Sin Wang Chong
Biographic Data
| ID | 2224070 |
|---|---|
| NAME | Sin Wang Chong |
| GIVEN NAMES | Sin Wang |
| FAMILY NAME | Chong |
| SIGNATURE | CHONG S W |
| AFFILIATIONS | Queen's University Belfast |
| ORCID | 0000-0002-4519-0544 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Research Synthesis in Tesol
Research synthesis plays a pivotal role in bridging the gap between research and practice in TESOL by systematically consolidating evidence to inform decision‐making, policy, and pedagogy. Although well established in disciplines such as Medicine and Education, research synthesis remains emergent in TESOL, where its relevance continues to grow alongside methodological diversification. Through illustrative examples, this article provides an overvi…
Prominence, Promotion and Positioning of the ‘Thesis by Publication’ in Six Countries
The international nature of doctoral education creates interesting tensions where national systems, institutional policies, disciplinary customs, individual supervisor preferences, and doctoral researcher needs meet. The Thesis by Publication (TBP), a model where published works are included within the thesis, is available to doctoral researchers in many disciplines and institutions, but it is not a universally accepted format or approached in a …
A meta systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour
Although the field of Artificial Intelligence in Education (AIEd) has a substantial history as a research domain, never before has the rapid evolution of AI applications in education sparked such prominent public discourse. Given the already rapidly growing AIEd literature base in higher education, now is the time to ensure that the field has a solid research and conceptual grounding. This review of reviews is the first comprehensive meta review …
A typology of secondary research in Applied Linguistics
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 dialogues between sub-fields, and reduces redundancies in the published literature. It is important…
Opening the methodological black box of research synthesis in language education: Where are we now and where are we heading
What do we mean by 'research synthesis'? full discovery will be made, if the inquirer be competent, conduct his researches with knowledge of the discoveries already made, and make them his starting-point; but anyone who, casting aside and rejecting all these means, attempts to conduct research in any other way or after another fashion, and asserts that he has found out anything, is and has been, the victim of deception
Bilingual education in China: A qualitative synthesis of research on models and perceptions
Bilingual education has become increasingly popular in China, with a subsequent growth in research, particularly research with a qualitative component that examines learners’ and teachers’ experiences and perspectives. These studies have mostly been conducted in individual classroom settings where contexts and learners differ, making findings less transferrable to other educational settings. To address this need, we conducted a qualitative synthe…
Feedback practices in journal peer-review: A systematic literature review
Feedback provided by peer reviewers plays a pivotal role in any journal peer-review model. Peer-review feedback helps authors reconsider their manuscripts in a new light and improve their work before it is published. While there is a wealth of knowledge and empirical evidence focusing on effective feedback practices in educational settings, there is a dearth of research on journal peer-review feedback, especially in some academic disciplines incl…
What makes a Thesis by Publication? An international study of policy requirements and restrictions
The thesis by publication is expanding across countries, institutions and disciplines, and so a more in-depth understanding of the format across contexts is warranted, to ensure that all stakeholders understand the implications of this format and implement it in a fair and transparent manner. This paper provides a cross-sectional analysis of policies related to the Thesis by Publication in six countries, investigating requirements and restriction…
Computer‐Assisted Language Learning as a Pedagogical Framework
Technology plays a significant role in formal language instruction as well as in informal language learning. This role has increased in recent years, not least as a result of the pandemic, and is likely to continue to grow as new technologies are developed and new uses for them are found. In this overview, we briefly describe the development of the field of computer‐assisted language learning (CALL), before reviewing its contributions to language…
Cross-Linguistic Influence in Hong Kong ESL Learners’ Acquisition of Conjunctions
Language transfer is one of the most significant aspects of cross-linguistic influence. It can be divided into two types: positive and negative, the beneficial and detrimental use of one language’s acquired characteristics in another. This study aims to investigate the L1 (Chinese) influence on Hong Kong ESL learners’ acquisition of conjunctions and whether the use of L1 has an impact on this influence. An online questionnaire combining questions…
Bringing light to a hidden genre: The peer review report
While early career researchers (ECRs) often read and produce articles for peer reviewed journals, they are of ten less familiar with peer review reports (PRRs). Most ECRs learn about the genre of PRRs by reading reports written about their authored manuscripts, and through hands-on experience crafting their own PRRs, albeit often with little guidance or exposure to exemplars. To demystify this ‘hidden’ academic genre, this article reports on a ge…
Learner engagement with written corrective feedback in ESL and EFL contexts: A qualitative research synthesis using a perception-based framework
Although research on the efficacy of written corrective feedback has received considerable attention in recent years, there is a dearth of research on learner engagement with written corrective feedback. Understanding how language learners engage with written corrective feedback is high on the agenda of feedback research because it provides a broadened perspective that feedback uptake is only one form of engagement, and that engagement with writt…
Open scholarship in applied linguistics: What, why, and how
Peer reviewed
Ecological systems theory and second language research
“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 to Activity Theory, Complexity Theory, and Sociocultural Theory. Activity Theory holds that a learne…
An Ecological Perspective on Classroom‐Based Assessment
Classroom‐based assessment (CBA) takes place in learning environments influenced by myriad individual and contextual factors. Nevertheless, factors related to individual differences and learner psychology are seldom considered in creating instructional environments designed to facilitate learners' use of CBA. This article introduces the concept of language assessment ecology ( LAE )—a dynamic classroom environment where learners' needs are addres…
Research synthesis in applied linguistics: Facilitating research-pedagogy dialogue
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the 'Save PDF' action button
Demystifying the process of scholarly peer-review: An autoethnographic investigation of feedback literacy of two award-winning peer reviewers
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 education. Adopting a conceptual framework of feedback literacy and an autoethnographic-ecological l…
Reconsidering student feedback literacy from an ecological perspective
In response to the paradigm shift of feedback from information to process, the notion of ‘student feedback literacy’, which refers to students’ capacities and dispositions to use feedback, has been increasingly promulgated in the higher education assessment literature recently. Student feedback literacy has been conceptualized into three interrelated characteristics – the ability to appreciate feedback, make judgments and manage emotions – which …
A methodological review of qualitative research syntheses in Call: The state-of-the-art
A Primer on Qualitative Research Synthesis in Tesol
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 researchers' selection and interpretation of primary studies and findings. Systematic reviews, which can be broadly categorized into meta‐analysis (focusing on quantitative data) and qualitative research synthesis (focusi…
College students’ perception of e-feedback: A grounded theory perspective
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 different computer-mediated feedback practices (e.g. video feedback, audio feedback, multimodal feedba…
The use of exemplars in English writing classrooms: From theory to practice
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 connection, this article reports on a textbook development project which adopts an exemplar-based instruct…
Ecological systems theory and second language research
“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 to Activity Theory, Complexity Theory, and Sociocultural Theory. Activity Theory holds that a learne…
Open scholarship in applied linguistics: What, why, and how
Peer reviewed
Research synthesis in applied linguistics: Facilitating research-pedagogy dialogue
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the 'Save PDF' action button
College students’ perception of e-feedback: A grounded theory perspective
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 different computer-mediated feedback practices (e.g. video feedback, audio feedback, multimodal feedba…
The use of exemplars in English writing classrooms: From theory to practice
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 connection, this article reports on a textbook development project which adopts an exemplar-based instruct…
Demystifying the process of scholarly peer-review: An autoethnographic investigation of feedback literacy of two award-winning peer reviewers
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 education. Adopting a conceptual framework of feedback literacy and an autoethnographic-ecological l…
Reconsidering student feedback literacy from an ecological perspective
In response to the paradigm shift of feedback from information to process, the notion of ‘student feedback literacy’, which refers to students’ capacities and dispositions to use feedback, has been increasingly promulgated in the higher education assessment literature recently. Student feedback literacy has been conceptualized into three interrelated characteristics – the ability to appreciate feedback, make judgments and manage emotions – which …
A methodological review of qualitative research syntheses in Call: The state-of-the-art
A Primer on Qualitative Research Synthesis in Tesol
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 researchers' selection and interpretation of primary studies and findings. Systematic reviews, which can be broadly categorized into meta‐analysis (focusing on quantitative data) and qualitative research synthesis (focusi…
Research synthesis in applied linguistics: Facilitating research-pedagogy dialogue
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the 'Save PDF' action button
Computer‐Assisted Language Learning as a Pedagogical Framework
Technology plays a significant role in formal language instruction as well as in informal language learning. This role has increased in recent years, not least as a result of the pandemic, and is likely to continue to grow as new technologies are developed and new uses for them are found. In this overview, we briefly describe the development of the field of computer‐assisted language learning (CALL), before reviewing its contributions to language…
Cross-Linguistic Influence in Hong Kong ESL Learners’ Acquisition of Conjunctions
Language transfer is one of the most significant aspects of cross-linguistic influence. It can be divided into two types: positive and negative, the beneficial and detrimental use of one language’s acquired characteristics in another. This study aims to investigate the L1 (Chinese) influence on Hong Kong ESL learners’ acquisition of conjunctions and whether the use of L1 has an impact on this influence. An online questionnaire combining questions…
Bringing light to a hidden genre: The peer review report
While early career researchers (ECRs) often read and produce articles for peer reviewed journals, they are of ten less familiar with peer review reports (PRRs). Most ECRs learn about the genre of PRRs by reading reports written about their authored manuscripts, and through hands-on experience crafting their own PRRs, albeit often with little guidance or exposure to exemplars. To demystify this ‘hidden’ academic genre, this article reports on a ge…
Learner engagement with written corrective feedback in ESL and EFL contexts: A qualitative research synthesis using a perception-based framework
Although research on the efficacy of written corrective feedback has received considerable attention in recent years, there is a dearth of research on learner engagement with written corrective feedback. Understanding how language learners engage with written corrective feedback is high on the agenda of feedback research because it provides a broadened perspective that feedback uptake is only one form of engagement, and that engagement with writt…
Open scholarship in applied linguistics: What, why, and how
Peer reviewed
Ecological systems theory and second language research
“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 to Activity Theory, Complexity Theory, and Sociocultural Theory. Activity Theory holds that a learne…
An Ecological Perspective on Classroom‐Based Assessment
Classroom‐based assessment (CBA) takes place in learning environments influenced by myriad individual and contextual factors. Nevertheless, factors related to individual differences and learner psychology are seldom considered in creating instructional environments designed to facilitate learners' use of CBA. This article introduces the concept of language assessment ecology ( LAE )—a dynamic classroom environment where learners' needs are addres…
A meta systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour
Although the field of Artificial Intelligence in Education (AIEd) has a substantial history as a research domain, never before has the rapid evolution of AI applications in education sparked such prominent public discourse. Given the already rapidly growing AIEd literature base in higher education, now is the time to ensure that the field has a solid research and conceptual grounding. This review of reviews is the first comprehensive meta review …
A typology of secondary research in Applied Linguistics
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 dialogues between sub-fields, and reduces redundancies in the published literature. It is important…
Opening the methodological black box of research synthesis in language education: Where are we now and where are we heading
What do we mean by 'research synthesis'? full discovery will be made, if the inquirer be competent, conduct his researches with knowledge of the discoveries already made, and make them his starting-point; but anyone who, casting aside and rejecting all these means, attempts to conduct research in any other way or after another fashion, and asserts that he has found out anything, is and has been, the victim of deception
Bilingual education in China: A qualitative synthesis of research on models and perceptions
Bilingual education has become increasingly popular in China, with a subsequent growth in research, particularly research with a qualitative component that examines learners’ and teachers’ experiences and perspectives. These studies have mostly been conducted in individual classroom settings where contexts and learners differ, making findings less transferrable to other educational settings. To address this need, we conducted a qualitative synthe…
Feedback practices in journal peer-review: A systematic literature review
Feedback provided by peer reviewers plays a pivotal role in any journal peer-review model. Peer-review feedback helps authors reconsider their manuscripts in a new light and improve their work before it is published. While there is a wealth of knowledge and empirical evidence focusing on effective feedback practices in educational settings, there is a dearth of research on journal peer-review feedback, especially in some academic disciplines incl…
What makes a Thesis by Publication? An international study of policy requirements and restrictions
The thesis by publication is expanding across countries, institutions and disciplines, and so a more in-depth understanding of the format across contexts is warranted, to ensure that all stakeholders understand the implications of this format and implement it in a fair and transparent manner. This paper provides a cross-sectional analysis of policies related to the Thesis by Publication in six countries, investigating requirements and restriction…
Prominence, Promotion and Positioning of the ‘Thesis by Publication’ in Six Countries
The international nature of doctoral education creates interesting tensions where national systems, institutional policies, disciplinary customs, individual supervisor preferences, and doctoral researcher needs meet. The Thesis by Publication (TBP), a model where published works are included within the thesis, is available to doctoral researchers in many disciplines and institutions, but it is not a universally accepted format or approached in a …
Research Synthesis in Tesol
Research synthesis plays a pivotal role in bridging the gap between research and practice in TESOL by systematically consolidating evidence to inform decision‐making, policy, and pedagogy. Although well established in disciplines such as Medicine and Education, research synthesis remains emergent in TESOL, where its relevance continues to grow alongside methodological diversification. Through illustrative examples, this article provides an overvi…
Psychology (17 works) · Computer Science (16 works) · Sociology (13 works) · EFL/ESL Teaching and Learning (10 works) · Linguistics (10 works) · Mathematics education (10 works) · Pedagogy (10 works) · Second Language Learning and Teaching (10 works) · Political science (9 works) · Student Assessment and Feedback (6 works)