2021

• Gui, D.A.F., & Polley, J.S. (Eds.). (2021). Poetry in Pedagogy: Intersections Across and Between the Disciplines (1st ed.). Routledge. https://doi.org/10.4324/9781003089377

• 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. (2021). Gongyeh: A CALL tool for peer evaluation and feedback on oral assessments. TESOL Journal, 12(3), 1-7. https://doi.org/10.1002/tesj.592

• Kohnke, L., Jarvis, A., & Ting. A. (2021). Digital multimodal composing as authentic assessment in discipline-specific English courses: Insights from ESP learners. TESOL Journal, https://doi.org/10.1002/tesj.600

• Kohnke, L. (2021). Professional development and ICT: English language teachers’ voices. Online Learning, 25(2), 36-53. https://doi.org/10.24059/olj.v25i2.2228

• Kohnke, L., Zou, D., & Zhang, R. (2021). The Role of Emotions and Self-Regulatory Learning in Emergency Remote Teaching. Sustainability, 13(3), 1-15. https://doi.org/10.3390/su13137111

• Kohnke, L. (2021). Optimizing Microlearning for Mobile Learning. In J.R. Corbeil, M.E. Corbeil, & B.H. Khan (Eds). Microlearning in the Digital Age: The Design and Delivery of Learning in Snippets (pp. 80-94). Routledge: Taylor & Francis Group.

• Kohnke, L. (2021). L2 Learners' Perceptions of a Comic Strip in an ESP Classroom. The Asian ESP Journal, 17(5), 44-64.

• Moorhouse, L.B., & Kohnke, L. (2021). Thriving or Surviving Emergency Remote Teaching Necessitated by COVID-19: University Teachers’ Perspectives. The Asia-Pacific Education Researcher, 30, 279-287. https://doi.org/10.1007/s40299-021-00567-9

• Kohnke, L., Jarvis, A., & Ting. A. (2021). Digital multimodal composing as authentic assessment in discipline-specific English courses: Insights from ESP learners. TESOL Journal, https://doi.org/10.1002/tesj.600

• Kohnke, L., & Moorhouse, B.L. (2021). Adopting HyFlex in higher education in response to COVID-19: students’ perspectives. Open Learning: The Journal of Open, Distance, and e-Learning. https://doi.org/10.1080/02680513.2021.1906641

• Kohnke, L., & Ting, A. (2021). ESL students’ perceptions of mobile applications for discipline-specific vocabulary acquisition for academic purposes. Knowledge Management & E-Learning, 13(1), 102–117. https://doi.org/10.34105/j.kmel.2021.13.006

• Kohnke, L., Jarvis, A., & Ting. A. (2021). Digital multimodal composing as authentic assessment in discipline-specific English courses: Insights from ESP learners. TESOL Journal, https://doi.org/10.1002/tesj.600

• Kohnke, L., & Ting, A. (2021). ESL students’ perceptions of mobile applications for discipline-specific vocabulary acquisition for academic purposes. Knowledge Management & E-Learning, 13(1), 102–117. https://doi.org/10.34105/j.kmel.2021.13.006

2020

• Forrester, A. (2020). Addressing the challenges of group speaking assessments in the time of the coronavirus. International Journal of TESOL Studies, 2(1), 74-88. https://doi.org/10.46451/ijts.2020.09.07

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

• Kohnke L. & Jarvis, A. (2020). How to Keep Online Learners' Attention - Keeping the Ball Rolling. Modern English Teacher, 29(3), 25-26.

• Jarvis, A., Kohnke, L. & Guan, G. (2020). Academic Listening Strategy Use at an English-Medium University. The ASIAN ESP Journal, 16(3), 8-29.

• Kohnke, L. (2020). Mentoring in the Online Sphere: A Case Study of EAP Teachers. Teacher Development Academic Journal, 1(1), 30-43.

• Kohnke, L. (2020). Book Review: Specialised English: New Directions in ESP and EAP Research and Practice, Ken Hyland, Lillian L.C. Wong (Eds.). Rout-ledge, New York (2019). p. 260 UK£34.99., ISBN: 978-1-138-58877-6. Journal of English for Academic Purposes, 44, https://doi.org/10.1016/j.jeap.2020.100849

• Kohnke, L. (2020). Online Discussions: Strategies for Ensuring Active Interaction. English Teaching Professional, 128, 17-18.

• Kohnke, L. Zou, D., & Zhang, R. (2020). Exploring Discipline-Specific Vocabulary Retention in L2 through App Design: Implications for Higher Education Students. RELC Journal. (pre-published online first). https://doi.org/10.1177/0033688219899740

• Moorhouse, B. & Kohnke, L. (2020). Using Mentimeter to elicit student responses in the EAP/ESP classroom. RELC Journal, 51(1), 198-204. https://doi.org/10.1177/0033688219890350

• Kohnke, L. (2020). Teacher Development Over Time: Practical Activities for Language Teachers. TESOL Journal, 11(2). https://doi.org/10.1002/tesj.474

• Jarvis, A., Kohnke, L. & Guan, G. (2020). Academic Listening Strategy Use at an English-Medium University. The ASIAN ESP Journal, 16(3), 8-29.

• Kohnke, L. (2020). Exploring Learner Perception, Experience and Motivation of Using a Mobile App in L2 Vocabulary Acquisition. International Journal of Computer-Assisted Language Learning and Teaching, 10(1), 15-26.

• Kohnke, L. (2020). Make Beliefs Comix. RELC Journal, 51(2), 321-323.

• Kohnke, L. & Moorhouse, B.L. (2020). Facilitating Synchronous Online Language Learning through Zoom. RELC Journal, https://doi.org/10.1177/0033688220937235

• Kohnke, L. (2020). The benefits of video-enhanced observations as a collaborative tool. English Teaching Professional, 130, 48-50.

• Kohnke, L. & Moorhouse, B.L. (2020). 'There's an app for that!' Writing Technology Reviews for Academic Journals. RELC Journal (Pre-published online first). https://doi.org/10.1177/0033688220945419

• Kohnke, L. (2020). Supporting the professional development of English language teachers: Facilitative mentoring. RELC Journal, (51(3), 454-460. https://doi.org/10.1177/0033688219856382

• Kohnke L. & Jarvis, A. (2020). How to Keep Online Learners' Attention - Keeping the Ball Rolling. Modern English Teacher, 29(3), 25-26.

• Kohnke, L. (2020). Designing a Chatbot to Teach English: Transforming Learning Spaces. Proceedings of the International Conference on Education and Artificial Intelligence (ICEAI), (pp.23-24). ISBN: 978- 988-74298-1-4

• Kohnke, L. (2020). Stimulating and Sustaining Language Acquisition: Chatbots as a Pedagogical Possibility. Proceedings of the International Conference on Education and Artificial Intelligence (ICEAI), (pp. 25-27). ISBN: 978-988-74298-1-4

• 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.

• 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.

• Ting, A. (2020). Facilitating the writing process in a blended learning environment using Google Docs. In S. Palahicky (Ed.). Enhancing learning design for innovative teaching in higher education (pp.237-265). Hershey, PA: IGI Global.

2019

• Burns, C., Chigaeva-Heddad, S. & Leung, M. (2019). “Otherwise, good luck…”: Patterns of use associated with good in teacher feedback. ASIAN EFL Journal, 23(3.4), 293-315.

• Foung, D., & Chen, J. (2019). A Learning Analytic Approach to the Evaluation of an Online Learning Package in a Hong Kong University. The Electronic Journal of e-Learning, 17(1), pp. 11-24.

• Foung, D., & Chen, J. (2019). Discovering disciplinary differences: blending data sources to explore the student online behaviors in a University English course. Information Discovery and Delivery, 47(2), pp. 106-114.

• Chen, J., & Foung, D. (2019). Connecting Teacher-Made Assessments to Course Learning Outcomes Through Learning Analytics: An Empirical Model. In E. White, & T. Delaney (Eds.), Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom (pp. 101-125). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-6986-2.ch006

• Foung, D., & Chen, J. (2019). A Learning Analytic Approach to the Evaluation of an Online Learning Package in a Hong Kong University. The Electronic Journal of e-Learning, 17(1), pp. 11-24.

• Foung, D., & Chen, J. (2019). Discovering disciplinary differences: blending data sources to explore the student online behaviors in a University English course. Information Discovery and Delivery, 47(2), pp. 106-114.

• Chen, J., & Foung, D. (2019). Connecting Teacher-Made Assessments to Course Learning Outcomes Through Learning Analytics: An Empirical Model. In E. White, & T. Delaney (Eds.), Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom (pp. 101-125). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-6986-2.ch006

• Foung, D. (2019). “Making good suggestions in analytics-based early alert systems: Shaping minds and changing behaviors. Journal of Applied Research in Higher Education, 12(1), 109-123. https://doi.org/10.1108/JARHE-12-2018-0264

• Foung, D. (2019). Redesigning prediction algorithms for at-risk students in higher education: The opportunities and challenges of using classification techniques in a university academic writing course. In A., Raman. & M., Rathakrishnan. (eds.). Redesigning Higher Education Initiatives for Industry 4.0, Hershey, PA: IGI Global. [Available: https://www.igi-global.com/chapter/redesigning-prediction-algorithms-for-at-risk-students-in-higher-education/224218]

• Foung, D. (2019). Mining students’ data to identify at-risk students in an academic English course: A comparison of various classification techniques from a user and statistical perspective. CALL-EJ, 30(2), 77-91.

• Kohnke, L. & Jarvis, A. (2019). Enriching students' language skills and confidence through a university mentoring scheme. Journal of Education for Teaching, 45(2), 223-224. https://doi.org/10.1080/02607476.2018.1548176

• Kohnke, L. & Jarvis, A. (2019). Developing Mentorship Provision for Academic English success. ASIAN EFL Journal, 21(2.3), 142-157.

• Kohnke, L. (2019). Book Review: Mobile Learning. RELC Journal, 50(3), 497-503.

• Kohnke, L. (2019). Exploring Critical Pedagogy and Choice in EAP Material Development: A Case Study. The Journal of Asia TEFL, 16(4), 1218-1230.

• Kohnke, L. (2019). A New Professional Development Recipe – The ICT Bootcamp. The Teacher Trainer Journal, 33(2), pp. 10-13.

• Chan, C.C.B. & Kohnke, L. (2019). Reflective Writing with Automatic Speech Recognition. English Australia Journal, 35(2), 45-49.

• Kohnke, L. (2019). Tech Review: GoSoapBox – Encourage Participation and Interaction in the Language Classroom. RELC Journal (pre-published online first)

• Kohnke, L. (2019). Digital Backchanneling to encourage active learning: YoTeach! On Call: The Newsletter of the Computer Assisted Language Learning Interest Section.

• Kohnke, L., Zhang, R., & Zou, D. (2019). Using Mobile Vocabulary Learning Apps as Aids to Knowledge Retention: Business Vocabulary Acquisition. The Journal of ASIA, 16(2), 683-690.

• Kohnke, L. (2019). Virtual Mentoring - a social and participatory approach. Modern English Teacher, 28(3), 23-24.

• Kohnke, L. & Chan, B. (2019). Exploiting Infographics. Modern English Teacher, 28(1), 67-68.

• Kohnke, L. (2019). Unlocking English Learners' Potential. ASIAN EFL Journal, 23 (3.1), 157-160.

• Kohnke, L. (2019). Professional Digital Competence and Professional Development among Higher Education Teachers: An Explorative Survey. Proceedings of the 5th International Foreign Language Learning and Teaching Conference, 80-89.

• Kohnke, L. (2019). Using comic strips to stimulate student creativity in language learning. TESOL Journal, 10, (2), 1-5. https://doi.org/10.1002/tesj.419

• Kohnke, L. (2019). Review of New technologies and language learning. Language Learning & Technology, 23 (1), 36-39.

• Kohnke, L. (2019). Use Sticky Notes - and Make the Content Stick. The Teacher Trainer Journal, 33 (1), 6-7.

• Moorhouse, B. J. & Kohnke, L. (2019). What's wrong with right and wrong in materials designed for young English language learners. Modern English Teacher , 28(2), 18-20.

• Kohnke, L. & Jarvis, A. (2019). Enriching students' language skills and confidence through a university mentoring scheme. Journal of Education for Teaching, 45(2), 223-224. https://doi.org/10.1080/02607476.2018.1548176

• Kohnke, L. & Jarvis, A. (2019). Developing Mentorship Provision for Academic English success. ASIAN EFL Journal, 21 (2.3), 142-157.

• Lee, T. S. O., Gardner, D., & Lau, K. (2019). The effects of L2 motivational strategies: Within and beyond the L2 classroom. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2019.1620240

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

• Morrall, A. (2019). The typhoon child. In Al-Sofi, J. (Ed.), Coming to our senses (pp. 119-128). Hong Kong: Hong Kong Writers Circle.

2018

• Chen, J., Foung, D., & Armatas, C. (2018). Adopting Learning Analytics to Enrich Regular Curriculum Review and Enhancement: A Case Study of a University English Programme in Asia. In A. Pardo, K. Bartimote, G. Lynch, S. Buckingham Shum, R. Ferguson, A. Merceron & X. Ochoa (Eds.), Companion Proceedings of the 8th International Conference on Learning Analytics and Knowledge. Sydney, Australia: Society for Learning Analytics Research.

• 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.

• Chen, J. (2018). Comprehensive review of university English subjects: Results and reflections. JACET Journal, 62, 1-14.

• Chen, J., Foung, D., & Armatas, C. (2018). Adopting Learning Analytics to Enrich Regular Curriculum Review and Enhancement: A Case Study of a University English Programme in Asia. In A. Pardo, K. Bartimote, G. Lynch, S. Buckingham Shum, R. Ferguson, A. Merceron & X. Ochoa (Eds.), Companion Proceedings of the 8th International Conference on Learning Analytics and Knowledge. Sydney, Australia: Society for Learning Analytics Research.

• Gui, Dean A. F. (Forthcoming August 2018). “Virtual sense of community in a World of Warcraft® storytelling open forum thread.” Journal for Virtual Worlds Research. Assembled Edition. JVWR: 11 (2).

• Jarvis, A. Kohnke, L. Guan, G. Patkin, J. (2018). Academic Listening Survival Strategies: A Guide for Students at English medium Universities. Open Educational Resource. Open webpage

• Jarvis, A. (2018). Teacher development workshops – given with the help of university students. The Teacher Trainer Journal, 31 (3), 23-25.

• Kohnke, L., Zou, D., Wang, F. L., & Xie, H. R. (2018). Game-based vocabulary learning in Hong Kong: Students’ perceptions, attitudes and expectations of a game-mediated vocabulary learning APP, Proceedings of The International Conference on Technology in Education (ICTE), Hong Kong, (pp. 56-62).

• Zou D., Wang F.L., Xie H., Kohnke L. (2018) Game-Based Vocabulary Learning in China and Hong Kong: Students’ Evaluation of Different Word Learning APPs. In: Cheung S., Lam J., Li K., Au O., Ma W., Ho W. (eds) Technology in Education. Innovative Solutions and Practices. ICTE 2018. Communications in Computer and Information Science, vol 843. Springer, Singapore

• Kohnke, L. & Leskis, A. (2018). Multimodal Approaches with Augmented Reality. TESOL CALL.

• Jarvis, A. Kohnke, L. Guan, G. Patkin, J. (2018). Academic Listening Survival Strategies: A Guide for Students at English medium Universities. Open Educational Resource.

• 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, https://doi.org/10.1080/0309877X.2016.1261096

• 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.

• 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/

• 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., 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.

• 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

2017

• Burns, C. (2017, June). Activities and strategies for teaching effective presentation skills. Paper presented at The Future of Education, Florence, Italy. Retrieved from http://conference.pixel-online.net/FOE/files/foe/ed0007/FP/3767-SET2446-FP-FOE7.pdf

• Cheng, G., Chwo, S.-M. G., Chen, J., Foung, D., Lam, V., & Tom, M. (2017). Automatic classification of teacher feedback and its potential applications for EFL writing. Proceedings of the 25th International Conference on Computers in Education (ICCE 2017) (pp. 884-889). New Zealand.

• Armatas, C., Tse, A., Chow, J., Foung, D., Chen, J., & Chan, C.S. (2017). Exploring the relationship between the time of completing online quizzes and students’ performance in academic writing. EduLearn17 Proceedings, 5306-5311.

• Kohnke, L. (2017). Social Responsibility in the Digital Age: a step-by-step guide to student-centered videos. TESOL Social Responsibility.

• Kohnke, L. (2017). Remix literacy: a picture is worth a thousand words. The Journal of Teaching English with Technology, 17 (3), 50-53.

• Kohnke, L. (2017). Interaction Online Creative Activities for Blended Learning. The Journal of ASIA TEFL, 14 (4), 833-834.

• Kohnke, L. & Moorhouse, B. J. (2017). Classroom management dilemmas in the age of mobile devices. TESOL Secondary Accents.

• 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). Cham: Springer.

• Li, V. (2017). Social Media in English Language Teaching and Learning. International Journal of Learning and Teaching, 3(2), 148-153, doi: 10.18178/ijlt.3.2.148-153. http://www.ijlt.org/uploadfile/2017/0525/20170525052209836.pdf

• 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.

• 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.

2016

• Chen, J., Chau, J., Lim, G. & Li, V. (2016). Online language learning to develop English reading and listening skills in university students: A pilot study in Hong Kong. International Journal for 21st Century Education, Vol. 1, No. 1, pp.35-54.

• Lughmani, S., Gardner, S., Chen, J., Wong, H., & Chan, L. (2016). English across the curriculum: Fostering collaboration. ELTWO: Special Issue on 5th CELC Symposium Proceedings.

• 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.

• DeCoursey, Christina and Gui, Dean A. F. (eds.) (2016). Games, Leadership and Learning in Virtual Environments. Oxford, UK: Inter-Disciplinary Press.

• DeCoursey, Christina and Gui, Dean A. F. (eds.) (2016). Games, Leadership and Learning in Virtual Environments. Oxford, UK: Inter-Disciplinary Press.

• 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.

• 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.

• Jarvis, A. & Ho, Anna. (2016). Students Teaching Teachers: Can it work? A teacher training project in rural China. In Proceedings of the Second International Conference on Service-Learning (pp. 64-68). Hong Kong: The Hong Kong Polytechnic University.

• Li, V., Mitchell, R., & Boyle, B. (2016). The Divergent Effects of Transformational Leadership on Individual and Team Innovation. Group & Organization Management, 41(1), 66–97. https://journals.sagepub.com/doi/10.1177/1059601115573792

• 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.

• 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.

• 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. (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].

• 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).

2015

• 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.

• 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.

• Cole, J. Doig, A. Jarvis, A. (2015) Junior Oxford Essential Listening 1-3. Oxford University Press.

• Ho, A. & Jarvis, A. (2015). Teacher Training in China: A Sustainable Approach. In S. Chakrabarty & J. Latzo (Eds), Proceedings of The Asian Conference on Second Language Acquisition and Teacher Education (pp. 178-183). Hiroshima, Japan.

• 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., & 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., & 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. 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., 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., & 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., 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.

• 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., 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)

• 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).

2014

• 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, 22-24 August 2014. Vancouver, Canada. http://ieeexplore.ieee.org/document/6926500/?arnumber=6926500&tag=1

• 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. (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.

• Yiu, R.H.H. (2014). A case study of Hong Kong undergraduates undertaking their disciplinary writing tasks and its implications for EAP pedagogy. The 4th CELC Symposium Proceedings, National University of Singapore, 107-115

• 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.

2013

• Chen, J. (2013). New direction in university English language training: Blended delivery. In Ji, P.Y. & Fan, Y. (Eds.), New Directions in TESOL (pp. 86-103). Shanghai: Fudan University Press.

• Gui, Dean A. F., and AuYeung, Gigi. (2013). “The Tree of Knowledge project: Organic designs as virtual learning spaces.” International Journal of Virtual and Personal Learning Environments. Special edition: Real Education in Virtual Worlds. IGI Global: 4 (2): 85 – 106.

• Gui, Dean A. F. and Northern, Andrew. “Supplementing self-access learning for the English Language Centre through virtual platforms.” Experiential Learning in Virtual Worlds 3, Conference Proceedings, Lisbon, Portugal, 7-9 March, 2013. Inter-Disciplinary Press.

• Li Lan Wong Dora, Gui Dean A. F., and AuYeung Gigi. (2013). “Collaborative learning in the virtual English class: A Hong Kong case study.” Cases on E-Learning Management: Development and Implementation. Harrison Yang and Shuyan Wang (eds.). IGI Global: Chapter 16, 343 – 370.

• Gui, Dean A. F. (2013) “Virtual Hybridity: Multiracial Identity in Second Life Explored.” Experiential Learning in Virtual Worlds. Mark Childs and Greg Withnail (eds.). InterDisciplinary Press: 171 – 192.

• Butler, G., Hunter, R., & Kurth, L. (2013). An alternative to in-class presentations: Incorporating student-generated VoiceThread projects. Peerspectives Online, 11. http://peerspectivesonline.org/recent-issues/issue-11/

• Li, V. (2013). Computer-aided Assessment Standardisation for Writing and Oral Presentation Assessments: Design, Development and Implementation. The 8th International Conference on Information Technology and Applications (ICITA 2013), 1-4 July 2013, Sydney, Australia, ISBN: 978-0-9803267-5-8. http://www.icita.org/2013/abstracts/hk-li.htm

• Lai, C. & Morrison B. (2013). Towards an Agenda for Learner Preparation in Technology-enhanced Language Learning Environments. CALICO Journal, 30, 2, 154-162.

• Lai, C. & Morrison, B. (Eds). (2013). Learner Preparation in Technology-enhanced Language Learning Environments, CALICO Journal, 30, 2.

• Urmston, A., Raquel, M. & Tsang, C. (2013). Diagnostic Testing of Hong Kong Tertiary Students' English Language Proficiency: The Development and Validation of DELTA. Hong Kong Journal of Applied Linguistics 14 (2), 60-82.

2012

• Chan, F. & Chen, J. (2012). Impacts of alignment between ESP and content subjects on biomedical engineering students. Asian ESP Journal, 8(2), 27-54.

• Chau, J., Wu, W., Chen, J., & Lughmani, S. (2012). ESL readers' comprehension performance: the Chinese secondary context. ELT Journal; doi: 10.1093/elt/ccr088.

• Gui, Dean A. F. “Learning platforms for the English subject in Hong Kong high school classrooms.” 2nd Applying Putonghua and English Language Arts (APELA) Conference Proceedings, Hong Kong, Oct, 2012.

• Gui, Dean A. F. Gui. Virtual Hybrid Identities: Multiracial Communities in Second Life Explored. Forthcoming (2012). Experiential Learning in Virtual Worlds: Exploring the Complexities. Mark Childs and Greg Withnail (eds.). Inter-Disciplinary Press.

• Evans, S. & Morrison, B. (2012). Learning and using English at university: Lessons from a longitudinal study in Hong Kong. The Journal of Asia TEFL, 9, 2, 21-47.

• Zvi, Z. (2012). Using ASL in the EFL classroom to practice speaking. The Language Teacher, 36(1), 21-23.

2011

• Chen, J. (2011). From reactive to proactive: Handling student plagiarism in higher education. Higher Education Quality Assurance. (pp.240-251).

• Gui, Dean A. F., Li Lan, Wong Dora, and AuYeung Gigi. (2011). “’Good to use for virtual consultation Time.’ Second Life activities for and beyond the technical writing classroom.” Metaverse Creativity Journal. Elif Ayiter and Yacov Sharir (eds.). Intellect: 2 (1): 57 – 76.

• "Good laundry day". Transnational Literature Journal, Volume 4, Issue 1. Poetry published (Australia: 2011).

• "King" and "Eurasian". Mascara Literary Review, Issue 7. Poetry published (Australia: 2011), http://www.mascarareview.com/article/251/Dean_Gui/.

• "If I were different" and "The Macanese condition". Blackmail Press. Poetry published (New Zealand: 2011).

• Gui, Dean A. F. “Multiracial communities and the virtual world: Second Life as educational site of engagement?” Paper for Experiential Learning in Virtual Worlds Conference, Conference Proceedings, Prague, The Czech Republic, March 2011.

• “Shanghai”. Fleeting. Poetry (Kent, UK: October 2011), http://www.fleetingmagazine.com/shanghai/

• Kwok, L. (2011). College students' participation in e-portfolio learning in relation to academic ability and motivation. Proceedings of the International Conference on e-Commerce, e-Administration, e-Society, e-Education and e-Technology. Tokyo, 2011. Taiwan, Knowledge Association of Taiwan.

• Morrison, B. (2011). From the thrill of drilling to the dangers of scaffolding. In Everhard, C.J., Mynard, J. & Smith, R. (Eds.) Autonomy in language learning: Opening a can of worms (pp. 145-7). Canterbury: IATEFL.

• Evans, S. & Morrison, B. (2011) The student experience of English-medium higher education in Hong Kong. Language and Education, 25: 2, 147-162

• Morrison, B. (Ed.) (2011). Independent Learning: Building on experience, seeking new perspectives. Hong Kong: Hong Kong University Press.

• Morrison, B. (Ed.) (2011). Independent Learning: Building on experience, seeking new perspectives. Hong Kong: Hong Kong University Press.

• Morrison, B. (2011). A Framework for the Evaluation of a Self-Access Language Learning Centre. Studies in Self-Access Learning Journal, 2, 4, 241-256.

• Evans, S. & Morrison B. (2011). Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong. English for Specific Purposes.

• Ting, A. (2011) A case study of how podcast transformed learning in ESL Modules for Hong Kong pre-service teachers. In M. Abdous & B. Facer (eds.) Academic podcasting and mobile assisted language learning: Applications and outcomes, Hershey, PA: IGI Global.

2010

• Chau, J. & Cheng, G. (2010). ePortfolio, technology, and learning: a reality check. Journal of Interactive Learning Research 21(4): 465-481

• Chau, J. & Forrester, V. (2010). Initial teacher induction in Hong Kong: what needs changing? Asian Journal on Education and Learning 1(2):55-67

• Chan, F., Chen, J., Fung, F., Cheung, A. and Wong, M.S. (2010). Does inter-departmental curricular partnership help achieve biomedical engineering-specific language learning? RELC Anthology Series 52, pp. 190-217.

• Hodgson, Paula, Gui, Dean A. F., and Wong, Dora. “Doing Academic Assignments: To Use a Wiki or an Alternative Platform.” IADIS e-Learning Conference 2010 Proceedings, Freiburg, Germany, July 2010.

• Li, Lan, Wong, Dora, Gui, Dean A. F., and Au Yeung, Gigi. “What can Avatars do? Virtual realities in collaborative language learning.” ED-MEDIA 2010—World Conference on Educational Multimedia, Hypermedia & Telecommunications, Proceedings, Toronto, Canada, 28 June – 2 July 2010.

• Li, V. (2010). eSelf-assessment: A case study in English language learning (Hong Kong) for enhancing writing and oral presentation skills. Education Technology and Computer (ICETC), 2010 2nd International Conference, 4, 371-5, 22-24 June 2010, Shanghai, doi: 10.1109/ICETC.2010.5529662. https://ieeexplore.ieee.org/document/5529662

• Lin, L. H. F., & Morrison, B. (2010). The impact of the medium of instruction in Hong Kong secondary schools on tertiary students' vocabulary. Journal of English for Academic Purposes, 9, 255-266.

• Evans, S. & Morrison B. (2010). The first term at university: implications for EAP. English Language Teaching Journal 2010; doi: 10.1093/elt/ccq072.

• Lin, L. H. F. & Morrison, B. (2010). The impact of the medium of instruction in Hong Kong secondary schools on tertiary students' vocabulary. Journal of English for Academic Purposes, 9, 255-266.

• Ting, A. & Jones, P.D. (2010) Using free source ePortfolios to empower ESL teachers in collaborative peer reflection. In J. Kush, R. Lombard, J. Hertzog & J. Yamamoto (eds.) Technology implementation and teacher education: Reflective models (pp. 93-107), Hershey, PA: IGI Global.

2009

• Cheng, G. & Chau, J. (2009). Digital video for fostering self-reflection in an ePortfolio environment.Learning, Media and Technology 34(4): 337-50

• Lin, L. H. F. (2009). Status of English in Hong Kong. In S. Granger (ed.). Status of English in the World. Universite de Louvain Press. 180-185.

• Morrison, B. (2009). From the thrill of drilling to the dangers of scaffolding. IATEFL Independence Newsletter Spring 2009, 25-27.

• Nazir, D. and Wilson Trower, V. (2009). Autonomy, Negotiation and Collaboration: Student Participation in Curriculum Development: The Development of an On-line Learning Lexicon for Fashion and Textiles Students. The International Journal of Learning, 16(11), 137-145.

2008

• Kwok, L. (2008). Students' Perceptions of Peer Evaluation and Teachers' Role in Seminar Discussion. Electronic Journal of Foreign Language Teaching, 5 (1), pp. 84-97.

• Morrall, A. J. (2008). Book review: e-Learning initiatives in China: Pedagogy, policy and culture. Asian Journal of English Language Teaching, 18 209-212

• Morrison, B. (2008). The role of the self-access centre in the tertiary language learning process. System, 36, 2.

• Urmston, A. & Pennington, M. C. (2008). The beliefs and practices of novice teachers in Hong Kong: change and resistance to change in an Asian teaching context. In T.S.C. Farrell (Ed.), Novice Language Teachers: Insights and Perspectives for the First Year (pp. 89-103). London: Equinox Publishing Ltd.