Staff Profile

Biography

Edsoulla is an assistant professor in the School of Education and Languages at Hong Kong Metropolitan University (HKMU; formerly the Open University of Hong Kong, OUHK) and the programme leader for the university's Master of Education in English Language Education and Postgraduate Diploma in English Studies for Language Teaching. Prior to completing her doctorate in second language education at the University of Cambridge as a Cambridge Trust scholar, Edsoulla taught English courses for academic and specific purposes in the English Language Teaching Unit (ELTU) of the Chinese University of Hong Kong (CUHK), where she received a Faculty of Arts Outstanding Teaching Award in 2013 and an ELTU Exemplary Teaching Award for three consecutive years.

At HKMU, Edsoulla is engaged in English language education, teacher education, and educational research. With her commitment to quality teaching, she has been appointed as one of the Learning and Teaching Evangelists, responsible for promulgating good practices for effective teaching among colleagues and working with the Office for Advancement of Learning and Teaching (ALTO) to facilitate teachers' professional development. She was also a recipient of the President's Awards for Teaching Excellence at the university in 2021. With her research interests in second language acquisition, professional development for teachers, and vocabulary input and treatment, Edsoulla has published in different international journals, including Innovation in Language Learning and Teaching; International Journal of Applied Linguistics; International Review of Applied Linguistics in Language Teaching; Language and Education; Learning, Culture and Social Interaction; System, TESOL Quarterly, and The Asia-Pacific Education Researcher.

Selected Awards 

Selected Teaching Awards

• President's Awards for Teaching Excellence, HKMU (2021)
• Faculty of Arts Outstanding Teaching Award, CUHK (2013)
• Exemplary Teaching Award, ELTU, CUHK (2013; 2014; 2015)

Selected Research Awards

• Katie Shu Sui Pui Charitable Trust Outstanding Research Publication Award − Silver Prize (2023) 
• System Early Career Researcher Award − Finalist (2022)
• Emerald Literati Outstanding Reviewer Award (2022)
• HKMU Research Achievement Award (2020−21)

Selected Academic Awards and Scholarships

• Dean's Honours List, Faculty of Education, CUHK (3 years) 
• Cambridge Trust Scholarship
• HKSAR Government Scholarship
• Hong Kong Scholarship for Excellence
• Sir S K Tang Chevening Postgraduate Scholarship
• St. Anne's College Prize, University of Oxford 

Teaching Areas & Research Interests

• English Language Teaching and Learning
• Professional Development for Teachers
• Second Language Acquisition
• Vocabulary Input and Treatment

Academic & Professional Experience

1. Listening strategy literacy of L2 English language teachers: An exploratory study of teachers' knowledge about listening strategies
   and practice of strategy instruction.
   Co-investigator, General Research Fund, Research Grants Council, 01/2025−12/2026. Project number: 17621624. [HKD476,440]
    
2. Language teacher cognition in academic vocabulary instruction: A mixed methods study
   Principal Investigator. University Research Committee, HKMU, 12/2024−11/2025. Project number: PFDS/2024/16. [HKD149,850]
    
3. Digital thinking in action: Exploring Generative AI for argumentation.
   Co-Principal Investigator and Project Coordinator, Joint University Research Collaboration Fund,
   HKMU and the Open University, 11/2024−12/2026. Project number: JRC/2024/01/OU. [Approx. HKD716,585] 
    
4. A multivariate longitudinal study on the listening problems and listening strategies of first-year tertiary EMI students.
   Co-investigator, General Research Fund, Research Grants Council, 01/2024−12/2025. Project number: 18606223. [HKD639,350]
    
5. A corpus-driven analysis of academic vocabulary use in essays written by English language learners at a Hong Kong university.
   Principal Investigator, University Research Committee, HKMU, 11/2022−04/2024. Project number: RD/2022/1.19. [HKD200,000]
    
6. Towards a reflective approach to developing academic vocabulary: An intervention case study in the higher education context.
   Principal Investigator, Faculty Development Scheme, Research Grants Council, 01/2022−06/2024. 
   Project number: UGC/FDS16/H19/21. [HKD768,300] 
    
7. Vocabulary learning and teaching in the English language classroom: Issues, challenges and implications. 
   Principal Investigator, Research and Development Funding for School of Education and Languages, HKMU, 2021−22. 
   Project number: R4097. [HKD40,000] 
    
8. Investigating the role of critical reflection in teachers' professional development. 
   Principal Investigator, Research and Development Funding for School of Education and Languages, OUHK, 2019−20.
   Project number: R4089. [HKD40,000] 
    
9. A pilot study on analysing HKEAA English essays for learning and teaching in Hong Kong secondary schools. 
   Co-investigator, Research and Development Funding for School of Education and Languages, OUHK, 2019−20. 
   Project number: R4086/7. [HKD60,000]
    
10. Developing beliefs and practices regarding vocabulary teaching through a dialogic approach for professional development:
    A case study of English language teachers in Hong Kong. 
    Principal investigator, Faculty of Education, University of Cambridge, 2015−18. [Approx. HKD960,000]
     
11. Expanding the academic vocabulary of university students: An eLearning initiative.
    Co-investigator, Courseware Development Grant, Academic IT Steering Committee (AITSC), CUHK, 2013−14. [HKD85,000]
     
12. Strategies to improve vocabulary size of university students. 
    Co-investigator, Teaching Development Grants for 2012−15 Triennium, CUHK, 2012−13. [HKD149,666]
     

Selected Publications

Book Chapters

• Chung, E.* (in press). Successful learning of academic word lists via MALL. In L. McCallum & D. Tafazoli (Eds.), The Palgrave encyclopedia of computer-assisted language learning. Palgrave Macmillan.
• Chung, E.*, Wan, A., & Hui, B. (2024). Replication studies in language teaching. In H. Nesi & P. Milin (Eds.), International encyclopedia of language and linguistics (3rd ed.). Elsevier. https://doi.org/10.1016/B978-0-323-95504-1.00205-2

Journal Articles

• Chung, E.*, & Wan, A. (in press). The use of academic vocabulary in first-year ESL undergraduates' writing: A corpus-driven study in Hong Kong. Assessing Writing. [SSCI]
• Chung, E.*, Fung, D., & Wan, A. (in press). Learner beliefs about vocabulary teaching in secondary ESL classrooms: A proficiency and grade-level analysis. International Review of Applied Linguistics in Language Teaching. [SSCI]
• Chung, E.*, & Newton, J. (2024). Metaphors as windows into academic vocabulary learning. TESOL Quarterly. Advance online publication. https://doi.org/10.1002/tesq.3375 [SSCI]
• Zhou, S., & Chung, E.* (2024). Informal language contact and formulaic language development of Chinese students abroad during a global crisis. Australian Review of Applied Linguistics. Advance online publication. https://doi.org/10.1075/aral.24008.zho [ESCI]
• Chung, E.*, Wan, A., & Fung, D.* (2024). Understanding academic vocabulary learning in higher education: Perspectives from first-year undergraduates in Hong Kong. International Journal of Applied Linguistics, 34(4), 1368−1384. https://doi.org/10.1111/ijal.12576 [SSCI]
• Tai, K. W. H., & Chung, E.* (2024). ESL teachers' experiences in engaging with published research findings: An interpretative phenomenological analysis. Innovation in Language Learning and Teaching, 18(5), 411−429. https://doi.org/10.1080/17501229.2024.2315091 [SSCI]
• Chung, E., Crosthwaite, P.*, & Lee, C. (2024). The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: Insights from a corpus-based study. International Review of Applied Linguistics in Language Teaching, 62(2), 977−1008. https://doi.org/10.1515/iral-2022-0155 [SSCI]
• Fung, D.*, & Chung, E. (2024). Defining language goals in EMI: Vocabulary demand in a high-stakes assessment in Hong Kong. Language and Education, 38(2), 188−202. https://doi.org/10.1080/09500782.2023.2219654 [SSCI]
• Chung, E.*, & Fung, D. (2023). 'I realised I only knew the word partly': Student beliefs about vocabulary knowledge and learning in different grades and proficiency levels. The Language Learning Journal, 51(3), 279−297. https://doi.org/10.1080/09571736.2021.2023204 [ESCI]
• Chung, E.* (2023). Eleven factors contributing to the effectiveness of dialogic reflection: Understanding professional development from the teacher's perspective. Pedagogies: An International Journal, 18(2), 268−288. https://doi.org/10.1080/1554480X.2021.2013234 [ESCI]
• Chung, E.*, & Fisher, L. (2022). A dialogic approach to promoting professional development: Understanding change in Hong Kong language teachers' beliefs and practices regarding vocabulary teaching and learning. System, 110, Article 102901. https://doi.org/10.1016/j.system.2022.102901 [SSCI]
• Chung, E.*, & Tang, E. (2022). Understanding politeness in an Online Community of Practice for Chinese ESL teachers: Implications for sustainable professional development in the digital era. Sustainability, 14, Article 11183. https://doi.org/10.3390/su141811183 [SSCI]
• Chung, E.* (2022). Effecting change in teachers' beliefs about vocabulary learning and teaching: The role of dialogic reflection. SAGE Open, 12(1), 1−15 . https://doi.org/10.1177/21582440211071084 [SSCI]
• Lee, C.*, Ge, H. Y., & Chung, E. (2021). What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong. System, 97, Article 102461. https://doi.org/10.1016/j.system.2021.102461 [SSCI]
• Chung, E.* (2018). Revisiting second language vocabulary teaching: Insights from Hong Kong in-service teachers. The Asia-Pacific Education Researcher, 27(6), 499−508. https://doi.org/10.1007/s40299-018-0412-3 [SSCI]
• Tang, E.*, & Chung, E. (2016). A study of non-native discourse in an Online Community of Practice (CoP) for teacher education. Learning, Culture and Social Interaction, 8(1), 48−60. https://doi.org/10.1016/j.lcsi.2015.12.002 [SSCI]
• Tang, E.*, Chung, E., Li, E., & Yeung, S. (2016). Independent vocabulary building experience of Hong Kong university students: A pedagogical perspective. IAFOR Journal of Education, 4(1), 13−29. https://doi.org/10.22492/ije.4.1.01

Selected Professional & Community Services

• Adjudicator − Sing Tao Inter-School Debating Competition (2013−present); The Hong Kong Federation of Youth Groups English Public Speaking Contest (2022); The Standard's English Writing Competition and Story Writing Competition (2023−24); Time to Talk Public Speaking Competition (2024)
• Chairperson − LPAE Subject Committee (2023−24); Chairperson (2022−23) and Member (2020−22) − LPATE Subject Committee
• External examiner (module) – Department of English, The Hang Seng University of Hong Kong (2024−27)
• Founding Member and Consultant − Global Vision Empowerment Committee, Uplift Educational Charity Foundation (2024−present)
• Mentor − CoP for the BA (English Studies) and BEd (English Language Education) Co-terminal Double Degree Programme (EDUC4040 Teaching Practice II), Faculty of Education, CUHK (2018−19)
• Editorial board member and reviewer − English as Foreign Language International Journal [Scopus; Formerly Asian EFL Journal] (2016−present) and TESOL International Journal [Scopus] (2015−present)
• Reviewer for SSCI journals − Asia-Pacific Journal of Teacher Education; Cambridge Journal of Education; Innovation in Language Learning and Teaching; International Journal of Applied Linguistics; International Journal of Educational Research; International Review of Applied Linguistics in Language Teaching; Journal of Education for Teaching; Journal of Multilingual and Multicultural Development; Language and Education; Language, Culture and Curriculum; Professional Development in Education; Reading and Writing; SAGE Open; Studies in Second Language Learning and Teaching; Sustainability; Teaching and Teacher Education; The Asia-Pacific Education Researcher
• Reviewer for ESCI, Scopus and other journals – Asian Association of Open Universities Journal [Scopus]; Asian-Pacific Journal of Second and Foreign Language Education [ESCI]; Education Sciences [ESCI]; Journal of Decision Systems [ESCI]; Journal of Language and Education [ESCI]; Language Teaching for Young Learners [ESCI]; Pedagogies: An International Journal [ESCI]; PLOS One [SCIE]; Teacher Education Quarterly; TESOL Journal [ESCI]; The Electronic Journal for English as a Second Language (TESL-EJ) [Scopus]; The Language Learning Journal [ESCI]; The International Journal of Learning
• Conference review committee member − The Asian Conference on Language Learning (2019); The Southeast Asian Conference on Education (2020); The Asian Conference on Education (2021); The IAFOR International Conference on Education – Hawaii (2022 & 2023)
• Conference reviewer − British Educational Research Association (BERA) Annual Conference (2017); American Association for Applied Linguistics (AAAL) 2025 Conference [Vocabulary and Lexical Studies Strand] (2024)

Further Information

Link to personal homepage

Link to Google Scholar page

Modified Date: 24 Dec, 2024
Edit Profile