Barley Mak
Biographic Data
| ID | 6478835 |
|---|---|
| NAME | Barley Mak |
| GIVEN NAMES | Barley |
| FAMILY NAME | Mak |
| SIGNATURE | MAK B |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0002-7011-8114 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students
The current study examined writing beliefs and practices of 187 grades 4 to 6 teachers who taught writing in schools serving predominantly low SES students in Queensland, Australia. These participants completed a mailed survey that assessed their perceptions of preparation to teach writing to low SES students, time spent on writing instruction, frequency of writing instruction, students’ time spent on writing, efficacy beliefs for teaching writin…
Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform
This study examined the perceptions of two groups of teachers, namely Secondary 3 and Secondary 6, regarding effective pedagogical practices in relation to curriculum reform. A total of 1,215 teachers from 91 secondary schools participated in the study. Collaborative inquiry, instructional strategy and catering for learner diversity were conceived as the three most effective pedagogical practices for implementation of the reforms while seven perc…
Examining role of professional development initiatives from the perspectives of Key Learning Area Coordinators and Subject Heads
Exploring digital communication
Distinguishing features in scoring L2 Chinese speaking performance
For Chinese as a second language (L2 Chinese), there has been little research into distinguishing features (Fulcher, 1996; Iwashita et al., 2008) used in scoring L2 Chinese speaking performance. The study reported here investigates the relationship between the distinguishing features of L2 Chinese spoken performances and the scores awarded by raters to the performances using holistic scoring. Seven distinguishing features – representing four majo…
Confidence scoring of speaking performance
The fuzziness of assessing second language speaking performance raises two difficulties in scoring speaking performance: indistinction between adjacent levels and overlap between scales. To address these two problems, this article proposes a new approach, confidence scoring, to deal with such fuzziness, leading to confidence scores between two adjacent levels applied to three scales. Since confidence scores have to be transformed to an exact scor…
An exploration of speaking-in-class anxiety with Chinese ESL learners
Using wikis to enhance and develop writing skills among secondary school students in Hong Kong
Using wikis to enhance and develop writing skills among secondary school students in Hong Kong
An exploration of speaking-in-class anxiety with Chinese ESL learners
Confidence scoring of speaking performance
The fuzziness of assessing second language speaking performance raises two difficulties in scoring speaking performance: indistinction between adjacent levels and overlap between scales. To address these two problems, this article proposes a new approach, confidence scoring, to deal with such fuzziness, leading to confidence scores between two adjacent levels applied to three scales. Since confidence scores have to be transformed to an exact scor…
Distinguishing features in scoring L2 Chinese speaking performance
For Chinese as a second language (L2 Chinese), there has been little research into distinguishing features (Fulcher, 1996; Iwashita et al., 2008) used in scoring L2 Chinese speaking performance. The study reported here investigates the relationship between the distinguishing features of L2 Chinese spoken performances and the scores awarded by raters to the performances using holistic scoring. Seven distinguishing features – representing four majo…
Exploring digital communication
Examining role of professional development initiatives from the perspectives of Key Learning Area Coordinators and Subject Heads
Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform
This study examined the perceptions of two groups of teachers, namely Secondary 3 and Secondary 6, regarding effective pedagogical practices in relation to curriculum reform. A total of 1,215 teachers from 91 secondary schools participated in the study. Collaborative inquiry, instructional strategy and catering for learner diversity were conceived as the three most effective pedagogical practices for implementation of the reforms while seven perc…
Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students
The current study examined writing beliefs and practices of 187 grades 4 to 6 teachers who taught writing in schools serving predominantly low SES students in Queensland, Australia. These participants completed a mailed survey that assessed their perceptions of preparation to teach writing to low SES students, time spent on writing instruction, frequency of writing instruction, students’ time spent on writing, efficacy beliefs for teaching writin…
Psychology (8 works) · Mathematics education (6 works) · Pedagogy (5 works) · Computer Science (4 works) · EFL/ESL Teaching and Learning (3 works) · Sociology (3 works) · Artificial Intelligence (2 works) · Collaborative Teaching and Inclusion (2 works) · Curriculum (2 works) · Perception (2 works)