Congchao Hua
Biographic Data
| ID | 6175451 |
|---|---|
| NAME | Congchao Hua |
| GIVEN NAMES | Congchao |
| FAMILY NAME | Hua |
| SIGNATURE | HUA C |
| AFFILIATIONS | Shenzhen Technology University |
| ORCID | 0000-0002-7200-6773 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Improving peer feedback literacy and practice in second-language pronunciation through regular multi-stage training
Purpose This study investigated whether regular multi-stage training can impact peer feedback literacy and practice in L2 pronunciation.Design/methodology/approach This study adopted a quasi-experimental design. Eighty-three first-year English majors at a Chinese university were assigned to a control or experimental group and participated in eight peer feedback tasks using an online pronunciation peer feedback form. The experimental group receive…
Understanding the Nuances
This study investigated the feedback behaviors of Chinese learners of English in second‐language (L2) pronunciation. Online written peer and self‐feedback guided by a feedback form were collected from 179 undergraduate‐level English learners over eight weeks. Mixed‐effects models and content analyses of the feedback quantity (i.e., number of words) and quality (i.e., specificity, task alignment, and mode) revealed (1) larger quantity in self‐ tha…
Impacts of areal environment on English-as-a-foreign-language learners’ perceptions and practices in pronunciation learning
Areal environment is generally believed to impact second-language (L2) pronunciation attainment, yet how it influences perceptions and practices in L2 pronunciation learning is under-researched, which is the focus of this study. Four groups of 166 English-as-a-foreign-language learners in Hong Kong and mainland China having received English/Chinese-as-a-medium-of-instruction (EMI vs. CMI) education completed a questionnaire survey. One-way ANOVA …
Multilingual proficiencies and L1 attitudes of ethnic minority students in Hong Kong
This study examined proficiency levels and attitudes of main languages in use among ethnic minority students in Hong Kong. We surveyed 260 students from primary and secondary schools with English as the medium of instruction. They were multilingual speakers who were proficient in spoken English and Cantonese. Our results revealed asymmetric and correlated proficiency levels including in the students’ native languages (L1s). Their multilingual pro…
Pronoun Prosody in English and Mandarin and Its Acquisition by Mandarin-Speaking English Learners
This study compared the prosody of pronouns in English and Mandarin in broad focus, narrow focus, and given information, and examined Mandarin-speaking EFL learners' acquisition of pronoun prosody. Ten L1 English speakers, 10 L1 Mandarin speakers, and 60 L1 Mandarin English learners participated in a question-answer reading task. Acoustic analysis revealed that in English pronouns differed from content words in duration in all three information s…
Early experience and later multilingual attainments by ethnic minority students in Hong Kong
Language learning has long been one of the most challenging issues facing non-Chinese speaking (NCS) students who are mainly ethnic minorities immersed in a multilingual environment in Hong Kong. Previous research on the education of NCS students suggested that early support from an immersion programme at a pre-school age may contribute to higher achievement in Chinese language skills. However, limited empirical evidence is available in the liter…
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Pronoun Prosody in English and Mandarin and Its Acquisition by Mandarin-Speaking English Learners
This study compared the prosody of pronouns in English and Mandarin in broad focus, narrow focus, and given information, and examined Mandarin-speaking EFL learners' acquisition of pronoun prosody. Ten L1 English speakers, 10 L1 Mandarin speakers, and 60 L1 Mandarin English learners participated in a question-answer reading task. Acoustic analysis revealed that in English pronouns differed from content words in duration in all three information s…
Early experience and later multilingual attainments by ethnic minority students in Hong Kong
Language learning has long been one of the most challenging issues facing non-Chinese speaking (NCS) students who are mainly ethnic minorities immersed in a multilingual environment in Hong Kong. Previous research on the education of NCS students suggested that early support from an immersion programme at a pre-school age may contribute to higher achievement in Chinese language skills. However, limited empirical evidence is available in the liter…
Multilingual proficiencies and L1 attitudes of ethnic minority students in Hong Kong
This study examined proficiency levels and attitudes of main languages in use among ethnic minority students in Hong Kong. We surveyed 260 students from primary and secondary schools with English as the medium of instruction. They were multilingual speakers who were proficient in spoken English and Cantonese. Our results revealed asymmetric and correlated proficiency levels including in the students’ native languages (L1s). Their multilingual pro…
Impacts of areal environment on English-as-a-foreign-language learners’ perceptions and practices in pronunciation learning
Areal environment is generally believed to impact second-language (L2) pronunciation attainment, yet how it influences perceptions and practices in L2 pronunciation learning is under-researched, which is the focus of this study. Four groups of 166 English-as-a-foreign-language learners in Hong Kong and mainland China having received English/Chinese-as-a-medium-of-instruction (EMI vs. CMI) education completed a questionnaire survey. One-way ANOVA …
Improving peer feedback literacy and practice in second-language pronunciation through regular multi-stage training
Purpose This study investigated whether regular multi-stage training can impact peer feedback literacy and practice in L2 pronunciation.Design/methodology/approach This study adopted a quasi-experimental design. Eighty-three first-year English majors at a Chinese university were assigned to a control or experimental group and participated in eight peer feedback tasks using an online pronunciation peer feedback form. The experimental group receive…
Understanding the Nuances
This study investigated the feedback behaviors of Chinese learners of English in second‐language (L2) pronunciation. Online written peer and self‐feedback guided by a feedback form were collected from 179 undergraduate‐level English learners over eight weeks. Mixed‐effects models and content analyses of the feedback quantity (i.e., number of words) and quality (i.e., specificity, task alignment, and mode) revealed (1) larger quantity in self‐ tha…
EFL/ESL Teaching and Learning (5 works) · Multilingual Education and Policy (3 works) · Pronunciation (3 works) · Psychology (3 works) · Computer Science (2 works) · Corrective Feedback (2 works) · Educational and Psychological Assessments (2 works) · Ethnic group (2 works) · Language acquisition (2 works) · Linguistics (2 works)