20162020

Research output per year

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Research Output

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Article
2020
Open Access
File
7 Downloads (Pure)
1 Citation (Scopus)

Technology-mediated task-based language teaching: A qualitative research synthesis

Chong, S. W. & Reinders, H., 01 Jul 2020, (Accepted) In : Language Learning and Technology.

Research output: Contribution to journalArticle

The role of research synthesis in promoting research-pedagogy dialogue

Chong, S. W., 01 Jul 2020, (Accepted) In : ELT Journal.

Research output: Contribution to journalArticle

Written corrective feedback practices of an experienced ESL primary teacher: An ecological perspective

Chong, S. W., 30 Aug 2020, In : TESOL Journal. 5 p., e00509.

Research output: Contribution to journalArticle

2019

Academic Writing Skills for Postgraduate Students

Chong, S. W., 2019, In : Academe: First Forays into Academic Writing. 2, 1, p. 45-60 16 p.

Research output: Contribution to journalArticle

A systematic review of written corrective feedback research in ESL/EFL contexts

Chong, S. W., Aug 2019, In : Language Education and Assessment. 2, 2, p. 57-69 13 p.

Research output: Contribution to journalArticle

Open Access
File
20 Downloads (Pure)

College students’ perception of e-feedback: a grounded theory perspective

Chong, S. W., 03 Oct 2019, In : Assessment and Evaluation in Higher Education. 44, 7, p. 1090-1105 16 p.

Research output: Contribution to journalArticle

2 Citations (Scopus)

Learner autonomy search engine & repository (LASER)

Chong, S. W., Mynard, J. & Reinders, H., 01 Jan 2019, (Accepted) In : Relay. 2, 1, p. 212-217

Research output: Contribution to journalArticle

The use of exemplars in English writing classrooms: from theory to practice

Chong, S. W., 04 Jul 2019, In : Assessment and Evaluation in Higher Education. 44, 5, p. 748-763

Research output: Contribution to journalArticle

3 Citations (Scopus)
2018

A three-stage model for implementing focused written corrective feedback

Chong, S. W., 2018, In : TESL Canada. 34, 2, p. 71-83 13 p.

Research output: Contribution to journalArticle

Giving feedback: An English teacher’s curse or blessing?

Chong, S. W., 2018, In : English Teaching Professional. 114, p. 41-42 2 p.

Research output: Contribution to journalArticle

3 Citations (Scopus)
2017

Assessment Dialogues Between Teachers and Students Using e‐Writing Portfolios

Chong, I., Mar 2017, In : TESOL Journal. 8, 1, p. 240-243 4 p.

Research output: Contribution to journalArticle

1 Citation (Scopus)
11 Citations (Scopus)
6 Citations (Scopus)

Reconsidering Teacher, Peer, and Computer-Generated Feedback

Chong, S. W., 07 Dec 2017, In : TESOL Journal. 8, 4, p. 886-893

Research output: Contribution to journalArticle

3 Citations (Scopus)

Teaching students how to write a description with a photo activity

Chong, S. W., 2017, In : English Teaching Forum. 55, 2, p. 32-37

Research output: Contribution to journalArticle

2016

Fostering Students’ Metacognitive Knowledge Through Written Comments

Chong, S. W., Dec 2016, In : Humanising Language Teaching. 18, 6

Research output: Contribution to journalArticle

Open Access
File
12 Downloads (Pure)

Promoting peer assessment using Moodle in a public speaking course

Chong, S. W., Oct 2016, In : Modern English Teacher. 25, 4, p. 52-54 3 p.

Research output: Contribution to journalArticle