Sin Wang Chong

Sin Wang Chong
The University of Edinburgh | UoE · Moray House School of Education

Ph.D.; SFHEA

About

79
Publications
24,573
Reads
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275
Citations
Introduction
Trustee and Executive Committee Member of British Association for Applied Linguistics (BAAL) Incoming Council Member of British Educational Research Association (BERA) Co-Convenor of the Early Career Researcher Network of BERA Convenor of Research Synthesis in Applied Linguistics SIG at BAAL Co-Convenor of Open Applied Linguistics Research Network at International Association of Applied Linguistics

Publications

Publications (79)
Article
Classroom assessment has always been an indispensible and integral part of any curriculum. In particular, assessment plays the role of reporting students' learning summatively (assessment of learning), providing diagnostic and formative information for teachers to inform their instruction (assessment for learning); more recently, Earl (2013) propos...
Preprint
Full-text available
In the past 10 to 15 years, researchers have begun to explore the possibility of synthesizing research on task-based language teaching (TBLT) and computer-assisted language learning (CALL) in the interests of advancing the development of both fields as well as informing practice. In particular, there has been an increasing number of naturalistic, c...
Article
In response to the paradigm shift of feedback from information to process, Sutton’s (2012) notion of ‘feedback literacy’, which refers to students’ capacities and dispositions to use feedback, has been increasingly promulgated in the higher education assessment literature in the past few years. One of the most recent and successful attempts is the...
Article
Full-text available
Secondary research in the form of literature reviews facilitates consolidation and transfer of knowledge. In the field of TESOL, the majority of secondary research is conducted in the form of narrative reviews, which rely on the author’s selection and interpretation of primary studies and findings. Systematic reviews, which can be broadly categoriz...
Article
Full-text available
Learner autonomy is a vibrant and diverse field. In its approximately 40-year history, it has drawn liberally on theoretical constructs and research methodologies from other disciplines. In turn, it has contributed to the field of applied linguistics by drawing attention to the fundamental importance of understanding the language learner as an acti...
Chapter
This chapter is a continuation of Chong (2021) published in Innovations in Education and Teaching International (Taylor & Francis) in which I presented a genre analysis of thesis guidelines of 81 universities in the UK. The outcome of this genre analysis is a structural framework of Retrospective PhD by Publication (also called “PhD by Published Wo...
Article
Full-text available
“Context” has been increasingly featured and acknowledged in second language (L2) research because L2 teaching is recognised to be shaped by the environments in which it is situated. Numerous theoretical perspectives were introduced to L2 research that aim to capture the contextual forces at work in teaching and learning, including but not limited...
Chapter
Writing teachers often develop their feedback literacy through reflecting on in-service observations. Thus, language teacher autonomy (LTA) plays an important role in developing L2 writing teachers’ feedback literacy. Nevertheless, there is a paucity of research on written feedback exploring the influence of LTA on L2 writing teachers’ feedback pra...
Article
Full-text available
“Context” has been increasingly featured and acknowledged in second language (L2) research because L2 teaching is recognised to be shaped by the environments in which it is situated. Numerous theoretical perspectives were introduced to L2 research that aim to capture the contextual forces at work in teaching and learning, including but not limited...
Article
Full-text available
Although research on the efficacy of written corrective feedback (WCF) has received considerable attention in recent years, there is a dearth of research on learner engagement with WCF. Understanding how language learners engage with, that is, make use of WCF is high on the agenda of feedback research because it provides a broadened perspective tha...
Article
Full-text available
Research on written corrective feedback (WCF) has received sustained interest in the field of second language acquisition and language education. This viewpoint article extends the theoretical and conceptual discussion on WCF research by introducing the notions of “feedback literacy” and “feedback ecology”. In this article, I first review three str...
Article
While early career researchers (ECRs) often read and produce articles for peer reviewed journals, they are less familiar with peer review reports (PRRs). Most ECRs learn about the genre of PRRs by reading reports on their own manuscripts and through hands-on experience crafting their own, often with little guidance or exposure to exemplars. To demy...
Article
Full-text available
There has been an exponential growth in Language Massive Open Online Courses (LMOOCs) in the past decade. LMOOCs have also become an emergent and topical area of research in CALL, in particular, vis-a-vis learners’ perceptions and experiences. However, not much attention has been paid to analysing the features of LMOOCs. We argue that a systematic...
Article
Full-text available
High-stakes language tests are used around the world as a gate keeping tool under the internationalization of higher education. However, the predictable aspect of the high-stakes language tests is seldom discussed, especially from students’ perspectives. This study aims to address this gap by aiming to better understand how certain factors and cond...
Article
Full-text available
The field of higher education research has bourgeoned in the past decades, addressing a wide range of topics. Being in a rapidly expanding and interdisciplinary field of research, higher education scholars have demonstrated exigency for aggregating research findings to map the research landscape, identify future research directions, and bridge the...
Article
Full-text available
Peer reviewers serve a vital role in assessing the value of published scholarship and improving the quality of submitted manuscripts. To provide more appropriate and systematic support to peer reviewers, especially those new to the role, this study documents the feedback practices and experiences of two award-winning peer reviewers in the field of...
Article
A two-day online seminar was held on 10 and 11 June 2021 on the topic of research synthesis in applied linguistics.The primary aim of this seminar is to promote the values and practices of research synthesis (a systematic form of secondary research - see Chong and Plonsky, 2021a for a typology of different forms of research synthesis) in applied li...
Article
Full-text available
Qualitative research in computer-assisted language learning (CALL) has received more attention recently, most evidently from the publications of two special issues on qualitative research in CALL by CALICO Journal (2015) and Language Learning & Technology (2018). The inherent strength of qualitative studies in CALL is that they celebrate depth of i...
Article
Full-text available
The revived interest in the notion of ‘evaluative judgement’ in higher education is motivated by commitment of researchers and practitioners to effectively implement learning-oriented assessment and cultivate this high-order cognitive ability to develop students’ capacity for self-regulated learning. Recent studies have examined the affordances and...
Preprint
Full-text available
Learner autonomy is a vibrant and diverse field. In its approximately 40-year history, it has drawn liberally on theoretical constructs and research methodologies from other disciplines. In turn, it has contributed to the field of applied linguistics by drawing attention to the fundamental importance of understanding the language learner as an acti...
Preprint
Full-text available
CALL research, like other sub-fields in applied linguistics, has been dominated by explanatory, quantitative studies which aim to understand the effectiveness of technological innovations. Qualitative research in CALL, on the other hand, has received more attention in recent years, most evidently from the publications of two special issues on quali...
Preprint
Full-text available
Secondary research is burgeoning in the field of Applied Linguistics, taking the form of both narrative literature review and especially more systematic research synthesis. Clearly purposed and methodologically sound secondary research contributes to the field because it provides useful and reliable summaries in a given domain, facilitates research...
Article
Full-text available
Key points • There is a need to train journal peer reviewers to provide professional, constructive, and actionable feedback i.e., develop their feedback literacy. • Ways for journals and publishers to develop peer reviewers’ feedback literacy are suggested. • Existing online peer-review training resources developed by major publishers only focus on...
Article
PhD by Published Work has become an increasingly common option for experienced researchers in Europe, including the UK. While thesis requirements of a PhD by Published Work differ greatly from those of a traditional monograph, guidelines on how to write a PhD by Published Work thesis (commentary) vary across institutions, giving rise to issues pert...
Article
The academic year 2020-21 will remain a challenging time for language teachers and professionals because of the unparalleled evolving nature of teaching and learning. Yet, I contend in this short opinion piece that it is also an opportune moment for language teachers to revisit ways to inform their own pedagogical practices, remain innovative and r...
Article
Full-text available
In the past 10 to 15 years, researchers have begun to explore the possibility of synthesizing research on task-based language teaching (TBLT) and computer-assisted language learning (CALL) in the interests of advancing the development of both fields as well as informing practice. In particular, there has been an increasing number of naturalistic, c...
Article
Readers Respond is a forum for individuals to contribute their own reactions, perspectives, or experiences in relation to a specific article or articles published in a recent issue of ELT Journal. These views are not necessarily those of the Editor, the Editorial Panel, or the Publisher.
Book
Full-text available
Synthesizing research on metacognition and intersecting it with studies on second and foreign language writing, Sin Wang Chong puts forward a conceptual framework of metacognition and metacognitive knowledge that is employed as an analytical lens to examine junior secondary EFL students’ writing proficiencies. The exploration takes into account th...
Chapter
In this chapter, I describe the impetus for writing this book. Specifically, I report on the importance of the constructs of metacognition and metacognitive knowledge in the understanding of students’ acquisition of second and foreign language. Research findings related to the significant influence of metacognition on second and foreign language le...
Chapter
Metacognitive knowledge system of low-proficiency students is reported with reference to person, task, and strategic knowledge. Person knowledge of these students shows that the majority of the students perceive English writing as useful because it plays a determining role in examinations, improves students’ general English ability, and empowers st...
Chapter
Metacognitive knowledge system of average-proficiency students is reported with reference to person, task, and strategic knowledge. In respect of their person knowledge, opinions are divided regarding students’ impression on English writing. As far as their task knowledge is concerned, they identify a range of expectations for English writing which...
Chapter
The focus of this chapter is on the theoretical underpinning of metacognition, with a particular focus on metacognitive knowledge. I first define metacognition and its different components (e.g. metacognitive experience, metacognitive awareness, self-regulation). I then justify why metacognitive knowledge should be focused on and its importance in...
Chapter
In this chapter, information on the context and participants is provided and a detailed description of the research design and methods adopted in this study is given. Since data reported in qualitative studies are best understood in relation to the context it is situated in, a brief description of the education context in mainland China will be pro...
Chapter
This chapter compares and contrasts the MK systems of the three groups of students and key findings will be presented diagrammatically. Both theoretical and pedagogical implications will be drawn based on the findings reported. It is my research philosophy that findings from educational research are made relevant to not only researchers but also fr...
Chapter
Metacognitive knowledge system of high-proficiency students is reported with reference to person, task, and strategic knowledge. With regards to their person knowledge, these students hold a positive impression on English writing and they perceive it as useful and the process enjoyable and relaxing. As far as their task knowledge is concerned, this...
Article
Research into written corrective feedback (WCF) in English-as-an-Second-Language (ESL) contexts has been burgeoning in the past decades, focusing mostly on its effectiveness and students’ preferences. Nevertheless, studies focusing on school settings and teachers’ perspective are scant. In particular, very few studies venture to examine the interre...
Article
Full-text available
In this short article, I share my experience of completing a PhD by Published Work, an alternative PhD route, at a UK university, especially in relation to its usefulness in preparing me for a position in academia. I end the piece with some questions for potential candidates to consider.
Book
This research-driven textbook prepares students for IELTS writing through the use of authentic exemplars by students.
Article
Full-text available
In the past decade (2007 – 2017), research on written corrective feedback (WCF) has been proliferating in ESL and EFL contexts and new developments in this field of research are evident. To synthesize the latest advancement in WCF research, a number of review articles have been published in leading journals of TESOL and applied linguistics. Despite...
Article
This short exchange paper reports on the major findings of a forthcoming research monograph, which is going to be published by Cambridge Scholars Publishing entitled “Theorizing ESL community college students’ perception of written feedback”. This research project, which was conducted in an international community college in Hong Kong, attempts to...
Article
The increasing prominence of technology has given rise to new ways for writing teachers to give feedback electronically. Specifically, this article focuses on electronic written feedback (e-feedback) given to a group of English-as-a-Second-Language (ESL) community college students. Although previous studies have investigated the effectiveness of di...
Article
Full-text available
The notion of language learner autonomy, which is defined as ‘a capacity to control important aspects of one’s language learning’ (Benson, 2013, p. 839), is now widely considered a key educational goal in language teaching programmes around the world (Reinders & Benson, 2017). Despite the increasing number of studies on language learner autonomy, a...
Article
To many English-as-an-Additional Language (EAL) language users, academic writing simply means the accurate use of citation and referencing style, and the construction of long and complex sentences. To broaden the understanding of the notion of 'academic writing' of a group of postgraduate students at my university, I organized a three-day academic...
Article
Despite the bulk of studies on written feedback (WF) in post-secondary education in the past decades, the majority of them have focused on written corrective feedback. On the other hand, WF research on students’ perception of teacher WF is scant. Among those studies which focus on L2 students’ perception, the participants are mostly secondary schoo...
Article
Recent literature on the use of exemplars in the context of higher education has shown that exemplar-based instruction is implemented in various disciplines; nevertheless, how exemplar-based instruction can be implemented in English-as-a-Second-Language (ESL) writing classrooms in higher education institutions remains under-explored. In this connec...
Conference Paper
Full-text available
A voluminous body of research has examined the implementation of task-based language teaching (TBLT) in English-as-a-Second/Foreign-Language (ESL/EFL) contexts. However, classroom-based research investigating frontline EFL school teachers' perception of TBLT remains scant, especially in the less affluent regions of China. To address this research g...
Article
This article aims to show how the findings from written corrective feedback (WCF) research can be applied in practice. One particular kind of WCF-focused WCF-is brought into the spotlight. The article first summarizes major findings from focused WCF research to reveal the potential advantages of correcting a few pre-selected language items instead...
Article
In the context of higher education, research findings have attested to the formative values of feedback. Feedback researchers have found that teachers give feedback vigorously and students are eager to read teachers’ feedback. Due to the plethora of potential benefits of written feedback on students, innovative feedback practices have been gaining...
Article
'Composition slaves' -- this is how some L2 writing scholars label Hong Kong English teachers (Hairston, 1986; Lee, 2009). It is my own experience and observation too that English teachers in Asia (particularly in Hong Kong) are mostly identified by their ‘vigilant’ attention to marking all errors in students’ compositions in a bid to meet the expe...
Article
The centrality of written feedback is clearly seen from the proliferation of research in the context of higher education. As an increasingly expanding field in research, the majority of written feedback studies have been interested in investigating the technical aspect of how feedback should be given in order to promote student learning. More recen...
Article
Traditionally, teachers play a central role in creating a learning environment that favors the implementation of peer assessment in writing. Nevertheless, students’ writing ability and how it factors into students’ provision of relevant (content-related) and accurate (language-related) written feedback is not considered. This is due to the fact tha...
Article
Findings from recent research on teachers’ and students’ perceptions of written feedback has repeatedly shown that students value written feedback less than teachers do because they do not understand the feedback or they do not know how to do revision based on the comments, which undermines the effectiveness of teachers’ written feedback. This arti...
Article
This article introduces a pre-writing task to prepare Grade 11 students to write a photo diary. The purpose of this activity is to provide scaffolding for students to write a photo diary entry. After participating in this activity, students should develop the capacity to describe the people, the environment, the time, the activities, and the feelin...
Article
In the discussion of effective teachers’ written comments in L2 writing, much attention has been given to how these comments would lead to an improvement in students’ language proficiency and writing ability in general. Nevertheless, recent studies on students’ perception of teachers’ written comments have revealed limitations in these content-focu...
Article
Full-text available
Using pedagogical design capacity (PDC) as the conceptual framework, this single-case study examines how an English teacher in Hong Kong perceives and mobilizes curriculum materials to teach reading comprehension to secondary one students in two stages of implementation. Relying on data collected from semi-structured interviews, lesson observations...

Projects

Projects (8)
Project
A systematic review of conceptualisation and operationalisation of digital feedback literacy in formal higher education
Project
1) To develop a primer for conducting qualitative research synthesis in Applied Linguistics and TESOL; 2) To put forth a typology of research synthesis in Applied Linguistics and TESOL; 3) To develop an online repository of infographics of secondary research in TESOL.
Project
This page is a collection of our research and outreach activities related to scholarly peer review, with a particular goal of supporting early career researchers to navigate the process as both authors and reviewers.