Professor CHEONG, Choo Mui

Teaching Areas:

Chinese linguistic and psycholinguistic, language education, Chinese language literacy

Research Interests:

Reading-writing connection, Integrated writing, Large-scale assessment

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)

Books and Book Chapters:

Cheong, C.M., Mu, R., Zhang, X. (2023). A framework for cognitive and metacognitive processing skills in argumentative integrated writing assessments. In Wette, R. (Eds.), Teaching and learning source-based writing: Current perspectives and future directions. Routledge. eBook ISBN 9781003283485 https://doi.org/10.4324/9781003283485-17

Yen, M.L., Cheong, C.M., Ng, H.L., Cheung, Y. (2023). Design and Implementation Strategies of Concept-driven Curriculum in International Baccalaureate Diploma Program Language Acquisition Course. 顏妙如、鍾竹梅、吳曉琳、張櫻。（2023）「IB中文二語教師對概念教學的認知和理解」。香港教育大學中國語言學系《國際文憑課程（IB）中文教學研究新探》。香港中華書局/三聯書店（香港）出版社。

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。

Journal Articles: 

* indicates corresponding author

Cheong, C.M., Yao, Y., Zhang, J. (2023). Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels. Assessing Writing.https://doi.org/10.1016/j.asw.2023.100785

Cheong, C.M., Luo, N., Lu, Q., Wei, W., Zhu, X. (2023). Self-assessment complements peer assessment for undergraduate students in an academic writing task.Assessment & Evaluation in Higher Education. 48(1), 135-148. https://doi.org/10.1080/02602938.2022.2069225

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., 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

Ng, H.L., Cheong, C.M.*, Yen, M.L., Cheung, Y. (10%) (2022). Design of concept-driven curriculum in International Baccalaureate Diploma Program Language Acquisition Course. Journal of Chinese Language Education， 20(2), 50-67. 吳曉琳、鍾竹梅、顏妙如、張櫻（2022）。國際文憑預科課程語言習得科中的概念驅動課程設計。華文學刊，20（2），50-67。

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

Lei, H., Mao, W., Cheong, C.M., Wen, Y., Cui, Y. (10%), & Cai, Z. (10%) (2020). The relationship between self-esteem and cyberbullying: A meta-analysis of children and youth students. Current Psychology, 39(3), 830-842.

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

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. https://doi.org/10.1016/j.psychres.2018.10.079

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. https://doi.org/10.1007/s11145-017-9811-8

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。

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). https://doi.org/10.17239/L1ESLL-2017.17.03.02 

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. https://doi.org/10.1080/15434303.2016.1210609

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。

Peer-reviewed Conference Papers:

Cheong, C.M., Yao, Y., Zhang, J. (2023). The effect of growth mindset and emotions on L2 writing performance based on writers’ proficiency levels. Proceedings on The 20^th Biennial EARLI Conference. (Single Paper)

Cheong, C.M., Liu, Y., Tse, S.K., Ng, H.W. (2023). Relationships between motivational factors and reading comprehension in bilingual fourth graders. Proceedings on The 20^th Biennial EARLI Conference. (Single Paper)

Cheong, C.M., Luo, N., Zhu, X., Lu, Q., Wei, W. (2022). Enhancing Self- and Peer Assessment for Academic Writing: Understanding the Assessment Processes from Students’ Perspective. Proceedings on 2022 AERA Annual Meeting. (Single Paper)

Cheong, C.M. (2014). The features of NAEP writing test and its implication. Teaching and Learning of Chinese Language Series, 8, 176-187.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. (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（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。

Professional Publications:

Cheong, C.M. (C. Ed., 2008-2009). Basic Chinese for Primary Schools (Primary 5-6). Singapore: Ministry of Education (Singapore), People’s Education Press & Panpac Publication. 鍾竹梅（主編）。小學基礎華文（小五上冊至小六下冊）。新加坡：新加坡教育部課程規劃與發展司，人民教育出版社，泛太平洋出版社。

Cheong, C.M. (C. Ed., 2006-2009). Chinese for Primary Schools (Primary 1-6). Singapore: Ministry of Education (Singapore), People’s Education Press & Panpac Publication. 鍾竹梅（主編）。小學華文（小一上冊至小六下冊）。 新加坡教育部課程規劃與發展司，人民教育出版社，泛太平洋出版社。

Cheong, C.M. (C. Ed., 2006-2009). Higher Chinese for Primary Schools (Primary 1-6). Ministry of Education (Singapore). People’s Education Press & Panpac Publication. 鍾竹梅（主編）。小學高級華文（小一上冊至小六下冊）。新加坡：新加坡教育部課程規劃與發展司，人民教育出版社，泛太平洋出版社。

Cheong, C.M. (2010). Arousing Interest and Showcasing Ability: Curriculum Review in Primary Chinese Curriculum. Impression, Newsletter of Singapore International School (Hong Kong). 鍾竹梅（2010）。激發學生興趣，展現學生能力：小學華文課程改進。 星輝，新加坡國際學校校刊。

Cheong, C.M. (2008). A Discussion with Primary Chinese Teachers. Chinese Teacher Journal, 2, 14-16. 鍾竹梅。（2008）。寫給小學華文老師的一封信。華文老師，2，14－16。

Cheong, C.M. (2007, March 20). The Broad Learning Objectives of the New CL Curriculum. Lianhe Zaobao, Singapore. 鍾竹梅（2007年3月20日）。學習的快樂，語文的未來。聯合早報 。

Editorship

L1-Educational Studies in Language and Literature

Reviewer for journals

Asia-Pacific Education Researcher

Asia Pacific Education Review

Asia Pacific Journal of Foreign Language Education

Assessing Writing

Assessment and Evaluation in Higher Education

Frontiers in Psychology

Hong Kong Chinese University Education Journal 教育學報

International Journal of Chinese Language Education 國際中文教育學報

Journal of Chinese Language Education 華文學刊

Journal of English for Academic Purposes

Journal of Second Language Writing

L1-Educational Studies in Language and Literature

Language Assessment Quarterly

Studies in Educational Evaluation

System

Services to Local & International Professional Organizations

Member, Hong Kong Examinations and Assessment Authority, Hong Kong Diploma of Secondary Education (HKDSE) Subject Committees – Chinese Language (September 2019 till August 2021, September 2022 till date)

Vice-chairperson, Hong Kong Examinations and Assessment Authority, Hong Kong Diploma of Secondary Education (HKDSE) Subject Committees – Chinese Language (September 2021 till August 2022)

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

Consultant, Singapore Chinese Teacher Union, Singapore (September 2023 till date)

External Examiner, University of New South Wales, Doctor of Philosophy

Selected Keynote and Invited Plenary

Keynote

Cheong, C.M. (5 September, 2023). “The Characteristics of Multimodality Skills in Online Reading and its Implication on Teaching”, presented in The 7^th International Conference on Teaching and Learning of Chinese as a Second Language cum the 11^th International Forum on Chinese Language Education, supported by Singapore Centre for Chinese Language and Singapore Chinese Teacher Union; Singapore, 5-7, September, 2023. International

Cheong, C.M. (23 October, 2021). “Concept-based Curriculum Design in International Baccalaureate Diploma of Education: Chinese A and Chinese B Designs”, presented in the 3^rd Chinese International Education Association (CIEA) Forum, supported by CIEA; Hong Kong (Online), 23 October, 2021. Regional

Cheong, C.M. (20 & 23 May, 2020). “From Research to Practice: A Diploma Programme Chinese A Concept-based Curriculum Design”, presented in the 2^nd Yushan Scholars Forum, supported by United World College Changshu, China; Changshu (online), 20 & 23 May, 2020. Regional

Cheong, C.M. (23 & 26 November, 2019). “An Inquiry on Concept-based Curriculum Design for Primary School Literacy Skills”, presented in the Forum of Curriculum Design and Instructional Materials Development, supported by National Taipei University of Education; Taipei, 23-26 November, 2019. Regional

Cheong, C.M. (19 January, 2019). “Concept-based Curriculum Design in International Baccalaureate Diploma of Education: Chinese A and Chinese B Designs”, presented in the 1^st Chinese International Educator Association (CIEA) Forum, supported by CIEA; Hong Kong, 19 January, 2019. Regional

Invited Plenary

Cheong, C.M. (11 July, 2023). “The Influence of Keyboarding Input Method on Digital PIRLS Reading Comprehension Assessments”. Directions of International Large-scale Assessment for Planning Education Tomorrow, supported by Korea Institute for Curriculum and Evaluation; Seoul, 10-12 July, 2023. International

Cheong, Choo Mui (24 December, 2020). “Writing Literacy Development and Assessment” International Writing Teaching Forum, supported by Shanghai Normal University, 24 December, 2020. As Discussant Chair, Online. Regional鍾竹梅（2020）。  “写作·发展·评估”2020国际写作教学高峰论坛议程，上海師範大學，2020年12月24日，線上會議，專家點評。