Choo Mui Cheong
Biographic Data
| ID | 2747646 |
|---|---|
| NAME | Choo Mui Cheong |
| GIVEN NAMES | Choo Mui |
| FAMILY NAME | Cheong |
| SIGNATURE | CHEONG C M |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0001-9590-7681 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Latent motivational-emotional profiles and their effects on strategy use and performance in online multimodal reading tasks: A mixed-methods investigation
Online multimodal reading (OMR) is now essential but cognitively and emotionally challenging for students. As large-scale assessments (e.g., PIRLS) are moving toward full digital administration, primary students worldwide, including Hong Kong fourth graders, are increasingly required to navigate OMR texts in both learning and testing. However, the relationships between motivational-emotional factors, OMR strategies, and performance remain unclear…
Mapping the association between reading engagement features in reading comprehension: A network analysis method
Reading engagement is a multidimensional construct encompassing motivational, behavioural, and cognitive dimensions, each characterized by distinct features. Although prior research has identified associations among some of these features, few studies have examined them simultaneously or explored their interactions and joint relationships with reading comprehension. This gap limits our understanding of how multiple engagement-related variables ma…
Adaptability in Chinese writing: The predictive roles of growth mindset, grit, and strategy use among primary school students
Adaptability refers to a long-term, self-regulating process that enables learners to respond effectively to situational uncertainty and developmental challenges. However, research on adaptability in writing remains relatively limited. Existing studies suggest that adaptability in writing can be supported by cognitive resources like growth mindset (GM), emotional resources like grit, and behaviours resources like strategy use (SU). Yet, little is …
Profiling the differences in strategy use in online multimodal reading: Associations with self-efficacy and reading task performance
The Differential Effects of Extrinsic and Intrinsic Motivation on Higher‐Order Comprehension: Mediating Roles of Reading Strategy Use and Lower‐Order Comprehension
This study investigated how intrinsic motivation (IM) and extrinsic motivation (EM) shape Chinese fourth graders’ higher‐order comprehension (HO) through the mediating roles of reading strategy use (SU) and lower‐order comprehension (LO). A total of 564 students from Chinese mainland completed a literary and an informational reading passage. Structural equation modeling was applied. Results showed that both IM and EM predicted HO indirectly via S…
The Relationships Between Lower‐ and Higher‐Level Cognitive Skills and Multimodal Reading Comprehension Among Fourth‐Grade Students in the Digital Age
Multimodal reading skills are essential for 21st‐century students to interpret and navigate information across various modalities on the Internet and in multimedia environments. While previous studies have delved into the effects of lower‐ and higher‐level cognitive skills on traditional reading comprehension, which involves solely written texts, relatively, few have investigated their influence in the context of multimodal reading, where texts a…
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks
Integrated group discussion (IGD) tasks represent a new type of integrated speaking task that requires students to communicate with their peers after comprehending and using provided source materials. With its potential to enhance effective communication and information literacy, IGD stands at the core of language education. Although the IGD task type has become increasingly popular, its construct is still unexplored. In this study, 124 Hong Kong…
Comparing self-reflection and peer feedback practices in an academic writing task: A student self-efficacy perspective
This study evaluated and compared student self-reflections and peer feedback on academic writing tasks with respect to both content and language. Twenty-nine undergraduate students were recruited from a university in Hong Kong. Guided by self-efficacy theory, the study provided three main findings. First, students tended to give feedback based on self-reflections rather than on their classmates’ work. Students with low self-efficacy tended to giv…
The effect of growth mindset on motivation and strategy use in Hong Kong students’ integrated writing performance
Growth mindset (GM) theory conceptualizes that one’s ability can be improved with effort (Dweck, Self-theories: Their role in motivation, personality, and development, Taylor & Francis, 1999) from a social-cognitive perspective. Self-determination theory (SDT) emphasizes the motivational source of learning, i.e. autonomous motivation (AM) and controlled motivation (CM). The two motivational theories can both lead to strategy use (SU) in writing c…
The role of L1 self-efficacy in L2 reading comprehension: An exploration of L1–L2 cross-linguistic transfer
Previous research on cross-linguistic transfer has provided evidence about the transfer of reading performance and strategies. However, little knowledge exists regarding how motivational factors (e.g. self-efficacy, intrinsic motivation [IM], extrinsic motivation [EM]) transfer and how they facilitate the transfer of reading from the first language (L1; i.e. Chinese in this study) to the second language (L2; i.e. English in this study). Furthermo…
Differences in interaction strategy use between L1 and L2 group discussions of primary school students
Students’ development of multilingual competence has attracted increasing attention from language researchers and educators. However, research on students’ interaction strategy use in group discussions across different language settings remains scarce. In this study, therefore, we examined interaction strategy use in Cantonese as a first language (L1) and Putonghua as a second language (L2) during group discussion tasks among 42 primary school st…
Self-assessment complements peer assessment for undergraduate students in an academic writing task
Self-assessment is believed to complement peer assessment in the classroom. However, whether, how and why this is done remains unclear. This study, by investigating the combined use of self and peer assessment for an academic writing task among a group of undergraduate students in Hong Kong, aims to shed light on how self-assessment complements peer assessment. Self-assessment is found to complement peer assessment in five ways: 1) it guides stud…
The role of need for cognition (NfC) in the effect of language modalities on integrated writing performance
BACKGROUND: As a complex cognitive task, integrated writing (IW) requires not only different language modalities but also persistent cognitive effort. In practice, varied language modalities are taught together with IW tasks. However, little research has been done to investigate independent and integrated language tasks simultaneously. In addition, the need for cognition (NfC), which plays an important role in cognitive processing, has not been e…
Secondary teachers’ conceptions of integrated writing skills: Are teachers’ conceptions aligned with the curriculum objectives
Strategy Use in Oral Communication with Competent Synthesis and Complex Interaction
Strategy Use in Oral Communication with Competent Synthesis and Complex Interaction
Secondary teachers’ conceptions of integrated writing skills: Are teachers’ conceptions aligned with the curriculum objectives
The role of need for cognition (NfC) in the effect of language modalities on integrated writing performance
BACKGROUND: As a complex cognitive task, integrated writing (IW) requires not only different language modalities but also persistent cognitive effort. In practice, varied language modalities are taught together with IW tasks. However, little research has been done to investigate independent and integrated language tasks simultaneously. In addition, the need for cognition (NfC), which plays an important role in cognitive processing, has not been e…
Self-assessment complements peer assessment for undergraduate students in an academic writing task
Self-assessment is believed to complement peer assessment in the classroom. However, whether, how and why this is done remains unclear. This study, by investigating the combined use of self and peer assessment for an academic writing task among a group of undergraduate students in Hong Kong, aims to shed light on how self-assessment complements peer assessment. Self-assessment is found to complement peer assessment in five ways: 1) it guides stud…
Comparing self-reflection and peer feedback practices in an academic writing task: A student self-efficacy perspective
This study evaluated and compared student self-reflections and peer feedback on academic writing tasks with respect to both content and language. Twenty-nine undergraduate students were recruited from a university in Hong Kong. Guided by self-efficacy theory, the study provided three main findings. First, students tended to give feedback based on self-reflections rather than on their classmates’ work. Students with low self-efficacy tended to giv…
The effect of growth mindset on motivation and strategy use in Hong Kong students’ integrated writing performance
Growth mindset (GM) theory conceptualizes that one’s ability can be improved with effort (Dweck, Self-theories: Their role in motivation, personality, and development, Taylor & Francis, 1999) from a social-cognitive perspective. Self-determination theory (SDT) emphasizes the motivational source of learning, i.e. autonomous motivation (AM) and controlled motivation (CM). The two motivational theories can both lead to strategy use (SU) in writing c…
The role of L1 self-efficacy in L2 reading comprehension: An exploration of L1–L2 cross-linguistic transfer
Previous research on cross-linguistic transfer has provided evidence about the transfer of reading performance and strategies. However, little knowledge exists regarding how motivational factors (e.g. self-efficacy, intrinsic motivation [IM], extrinsic motivation [EM]) transfer and how they facilitate the transfer of reading from the first language (L1; i.e. Chinese in this study) to the second language (L2; i.e. English in this study). Furthermo…
Differences in interaction strategy use between L1 and L2 group discussions of primary school students
Students’ development of multilingual competence has attracted increasing attention from language researchers and educators. However, research on students’ interaction strategy use in group discussions across different language settings remains scarce. In this study, therefore, we examined interaction strategy use in Cantonese as a first language (L1) and Putonghua as a second language (L2) during group discussion tasks among 42 primary school st…
Profiling the differences in strategy use in online multimodal reading: Associations with self-efficacy and reading task performance
The Differential Effects of Extrinsic and Intrinsic Motivation on Higher‐Order Comprehension: Mediating Roles of Reading Strategy Use and Lower‐Order Comprehension
This study investigated how intrinsic motivation (IM) and extrinsic motivation (EM) shape Chinese fourth graders’ higher‐order comprehension (HO) through the mediating roles of reading strategy use (SU) and lower‐order comprehension (LO). A total of 564 students from Chinese mainland completed a literary and an informational reading passage. Structural equation modeling was applied. Results showed that both IM and EM predicted HO indirectly via S…
The Relationships Between Lower‐ and Higher‐Level Cognitive Skills and Multimodal Reading Comprehension Among Fourth‐Grade Students in the Digital Age
Multimodal reading skills are essential for 21st‐century students to interpret and navigate information across various modalities on the Internet and in multimedia environments. While previous studies have delved into the effects of lower‐ and higher‐level cognitive skills on traditional reading comprehension, which involves solely written texts, relatively, few have investigated their influence in the context of multimodal reading, where texts a…
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks
Integrated group discussion (IGD) tasks represent a new type of integrated speaking task that requires students to communicate with their peers after comprehending and using provided source materials. With its potential to enhance effective communication and information literacy, IGD stands at the core of language education. Although the IGD task type has become increasingly popular, its construct is still unexplored. In this study, 124 Hong Kong…
Latent motivational-emotional profiles and their effects on strategy use and performance in online multimodal reading tasks: A mixed-methods investigation
Online multimodal reading (OMR) is now essential but cognitively and emotionally challenging for students. As large-scale assessments (e.g., PIRLS) are moving toward full digital administration, primary students worldwide, including Hong Kong fourth graders, are increasingly required to navigate OMR texts in both learning and testing. However, the relationships between motivational-emotional factors, OMR strategies, and performance remain unclear…
Mapping the association between reading engagement features in reading comprehension: A network analysis method
Reading engagement is a multidimensional construct encompassing motivational, behavioural, and cognitive dimensions, each characterized by distinct features. Although prior research has identified associations among some of these features, few studies have examined them simultaneously or explored their interactions and joint relationships with reading comprehension. This gap limits our understanding of how multiple engagement-related variables ma…
Adaptability in Chinese writing: The predictive roles of growth mindset, grit, and strategy use among primary school students
Adaptability refers to a long-term, self-regulating process that enables learners to respond effectively to situational uncertainty and developmental challenges. However, research on adaptability in writing remains relatively limited. Existing studies suggest that adaptability in writing can be supported by cognitive resources like growth mindset (GM), emotional resources like grit, and behaviours resources like strategy use (SU). Yet, little is …
Psychology (11 works) · EFL/ESL Teaching and Learning (6 works) · Cognition (5 works) · Linguistics (5 works) · Reading and Literacy Development (5 works) · Reading comprehension (5 works) · Social Psychology (5 works) · Cognitive psychology (4 works) · Computer Science (4 works) · Mathematics education (4 works)