職員簡介

簡歷

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 Teaching, Language and Education, Learning, Culture and Social Interaction, System 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 

所授課程及研究興趣

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

學術及專業範疇

 

著作

期刊論文

• Chung, E., Wan, A., Fung, D. (in press). Understanding academic vocabulary learning in higher education: Perspectives from first-year undergraduates in Hong Kong. International Journal of Applied Linguistics. [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. https://doi.org/10.1080/17501229.2024.2315091 [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., Crosthwaite, P., & Lee, C. (2023). 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. Advance online publication. https://doi.org/10.1515/iral-2022-0155 [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 [Scopus]

資歷及公職

• 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 - Cambridge Journal of Education; Innovation in Language Learning and Teaching; International Journal of Applied Linguistics; 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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