Dr. LAM, C K Ricky

    BA (OUHK), PCEd (HKU), MEd (HKU), EdD (HKU) 

Named Top 2% Scientists Worldwide Ranking by Stanford University 2022 & 2023 (https://elsevier.digitalcommonsdata.com/datasets/btchxktzyw/6)
Associate Professor, Programme Director of Master of Education (MEd), Department of Education Studies
Associate Editor, Educational Psychology in Frontiers in Psychology and Frontiers in Education (www.frontiersin.org)
Featured Researcher, Faculty of Social Sciences, (https://research.hkbu.edu.hk/researcher/ricky-lam)

Academic & Professional Experience

  • Associate Professor, Department of Education Studies, Hong Kong Baptist University
  • Assistant Professor, Department of Education Studies, Hong Kong Baptist University
  • Teaching Fellow, Department of English Language Education, The Education University of Hong Kong
  • Lecturer, Community College of City University, City University of Hong Kong
  • English Teacher, Rosaryhill School
  • English Teacher, Maryknoll Secondary School

Research Interests

  • Digital writing portfolios; portfolio assessment
  • Second language writing assessment
  • Language assessment literacy
  • Assessment for learning; assessment as learning

Research Projects

  1. 01/2024-06/2026  Fund for Innovative Technology-in-Education, Inter-Institutional Collaborative Activities (FITE – IICA), University Grants Council of Hong Kong, HKD $ 2.15 million, (HKBU as Lead University, Member), Digital ethics and responsibilities campaign for higher education and beyond (‘DEAR’ Project)
  2. 07/2022-08/2025  The Jockey Club Charities Trust, The Hong Kong Jockey Club (HKJC), Hong Kong HKD $ 13.98 million (The Chinese University of Hong Kong & Hong Kong Baptist University, Co-Investigator), New approaches to flipped learning under the new normal
  3. 01/2022 – 03/2024   The Standing Committee on Language Education and Research, Research & Development Projects 2020-21 (SCOLAR), Hong Kong HKD $1,091,293.88 (Hong Kong Baptist University, Principal Investigator), Investigating e-Portfolio assessment literacy among adolescent learners: Portfolio compilation, emotional experiences, and conceptions of assessment (Ref. no.: EDB(LE)/P&R/EL/203)
  4. 09/2018 – 12/2020   The Standing Committee on Language Education and Research, Research & Development Projects 2018-19 (SCOLAR), Hong Kong HKD $901,887.50 (Hong Kong Baptist University, Principal Investigator), An exploratory study of language assessment training in Hong Kong: Trends, quality and development (Ref. no.: EDB(LE)/P&R/EL/175/4)
  5. 01/2015 – 06/2017    Research Grants Council, General Research Fund/Early Career Scheme (GRF/ECS), Hong Kong HKD $427,260 (Hong Kong Baptist University, Principal Investigator), Implementing portfolio assessment as classroom innovation in EFL writing (Ref. no.: HKBU 22400414)
  6. 01/2011 – 12/2012   Research Grants Council, General Research Fund (GRF), Hong Kong HKD $441,825 (The Chinese University of Hong Kong, Co-investigator), Implementing innovative feedback approaches in secondary EFL writing in Hong Kong (Principal Investigator: Professor Icy Lee; Ref. no.: CUHK 10486)
  7. 01/2011 – 01/2012   Research Grants Council, Knowledge Transfer Fund (KTF), Hong Kong HKD $30,000 (The Education University of Hong Kong, Primary Investigator), Developing learning potential from internal school tests
  8. 01/2009 – 06/2011     Research Grants Council, General Research Fund (GRF), Hong Kong HKD $492,200 (The University of Hong Kong, Co-investigator), Developing formative instructional power from internal school tests (Principal Investigator: Professor David Carless; Ref. no.: HKU 740609H)
  9. 09/2008 – 08/2009    Departmental Research Fund (DRF), The Education University of Hong Kong, Hong Kong HKD $20,000 (Principal Investigator), Implementing formative assessment strategies in teacher education classrooms
  10. 09/2004 – 08/2006    Quality Education Fund (QEF), Education and Manpower Bureau, Hong Kong HKD $314,000 (The University of Hong Kong, Co-investigator), Making school-based assessment more effective in English language education (Principal Investigator: Professor Chris Davison)

Publications

Publications in international refereed journals, book chapters, and sole-/co-authored books

  1. Lam, R. (in press). E-Portfolio development literacy. In L. McCallum, & D. Tafazoli (Eds.), the New Literacies and Language Education section of Palgrave Macmillan Encyclopaedia of Computer-Assisted Language Learning. Palgrave. 
  2. Lam, R. (in press). Portfolio assessment. In C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (2nd edition). Wiley.
  3. Esfandiari, R, Arefian, M.H., Lam, R. (in press). Understanding collective and reflective learning-oriented assessment among Iranian EFL pre-service teachers in learner-centered language teacher education. International Journal of Language Testing, https://doi.org/10.22034/ijlt.2024.460026.1347 (SCOPUS-indexed journal)
  4. Kang, M., & Lam, R. (2024). Understanding university English instructors’ assessment literacy: a formative assessment perspective. Language Testing in Asia, 14:52, https://doi.org/10.1186/s40468-024-00323-y (SCOPUS-indexed journal)
  5. Lam, R., & Gan, L. (2024). Feedback in print and electronic portfolios: More of the same or two sides of the same coin. Assessment Matters, 18, 4-24. https://doi.org/10.18296/am.0068 
  6. Gan, L., & Lam, R. (2024). Unveiling classroom assessment literacy: Does teachers’ self-directed development play out? Education Sciences, 14(9), 961. https://doi.org/10.3390/educsci14090961 (SCOPUS-indexed journal)
  7. Gan, L., & Lam, R. (2024). Language assessment literacy development of a novice university English teacher in the Chinese context. RELC Journal. OnlineFirst https://doi.org/10.1177/00336882241231304 (SSCI-indexed journal)
  8. Wang, L., & Lam, R. (2024). Developing EFL teachers’ pedagogical content knowledge for teaching spoken English in Chinese universities. Indonesian Journal of Applied Linguistics, 14(1), 128-142. https://doi.org/10.17509/ijal.v14i1.70391 (SCOPUS-indexed journal)
  9. Lam, R. (2024). Integrating e-Portfolios into L2 Classrooms: Education for the Future. Bristol: Multilingual Matters. (Sole-authored book)
  10. Lam, R. (2024). Understanding the usefulness of e-Portfolios: Linking artefacts, reflection, and validation. International Review of Applied Linguistics in Language Teaching, 62(2), 405-428. https://doi.org/10.1515/iral-2022-0052. (SSCI-indexed journal)
  11. Lam, R. (2024). [Review of the book Assessing Second Language Reading: Insights from Cloze Tests, by K. Sadeghi]. RELC Journal, 55(1), 267-269. https://doi.org/10.1177/00336882211072901 (SSCI-indexed journal)
  12. Gu, P.Y., & Lam, R. (2023). Developing assessment literacy for classroom-based formative assessment [Special Issue]. Chinese Journal of Applied Linguistics, 46(2), 155-161. (SCOPUS-indexed journal)
  13. Gan, L., & Lam, R. (2023). A tale of two teachers: Construction of novice university English teachers’ assessment identity. Chinese Journal of Applied Linguistics, 46(2), 219-236. (SCOPUS-indexed journal)
  14. Lam, R. (2023). E-Portfolios: What we know, what we don’t, and what we need to know. RELC Journal, 54(1), 208-215. (SSCI-indexed journal)
  15. Wang, L., & Lam, R. (2023). Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China. Indonesian Journal of Applied Linguistics, 12(3), 679-693. https://doi.org/10.17509/ijal.v12i3.45538. (SCOPUS-indexed journal)
  16. Lam, R., Lau, M., & Wong, J. (2023). E-Portfolios as a technology-enabled assessment: Surviving or accommodating COVID-19. In K. Sadeghi, M. Thomas & F. Ghaderi (Eds.), Technology-Enhanced Language Teaching and Learning: Lessons from the COVID-19 Pandemic (pp. 183-196). London: Bloomsbury.
  17. Lyu, M., & Lam, R. (2023). [Review of the book Talking about Second Language Acquisition, by K. Sadeghi]. Iranian Journal of Language Teaching Research, 11(1), 178-181.
  18. Gan, L., & Lam, R. (2022). [Review of the book Perspectives on language assessment literacy: Challenges for improved student learning, by Sahbi Hidri (Ed)]. Arab Journal of Applied Linguistics, 7(1), 199–206.  https://arjals.com/ajal/article/view/327
  19. Lam, R. (2022). Test usefulness of e-Portfolios: An alternative approach during and beyond the pandemic. In K. Sadeghi (Ed.), Technology-Assisted Language Assessment in Diverse Contexts: Lessons from the Transition to Online Testing during COVID-19 (pp. 181-195). New York: Routledge.
  20. Lam, R. (2022). E-Portfolios for self-regulated and co-regulated learning: A review. Frontiers in Psychology, 13:1079385. DOI: 10.3389/fpsyg.2022.1079385 (SSCI-indexed journal)
  21. Lam, R., & Moorhouse, B.L. (2022). Using Digital Portfolios to Develop Students’ Writing: A Practical Guide for Language Teachers. London: Routledge. (Co-authored book)
  22. Gan, L., & Lam, R. (2022). A review on language assessment literacy: Trends, foci and contributions. Language Assessment Quarterly, 19(5), 503-525. (SSCI-indexed journal)
  23. Wang, L., & Lam. R. (2022). University instructors’ enactment of professional agency in teaching spoken English as a foreign language. Frontiers in Education, 7:909048. doi: 10.3389/feduc.2022.909048 (SSCI-indexed journal)
  24. Lam, R. (2022). Assessing creative writing formatively and summatively with e-Portfolios: A case study in Hong Kong. In B. Chamcharatsri & A. Iida (Eds.), International Perspectives on Using Creative Writing in Second Language Education: Supporting Language Learners’ Proficiency, Identity and Creative Expression (pp. 171-181). New York: Routledge.
  25. Lam, R. (2022). Assessment training in the use of portfolios: Voices from writing teachers. In L. Hamp-Lyons & J. Yan (Eds.), Assessing the Writing of Chinese Learners of English (pp. 235-252). UK: Springer.
  26. Lam, R. (2021). Using e-Portfolios to promote assessment of/for/as learning in EFL writing. The European Journal of Applied Linguistics and TEFL, 10(1), 101-120. (SCOPUS-indexed journal)
  27. Lam, R. (2020). Why reinvent the wheel? E-portfolios are for learning. ELT Journal, 74(4), 488-491. (SSCI-indexed journal)
  28. Gan, L., & Lam, R. (2020). Understanding university English instructors’ assessment training needs in the Chinese context. Language Testing in Asia, 10:11, https://doi.org/10.1186/s40468-020-00109-y (SCOPUS-indexed journal)
  29. Lam, R. (2020). Investigating assessment as learning in second language writing: A qualitative research perspective. International Journal of Qualitative Methods, 19(1), 1-10. https://doi.org/10.1177/1609406920938572 (SSCI-indexed journal)
  30. Lam, R. (2020). Writing portfolio assessment in practice: Individual, institutional, and systemic issues. Pedagogies: An International Journal, 15(3), 169-182. (SCOPUS-indexed journal)
  31. Wang, L., & Lam, R. (2020). Exploring an EFL teacher’s beliefs and practices in teaching topical debates in Mainland China. Iranian Journal of Language Teaching Research, 8(1), 25-44. (SCOPUS-indexed journal)
  32. Lam, R. (2019). Using Portfolios in Language Teaching (New Portfolio Series 4). Singapore: SEAMEO RELC. (Sole-authored book)
  33. Lam, R. (2019). Evolution of writing assessment in Hong Kong secondary school: Policy, practice and implications for literacy development. In B. Reynolds & M.F. Teng (Eds). English Literacy Instruction for Chinese Speakers (pp. 143-157). Singapore: Palgrave MacMillan.
  34. Lam, R. (2019). Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System, 81, 78-89. (SSCI-indexed journal)
  35. Lam, R. (2018). Understanding assessment as learning in writing classrooms: The case of portfolio assessment [Special issue]. Iranian Journal of Language Teaching Research, 6(3), 19-36. (SCOPUS-indexed journal)
  36. Lam, R. (2018). [Review of the book The Politics of English Second Language Writing Assessment in Global Contexts, edited by T. Ruecker & D. Crusan]. Journal of Second Language Writing, 41, 80-82. (SSCI-indexed journal)
  37. Lam, R. (2018). Testing, Drilling and Learning: What Purpose Does the Grade 3 Territory-Wide System Assessment Serve? Asia Pacific Education Review, 19(3), 363-374.  https://doi.org/10.1007/s12564-018-9523-z (SSCI-indexed journal)
  38. Lam, R. (2018). Portfolio Assessment for the Teaching and Learning of Writing. Singapore: Springer. (Sole-authored book)
  39. Lam, R. (2018). Teacher learning of portfolio assessment practices: Testimonies of two writing teachers. In H. Jiang & M.F. Hill  (Eds.), Teacher Learning from Classroom Assessment: Perspectives from Asia Pacific (pp. 99-119). New York: Springer.
  40. Lam, R. (2018). Promoting self-reflection in writing: A showcase portfolio approach. In A. Burns & J. Siegel (Eds.), International Perspectives on Teaching Skills in ELT (pp. 219-231). London: Palgrave MacMillan.
  41. Lam, R. (2017). Enacting feedback utilization from a task-specific perspective. The Curriculum Journal, 28(2), 266-282. DOI: 10.1080/09585176.2016.1187185 (SCOPUS-indexed journal)
  42. Lam, R. (2017). Taking stock of portfolio assessment scholarship: From research to practice. Assessing Writing, 31, 84-97. (SSCI-indexed journal)
  43. Lam, R. (2016). Assessment as learning: Examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. Studies in Higher Education, 41(11), 1900-1917. (SSCI-indexed journal)
  44. Lam, R. (2016). Implementing assessment for learning in a Confucian context: The case of Hong Kong 2004-14. In D. Wyse, L. Hayward & J. Pandya (Eds.), The Sage Handbook of Curriculum, Pedagogy and Assessment (Vol. 2, pp. 756-771). London: Sage.
  45. Lam, R. (2015). Convergence and divergence of process and portfolio approaches to L2 writing instruction: Issues and implications. RELC Journal, 46(3), 293-308. (SCOPUS-indexed journal)
  46. Lam, R. (2015). Feedback about self-regulation: Does it remain an ‘unfinished business’ in portfolio assessment of writing? TESOL Quarterly, 49(2), 402-413. (SSCI-indexed journal)
  47. Lam, R. (2015). Understanding EFL students’ development of self-regulated learning in a process-oriented writing course. TESOL Journal, 6(3), 527-553.
  48. Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197. (SSCI-indexed journal)
  49. Lam, R. (2014). Can student-generated test materials support learning? Studies in Educational Evaluation, 43, 95-108. (SCOPUS-indexed journal)
  50. Lam, R. (2014). Promoting self-regulated learning through portfolio assessment: Testimony and recommendations. Assessment & Evaluation in Higher Education, 39(6), 699-714. (SSCI-indexed journal)
  51. Carless, D., & Lam, R. (2014). The examined life: perspectives of lower primary school students in Hong Kong. Education 3 – 13: International Journal of Primary, Elementary and Early Years Education, 42(3), 313-329.
  52. Carless, D., & Lam, R. (2014). Developing assessment for productive learning in Confucian-influenced settings: Potentials and challenges. In C. Wyatt-Smith, V. Klenowski & P. Colbert (Eds.), Designing Assessment for Quality Learning (pp. 167-182). Dordrecht: Springer.
  53. Lam, R. (2013). The relationship between assessment types and text revision. ELT Journal, 67(4), 446-458. (SSCI-indexed journal)
  54. Lam, R. (2013). Formative use of summative tests: Using test preparation to promote performance and self-regulation. The Asia-Pacific Education Researcher, 22(1), 69-78. (SSCI-indexed journal)
  55. Lam, R. (2013). Two portfolio systems: EFL students’ perceptions of writing ability, text improvement, and feedback. Assessing Writing, 18(2), 132-153. (SSCI-indexed journal)
  56. Lam, R. (2011). Trying out comment-only marking (COM): A worthwhile experience. SLWIS Newsletter, TESOL, 6(2), 9-12.
  57. Lam, R. (2010). The role of self-assessment in students’ writing portfolios: A classroom investigation. TESL Reporter, 43(2), 16-34.
  58. Lam, R. (2010). A peer review training workshop: Coaching students to give and evaluate peer feedback. TESL Canada Journal, 27(2), 114-127.
  59. Lam, R., & Lee, I. (2010). Balancing the dual functions of portfolio assessment. ELT Journal, 64(1), 54-64. (SSCI-indexed journal)
  60. Lam, R. (2008). Adopting effective portfolio-based assessment: An integrative approach. Modern English Teacher, 17(1), 36-41.
  61. Lam, R. (2006). Students’ perceptions of the implementation of portfolio assessment in the language classroom. In C. Davison (Ed.), Enhancing Effective English Language Assessment in Secondary Schools: Integrating Theory and Practice. Quality Education Fund/Faculty of Education, The University of Hong Kong.

Plenary/Invited Talks

  1. Lam, R. (2024, July). Integrating e-Portfolios into curriculum: What, why, where, when, and how. In-service Programme for the Guangdong English Teachers in the 2023/24 School Year. The Chinese University of Hong Kong and Education Bureau. (Workshop)
  2. Lam, R. (2024, May). Evolution of portfolio assessment: A focus on its transition, integration, research trends, and implications. Hong Kong Association for Self-Access Learning and Development (HASALD). (Research Seminar)
  3. Lam, R. (2023, September). Using AI in e-Portfolio assessment: Implications for stakeholders. Innovations in Language Assessment Conference, Duolingo English Test, Hong Kong. (Invited Featured Speaker)
  4. Lam, R. (2023, July). Understanding language assessment literacy: Basic concepts and skills. In-service Programme for the Guangdong English Teachers in the 2022/23 School Year. The Chinese University of Hong Kong and Education Bureau. (Workshop)
  5. Lam, R. (2023, July). E-Portfolio assessment: Is it for language teaching or language assessment? In-service Programme for the Guangdong English Teachers in the 2022/23 School Year. The Chinese University of Hong Kong and Education Bureau. (Workshop)
  6. Lam, R. (2023, July). Post-pandemic reflection on innovative use of e-Portfolio: Stepping up its instructional role in L2 writing. The 8th Hong Kong Association for Applied Linguistics (HAAL) Conference 2023, The Hang Seng University of Hong Kong, Hong Kong, China. (Invited Featured Speaker)
  7. Lam, R. (2023, March). Adopting e-Portfolios to sustain self-regulated and co-regulated learning: A classroom-assessment perspective. Hong Kong Association for Applied Linguistics (HAAL), The Hong Kong Polytechnic University. (Seminar)
  8. Lam, R. (2022, September). Electronic portfolios as an alternative assessment during the pandemic. Pre-Conference Workshop Series, 2nd International Conference on Applied Linguistics and Language Education, National University of (Philippines) and University of Economics Ho Chi Minh City (Vietnam), Manila, the Philippines. (Workshop)
  9. Lam, R. (2022, April). The power of e-Portfolio assessment: Its test usefulness during and beyond the COVID-19 pandemic. Department of Foreign Languages, Tehran University of Medical Sciences, Iran. (Webinar)
  10. Lam, R. (2021, August). Using e-Portfolios to connect language teaching, learning, and assessment: A pragmatic approach. Dissemination Seminar of Quality Education Fund (QEF) Project 2020/21. Centre for Language Education and Multiliteracies Research, Faculty of Education, The Chinese University of Hong Kong, Hong Kong. (Plenary)
  11. Lam, R., Lau, M., & Wong, J. (2021, July). E-Portfolios as a technology-enabled assessment: Surviving or accommodating Covid-19. Learning & Teaching Expo Online 2021: Futures of Education, Hong Kong Education City, Hong Kong.
  12. Lam, R. (2021, June). An exploratory study of language assessment training in Hong Kong: Trends, quality and development. 25th Anniversary Conference of SCOLAR, Standing Committee on Language Education and Research, Education Bureau, Hong Kong. (Research seminar)
  13. Lam, R. (2021, May). Communicating with your students via e-assessment, Joint HKBU-EdUHK Workshop Series of the Advanced Study Institute for Authentic Assessment. Centre for Holistic Teaching and Learning, Hong Kong Baptist University, Hong Kong. (Workshop)
  14. Lam, R. (2021, March). From paper to digital portfolios: Evolution of writing portfolio-based research – 1980-2020. 55th RELC International Conference on Sustainable Language Education: Standards, Strategies and Systems, Southeast Asian Ministers of Education Organization – Regional Language Centre, Singapore. (Plenary)
  15. Lam, R. (2020, August). Workshop series of online teaching, learning & assessment – My paradigm shift of using alternative assessment, Centre for Holistic Teaching and Learning, Hong Kong Baptist University, Hong Kong. (Online Induction Workshop)
  16. Lam, R. (2020, March). Assessing students’ performance online – digital assessment: Teaching and Learning Experience Sharing (TALES) 2019-20 Seminar Series, Centre for Holistic Teaching and Learning, Hong Kong Baptist University, Hong Kong. (Workshop)
  17. Lam, R. (2020, February). eLearning 101 – setting up online classes: Teaching and Learning Experience Sharing (TALES) 2019-20 Seminar Series, Centre for Holistic Teaching and Learning, Hong Kong Baptist University, Hong Kong. (Workshop)
  18. Lam, R. (2020, January). Synergizing teaching and research into assessment literacy: Beyond a confession. Departmental Teaching and Learning Seminar, Department of Education Studies, Hong Kong Baptist University, Hong Kong. (Seminar)
  19. Lam, R. (2019, September). Investigating Assessment as Learning in L2 Writing: A Qualitative Research Perspective. The 1st International Triennial Conference on Qualitative Research on Language Education in Contemporary Asia: New Perspectives, Directions, and Innovations. Surakarta, Central Java, Indonesia. (Plenary)
  20. Lam, R. (2019, August). Writing Assessment Literacy: The Role of Assessment Training in Portfolio Use. 28th MELTA International Conference 2019 on English Language Education and Society 5.0: Developing Sustainable Literacies. Kuching, Sarawak, Malaysia. (Invited Featured Paper)
  21. Lam, R. (2018, August). Assessment as Learning in Classroom-Based Writing Assessment: Aligning Theory, Research and Practice. Siliwangi International English Conference 2018, Siliwangi University, Tasikmalaya, Indonesia. (Plenary)
  22. Lam, R. (2017, April). What Research Tells Us about Writing Portfolio Assessment in Practice: Trends, Issues and Future Directions. Hong Kong Association for Applied Linguistics Seminar, The Hong Kong Polytechnic University. (Seminar)
  23. Lam, R. (2017, March). Issues in Writing Portfolio Assessment: An Assessment-as-Learning Perspective. Learning & Teaching @ EdUHK Festival 2017: Innovation and Excellence, Department of English Language Education, The Education University of Hong Kong. (Seminar)
  24. Lam, R. (2017, March). Reflection on a Teacher Educator’s Professional Journey: Up Close and Personal. Learning & Teaching @ EdUHK Festival 2017: Innovation and Excellence, Department of Linguistics and Modern Language Studies, The Education University of Hong Kong. (Seminar)
  25. Lam, R. (2014, June). Helping students to tackle the standardized writing assessment: A genre-based perspective, Pearson 2014 HKDSE English Language Exam Analysis, Pearson, Hong Kong. (Plenary)
  26. Lam, R. (2013, April). Formative use of summative tests: Using test preparation to promote performance and self-regulation, Departmental Research Seminar, Department of Education Studies, Hong Kong Baptist University, Hong Kong. (Seminar)
  27. Carless, D., & Lam, R. (2012, December). Learning-oriented assessment in Confucian-influenced settings: Challenges and possibilities, Symposia on Classroom-based Assessment, The Second GDUFS Forum on Applied Linguistics, Guangzhou, China. (Symposium)
  28. Lam, R., Court, K., & Johnson, H. (2011, March). An enterprise project: Working with international partners, Faculty of Education Development Day: Scholarship, Research and Enterprise, The University of Cumbria, Lancaster, UK. (Plenary)

Paper Presentations at Conferences

  1. Gan, L., & Lam. R. (2024, August). “Am I an assessor?” A case study of university English teachers’ assessment identity. The 10th Annual International Conference of the Asian Association for Language Assessment (AALA), Shanghai, China.
  2. Liu, Y., & Lam, R. (2024, July). Students’ engagement with genre-based multiple feedback to assess digital multimodal composing in second language writing. International Conference on Technology-enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching 2024 (TeLLT & CoLLT 2024), The Education University of Hong Kong, Hong Kong. 
  3. Liu, Y., & Lam, R. (2024, June). Teachers’ pragmatic identity construction strategies in undergraduates’ dissertation defense. Engagement in the Digital Age: International Conference on Language Teaching and Learning. Language Centre, Hong Kong Baptist University, Hong Kong. 
  4. Lam, R. (2024, March). Understanding adolescents’ e-Portfolio assessment literacy: Compilation, conception, and emotion. 58th RELC International Conference – Re-humanizing, Re-conceptualizing and Re-imagining Language Teaching and Learning for Education 5.0, Southeast Asian Ministers of Education Organization – Regional Language Centre, Singapore.
  5. Wang, L., & Lam, R. (2023, August). Development of EFL teachers’ pedagogical content knowledge in teaching speaking in Chinese universities. The 21st Asia TEFL International Conference – Celebrating ELT in Asia: Visions & Aspirations. DCC, Daejeon, South Korea.
  6. Kang, M., & Lam, R. (2023, August). Understanding university English instructors’ formative assessment literacy in China. The 21st Asia TEFL International Conference – Celebrating ELT in Asia: Visions & Aspirations. DCC, Daejeon, South Korea.
  7. Gan, L., & Lam. R. (2023, June). All roads lead to Rome? Language assessment literacy development of university English teachers in China, the 44th Language Testing Research Colloquium, International Language Testing Association, New York, USA.
  8. Gan, L., & Lam, R. (2022, May). Language assessment literacy development of a novice university English teacher: A narrative inquiry, the First Online International Conference on Fostering Language Assessment Literacy for University English Teachers: Facts and Future Perspectives, Biskra University, Algeria.
  9. Gan, L., & Lam, R. (2021, March). A scoping review on language assessment literacy: Trends, challenges and prospects, 55th RELC International Conference – Sustainable Language Education: Standards, Strategies and Systems, Southeast Asian Ministers of Education Organization – Regional Language Centre, Singapore.
  10. Gan, L., & Lam, R. (2020, November). Understanding English instructors’ assessment training needs in the Chinese context, Asia TEFL 2020 International Conference – Interweaving Theory and Practice in ELT in Asia: Creating New Prospects for the Future, KINTEX Conference Centre, Goyang, South Korea.
  11. Lam, R. (2018, March). Writing Assessment Literacy: Investigating Secondary-Level Teacher Conceptions, Knowledge and Practices, 53rd RELC International Conference on 50 Years of English Language Teaching and Assessment – Reflections, Insights and Possibilities, Southeast Asian Ministers of Education Organization – Regional Language Centre, Singapore.
  12. Lam, R. (2017, June). Writing portfolio assessment: Principles, issues and recommendations. The 16th Symposium on Second Language Writing: Assessing Second Language Writing, Chulalongkorn University, Bangkok, Thailand.
  13. Lam, R. (2017, March). Pedagogy on self-reflection in writing: An illustration of showcase portfolio approach, 52nd RELC International Conference on Dimensions of Language Education: Policy, Perspectives, Practice, Southeast Asian Ministers of Education Organization – Regional Language Centre, Singapore.
  14. Lam, R. (2016, March). Engaging students with feedback in language classrooms: We know why not how, 51st RELC International Conference on Teaching Literacies – Emerging Pathways and Possibilities in Language Education, Southeast Asian Ministers of Education Organization – Regional Language Centre, Singapore.
  15. Lam, R. (2016, March). A mirage or an oasis? Language assessment training in Hong Kong, 51st RELC International Conference on Teaching Literacies – Emerging Pathways and Possibilities in Language Education, Southeast Asian Ministers of Education Organization – Regional Language Centre, Singapore.
  16. Lam, R. (2015, May). Assessment as learning: Examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom, International Conference: Assessment for Learning in Higher Education 2015, The University of Hong Kong, Hong Kong.
  17. Lam, R. (2014, June). Student-generated test materials as a means to empower learning, Second Thammasat University International ELT Conference, Redesigning the Ecology of Asian Englishes: Where Theory Meets Practice, Bangkok, Thailand.
  18. Lam, R., Mak, P., & Lee, I. (2012, March). Understanding EFL students’ self-learning capacity in two portfolio classrooms, TESOL International Convention: A Declaration of Excellence, Philadelphia, Pennsylvania, USA.
  19. Lam, R. (2011, June). Portfolio assessment as a process of change: Instructors’ perspectives, Symposium on Second Language Writing 2011, Writing for Scholarly Publication: Beyond “Publish or Perish”, National Taiwan Normal University, Taipei, Taiwan.
  20. Lam, R. (2009, December). Pedagogical and theoretical implications of two portfolio assessment approaches: Writing for learning or writing for evaluation? Third HAAL Research Forum, Hong Kong Association for Applied Linguistics, Hong Kong.
  21. Lam, R., & Lee, I. (2009, November). Balancing the dual functions of portfolio assessment: Lessons from a case study, Symposium on Second Language Writing 2009: The Future of Second Language Writing, Arizona State University, Tempe, Arizona, USA.
  22. Lam, R. (2008, December). Exploring two portfolio approaches in the EFL writing classroom, 13th International Conference on English in South East Asia (ESEA 2008): Englishes and Literatures-in-English in a Globalised World, National Institute of Education (NIE), Nanyang Technological University, Singapore.
  23. Lam, R. (2008, August). Designing effective portfolio assessment in the EFL context, 2008 Asia TEFL International Conference, Globalizing Asia: The Role of ELT, Sanur Paradise Plaza Hotel, Bali, Indonesia.
  24. Lam, R. (2008, June). Impact of peer review on EFL students: A case in Hong Kong, Symposium on Second Language Writing, Foreign Language Writing Instruction: Principles and Practices, Purdue University, West Lafayette, Indiana, USA.
  25. Lam, R. (2008, January). Integrating alternative assessment into a writing course: Examining teachers’ readiness, Responding to Change: Flexibility in the Delivery of Language Programmes, An International Conference, Hong Kong University of Science and Technology and Payap University, Hong Kong and Thailand.

Current and Past Leadership Roles

  1. (2021-2023) Associate Head, Department of Education Studies
  2. (2015-to date) Chair of Master Programme Planning and Management Committee
  3. (2021-2023) Chair of Teacher Education Management Committee
  4. (2021-to date) Chair of Quality Assurance Committee (Department of Education Studies)
  5. (2021-to date) Member of EDUC Advisory Committee
  6. (2021-2023) Department Representative of Faculty Learning and Teaching Committee (FLTC)
  7. (2021-2022) Faculty Representative of Faculty of Social Sciences on the Taught Postgraduate Regulations Committee (TPRC)
  8. (2015-to date) Programme Director of Master of Education (MEd), Hong Kong Baptist University
  9. (2013-2015) Programme Coordinator of Full-time Master of Education (MEd), Hong Kong Baptist University
  10. (2011-2012)  Programme Leader of Bachelor of Arts (Honours) in English Studies & Bachelor of Education (Honours) in English Language Education (in collaboration with Chinese University of Hong Kong), The Education University of Hong Kong
  11. (2010-2011)  Associate Programme Leader of Bachelor of Arts (Honours) in Contemporary English and Education (in collaboration with Lingnan University), The Education University of Hong Kong
  12. (2009-2011) Field Experience Coordinator of Postgraduate Diploma in Education (Secondary), The Education University of Hong Kong
  13. (2009-2010)  Programme Leader of Bachelor of Arts (Honours) in Contemporary English and Education (in collaboration with Lingnan University), The Education University of Hong Kong
  14. (2008-2009) Field Experience Coordinator of Bachelor of Education (Honours) (Primary), The Education University of Hong Kong

Commitments to International Editorial Boards 

  1. (2023-to date) Editorial Advisory Board Member of Asia Pacific Education Review (APER)
  2. (2022-to date) Appointed Member of The Journal of Asia TEFL Editorial Board by Asia TEFL
  3. (2022-2023) Guest Editor of a Special Issue for Chinese Journal of Applied Linguistics (CJAL) titled “Developing assessment literacy for classroom-based formative assessment” with Dr. Peter Yongqi GU from Victoria University of Wellington.  https://www.degruyter.com/journal/key/CJAL/html
  4. (2021-to date) Appointed Member of the Iranian Journal of Language Teaching Research (IJLTR) Editorial Board
  5. (2020-to date) Associate Editor of Frontiers in Psychology and Frontiers in Education, Frontier Open-Access Journal
  6. (2018-2020)  Advisory Editor of Asia Pacific Education Review (APER)
  7. (2018-to date) Invited reviewer of International Journal of Language Testing and Assessment (IJoLTA)
  8. (2017-to date)  Appointed Member of the Assessing Writing Editorial Board
  9. (2016-2021) Official Editorial Reviewer of the Asian EFL Journal
  10. (2016-2018)  Appointed Member of the TESOL Journal Editorial Advisory Board
  11. (2015-to date)  Appointed Member of the Sage Open Journal Editorial Review Board
  12. (2015-to date)  Appointed Member of the RELC Journal Editorial Board

Consultancy/Professional/Community Services

  1. (2024) External Examiner of PhD Examination – Thesis Title: “Developing student feedback literacy through a technology-enhanced feedback approach in higher education”, Ms. YUEN Pui Lam, Brenda, Faculty of Humanities, The Hong Kong Polytechnic University
  2. (2024-25)   Elected Member of the Nomination Committee, Asian Associations of Language Assessment (AALA) 
  3. (2024)    Member of the Vetting Committee of SCOLAR’s Research and Development Projects 2024-25, Education Bureau, Hong Kong
  4. (2024)    Chair of EdD Examination – Thesis Title: “Enjoyment and metacognition of reading mediate the linkage between perceived teacher support and Chinese students’ reading achievement: Insight from a reanalysis of PISA 2018 using multilevel structural equation modeling”, Ms. ZHANG Chenlian, Frenzel, Department of Education Studies, Hong Kong Baptist University
  5. (2023)    External Examiner of PhD Examination – Thesis Title: “Perceptions and use of formative and summative assessments in an ESL context“, Ms. Boon Sier (Jeanette) LIM, Department of Linguistics and English Language, Lancaster University
  6. (2023)    External Examiner of PhD Examination – Thesis Title: “EFL teacher professional development in classroom assessment literacy”, Ms. Jiayi LI, School of Linguistics & Applied Language Studies, Victoria University of Wellington
  7. (2023)    Invited Non-panel Reviewer of research proposal for Public Policy Research Funding Scheme, (PPRFS; the Government of the Hong Kong Special Administrative Region, Hong Kong, China)
  8. (2022)    Internal Examiner of EdD Examination – Thesis Title: “A narrative inquiry of teachers’ identity experiences in a cross-cultural school context”, Ms. MA Yaoyao, Winifred, Department of Education Studies, Hong Kong Baptist University
  9. (2022)    Internal Examiner of EdD Examination – Thesis Title: “Which one is more effective? Using Putonghua only or translanguaging as a medium of instruction in a CSL/CFL class”, Mr. ZENG Denggao, Department of Education Studies, Hong Kong Baptist University
  10. (2021)    Invited External Reviewer of Education Research Funding Programme (ERFP) grant application for the 26th Request for Proposals (RFP; Office of Education Research, National Institute of Education, Singapore)
  11. (2021-to date) Invited reviewer of Journal of Second Language Writing
  12. (2021)    Invited External Reviewer of Education Research Funding Programme (ERFP) grant application for the 25th Request for Proposals (RFP; Office of Education Research, National Institute of Education, Singapore)
  13. (2021)    Assessor of English Language (Primary 6) for Territory-wide System Assessment (TSA): Hong Kong Examinations and Assessment Authority
  14. (2021)    External Examiner of PhD Examination – Thesis Title: “Approaching English medium instruction from ecological perspectives: A Vietnamese case study”, Ms. Thi NGUYEN, School of Education, Faculty of Arts, Macquarie University
  15. (2021)    External Examiner of PhD Examination – Thesis Title: “Linking learners and learning: Building teacher and school leader capacity in effective feedback to improve student outcomes”, Ms. Rochelle BURTON, Faculty of Humanities and Social Sciences, The University of Queensland
  16. (2021-24)  Member of the Advisory Peer Group (APG) for the English Language Studies and English Teacher Education undergraduate programmes in the School of Education and Languages, The Open University of Hong Kong
  17. (2020-23)  Member of the Advisory Peer Group (APG) for the Master of Arts in Applied English Linguistics in the School of Arts and Social Sciences, The Open University of Hong Kong
  18. (2020-23)  Appointed Member of the Task Group on Language Proficiency Assessment for Teachers (LPAT), the Hong Kong Examinations and Assessment Authority (HKEAA)
  19. (2020-23)  Appointed Member of the Public Examinations Board (PEB) under the Hong Kong Examinations and Assessment Authority (HKEAA)
  20. (2020)    Invited reviewer of Frontiers in Psychology
  21. (2020)    External Examiner of PhD Examination – Thesis Title: “Unveiling assessment for learning in Chinese university English-as-a-foreign-language classrooms: Teacher and student perspectives”, Ms. Xiaoming (Molly) WU, Faculty of Education and Social Work, The University of Auckland
  22. (2020)    External Examiner of EdD Examination – Thesis Title: “Students’ perceptions of collaborative writing: A Hong Kong secondary school case study”, Ms. Tam Ka Yi, Faculty of Education, The Chinese University of Hong Kong
  23. (2020)   External Examiner of PhD Examination – Thesis Title: “Supervisory feedback: A mixed-methods multi-perspectival study”, Ms. Neupane Bastola Madhu, Department of English, The Hong Kong Polytechnic University
  24. (2020)   External Examiner of PhD Examination – Thesis Title: “Beginning Chinese-heritage language teachers’ conceptions and practices of assessment”, Ms. Jiani Yun, Faculty of Education and Social Work, The University of Auckland
  25. (2020)   External Examiner of PhD Examination – Thesis Title: “The use of computer-adaptive formative assessment: Australian English language teacher perceptions”, Mr. IJIWADE Oluwaseun Olasunkanmi, School of Education, The University of New South Wales
  26. (2020)   External Examiner of EdD Examination – Thesis Title: “Using differentiated instruction and backward planning to cater for learner diversity in an ESL classroom”, Ms. CHENG Hong Nei, Connie, Faculty of Education, The University of Hong Kong
  27. (2020)   External Examiner of EdD Examination – Thesis Title: “Understanding the impacts from public English language examinations on local primary schools in Hong Kong”, Ms. FENN Polly Kar Po, Faculty of Social Science and Law, University of Bristol
  28. (2020)  External Examiner of PhD Examination – Thesis Title: “The preparation of assessment literate teachers: Examining language testing and assessment courses in China and New Zealand”, Ms. YAO Wenjing, Faculty of Education and Social Work, The University of Auckland
  29. (2020)   Provision of Professional Support and Services for ‘i-Journey’ Paid Non-local Study Leave Scheme for Secondary School Teachers (2020/21), Education Bureau, HKSAR, Consultancy Work
  30. (2019-2022) Member of the Advisory Peer Group (APG) for the MEd suite of programmes in the School of Education and Languages, The Open University of Hong Kong
  31. (2019)   Invited External Reviewer of a teaching and learning proposal entitled “Telecollaboration in Tertiary Education: Cultivating Students’ Intercultural Communication Competence and Problem-solving Skills in Teaching and Learning Second Language” for Teaching Development Grant (TDG) and Community of Practice (CoP) Projects of the Education University of Hong Kong
  32. (2019)    Chair of the 8th Hong Kong Association for Applied Linguistics (HAAL) Conference Organizing Committee
  33. (2019)    Invited External Reviewer of the Katie Shu Sui Pui Charitable Trust – Research and Publication Fund (Applied Research) from the Open University of Hong Kong
  34. (2019)   Provision of Professional Support and Services for ‘i-Journey’ Paid Non-local Study Leave Scheme for Secondary School Teachers (2019/20), Education Bureau, HKSAR, Consultancy Work
  35. (2019)   External Team Member of Quality Enhancement Support Scheme (QESS) funded project “Enhancing Learning Experience of Engineering Students in Technical English Communication” (Faculty of Science and Technology, Technological and Higher Education Institute of Hong Kong, THEi)
  36. (2019)   External Examiner of MEd Thesis Examination – Thesis Title: “Teacher perceptions of the impact of a school-developed professional learning programme on their effectiveness in assessing students’ engagement and progress in learning”, Mr. Jaime RODRIGUEZ, School of Education, The University of New South Wales
  37. (2019)   Assessor of English Language (Primary 6) for Territory-wide System Assessment (TSA): Hong Kong Examinations and Assessment Authority
  38. (2018)   External Examiner of PhD Examination – Thesis Title: “A belief system in EFL reading instruction: A multiple case study on Chinese university English teachers”, Ms. MO Xinyu, Department of English Language Education, The Education University of Hong Kong
  39. (2018-to date) Invited reviewer of Iranian Journal of Language Teaching Research (IJLTR)
  40. (2018)   External Examiner of EdD Examination – Thesis Title: “Fostering self-directed learning through a school-based out-of-class English learning programme: A case study of less able learners in a Hong Kong secondary school”, Ms. CHEUNG Hiu Tung, Becky, Faculty of Education, The Chinese University of Hong Kong
  41. (2018)   Internal Examiner of PhD Examination – Thesis Title: “Didactical interactions and tool-task dialectic in mathematics classrooms”, Mr. LEI Ka Hio, Department of Education Studies, Hong Kong Baptist University
  42. (2018)   Invited External Reviewer of a teaching and learning proposal for Teaching Development Grant (TDG) and Community of Practice (CoP) Projects of the Education University of Hong Kong
  43. (2018)  Invited reviewer of European Journal of Teacher Education
  44. (2018)   Assessor of English Language (Primary 6) for Territory-wide System Assessment (TSA): Hong Kong Examinations and Assessment Authority
  45. (2018) Invited proposal reviewer of 16th Asia TEFL International Conference (Macau, China)
  46. (2017)   Invited External Reviewer of grant application for the Nineteenth Request for Proposals (Office of Education Research, National Institute of Education, Singapore)
  47. (2017-to date)   Invited reviewer of Journal of English for Academic Purposes
  48. (2017)   External Examiner of PhD Examination – Thesis Title: “Individual differences and written corrective feedback: Exploring the effects of direct and coded feedback on Chinese EFL learners’ writing accuracy”, Ms. LI Yingying, The University of Hong Kong
  49. (2017)   Assessor of English Language (Primary 6) for Territory-wide System Assessment (TSA): Hong Kong Examinations and Assessment Authority
  50. (2017)   External Examiner of EdD Examination – Thesis Title: “Teacher Factors and Washback: Case Studies of IELTS Preparatory Courses in Hong Kong”, Miss Rachel FT WONG, University of Bristol
  51. (2016-to date)   Invited reviewer of The Journal of Asia TEFL
  52. (2016-to date)   Invited reviewer of Studies in Higher Education
  53. (2016-to date)   Invited reviewer of Papers in Language Testing and Assessment (PLTA): An International Journal of the Association for Language Testing and Assessment of Australia and New Zealand
  54. (2016)   Invited reviewer of book title proposal ‘Designing Quality Authentic Assessments’, Routledge
  55. (2016)   Invited reviewer of book series proposal ‘Assessment in Schools: Principles in Practice’, Routledge
  56. (2016-to date)   Invited reviewer of Assessment in Education: Principles, Policy & Practice
  57. (2016-to date)   Invited reviewer of Pedagogies: An International Journal
  58. (2016)   Examiner of PhD Examination – Thesis Title: “Feedback Practices in English Writing Skills at Tertiary Level in Vietnam”, Thi Ha Nguyen, Monash University
  59. (2016)   Member of the 6th Hong Kong Association for Applied Linguistics (HAAL) 2016 Conference Organizing Committee
  60. (2016)   Member of 2016 Hong Kong Baptist University and Sun Yat-Sen University EDUC-SYSU Exchange Programme Organizing Committee
  61. (2015-2018)   Executive Committee Member of Hong Kong Association for Applied Linguistics (HAAL)
  62. (2014-to date)   Executive Committee Member of Hong Kong Educational Research Association (HKERA)
  63. (2016-to date)   Invited reviewer of Open Learning: The Journal of Open and Distance Learning
  64. (2016-to date)   Invited reviewer of TESOL Journal
  65. (2016)   Invited official reviewer of TESOL 2017 International Convention & English Language Expo (Seattle, Washington, USA)
  66. (2016-to date)   Invited reviewer of British Journal of Educational Technology
  67. (2016-to date)   Invited reviewer of European Journal of Engineering Education
  68. (2016-to date)   Invited reviewer of Asia Pacific Education Review
  69. (2016-to date)   Invited reviewer of Education Journal
  70. (2016-to date)   Invited reviewer of Educational Research for Policy and Practice
  71. (2015)   Invited official reviewer of TESOL 2016 International Convention & English Language Expo (Baltimore, Maryland, USA)
  72. (2015)   Invited proposal reviewer of TESOL 2015 Regional Conferences – Excellence in Language Instruction: Supporting Classroom Teaching & Learning (Singapore)
  73. (2015-to date)  Invited reviewer of RELC Journal
  74. (2015-to date)  Invited reviewer of TESL-EJ
  75. (2015-to date)  Invited reviewer of Educational Studies
  76. (2015-to date)  Invited reviewer of Language Assessment Quarterly
  77. (2015-to date)  Invited reviewer of Language Testing
  78. (2015-to date)  Invited reviewer of The Curriculum Journal
  79. (2015-to date)  Invited reviewer of TESOL Quarterly
  80. (2014-to date)  Invited reviewer of Journal of Computer Assisted Learning
  81. (2014-to date)  Invited reviewer of Assessment & Evaluation in Higher Education
  82. (2014-to date)  Invited reviewer of Learning: Research & Practice Journal
  83. (2014-to date)  Invited article editor for Sage Open Journal
  84. (2014)   Invited proposal reviewer of TESOL 2015 International Convention and English Language Expo (Toronto, Canada)
  85. (2014)  Invited proposal reviewer of the Higher Education Research and Development Society of Australasia (HERDSA) Conference 2014 (Hong Kong, China)
  86. (2014-15)  Assessor of English Language (Primary 6) for Territory-wide System Assessment (TSA): Hong Kong Examinations and Assessment Authority
  87. (2013-15)  Chairperson of the Test Development Committee for Basic Competency Assessment (BCA) – Student Assessment (Key Stage Three English): Hong Kong Examinations and Assessment Authority
  88. (2013-to date)  Invited reviewer of System
  89. (2013-to date)  Invited reviewer of Assessing Writing
  90. (2013-to date)  Invited reviewer of Studies in Educational Evaluation
  91. (2012-to date)  Invited reviewer of The Asia-Pacific Education Researcher
  92. (2012)  Proposal reviewer of 2013 TESOL International Convention and English Language Expo
  93. (2012)  Invited reviewer of Journal of Languages and Culture
  94. (2011)  Invited Speaker of Professional Development Day, “Enhancing student learning through formative assessment strategies”: Emmanuel Primary School, To Kwa Wan, Kowloon
  95. (2010-to date)  Invited reviewer of Instructional Science
  96. (2010-12)  Appointed English Advisor to assist in development of new English Programmes and Courses: Hong Kong School of Commerce
  97. (2009)  Invited Speaker of Professional Development Workshop on Social Issues (New Senior Secondary English Curriculum): CCC Kei Chi Secondary School, Kwun Tong, Kowloon
  98. (2008)  Member of Moderation Group (English – Secondary) for Basic Competency Assessment (BCA) – Student Assessment: Hong Kong Examinations and Assessment Authority
  99. (2007)   Expert Panelist for the English Enhancement Scheme for CMI Schools and Additional Support for EMI Schools: Education Bureau
  100. (2005-06)  Marker of Paper I, English Language (Syllabus B), Hong Kong Certificate of Education Examination: Hong Kong Examinations and Assessment Authority
  101. (2004-06)  Oral Examiner of Paper IV, English Language (Syllabus A & B), Hong Kong Certificate of Education Examination: Hong Kong Examinations and Assessment Authority
  102. (2001-05)  Item-writer and Marker of S.1 & S.3 English Language, Hong Kong Attainment Test: Education Bureau (Research and Test Development Section)

Research Postgraduate Student Supervision

  1. PhD Thesis Supervision (Principal Supervisor; Supervisee: Ni Yue, Serena, ID: 24484156; Thesis Title: TBC; Status: Ongoing)
  2. PhD Thesis Supervision (Principal Supervisor; Supervisee: LIU Yuming, ID: 23482966; Thesis Title: “Learners’ engagement with genre-based multiple feedback to assess digital multimodal composing in second language writing”; Status: Ongoing)
  3. PhD Thesis Supervision (Principal Supervisor; Supervisee: LYU Min, Lena, ID: 214830000; Thesis Title: “Private English tutors’ professional identity and the ecology of its formation: An ethnographic inquiry in China”; Status: Ongoing)
  4. EdD Thesis Supervision (Principal Supervisor; Supervisee: HE Jiaofei, Joanna, ID: 18446930; Thesis Title: “The effect of metacognitive strategy training on English vocabulary learning for Chinese senior high school students”; Status: Completed)
  5. PhD Thesis Supervision (Principal Supervisor: Supervisee: GAN Ling, Gloria, ID: 19481578; Thesis Title: “Language assessment literacy development of university English instructors in Chinese context: An ethnographic case study”; Status: Completed)
  6. EdD Thesis Supervision (Principal Supervisor; Supervisee: KANG Miaomiao, Rita, ID: 18449891; Thesis Title: “An investigation of university English instructors’ formative assessment literacy in Chinese exam-oriented culture”; Status: Completed)
  7. PhD Thesis Supervision (Principal Supervisor; Supervisee: WANG Lan, Nancy, ID: 17481562; Thesis Title: “Exploring EFL teachers’ pedagogical content knowledge for teaching speaking in Chinese universities: A multiple case study”; Status: Completed)
  8. EdD Thesis Supervision (Principal Supervisor; Supervisee: YANG Ke, Steven, ID: 16447093; Thesis Title: “English as medium of instruction at a Sino-British university in China: Exploring student and teacher perceptions”; Status: Completed)
  9. PhD Thesis Supervision (Co-Supervisor; Supervisee: TENG Feng, Mark, ID: 16483332; Thesis Title: “Understanding identities in practice, discourse, and activity: English lecturers’ experiences in the context of mainland China higher education reform”; Status: Completed)
  10. PhD Thesis Supervision (Co-Supervisor; Supervisee; LAU Man Yuen, Connie, ID: 09466738; Thesis Title: “Investigating the Implementation of ‘Fine-tuning Medium of Instruction Policy’ in Hong Kong”; Status: Completed)

 

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):