Dr CHEONG, Choo Mui

Teaching Areas:

Chinese linguistic and psycholinguistic, language education, Chinese language literacy

Research Interests:

Reading writing connection, integrated writing

Postgraduate Scholarship, Ministry of Education, Singapore, 2002

Future Leaders Programme, Ministry of Education, Singapore, 2008-2010

Branch Officials Recognition Award, Ong Teng Cheong Labour Leadership Institute, Singapore, 2009

Principal Investigator, 20 Years of Empirical Evidence: The Sixth Study on the Progress in Chinese and English Reading Literacy Study (in 2023) at Primary 4 in Hong Kong and Approaches to and Strategies for Enhancing the Quality of Teaching and Learning of Reading. General Research Fund, Research Grants Council, HK$999,130 (Jan 2023 to Dec 2024)

Principal Investigator, Developing a Digitalized Reading Platform to Enhance Primary School Students' Online Reading Competence, QEF, HK$4,575,700 (Jun 2022 to May 2024)

Principal Investigator, Enhancing Academic Career Success: Developing Information Processing Skills Across Multiple Texts in Chinese Language Education Discipline for Undergraduate Students, SCOLAR, HK$784,833 (Sep 2021 to Aug 2023)

Principal Investigator, The Effect of Literacy Skills, Task Representation and Strategy Use on Secondary School Students’ Integrated Writing Performance. Early Career Scheme, Research Grants Council, HK$536,270 (Jan 2021 to Dec 2022)

Principal Investigator, Development of Learning Resources for the Chinese Language Subject for Student Adaptive Learning, Education Bureau, HK$1,400,000 (Apr to Nov 2020)

Co-investigator, Progress in International Reading Literacy Study (PIRLS) 2021 in Hong Kong, Education Bureau, HK$11,630,578 (Mar 2019 to Jun 2022)

Co-investigator, Gamifying Primary Students’ Reading Process through an Online Battle Platform: Factors for Success and Obstacles to be Overcome, SCOLAR, HK$2,164,347.30 (Jun 2018 to Jun 2020)

PhD Research, Syntactic Development of Primary School Students in Singapore: Analyses of Sentence Production in Chinese Writing, The University of Hong Kong (2009-2016)

Journal Papers: 

Cheong, C. M., Zhang, J., Yao, Y., Zhu, X. (2022). The role of gender differences in the effect of ideal L2 writing self and imagination on continuation writing task performance. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2022.101129

Cheong, C. M., Luo, N., Lu, Q., Wei, W., Zhu, X. (2022). Self-assessment complements peer assessment for undergraduate students in an academic writing task. Assessment & Evaluation in Higher Education. 1-14. 10.1080/02602938.2022.2069225

Cheong, C. M., Zhu, X., Liu Y. (2022). The influence of need for cognition (NfC) on the effect of reading and writing skills on integrated writing task. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12498 

Wei, W., Cheong, C. M., Zhu, X., Lu, Q. (2022). Comparing self-reflection and peer feedback practice in academic writing task: A student self-efficacy perspective. Teaching in Higher Education. https://doi.org/10.1080/13562517.2022.2042242

Cheong, C.M.; Zhu, X.; Xu, W. (2021). Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing. Sustainability 2021, 13, 12869. https://doi.org/10.3390/su132212869

Lu, Q., Zhu, X., Cheong, C. M.*. (2021). Understanding the difference between self-feedback and peer feedback: A comparative study of their effects on undergraduate students’ writing improvement. Frontiers in Psychology (Educational Psychology). https://doi.org/10.3389/fpsyg.2021.739962 

Liao, X., Zhu, X.,Cheong, C. M.*. (2021). Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency. Reading and Writing. https://doi.org/10.1007/s11145-021-10152-7

Zhu, X., Li, G. Y., Cheong, C. M., & Wen, H. (2021). Effects of L1 single-text and multiple-text comprehension on L2 integrated writing. Assessing Writing, 49. https://doi.org/10.1016/j.asw.2021.100546

Zhu, X., Li, G. Y., Cheong, C. M., Yu, G., & Liao, X. (2021). Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments.Reading and Writing, 34, 49-78. https://doi.org/10.1007/s11145-020-10065-x

Zhu, X., Cheong, C. M.,* Li, G. Y., & Wu, J. (2020). Primary school teachers' conceptions of reading comprehension processes and its formation. Frontiers in Psychology, 11, 615. https://doi.org/10.3389/fpsyg.2020.00615

Li, G.Y., Zhu, X., & Cheong, C. M. (2020). Secondary teachers' conceptions of integrated writing skills: Are teachers' conceptions aligned with the curriculum objectives. Asia Pacific Education Review, 1-13. https://doi.org/10.1007/s12564-020-09629-x 

Zhu, X., Liao, X., & Cheong, C.M. (2019). Strategy Use in Oral Communication with Competent Synthesis and Complex Interaction. Journal of Psycholinguistic Research, 48(5), 1163-1183. https://doi.org/10.1007/s10936-019-09651-0

Lei, H., Cheong, C.M., Li, S., M. Lu. (2019). Birth cohort effects, regions differences, and gender differences in Chinese college students' aggression: A review and synthesis. Journal of Autism and Development Disorders. https://doi.org/10.1007/s10803-019-04081-2

Cheong, C.M., Zhu, X., Li, G.Y., & Wen, H. (2019). Effects of intertextual processing on L2 integrated writing. Journal of Second Language Writing, 44, 63-75. https://doi.org/10.1016/j.jslw.2019.03.004

Zhu, X., Ko, M.L., Zeng, F., Li, G.Y., & Cheong, C.M. (2018). A project in enhancing students’ multi-level processing competency of multi-source information in integrated language tasks in secondary schools: Implementation and effectiveness. Journal of Chinese Language Education, 16(1), 84-104. 祝新華、高慕蓮、曾凡懿、李冠穎、鍾竹梅（2018）。「在完成綜合語文任務中培養中學生多源信息的多層次處理能力」計劃的實施與成效。華文學刊，16（1），84-104。

Lei, H., Cheong, C.M., Li, S., & Lu, M. (2018). The relationship between coping style and Internet addiction among mainland Chinese students: A meta-analysis. Psychiatry Research, 270, 831-841.

Cheong, C.M., Zhu, X., & Liao, X. (2018). Differences between the Relationship of L1 Learners' Performance in Integrated Writing with Both Independent Listening and Independent Reading Cognitive Skills. Reading and Writing: An Interdisciplinary Journal, 31(4), 779-811.

Zhu, X., Cai, Y., Fan, J., Chan, S.D., & Cheong, C.M.(2017).  Validation of the oral interaction strategy scale for speakers of Chinese as a first language in elementary schools. L1 Educational Studies in Language and Literature, 17, 1-25(SI ReadWritMult).

Cheong, C.M., & Liao, X., & Zhu, X. (2017). Improving teachers’ questioning strategies in Chinese reading. International Journal of Chinese Language Education, 1, 73-98. 鍾竹梅、廖先、祝新華（2017）。以運用六層次閱讀能力系統為基礎改進中學閱讀課堂提問。國際中文教育學報，1，73-98。

Zhu, X., Li, X., Yu, G., Cheong, C. M., & Liao, X. (2016). Exploring the Relationships Between Independent Listening and Listening-Reading-Writing Tasks in Chinese Language Testing: Toward a Better Understanding of the Construct Underlying Integrated Writing Tasks. Language Assessment Quarterly, 13(3), 167-185.

Zhu, X., & Cheong, C.M. (2014). The Features of NAEP Writing Test and its Implication. Teaching and Learning of Chinese Language Series, 8, 176-187. 祝新華、鍾竹梅（2014）。美國NAEP中寫作測試的特點及其借鑒。新加坡華文教學論文集，8，176-187。

Cheong, C.M. (2013). A Questionnaire Design and its Validation in Measuring Singapore Primary School Students’ Dominant Language. The World of Chinese Language and Literature, 28(11), 134-145. 鍾竹梅（2013）。新加坡小學生主要用語調查問卷設計及其信度驗證。國文天地，28（11），134-145。

Cheong, C.M. (2011). Transitivity Analysis of Singapore Primary One Students’ Sentences in Their Writing. Journal of Chinese Language Education, 12(4), . 鍾竹梅（2011）。新加坡小一學生寫作中句子的及物系統分析。華文學刊，12（4）。

Zhu, X., & Cheong, C.M. (2007). Strategies for Enhancing Effectiveness of School-based Curriculum: Singapore’s Initial Experiences of Implementing Chinese Language School-based Curriculum at Primary Level. Journal of Chinese Language Education, 5(2), 22-31. Singapore: Singapore Chinese Teachers’ Union. 祝新華、鍾竹梅（2007）。提高校本課程的效能的策略——以新加坡實施小學華文校本課程早期經驗為例。華文學刊，5（2），22-31。

Cheong, C.M. (2002). Relatives Appellation of Singapore Minnan Dialect, Journal of Chinese Linguistics 2002(2), Centre of Linguistics and Language Teaching, Central China Normal University, PP 152-157. 鍾竹梅。新加坡閩南方言親屬稱謂。漢語學報。華中師範大學語言研究所 。2002年第2期。第152-157頁。

Conference Papers:

Cheong, C.M., & Zhu, X. (2010). The Curriculum and Teaching of Paragraph Writing in Chinese Language in Singapore’s Primary Schools: Design and Practice. In Chen, J., Zhou, X., Ho, M.S. (Eds.). Proceedings on International Conference on Effective Teaching and Teachers Behaviors in Implementation of New Chinese Language Curriculum, 194-199. Hong Kong: Wenshi Press. 鍾竹梅、祝新華（2010）。新加坡小學段落寫作的課程與教學：設計與初步實踐。載陳建偉、周小蓬、何文勝編。「中國語文課程改革中的有效教學與教師行為」國際研討會論文集， 194-199。香港：文思出版社。

Cheong, C.M., Ooi, C.Y., & Lye, C.H. (2007). Studies on Teaching and Learning of Bridging Module. In Cheng, A. (Ed.). Essays on Teaching of Chinese to Americans, 26-28. Nanjing: Foreign Language Teaching and Research Press. 鍾竹梅、黃靖雅、賴俊方。導入單元的教學——以英華學校（經禧）為例。程愛民主編。對美漢語教學論集，26-28。南京：外語教學與研究出版社。

Books:

Cheong, C.M. (C. Ed). (2009). Planning, Practice and Reflection: A Collection of Study Reports on Chinese Language School-based Curriculum in Primary Schools. Singapore: Panpac Publication. 鍾竹梅（主編）（2009）。策劃•實踐•反思：小學華文校本課程設計研究成果匯編。新加坡：泛太平洋出版社。

Editor, L1 Journal Educational Studies in Language and Literature

Reviewer, Asia Pacific Education Review

Reviewer, Assessment and Evaluation in Higher Education

Reviewer, Education Journal (教育學報)

Reviewer, Frontiers in Psychology

Reviewer, Journal of Chinese Language Education (華文學刊)

Reviewer, Language Assessment Quarterly

Reviewer, SAGE Open

Reviewer, Studies in Educational Evaluation

Reviewer, The Asia-Pacific Education Researcher
 

Member, Hong Kong Examinations and Assessment Authority, Hong Kong Diploma of Secondary Education (HKDSE) Subject Committees – Chinese Language (September 2019 till August 2021)

Vice-chairperson, Hong Kong Examinations and Assessment Authority, Hong Kong Diploma of Secondary Education (HKDSE) Subject Committees – Chinese Language (September 2021 till date)

Member, Hong Kong Education Bureau, Curriculum Development Council, CDC-HKEAA Committee on Chinese Language Education (September 2021 till date)