ELC Publications

Urmston, A. & Raquel, M. R. (2016). Issues in Developing a Diagnostic Language Assessment in Hong Kong. In V. Aryadoust and J. Fox (Eds.) Trends in Language Assessment Research and Practice: The View from the Middle East and the Pacific Rim. Newcastle upon Tyne: Cambridge Scholars Publishing.

Urmston, A., Raquel, M. R., & Aryadoust, V. (2016). Can diagnosing university students' English proficiency facilitate language development? In J. Read (Ed.). Post-Admission Language Assessment in Universities: International Perspectives. Springer.

Morrall, A. (2019). The typhoon child. In Al-Sofi, J. (Ed.), Coming to our senses (pp. 119-128). Hong Kong: Hong Kong Writers Circle.

Morrall, A. J. (2021). The Techno-tyrant. In P. Corrigan After the storm (pp. 162-175). Hong Kong: Hong Kong Writers Circle.

Morrison, B. & Evans, S. (2016). University students’ conceptions of the good teacher: A Hong Kong perspective.  Journal of Further and Higher Education, 42:3, 352-365, DOI: 10.1080/0309877X.2016.1261096.

   Morrison, B. & Evans, S. (2018). University students’ conceptions of the good teacher: A Hong Kong perspective.  Journal of Further and Higher Education, 42:3, 352-365, DOI: 10.1080/0309877X.2016.1261096.

Morrison, B. & Evans, S. (2018). Supporting non-native speaker student writers making the transition from school to an English-medium university. Language Learning in Higher Education, 8, 1. http://dx.doi.org/10.1515/cercles-2018-0001.

Evans, S. & Morrison, B. (2016). Adjusting to higher education in Hong Kong: the influence of school medium of instruction. International Journal of Bilingual Education and Bilingualism, http://dx.doi.org/10.1080/13670050.2016.1228600. 

Evans, S. & Morrison, B. (2016). English-medium instruction in Hong Kong: illuminating a grey area in school policies and classroom practices. Current Issues in Language Planning, 1-20, http://dx.doi.org/10.1080/14664208.2016.1270106.

Burns, C. (2017, June). Activities and strategies for teaching effective presentation skills. Paper presented at The Future of Education, Florence, Italy. Retrieved from http://conference.pixel-online.net/FOE/files/foe/ed0007/FP/3767-SET2446-FP-FOE7.pdf

Xie, H. R., Zou, D., Wong, T. L., & Wang, F. L. (2016). A versatile learning context framework for heterogeneous e-learning applications. Proceedings of the 20th Global Chinese Conference on Computers in Education. Hong Kong, Global Chinese Society for Computers in Education (GCSCE), Hong Kong (pp. 684-687).

Xie, H. R., Zou, D., Lau, Y. K., Wang, F. L., & Wong, T. L. (2016). Generating incidental word-learning tasks via topic-based and load-based profiles. IEEE Multimedia Magazine, vol 23(1), pp. 60-70 [SCI, IF = 1.694, 5-Year IF = 1.467, Quartile 1, The Corresponding
Author].

Zou, D. (2016). Vocabulary acquisition through cloze exercise, sentence writing and composition writing: Extending the evaluation component of the involvement load hypothesis. Language Teaching Research. DOI: 10.1177/1362168816652418 [SSCI, IF = 1.444, 5-Year IF = 1.878, Rank = 26/179, Quartile 1].

Gui, Dean A. F. and Northern, Andrew. (2016).  “Designing self-access language learning centres through MMO and gaming environments.” Games, Leadership and Learning in Virtual Environments. Christina DeCoursey and Dean A. F. Gui (eds.). InterDisciplinary Press.

DeCoursey, Christina and Gui, Dean A. F. (eds.) (2016). Games, Leadership and Learning in Virtual Environments. Oxford, UK: Inter-Disciplinary Press. 

Gui, Dean A. F. (2018). “Virtual sense of community in a World of Warcraft® storytelling open forum thread.” Journal for Virtual Worlds Research. Assembled Edition. JVWR: 11 (2).

Foung, D., Chen, J., & Lin, L. H. F. (2020). Unveiling the Inconvenient Truth: The Innovation Process in Implementing a University Dashboard. In S. Palahicky (Ed.), Enhancing Learning Design for Innovative Teaching in Higher Education (pp. 162-181). Hershey, PA: IGI Global. 

Kohnke, L., & Har, F. (2021). Argumentative Writing at the Tertiary Level: Students’ and Teachers’ Perceptions of a Hybrid Approach. In A. Hirvela & D. Belcher (Eds.), Argumentative Writing in a Second Language: Perspectives on Research and Pedagogy (pp. 223-239). Ann Arbor, MI: University of Michigan Press.

Har, F. (2021). Language Choices between Government Sector Colleagues: A Hong Kong Case Study of English Language Adult Learners’ Plurilingual Practices in Computer-Mediated Communication. Linguistics International Journal, 15 (1), 1-20.

O'connell, J., Brewer, S., Wilding, E. & Robbins, J (2024). Management challenges and training needs in transnational EAP programmes: A multi-case study. In G. R. Morris Engaging higher education teachers and students with transnational leadership (pp. 39-63). : IGI Global.

Robbins, J. M. (2018). Two Steps Forward, One Step Back (and a few to the side): Embedding English Language Teaching in a Discipline Subject. In The Asian Conference on Language Learning 2018: Official Conference Proceedings.. International Academic Forum, Web site: https://papers.iafor.org/submission40093/

Lo, J. (2017). Effects of social context on foreign language anxiety among university English learners in Hong Kong. Proceedings of the The European Conference on Language Learning 2017. The International Academic Forum, pp. 111-121.

Lo, J., Wong, C., Ng, A., Wong, P., Cheung, D., & Lai, P. (2026). Stretching AI's reach: Assessing an AI-driven feedback system for extended academic writing. Computers and Education: Artificial Intelligence, 10, 100511. https://doi.org/10.1016/j.caeai.2025.100511

Qian, D. D. & Lin, H. L. F. (2020). The relationship between vocabulary knowledge and language proficiency. In S. Webb (Ed.), The Routledge Handbook of vocabulary studies (pp. 66-80). Oxford, UK: Taylor & Francis.

Lin, L. H. F. (2019). The NMET impact on the English writing of mainland Chinese students. ERL Journal. 1, 122-131.

Foung, D., Chen, J., & Lin, L. H. F. (2020). Unveiling the Inconvenient Truth: The Innovation Process in Implementing a University Dashboard. In S. Palahicky (Ed.), Enhancing Learning Design for Innovative Teaching in Higher Education (pp. 162-181). Hershey, PA: IGI Global. 

  Yin, M. W. (2018). 國際學校就是你的“詩和遠方”？Teaching at an International school in Hong Kong. From https://mp.weixin.qq.com/s/HmIjBlPPBvNqIERL1-XMbQ

Qian, D. D. & Lin, H. L. F. (2020). The relationship between vocabulary knowledge and language proficiency. In S. Webb (Ed.), The Routledge Handbook of vocabulary studies (pp. 66-80). Oxford, UK: Taylor & Francis.

Lee, T. S. O. (2017). L2 motivational strategies that do not work: Students' evaluations and suggestions. In E. Piechurska-Kuciel, E. Szymanska-Czaplak, & M. Szyszka (Eds.), At the crossroads: Challenges of foreign language learning (pp. 135-153). Springer.

Lee, T. S. O., Gardner, D., & Lau, K. (2020). The effects of L2 motivational strategies: Within and beyond the L2 classroom. Innovation in Language Learning and Teaching, 14(5), 451-465.

Lee, T. S. O., & Lin, L. H. F. (2022). Motivational strategies adopted in postgraduate English academic writing courses: Perspectives of doctoral students. SAGE Open, 12(4). https://doi.org/10.1177/21582440221138259

Lee, T. S. O. (2022). Motivational strategies in undergraduate EAP courses: Student perceptions and suggestions. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2022.2050888

Lee, T. S. O., & Lin, S. Y. (2019). English teachers’ uses of motivational strategies beyond an established framework. Educational Research, 61(4), 451-468.

Lee, T. S. O., & Pun, D. H. Y. (2021). The feasibility of motivational strategies in language classrooms: A tentative teacher-oriented definition. Teaching and Teacher Education, 106, 103470. https://doi.org/10.1016/j.tate.2021.103470

Cheng, G., Chwo, S.-M. G., Chen, J., Lam, V., Law, E., & Lai, R (2018, July). Exploring the relationship between types of teacher feedback and types of student revision in EFL writing courses. Proceedings of International Symposium on Teaching, Education, and Learning (ISTEL 2018), Seoul, South Korea.

Cheng, G., Chwo, S.-M. G., Chen, J., Foung, D., Lam, V., & Tom, M. (2017, December). Automatic classification of teacher feedback and its potential applications for EFL writing. Proceedings of the 25th International Conference on Computers in Education (ICCE 2017), Christchurch, New Zealand.
 

Cheng, G., Chen, J., Foung, D., Lam, V., & Tom, M. (2018). Towards automatic classification of teacher feedback on student writing. International Journal of Information and Education Technology, 8(5), 342-346.

Cheng, G., Chwo, S.-M. G., Chen, J., Foung, D., Lam, V., & Tom, M. (2017, December). Automatic classification of teacher feedback and its potential applications for EFL writing. Proceedings of the 25th International Conference on Computers in Education (ICCE 2017), Christchurch, New Zealand.  

Cheng, G., Chen, J., Foung, D., Lam, V., & Tom, M. (2018). Towards automatic classification of teacher feedback on student writing. International Journal of Information and Education Technology, 8(5), 342-346.

Cheng, G., Chwo, S.-M. G., Chen, J., Lam, V., Law, E., & Lai, R (2018, July). Exploring the relationship between types of teacher feedback and types of student revision in EFL writing courses. Proceedings of International Symposium on Teaching, Education, and Learning (ISTEL 2018), Seoul, South Korea.