20132021

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Personal profile

Research Statement

 

 

SUMMARY

Sin-Wang Chong (PhD; SFHEA) is a Lecturer (Assistant Professor) at Queen’s University Belfast. Sin-Wang’s main research interests include assessment feedback in higher education, educational/language assessment, and qualitative research synthesis. He is also interested in educational technology and applied linguistics. His research monograph, "Metacognitive Mindscapes: Understanding Secondary EFL Writing Students' Systems of Knowledge", and textbook, "Developing Writing Skills for IELTS: A Research-Based Approach" (see book review here), are published by Routledge in September 2020 and December 2020 respectively.

In the capacity of Principal and Co-Investigator, Sin-Wang has been involved in a number of grant projects on language testing, technology and education, language education, and learner autonomy in Hong Kong, Japan, and the UK. He is currently a researcher and project manager at the Research Institute for Learner Autonomy Education, Kanda University of International Studies in Japan.

Sin-Wang is Associate Editor of the journals Higher Education Research & Development (Taylor & Francis) (SSCI-indexed) and  Innovation in Language Learning and Teaching (Taylor & Francis) (Scopus-indexed & ESCI-indexed), Section Editor of "Education and Language" in Elsevier's Encyclopedia of Language and Linguistics (3rd edition), and sits on the editorial review boards of a number of international refereed journals. He is a regular reviewer for leading journals in higher education and language education. 

Having served as Regional Representative of Northern Ireland of British Educational Research Association's Early Career Researchers Network, Sin-Wang is appointed as Convenor of the network in July 2021. In September 2021, Sin-Wang is appointed as an Executive Committee member of British Association for Applied Linguistics. 

 

 

 SCHOLARLY OUTPUTS IN PROGRESS

Status of the following publications is reviewed peridoically so the information may not be the most updated.

Journal publications – Refereed journals

  • Ma, H., & Chong, S. W. (In Preparation). Predictability of IELTS in a high-stakes context: A mixed methods study of Chinese students' perspectives on test preparation dilemma.
  • Shen, R., & Chong, S. W. (In Preparation). Learner engagement with written corrective feedback in ESL and EFL contexts: A qualitative research synthesis using a perception-based framework.
  • Chong, S. W. (In Preparation). Innovative practices in language learning and teaching: A review. 
  • Chong, S. W., Lin, T. J., Ma, H. (In Preparation). Feedback literacy in journal peer review: A scoping review. 
  • Wong, A., Wilson, C. B., Gormley, G., Haughey, S., & Chong, S. W. (In Preparation). Twelve tips for developing fit-for-purpose continuing professional development (CPD) to supprot academic and practice assessors.
  • Chong, S. W., Isaacs, T., & Turner, C. (In Preparation). The ecology of classroom-based language assessment.
  • Chong, S. W., & Isaacs, T. (In Preparation). A scoping review examining different collocates of “literacy” and uses of the terms to revisit the “feedback literacy” construct as it is used in higher education research.
  • Chong, S. W., et al. (In Preparation). Developing students' and teachers' digital feedback literacy in online learning environment (2010-2020): A qualitative evidence synthesis.
  • Chong, S. W., & Chen, Y. (In Preparation). Development of technological pedagogical content knowledge of pre-service teachers through a students-as-partners blended learning project.
  • Shaahdadi, M., & Chong, S. W. (Under Review). Learning English outside the classroom usnig social media platforms.
  • Chong, S. W., & Reinders, H. (Under Review). Autonomy of English language learners: A scoping review of research and practice. [read preprint here]
  • Chong, S. W., Khan, M. A., & Reinders, H. (Minor Revision). A critical review of design features of LMOOCs.  
  • Mason, S., & Chong, S. W. (Major Revision - Revision Submitted). Bringing light to a hidden genre: The peer review report. 
  • Chong, S. W., Lin, T., & Chen, Y. (Minor Revision - Revision Submitted). A “grounded” methodological framework for systematic reviews and scoping reviews in higher education research.
  • Chong, S. W., & Plonsky, L. (Under Review). A typology of research synthesis in applied linguistics. [read preprint here]

Books and monographs

  • Chong, S. W. (Under Contract).ESL Community College Students’ Perceptions of Teacher Written Feedback. Routledge. 
  • Chong, S. W., & Reinders, H. (Eds.) (Under Contract). Learner-centred approaches to language assessment. Palgrave Macmillan. [Link to UKALTA-funded symposium based on the book]
  • Chong, S. W., & Johnson, N. (Eds.) (Under Contract). Demystifying PhD by publication: Landscapes and narratives. Springer.

 

PROJECTS

Chong, S. W. (Principal Investigator). (2021-2022)."Developing early career researchers' feedback literacy for scholarly peer review". Sustainable Development Goals Research Seed Fund. Amount: £5,000. STATUS: ONGOING

Chong, S. W. (Principal Investigator). (2021)."An online repository of research synthesis summaries in language education". Research Strategy Budget. Amount: £2,644. STATUS: ONGOING

Chong, S. W. (Co-investigator). (2020-2021). "Co-design a roadmap to support assessors in making judgements of student competence". Economic & Social Research Council (ESRC) Impact Acceleration Award. Amount: £3,000. STATUS: COMPLETED

Chong, S. W. (Co-investigator). (2020-2023). “EdUHK English Enhancement Programme Curriculum Reform and Capacity Building”. Central Reserve Allocation Committee, The Education University of Hong Kong. Amount: HK$2,028,551.5. STATUS: ONGOING

Chong, S. W. (Co-investigator). (2020-2023).“Language Enhancement at EdUHK and Beyond: Fostering a Community of Practice on Technology-Enhanced Language Learning and Teaching”. Establishment of Community of Practice for 2019/20-21/22., The Education University of Hong Kong. Amount: HK$1,000,000. STATUS: ONGOING

Chong, S. W. (Co-investigator). (2020-2021). “Language MOOC for Intercultural Education and IELTS”. The Teaching Development Grant (TDG), The Education University of Hong Kong. Amount: HK$400,000. STATUS: ONGOING

Chong, S. W. (Principal Investigator). (2019-2020).“Blended learning mini-courses for intercultural education and IELTS preparation: A content-based instruction approach”. Special Projects Grant, The Education University of Hong Kong. Amount: HK$38,560. STATUS: COMPLETED

Chong, S. W. (Project Manager). (2019-2020). Learner autonomy research digital repository. Research Institute for Learner Autonomy Education (RILAE), Kanda University of International Studies, Japan. STATUS: COMPLETED

Chong, S. W. (Project Manager). (2018-2021). Learner autonomy research digital repository. Research Institute for Learner Autonomy Education (RILAE), Kanda University of International Studies, Japan. STATUS: COMPLETED

Chong, S. W. (Principal Investigator). (2018-2019). Developing an exemplar anthology and online exemplar platform for IELTS writing. The Teaching Development Grant (TDG), The Education University of Hong Kong. Amount: HK$327,000. STATUS: COMPLETED

Chong, S. W. (Co-investigator). (2018-2019). An investigation into the correlation and alignment between the band scores of IELTS and ELPA. Centre for Language in Education Fund, The Education University of Hong Kong. Amount: HK$66,889. STATUS: COMPLETED 

Research Interests

TESOL and Applied Linguistics

  • Assessment for/as learning
  • Assessment literacy 
  • Computer-assisted langauge learning
  • English for Specific Purposes (thesis writing, scholarly/science communication)
  • Informal/self-access language learning
  • Language teacher/learner autonomy
  • Research synthesis
  • Written corrective feedback

Higher Education

  • Assessment feedback
  • Doctoral Education
  • Learning-oriented assessment 
  • Feedback literacy
  • Scholarly peer review
  • Systematic literature review

 

Teaching

Module tutor

  • EDU7253 Issues in Langauge Assessment for TESOL
  • EDU7197 TESOL: Principles and Practices
  • EDU7200 Assessment Issues in Teaching and Learning

 

Module coordinator

  • EDU7200 Assessment Issues in Teaching and Learning
  • EDU7253 Issues in Langauge Assessment for TESOL

Achievements

  • Ordinary Member, Executive Committee, British Association for Applied Linguistics (2021 - )
  • Convenor, Early Career Researcher Network, British Educational Research Association (2021- )
  • Senior Fellow HEA (July 2021)
  • UKALTA-Supported Events Fund, UK Association for Language Testing and Assessment (2021)
  • Section Editor, Education and Language, Elsevier Encyclopedia of Language and Linguistics (3rd edition) (2021-2014)
  • Associate Editor, Higher Education Research & Development (Taylor & Francis) (SSCI-indexed) (2020 - )
  • Associate Editor, Innovation in Language Learning and Teaching (Taylor & Francis) (Scopus-indexed) (2018 - )
  • HERDSA Routledge Reviewer of the Year Award (HERDSA & Routledge) (2020)
  • Regional Representative of Northern Ireland, Early Career Researcher Network, British Educational Research Association (2020-2021)
  • British Association for Applied Linguistics/Cambridge Unviersity Press Seminar Award (2020-21)
  • British Association for Applied Linguistics Researcher Development Workshop Grant (2020-21) (with Shannon Mason)
  • British Association for Applied Linguistics Researcher Development Workshop Grant (2021-22) (with Luke Plonsky)
  • Shortlisted for Vice Chancellor's Research Prizes (Early Career Researchers) 2020 

Other

International Tutor, School of Social Sciences, Education and Social Work

Founding Member, Centre for Language Education Research 

Queen's Merit Award Assessor, Queen's University Belfast

Member, iRise Committee, Queen's University Belfast

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):

  • SDG 4 - Quality Education

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