR.

18. (5–8 October 2007). Out-of-class language learning: The dynamics of agendas, agencies and autonomy. Paper presented at the Independent Learning Association 3rd International Conference, Chiba,  Japan.
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(3-5 December 2008). Four invited talks to teachers and MA students at the School of Foreign Languages, China West Normal University,  Sichuan, China:

19. Introducing a longitudinal study of the long-term development of autonomy among students in a social and institutional context.

20. Interpretative-qualitative research in language teaching and learning.

21. Foreign language classroom research: Ethnography.

22. Foreign language classroom research: Action research.
__________________________________________________________________________
23. (23-25 October 2009). Teacher identity, teacher agency and teacher autonomy: Insights from my twenty-year teaching experiences. Paper presented at Conference Series on Education Development in Chinese Society (Stories from Teachers‧Stories about Teachers), University of Macau. [In Chinese]

24. (12 December 2009). The first year in university: Loss, confusion, and puzzlement. Paper presented at the 3rd HAAL (Hong Kong Association for Applied Linguistics) Research Forum, Hong Kong.

25. (23-28 August 2011). Issues of autonomy in the transition from learner to teacher. Paper presented at the 16th World Congress of Applied Linguistics, Beijing, China.

26. (30 August – 2 September 2012).  The individual in independent learning. Paper presented at Independent Learning Association 2012 Conference, Victoria University of Wellington, New Zealand.

27. (14 November 2012). Sharing innovations: Ingredients of a successful TDG proposal. Teaching and Learning Experience Sharing (TALES) 2012-2013 Seminar Series, Centre for Holistic Teaching and Learning, Hong Kong Baptist University.

28. (7-8 January 2013). CLT, TBLT and Postmethod pedagogy. Seminar series for students and teachers of Foreign Language Department at Shaanxi Xueqian Normal University.

29. (10-15 August 2014). From autonomy in foreign language learning to autonomy in foreign language teaching. Paper presented at the 17th World Congress of Applied Linguistics, Brisbane, Australia.

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(19-21 November 2014).Four papers co-presented with four former students of Department of Education Studies Hong Kong Baptist University at theAsia Pacific Educational Research Association International Conference 2014 (APERA Conference 2014), with the theme “Managing global changes and education reforms: Asia and Pacific Responses”, held in the Hong Kong Institute of Education, from 19 to 21 November 2014. The titles of the four co-authored papers are as follows:

30-33

  • Equipping teachers with global perspectives: An exploratory study of a compulsory overseas immersion programme” (with Rocky Cheung, year 4 student in AY2014-2015);
  • Issues of MOI in teaching Liberal Studies: Listening to teachers’ voices” (with Christina Li Ka Ki, former English double degree student);
  • Autonomy in the transition from learner to teacher” (with Kenny Lock, former English double degree student); and
  • Studying for a master’s degree in Hong Kong: What are the benefits and challenges for mainland Chinese students?” (with Zhang Yue, former student in the MEd full-time programme).

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34.   (30 July-1 August 2015).Teacher autonomy and teacher development. Invited seminar for HKBU-SYSU (Hong Kong Baptist  University -   Sun Yat-Sen University) Educational Exchange Programme.

35.    (1-7 July 2015). Research on autonomy in language education. Invited seminar at Sichuan University on 2 July 2015 for AMORSHK (Association of Mainland Overseas Returned Scholars in Hong Kong) Western China Delegation.

 

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