Edsoulla Chung
Biographic Data
| ID | 1205697 |
|---|---|
| NAME | Edsoulla Chung |
| GIVEN NAMES | Edsoulla |
| FAMILY NAME | Chung |
| SIGNATURE | CHUNG E |
| AFFILIATIONS | Hong Kong Metropolitan University |
| ORCID | 0000-0001-8480-7992 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Learner beliefs about vocabulary teaching in secondary ESL classrooms: A proficiency and grade-level analysis
Learner beliefs are widely acknowledged as key to the success of second language learning and teaching. Despite extensive research on English as a second language (ESL) learners’ beliefs, few studies have focused on vocabulary teaching. Our study addresses this gap by surveying 556 secondary school students in Hong Kong to explore their beliefs about various instructional practices and activities in vocabulary teaching, and how these beliefs vary…
Reflection as a catalyst for developing first-year undergraduates’ beliefs about academic vocabulary learning
Acquiring core academic vocabulary is essential for success in higher education, yet many English as a second language (ESL) learners struggle to develop this vocabulary effectively. Although beliefs play an important role in shaping how learners make sense of and approach their learning, few studies have specifically examined learners’ beliefs about academic vocabulary learning (AVL) and how they can be developed to support more effective learni…
Informal language contact and formulaic language development of Chinese students abroad during a global crisis
This longitudinal mixed-methods study tracked the informal language contact and phrasal verb knowledge of 21 Chinese foundation program students in the United Kingdom (UK) during the 2019–2020 academic year through three rounds of data collection. Because of the disruption due to the COVID-19 pandemic, the study was able to capture the impact of a global crisis on the experiences of international students studying abroad and learning a second lan…
Metaphors as Windows into Academic Vocabulary Learning
Although teachers have access to a great deal of scholarship on teaching academic vocabulary (AV), much less is known about the experiences and perceptions of English language learners regarding AV. To address this gap, we used an online metaphor elicitation survey and follow‐up interviews to collect data from 432 undergraduates at a Hong Kong university on their experience of learning AV. For this paper, we focus on the 199 students whose metaph…
A mixed-methods study of strategy use in academic vocabulary learning among first-year undergraduates in Hong Kong
Although academic vocabulary is crucial for success in higher education, English for Academic Purposes (EAP) courses often neglect the teaching of such vocabulary, leaving students to learn it independently. It is thus important to examine how students employ vocabulary learning strategies (VLSs) to meet their academic challenges. In this mixed-methods study, we examine the VLSs of first-year undergraduates (n = 172) with varying proficiency leve…
Defining language goals in EMI: Vocabulary demand in a high-stakes assessment in Hong Kong
Despite the rapid growth of English Medium Instruction (EMI) programmes around the globe, the language goals in such programmes have not been clearly defined, making it difficult to evaluate their success. Accordingly, our paper reports on a study that attempted to identify the language goals, operationalised as the vocabulary expected of learners, by investigating the under-explored area of EMI assessment. We sampled a corpus of 16 sets of exami…
The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: Insights from a corpus-based study
Metadiscourse plays a significant role in determining the quality of writing. While a growing number of studies have investigated the use of metadiscourse by adult second language learners in academic writing at the tertiary level, studies on how secondary-level students adopt such linguistic resources in other genres, particularly in examination writing, remain few. The present study addresses this research gap by examining the distributions of …
Understanding academic vocabulary learning in higher education: Perspectives from first‐year undergraduates in Hong Kong
The learning of academic vocabulary, which consists of words commonly found in academic discourse across disciplines, is crucial for success in higher education. However, studies have shown that English as a second language (ESL) students face significant challenges acquiring this vocabulary, particularly during their first year of university. Given the pivotal role that learners’ beliefs play in language learning, understanding their beliefs reg…
A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning
Adopting a sociocultural perspective, this paper reports on a case study that examined how a dialogic approach contributed to Hong Kong English teachers' professional development in methods of vocabulary instruction. Data were drawn from interviews, lesson observations, professional dialogues, and reflective writing to present two in-depth contrasting cases. While one teacher reported marked change in her beliefs and practice, the other adapted h…
Effecting Change in Teachers' Epistemological and Pedagogical Beliefs about Vocabulary Learning and Teaching: The Role of Dialogic Reflection
Despite its significance, the relationship between changes in teachers' beliefs regarding specific aspects of language learning and teaching, and the developmental processes of such beliefs in relation to teacher reflection has remained under-researched. Accordingly, this paper reports the results of a case study that examined how two English language teachers who engaged in dialogic reflection on vocabulary learning and teaching experienced chan…
What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong
A study of non-native discourse in an online community of practice (CoP) for teacher education
A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning
Adopting a sociocultural perspective, this paper reports on a case study that examined how a dialogic approach contributed to Hong Kong English teachers' professional development in methods of vocabulary instruction. Data were drawn from interviews, lesson observations, professional dialogues, and reflective writing to present two in-depth contrasting cases. While one teacher reported marked change in her beliefs and practice, the other adapted h…
What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong
A mixed-methods study of strategy use in academic vocabulary learning among first-year undergraduates in Hong Kong
Although academic vocabulary is crucial for success in higher education, English for Academic Purposes (EAP) courses often neglect the teaching of such vocabulary, leaving students to learn it independently. It is thus important to examine how students employ vocabulary learning strategies (VLSs) to meet their academic challenges. In this mixed-methods study, we examine the VLSs of first-year undergraduates (n = 172) with varying proficiency leve…
Understanding academic vocabulary learning in higher education: Perspectives from first‐year undergraduates in Hong Kong
The learning of academic vocabulary, which consists of words commonly found in academic discourse across disciplines, is crucial for success in higher education. However, studies have shown that English as a second language (ESL) students face significant challenges acquiring this vocabulary, particularly during their first year of university. Given the pivotal role that learners’ beliefs play in language learning, understanding their beliefs reg…
Metaphors as Windows into Academic Vocabulary Learning
Although teachers have access to a great deal of scholarship on teaching academic vocabulary (AV), much less is known about the experiences and perceptions of English language learners regarding AV. To address this gap, we used an online metaphor elicitation survey and follow‐up interviews to collect data from 432 undergraduates at a Hong Kong university on their experience of learning AV. For this paper, we focus on the 199 students whose metaph…
Effecting Change in Teachers' Epistemological and Pedagogical Beliefs about Vocabulary Learning and Teaching: The Role of Dialogic Reflection
Despite its significance, the relationship between changes in teachers' beliefs regarding specific aspects of language learning and teaching, and the developmental processes of such beliefs in relation to teacher reflection has remained under-researched. Accordingly, this paper reports the results of a case study that examined how two English language teachers who engaged in dialogic reflection on vocabulary learning and teaching experienced chan…
A study of non-native discourse in an online community of practice (CoP) for teacher education
What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong
A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers’ beliefs and practices regarding vocabulary teaching and learning
Adopting a sociocultural perspective, this paper reports on a case study that examined how a dialogic approach contributed to Hong Kong English teachers' professional development in methods of vocabulary instruction. Data were drawn from interviews, lesson observations, professional dialogues, and reflective writing to present two in-depth contrasting cases. While one teacher reported marked change in her beliefs and practice, the other adapted h…
Effecting Change in Teachers' Epistemological and Pedagogical Beliefs about Vocabulary Learning and Teaching: The Role of Dialogic Reflection
Despite its significance, the relationship between changes in teachers' beliefs regarding specific aspects of language learning and teaching, and the developmental processes of such beliefs in relation to teacher reflection has remained under-researched. Accordingly, this paper reports the results of a case study that examined how two English language teachers who engaged in dialogic reflection on vocabulary learning and teaching experienced chan…
Defining language goals in EMI: Vocabulary demand in a high-stakes assessment in Hong Kong
Despite the rapid growth of English Medium Instruction (EMI) programmes around the globe, the language goals in such programmes have not been clearly defined, making it difficult to evaluate their success. Accordingly, our paper reports on a study that attempted to identify the language goals, operationalised as the vocabulary expected of learners, by investigating the under-explored area of EMI assessment. We sampled a corpus of 16 sets of exami…
The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: Insights from a corpus-based study
Metadiscourse plays a significant role in determining the quality of writing. While a growing number of studies have investigated the use of metadiscourse by adult second language learners in academic writing at the tertiary level, studies on how secondary-level students adopt such linguistic resources in other genres, particularly in examination writing, remain few. The present study addresses this research gap by examining the distributions of …
Understanding academic vocabulary learning in higher education: Perspectives from first‐year undergraduates in Hong Kong
The learning of academic vocabulary, which consists of words commonly found in academic discourse across disciplines, is crucial for success in higher education. However, studies have shown that English as a second language (ESL) students face significant challenges acquiring this vocabulary, particularly during their first year of university. Given the pivotal role that learners’ beliefs play in language learning, understanding their beliefs reg…
Informal language contact and formulaic language development of Chinese students abroad during a global crisis
This longitudinal mixed-methods study tracked the informal language contact and phrasal verb knowledge of 21 Chinese foundation program students in the United Kingdom (UK) during the 2019–2020 academic year through three rounds of data collection. Because of the disruption due to the COVID-19 pandemic, the study was able to capture the impact of a global crisis on the experiences of international students studying abroad and learning a second lan…
Metaphors as Windows into Academic Vocabulary Learning
Although teachers have access to a great deal of scholarship on teaching academic vocabulary (AV), much less is known about the experiences and perceptions of English language learners regarding AV. To address this gap, we used an online metaphor elicitation survey and follow‐up interviews to collect data from 432 undergraduates at a Hong Kong university on their experience of learning AV. For this paper, we focus on the 199 students whose metaph…
A mixed-methods study of strategy use in academic vocabulary learning among first-year undergraduates in Hong Kong
Although academic vocabulary is crucial for success in higher education, English for Academic Purposes (EAP) courses often neglect the teaching of such vocabulary, leaving students to learn it independently. It is thus important to examine how students employ vocabulary learning strategies (VLSs) to meet their academic challenges. In this mixed-methods study, we examine the VLSs of first-year undergraduates (n = 172) with varying proficiency leve…
Learner beliefs about vocabulary teaching in secondary ESL classrooms: A proficiency and grade-level analysis
Learner beliefs are widely acknowledged as key to the success of second language learning and teaching. Despite extensive research on English as a second language (ESL) learners’ beliefs, few studies have focused on vocabulary teaching. Our study addresses this gap by surveying 556 secondary school students in Hong Kong to explore their beliefs about various instructional practices and activities in vocabulary teaching, and how these beliefs vary…
Reflection as a catalyst for developing first-year undergraduates’ beliefs about academic vocabulary learning
Acquiring core academic vocabulary is essential for success in higher education, yet many English as a second language (ESL) learners struggle to develop this vocabulary effectively. Although beliefs play an important role in shaping how learners make sense of and approach their learning, few studies have specifically examined learners’ beliefs about academic vocabulary learning (AVL) and how they can be developed to support more effective learni…
Linguistics (11 works) · Psychology (10 works) · Second Language Acquisition and Learning (9 works) · Vocabulary (9 works) · EFL/ESL Teaching and Learning (8 works) · Mathematics education (8 works) · Second Language Learning and Teaching (7 works) · Computer Science (6 works) · Pedagogy (5 works) · Sociology (4 works)