Pauline Mak
Biographic Data
| ID | 5999181 |
|---|---|
| NAME | Pauline Mak |
| GIVEN NAMES | Pauline |
| FAMILY NAME | Mak |
| SIGNATURE | MAK P |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0001-5328-1334 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 22 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Feedback in Writing in the Globalized Era
In this editorial, we introduce the RELC Journal April 2026 Special Issue, “Feedback in Writing in the Globalized Era: Perspectives, Opportunities, and Challenges.” We begin with a brief overview of research on written feedback, with an emphasis on L2 contexts, then situate the Special Issue within the globalized era by highlighting key issues relevant to feedback in writing. Finally, we review the contributions included in the Special Issue: 10 …
Global Englishes language teaching and second language writing
Fostering teacher competence through classroom-based research during field experiences
This qualitative case study explores how a group of pre-service teachers develop teacher competence through conducting their own classroom-based research during teaching practicum. By conceptualising teacher competence as knowledge, strategies, and dispositions, this study used semi-structured interviews with the participants and their final-year dissertations. The findings revealed that the classroom-based research helped the participants gain c…
Teachers’ attempts at focused written corrective feedback in situ
Assessment as learning in primary writing classrooms
From traditional to alternative feedback
This study investigates students' perceptions about their teachers' adoption of a new way to use feedback in writing classrooms in two elementary schools in Hong Kong. The innovation comprises three feedback stages (i.e., pre‐feedback, during‐feedback and post‐feedback) over the course of a teaching‐learning cycle to maximize the potential of feedback to the learning effectiveness of the students. Data included student questionnaires, interviews …
Reflective learning and identity construction in practice, discourse and activity
Metacognition and Metacognitive Instruction in Second Language Writing Classrooms
Implementing assessment for learning in L2 writing
Reflective learning and identity construction in practice, discourse and activity
Implementing assessment for learning in L2 writing
Metacognition and Metacognitive Instruction in Second Language Writing Classrooms
From traditional to alternative feedback
This study investigates students' perceptions about their teachers' adoption of a new way to use feedback in writing classrooms in two elementary schools in Hong Kong. The innovation comprises three feedback stages (i.e., pre‐feedback, during‐feedback and post‐feedback) over the course of a teaching‐learning cycle to maximize the potential of feedback to the learning effectiveness of the students. Data included student questionnaires, interviews …
Implementing assessment for learning in L2 writing
Reflective learning and identity construction in practice, discourse and activity
Metacognition and Metacognitive Instruction in Second Language Writing Classrooms
Assessment as learning in primary writing classrooms
From traditional to alternative feedback
This study investigates students' perceptions about their teachers' adoption of a new way to use feedback in writing classrooms in two elementary schools in Hong Kong. The innovation comprises three feedback stages (i.e., pre‐feedback, during‐feedback and post‐feedback) over the course of a teaching‐learning cycle to maximize the potential of feedback to the learning effectiveness of the students. Data included student questionnaires, interviews …
Teachers’ attempts at focused written corrective feedback in situ
Fostering teacher competence through classroom-based research during field experiences
This qualitative case study explores how a group of pre-service teachers develop teacher competence through conducting their own classroom-based research during teaching practicum. By conceptualising teacher competence as knowledge, strategies, and dispositions, this study used semi-structured interviews with the participants and their final-year dissertations. The findings revealed that the classroom-based research helped the participants gain c…
Global Englishes language teaching and second language writing
Feedback in Writing in the Globalized Era
In this editorial, we introduce the RELC Journal April 2026 Special Issue, “Feedback in Writing in the Globalized Era: Perspectives, Opportunities, and Challenges.” We begin with a brief overview of research on written feedback, with an emphasis on L2 contexts, then situate the Special Issue within the globalized era by highlighting key issues relevant to feedback in writing. Finally, we review the contributions included in the Special Issue: 10 …
Mathematics education (7 works) · Psychology (7 works) · Pedagogy (6 works) · Computer Science (4 works) · EFL/ESL Teaching and Learning (4 works) · Reflective Practices in Education (4 works) · Student Assessment and Feedback (4 works) · Linguistics (3 works) · Second language (3 works) · Sociology (3 works)