ELC Publications

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.

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.

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. and Evans, S. (2014). Challenges faced by non-native undergraduate student writers in an English-medium university. The Asian ESP Journal, July 2014, 136-174.    

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.

Morrison, B. (2014). The case studies: The Hong Kong Polytechnic University. In Gardner, D. & Miller, L. Managing Self-Access Language Learning  (pp. 91-100). Hong Kong: City University of Hong Kong.

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.

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.

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. 

Zou, D., Xie, H., Wang, F., & Wong, T. (2015). Investigating the effectiveness of the uses of electronic and paper-based dictionaries in promoting incidental word learning. In Cheung et al. (Eds.), Hybrid Learning (Theory and Practice) (pp. 59-69). Springer.

Xie, H. R., Zou, D., Wong T. L., & Wang, F. L. (2015). Identifying context familiarity for incidental word learning task recommendations. Proceedings of the 23rd International Conference on Computers in Education: Transforming Education in the Big Data Era. Asia-Pacific Society for Computers in Education (APSCE), Hangzhou, China (pp. 580-586).

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., & Wang, F. L. (2015, June). Computer-supported collaborative word acquisition for language learners. In Proceedings of the 11th International Conference on Computer Supported Collaborative Learning. Gothenburg, Sweden. (Accepted)

Zou, D., Xie, H., Wong, T., Poon, C., & Ho, W. (2015). Evaluating the profile accuracy for second language learners. In Technology in Education (Transforming Educational Practices with Technology). (Accepted)

Zou, D., Xie, H., & Wang, F. (2015, June). Comparing monolingual mobile dictionaries and paper dictionaries in the context of reading among Cantonese EFL learners in Hong Kong. In Proceedings of The 9th International Conference on Asia Association for Lexicography (pp. 504-510). Hong Kong.

Zou, D., Xie, H., & Wang, F. L. (2015). The use of monolingual mobile dictionaries in the context of reading by intermediate Cantonese EFL learners in Hong Kong. In F. Helm, L. Bradley, M. Guarda, & S. Thouesny (Eds), Critical CALL. (pp. 569-574). Researchpublishing.
net.

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].

Zou, D., Xie, H. R., Wong, T. L., Poon, C. K., & Ho, W. S. (2015). Comparative study on heterogeneous profiling sources for second language learners. In Technology in Education: Transforming Educational Practice with Technology (pp. 209-218). Springer.

Xie, H. R., Zou, D., Wang, F. L., Wong, T. L., & Troshina, K. (2015). Context-aware personalized courses search based on hybrid learner profile. Proceedings of the 23rd International Conference on Computers in Education: Transforming Education in the Big Data Era. Asia-Pacific Society for Computers in Education (APSCE), Hangzhou, China (pp. 62-67).

Zou, D., Xie, H. R., Wang, F. L., & Wong, T. L. (2015). Investigating the effectiveness of the uses of electronic and paper-based dictionaries in promoting incidental word learning. Hybrid Learning: Innovation in Educational Practices, LNCS, vol 2167, pp. 59-69. [SCI, IF = 0.510].

Zou, D., Xie, H. R., & Wang, F. L. (2015) Integrating various feedback approaches into inferencing for second language vocabulary acquisition. In Proceedings of The 11th International Conference on Technology Education in Asia Pacific Regions (pp. 19 -21). Hong Kong.

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., Xie, H. R., Li, Q., Wang, F. L., & Chen, W. (2014). The load-based learner profile for incidental word learning task generation. In Advances in Web-Based Learning, Proceedings of the 13th International Conference on Web-based Learning, Lecture Notes in Computer Science (Springer) (pp. 190-200). Tallinn, Estonia. 

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).

Gui, Dean A. F. (chief ed.); Morrison, Bruce; Morrall, Andrew; Lin, Linda; and Lughmani, Shari (eds.). (2015). Inscribe: A Journal of Undergraduate Student Writing in and about Asia 1. Hong Kong: The English Language Centre, The Hong Kong Polytechnic University. 

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. 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.

Gui, D. A. F., Lim, G., Lo, J. & Cheung, K. (2015). A Paradigm-Shift in Tertiary Scholarship: Preparing Students for a Borderless World through Student Journal Publication. Proceedings of the International Conference on Technology Education in the Asia Pacific Region. Hong Kong Polytechnic University, pp. 145-150.
 

Kohnke, L., Zou, D., Ho, E. (2021). Exploring the potential of push notification in ESL: A qualitative inquiry. The Journal of Asia TEFL, 18(3), 985-994. http://dx.doi.org/10.18823/asiatefl.2021.18.3.18.985

Ho, E. (2016, September). Peer Assessment: Bridging the gap between knowledge and skills in an ESP classroom. Teaching, Evaluation & Assessment Special Interest Group Newsletter, 59, 20-21. 

Ho. E. (2021). Review on Gongyeh: A CALL tool for peer evaluation and feedback on oral assessments. TESOL Journal. https://doi.org/10.1002/tesj.592

Ho, E. (2020). Online Peer Review of Oral Presentations. RELC Journal. Epub ahead of print 15 December. https://doi.org/10.1177/0033688220969280

Ho, E. (2016). Knowing Where the Learning Is a Shift from Summative to Formative Assessment. World Academy of Science, Engineering and Technology, International Science Index 109, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(1), 78 - 83.

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. 

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.

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.

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/

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.

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.

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.

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. 

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

  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. (2015). Factors affecting the use of L2 motivational strategies: Teachers’ understanding of motivation and beyond. The Asian Journal of Applied Linguistics, 2(1), 3-16.

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, S. Y. (2015). A preliminary study of the use of L2 motivational strategies in a business English course. The Asian EFL Journal, 17(3), 38-58.

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. (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, 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., & 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

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.

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., 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., 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., 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.  

Li, V. (2014). Collaborative Learning: Implication of Online Forum in English Academic Writing for Engineering Students. The 9th IEEE International Conference on Computer Science & Education, August 22-24, 2014. Vancouver, Canada. http://ieeexplore.ieee.org/document/6926500/?arnumber=6926500&tag=1

Li, V., Mitchell, R., Boyle, B. (2015). The Divergent Effects of Transformational Leadership on Individual and Team Innovation. Group & Organization Management, SAGE. http://gom.sagepub.com/content/early/2015/03/16/1059601115573792.abstract