Staff Profile

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Dr. Chung Hiu Yui Edsoulla 鍾曉睿博士
BA, BEd (CUHK, First Hons); MSc (Oxon, Distinction); PhD (Cantab)
Assistant Professor
School of Education and Languages


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). 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 six 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 International Review of Applied Linguistics in Language Teaching, Innovation in Language Learning and TeachingLanguage and EducationLearning, Culture and Social InteractionSystem 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) 
  • 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) 
  • St. Anne's College Prize, University of Oxford 
  • Cambridge Trust Scholarship
  • HKSAR Government Scholarship
  • Hong Kong Scholarship for Excellence
  • Sir S K Tang Chevening Postgraduate Scholarship 

Teaching Areas & Research Interests

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

Academic & Professional Experience

        Funded Research Projects

  • 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, 2023-25. 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, 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, 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, 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, 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, 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]

Selected Publications

Journal Articles

  • Zhou, S., & Chung, E. (in press). Informal language contact and formulaic language development of Chinese students abroad during a global crisis. Australian Review of Applied Linguistics. [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. Advance online publication. [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. Advance online publication. [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. [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. [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. [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. [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. [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. [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 . [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. [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. [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. [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. [Scopus]

Selected Professional & Community Services

  • Member (2020-22) and Chairperson (2022-23) - LPATE Subject Committee; Chairperson (2023-24) and Member (2024-26) - LPAE Subject Committee
  • Founding Member - 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)
  • Editorial Board Member and Reviewer - English as Foreign Language International Journal [Scopus; Formerly Asian EFL Journal] (2016-present) and TESOL International Journal [Scopus] (2015-present)
  • 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)
  • Reviewer - British Educational Research Association (BERA) Annual Conference (2017)
  • Ad-hoc reviewer for SSCI journals - Asia-Pacific Journal of Teacher Education; Cambridge Journal of Education; Innovation in Language Learning and Teaching; 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 Multilingual and Multicultural Development; Language and Education; Language, Culture and Curriculum; SAGE Open; Studies in Second Language Learning and Teaching; Sustainability; The Asia-Pacific Education Researcher
  • Ad-hoc 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 Journal [ESCI]; The Electronic Journal for English as a Second Language (TESL-EJ) [Scopus]; The Language Learning Journal [ESCI]; The International Journal of Learning
  • Adjudicator - Time to Talk Public Speaking Competition (2024); Sing Tao Inter-School Debating Competition (2013-present); The Hong Kong Federation of Youth Groups English Public Speaking Contest (2022)

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Modified Date: 08 Jun, 2024
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