SUMMARY

Sin-Wang Chong (PhD) is a Lecturer (Assistant Professor) at Queen’s University Belfast. Sin-Wang’s main research interests include assessment feedback in higher education and educational/language assessment. He is also interested in the role of technology in education and research synthesis in higher education and applied linguistics. Between 2016 and July 2020, Sin-Wang has 24 articles published/in press on the above topics in international refereed journals. His research monograph, "Metacognitive Mindscapes: Understanding Secondary EFL Writing Students' Systems of Knowledge", and textbook, "Developing Writing Skills for IELTS: A Research-Based Aporach", will be published by Routledge in September 2020 and January 2021 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 and Japan (total: over £395,000). 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) 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.

SCHOLARLY OUTPUTS IN PROGRESS

Journal publications – Refereed journals

• Mason, S., & Chong, S. W. (In Preparation). Effective feedback for scholarly peer-review: Insights from content analysis of feedback by two award-winning peer reviewers. 
• Chong, S. W., & Mason, S. (In Preparation). Demystifying the process of scholarly peer-review: An autoethnographic investigation of two award-winning peer reviewers.
• Chong, S. W., Reinders, H., & Khan, M. A. (In Preparation). Design frameworks of Language MOOCs: A systematic literature review. 
• Chong, S. W., & Plonsky, L. (In Preparation). A typology of research synthesis in applied linguistics. 
• Chong, S. W., Isaacs, T., & Turner, C. (In Preparation). Nexus between student and teacher feedback literacy through incidental feedback. 
• 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. (In Preparation). Synthesising qualitative data in systematic literature reviews: Issues of trustworthiness and transparency.
• 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.
• Chong, S. W., Reinders, H., & Mynard, J.  (In Preparation). Language learner autonomy: A scoping review.
• Chong, S. W. (Under Review). Demystifying commentary guidelines of PhD by Published Work in the UK: Insights from genre analysis.
• Chong, S. W., & Plonsky, L. (Major Revision). A primer on qualitative research synthesis in TESOL.
• Chong, S. W. (Under Review). University students' perceptions towards using exemplars dialogically to develop evaluative judgement: The case of a high-stakes language test.
• Chong, S. W. (Under Review). Teacher autonomy and written corrective feedback: The case of a Hong Kong primary school.
• Chong, S. W., Lin, T., & Chen, Y. (Revision Submitted). A “grounded” methodological framework for systematic reviews and scoping reviews in higher education research.

Books and monographs

• Chong, S. W. (In Preparation). Theorizing students’ perception of written feedback in ESL post-secondary contexts.
• Chong, S. W., & Johnson, N. (Eds.) (In Preparation). Demystifying PhD by publication: Landscapes and narratives.

GRANTS & PROJECTS

2020-2021

Chong, S. W. (Co-investigator). "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: GRANTED

Chong, S. W. (Co-investigator). “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: GRANTED

Chong, S. W. (Co-investigator). “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: GRANTED

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

2019-2020

Chong, S. W. (Principal Investigator). “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). Learner autonomy research digital repository. Research Institute for Learner Autonomy Education (RILAE), Kanda University of International Studies, Japan. STATUS: IN PROGRESS

2018-2019

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

Chong, S. W. (Principal Investigator). 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). 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

TESOL and Applied Linguistics

• Assessment for/as learning
• Assessment literacy 
• Computer-assisted langauge learning
• Informal/self-access language learning
• Language teacher/learner autonomy
• Research synthesis
• Written corrective feedback

Higher Education

• Assessment feedback
• Learning-oriented assessment 
• Feedback literacy
• Systematic literature review

2020-2021

Coordinator of EDU7200 Assessment Issues in Teaching and Learning (Spring)

2021-2022

Coordinator of EDU7253 Issues in Langauge Assessment for TESOL (Fall) 

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 - )