职员简介 - School of Education and Languages - Hong Kong Metropolitan University

Dr. Chung Hiu Yui Edsoulla 鍾曉睿博士

BA, BEd (CUHK, First Hons); MSc (Oxon, Distinction); PhD (Cantab)

教育及语文学院

简历

Edsoulla is an assistant professor in the School of Education and Languages at Hong Kong Metropolitan University (HKMU; formerly the Open University of Hong Kong, OUHK) and the programme leader for the university's Master of Education in English Language Education and Postgraduate Diploma in English Studies for Language Teaching. Prior to completing her doctorate in second language education at the University of Cambridge as a Cambridge Trust scholar, Edsoulla taught English courses for academic and specific purposes in the English Language Teaching Unit (ELTU) of the Chinese University of Hong Kong (CUHK), where she received a Faculty of Arts Outstanding Teaching Award in 2013 and an ELTU Exemplary Teaching Award for three consecutive years.

At HKMU, Edsoulla is engaged in English language education, teacher education, and educational research. With her commitment to quality teaching, she has been appointed as one of the Learning and Teaching Evangelists, responsible for promulgating good practices for effective teaching among colleagues and working with the Office for Advancement of Learning and Teaching (ALTO) to facilitate teachers' professional development. She was also a recipient of the President's Awards for Teaching Excellence at the university in 2021. With her research interests in second language acquisition, professional development for teachers, and vocabulary input and treatment, Edsoulla has published in different international journals, including Assessing Writing, Innovation in Language Learning and Teaching; International Journal of Applied Linguistics; International Review of Applied Linguistics in Language Teaching; Journal of English for Academic Purposes; Language and Education; Learning, Culture and Social Interaction; System, TESOL Quarterly, and The Asia-Pacific Education Researcher.

Selected Awards

Selected Teaching Awards

President's Awards for Teaching Excellence, HKMU (2021)
Faculty of Arts Outstanding Teaching Award, CUHK (2013)
Exemplary Teaching Award, ELTU, CUHK (2013; 2014; 2015)

Selected Research Awards

Katie Shu Sui Pui Charitable Trust Outstanding Research Publication Award − Silver Prize (2023)
System Early Career Researcher Award − Finalist (2022)
Emerald Literati Outstanding Reviewer Award (2022)
HKMU Research Achievement Award (2020−21)

Selected Academic Awards and Scholarships

Dean's Honours List, Faculty of Education, CUHK (3 years)
Cambridge Trust Scholarship
HKSAR Government Scholarship
Hong Kong Scholarship for Excellence
Sir S K Tang Chevening Postgraduate Scholarship
St. Anne's College Prize, University of Oxford

所授课程及研究兴趣

Second Language Acquisition
English Language Teaching and Learning
Vocabulary Input and Treatment
Professional Development for Teachers

学术及专业范畴

Funded Research Projects

From exploration to enhancement: A mixed-methods study of self-regulation in Generative AI-supported academic writing
in Hong Kong.
Principal Investigator, Faculty Development Scheme, Research Grants Council, 01/2026−12/2027.
Project number: UGC/FDS16/H29/25. [HKD789,165]
Listening strategy literacy of L2 English language teachers: An exploratory study of teachers' knowledge about listening strategies
and practice of strategy instruction.
Co-investigator, General Research Fund, Research Grants Council, 01/2025−12/2026. Project number: 17621624. [HKD476,440]
Language teacher cognition in academic vocabulary instruction: A mixed-methods study.
Principal Investigator. University Research Committee, HKMU, 12/2024−11/2025. Project number: PFDS/2024/16. [HKD149,850]
Digital thinking in action: Exploring Generative AI for argumentation.
Co-Principal Investigator and Project Coordinator, Joint University Research Collaboration Fund,
HKMU and the Open University, 11/2024−12/2026. Project number: JRC/2024/01/OU. [Approx. HKD716,585]
A multivariate longitudinal study on the listening problems and listening strategies of first-year tertiary EMI students.
Co-investigator, General Research Fund, Research Grants Council, 01/2024−12/2025. Project number: 18606223. [HKD639,350]
A corpus-driven analysis of academic vocabulary use in essays written by English language learners at a Hong Kong university.
Principal Investigator, University Research Committee, HKMU, 11/2022−04/2024. Project number: RD/2022/1.19. [HKD200,000]
Towards a reflective approach to developing academic vocabulary: An intervention case study in the higher education context.
Principal Investigator, Faculty Development Scheme, Research Grants Council, 01/2022−06/2024.
Project number: UGC/FDS16/H19/21. [HKD768,300]
Vocabulary learning and teaching in the English language classroom: Issues, challenges and implications.
Principal Investigator, Research and Development Funding for School of Education and Languages, HKMU, 2021−22.
Project number: R4097. [HKD40,000]
Investigating the role of critical reflection in teachers' professional development.
Principal Investigator, Research and Development Funding for School of Education and Languages, OUHK, 2019−20.
Project number: R4089. [HKD40,000]
A pilot study on analysing HKEAA English essays for learning and teaching in Hong Kong secondary schools.
Co-investigator, Research and Development Funding for School of Education and Languages, OUHK, 2019−20.
Project number: R4086/7. [HKD60,000]
Developing beliefs and practices regarding vocabulary teaching through a dialogic approach for professional development:
A case study of English language teachers in Hong Kong.
Principal investigator, Faculty of Education, University of Cambridge, 2015−18. [Approx. HKD960,000]
Expanding the academic vocabulary of university students: An eLearning initiative.
Co-investigator, Courseware Development Grant, Academic IT Steering Committee (AITSC), CUHK, 2013−14. [HKD85,000]
Strategies to improve vocabulary size of university students.
Co-investigator, Teaching Development Grants for 2012−15 Triennium, CUHK, 2012−13. [HKD149,666]

著作

书籍章节

Chung, E.* (in press). Using academic word lists in MALL. In L. McCallum & D. Tafazoli (Eds.), The Palgrave encyclopedia of computer-assisted language learning. Palgrave Macmillan.
Chung, E.*, Wan, A., & Hui, B. (2024). Replication studies in language teaching. In H. Nesi & P. Milin (Eds.), International encyclopedia of language and linguistics (3rd ed.). Elsevier. https://doi.org/10.1016/B978-0-323-95504-1.00205-2

期刊论文

Chung, E.*, Fung, D., & Wan, A. (2025). Learner beliefs about vocabulary teaching in secondary ESL classrooms: A proficiency and grade-level analysis. International Review of Applied Linguistics in Language Teaching. Advance online publication. https://doi.org/10.1515/iral-2024-0186 [SSCI]
Chung, E.*, & Newton, J. (2025). Metaphors as windows into academic vocabulary learning. TESOL Quarterly, 59(2), 1036–1049. https://doi.org/10.1002/tesq.3375 [SSCI]
Chung, E.*, Fung, D., & Wan, A. (2025). A mixed-methods study of strategy use in academic vocabulary learning among first-year undergraduates in Hong Kong. Journal of English for Academic Purposes, 74, Article 101482. https://doi.org/10.1016/j.jeap.2025.101482 [SSCI]
Chung, E.*, & Wan, A. (2025). Examining the use of academic vocabulary in first-year ESL undergraduates' writing: A corpus-driven study in Hong Kong. Assessing Writing, 63, Article 100913. https://doi.org/10.1016/j.asw.2024.100913 [SSCI]
Zhou, S., & Chung, E.* (2025). Informal language contact and formulaic language development of Chinese students abroad during a global crisis. Australian Review of Applied Linguistics, 48(2), 224–247. https://doi.org/10.1075/aral.24008.zho [ESCI]
Chung, E.*, Wan, A., & Fung, D.* (2024). Understanding academic vocabulary learning in higher education: Perspectives from first-year undergraduates in Hong Kong. International Journal of Applied Linguistics, 34(4), 1368−1384. https://doi.org/10.1111/ijal.12576 [SSCI]
Tai, K. W. H., & Chung, E.* (2024). ESL teachers' experiences in engaging with published research findings: An interpretative phenomenological analysis. Innovation in Language Learning and Teaching, 18(5), 411−429. https://doi.org/10.1080/17501229.2024.2315091 [SSCI]
Chung, E., Crosthwaite, P.*, & Lee, C. (2024). The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: Insights from a corpus-based study. International Review of Applied Linguistics in Language Teaching, 62(2), 977−1008. https://doi.org/10.1515/iral-2022-0155 [SSCI]
Fung, D.*, & Chung, E. (2024). Defining language goals in EMI: Vocabulary demand in a high-stakes assessment in Hong Kong. Language and Education, 38(2), 188−202. https://doi.org/10.1080/09500782.2023.2219654 [SSCI]
Chung, E.*, & Fung, D. (2023). 'I realised I only knew the word partly': Student beliefs about vocabulary knowledge and learning in different grades and proficiency levels. The Language Learning Journal, 51(3), 279−297. https://doi.org/10.1080/09571736.2021.2023204 [ESCI]
Chung, E.* (2023). Eleven factors contributing to the effectiveness of dialogic reflection: Understanding professional development from the teacher's perspective. Pedagogies: An International Journal, 18(2), 268−288. https://doi.org/10.1080/1554480X.2021.2013234 [ESCI]
Chung, E.*, & Fisher, L. (2022). A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers' beliefs and practices regarding vocabulary teaching and learning. System, 110, Article 102901. https://doi.org/10.1016/j.system.2022.102901 [SSCI]
Chung, E.*, & Tang, E. (2022). Understanding politeness in an Online Community of Practice for Chinese ESL teachers: Implications for sustainable professional development in the digital era. Sustainability, 14, Article 11183. https://doi.org/10.3390/su141811183 [SSCI]
Chung, E.* (2022). Effecting change in teachers' beliefs about vocabulary learning and teaching: The role of dialogic reflection. SAGE Open, 12(1), 1−15 . https://doi.org/10.1177/21582440211071084 [SSCI]
Lee, C.*, Ge, H. Y., & Chung, E. (2021). What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong. System, 97, Article 102461. https://doi.org/10.1016/j.system.2021.102461 [SSCI]
Chung, E.* (2018). Revisiting second language vocabulary teaching: Insights from Hong Kong in-service teachers. The Asia-Pacific Education Researcher, 27(6), 499−508. https://doi.org/10.1007/s40299-018-0412-3 [SSCI]
Tang, E.*, & Chung, E. (2016). A study of non-native discourse in an Online Community of Practice (CoP) for teacher education. Learning, Culture and Social Interaction, 8(1), 48−60. https://doi.org/10.1016/j.lcsi.2015.12.002 [SSCI]
Tang, E.*, Chung, E., Li, E., & Yeung, S. (2016). Independent vocabulary building experience of Hong Kong university students: A pedagogical perspective. IAFOR Journal of Education, 4(1), 13−29. https://doi.org/10.22492/ije.4.1.01

资历及公职

Adjudicator − Sing Tao Inter-School Debating Competition (2013−present); The Hong Kong Federation of Youth Groups English Public Speaking Contest (2022); The Standard's English Writing Competition and Story Writing Competition (2023−24); Time to Talk Public Speaking Competition (2024)
Chairperson − LPAE Subject Committee (2023−24); Chairperson (2022−23) and Member (2020−22) − LPATE Subject Committee
External examiner (module) – Department of English, The Hang Seng University of Hong Kong (2024−27)
Founding member and consultant − Global Vision Empowerment Committee, Uplift Educational Charity Foundation (2024−present)
Mentor − CoP for the BA (English Studies) and BEd (English Language Education) Co-terminal Double Degree Programme (EDUC4040 Teaching Practice II), Faculty of Education, CUHK (2018−19)
Reviewer for SSCI journals (1) – Applied Cognitive Psychology; Asia-Pacific Journal of Teacher Education; British Journal of Educational Technology; Cambridge Journal of Education; Computer Assisted Language Learning; European Journal of Education; Innovation in Language Learning and Teaching; Interactive Learning Environments, International Journal of Applied Linguistics; International Journal of Educational Research; International Review of Applied Linguistics in Language Teaching; Journal of Education for Teaching; Journal of English for Academic Purposes
Reviewer for SSCI journals (2) – Journal of Multilingual and Multicultural Development; Language and Education; Language, Culture and Curriculum; Language Assessment Quarterly; Language Teaching Research; Learning, Culture and Social Interaction; Professional Development in Education; Psychology in the Schools; Reading and Writing; SAGE Open; Studies in Second Language Learning and Teaching; Sustainability; Teachers and Teaching; Teaching and Teacher Education; The Asia-Pacific Education Researcher
Reviewer for ESCI, Scopus and other journals – Asian Association of Open Universities Journal [Scopus]; Asian-Pacific Journal of Second and Foreign Language Education [ESCI]; Education Sciences [ESCI]; Journal of Decision Systems [ESCI]; Journal of Language and Education [ESCI]; Language Teaching for Young Learners [ESCI]; Pedagogies: An International Journal [ESCI]; PLOS One [SCIE]; Teacher Education Quarterly; TESOL Communications; TESOL Journal [ESCI]; The Electronic Journal for English as a Second Language (TESL-EJ) [Scopus]; The Journal of AsiaTEFL [ESCI]; The Language Learning Journal [ESCI]; The International Journal of Learning
Conference review committee member − The Asian Conference on Language Learning (2019); The Southeast Asian Conference on Education (2020); The Asian Conference on Education (2021); The IAFOR International Conference on Education – Hawaii (2022 & 2023)
Conference reviewer − British Educational Research Association (BERA) Annual Conference (2017); American Association for Applied Linguistics (AAAL) Conference [Vocabulary and Lexical Studies Strand] (2024 & 2025)

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