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Professor LOH, Elizabeth K. Y.

Professor LOH, Elizabeth K. Y.

Professor LOH, Elizabeth K. Y.

羅嘉怡

Assistant Dean (Knowledge Exchange)

Assistant Professor

Academic Unit of Language and Literacy Education

Qualification

Ph.D., M.Ed. (CLL), P.C.Ed. (HKU); M.Phil (CUHK); B.S.W. , Dip.Psy. (CityUHK)

Email

[javascript protected email address]

Phone

(852) 3917 8399

Location

Room 624, Meng Wah Complex

Research Expertise

  • Teaching Chinese as a Second/Foreign Language
  • Chinese Language and Literature Education
  • Technology-enhanced Learning
  • Motivation

Prospective PhD/ EdD/ MPhil Applications

I am not taking on graduate supervision in 2025-2026.

Links

Teaching Areas:

Curriculum and assessment; Innovative Pedagogy in Teaching and Learning of Chinese Language; Teaching Chinese as a Second Language

 

Research Interests:

Teaching and Learning of Chinese as a Second Language; IT Assists Second Language Teaching and Learning, Learning Motivation

  1. Faculty Knowledge Exchange Award 2021, The University of Hong Kong Law, N., Chan, C., de la Torre, J., Lam, P., Lan, M., Liang, Q., Loh, E.K.Y., Pan, Q., Rao, N., Reichert, F., Tan, C.Y., Wong, G., & Zhang, Y. Co-creating a New Normal of Empowered Learning through Digital Citizenship Research
  2. Faculty Knowledge Exchange Award 2014, The University of Hong Kong Tse, S.K., Shum, M.S.K., Lam, J.W.I., Loh, E.K.Y., & Cheung, W.M. - A Meaningful Journey of Teaching and Learning of Chinese for Non-Chinese Speaking Students: Towards Local, Regional and International Advancement. 
  3. Research Output Prize 2008, Faculty of Education, The University of Hong Kong Tse, S.K., Lam, J.W.I., Loh, E.K.Y., & Lam, R.Y.H. (2007). The influence of the language that Hong Kong primary school students habitually speak at home on their Chinese reading ability in school. Journal for Multilingual and Multicultural Development, 28(5), 400-418.  
  4. Richard Dick Wolf Memorial Award 2007, International Association for the Evaluation of Educational Achievement (IEA) Tse, S.K., Lam, J.W.I., Loh, E.K.Y., & Lam, R.Y.H. (2007). The influence of the language that Hong Kong primary school students habitually speak at home on their Chinese reading ability in school. Journal for Multilingual and Multicultural Development, 28(5), 400-418. 

  1. Start from the Beginning — Chinese Supporting Scheme for Non-Chinese Speaking Students (Stage III): A Pay-for-Success Scale-up Project (2020-2023); Principal investigator; Social Innovation and Entrepreneurship Development Fund (SIE) Fund, Oxfam Hong Kong, Wu Jieh Yee Charitable Foundation, Lee Hyson Charitable Foundation, and The Stan Group; HKD19,931,927; in progress.

  2. Chinese Enrichment Project for Non-Chinese Speaking Student (2020-2023); Principal investigator; BOCHK Centenary Charity; HKD11,124,055; in progress.

  3. Harmony in language diversity: Innovative pedagogy to enable second language learning for underprivileged students (2019-2020); Principal investigator; Social Innovation and Entrepreneurship Development Fund (SIE) Fund, UBS Optimus Foundation, and Kadoorie Charitable Foundation; HK$2,448,275; completed.

  4. Start from the beginning II – Supporting non-Chinese speaking K1 to K3 kindergartners to learn Chinese as a second language: Research and practice (Extension) (2019-2020); Principal investigator; Social Innovation and Entrepreneurship Development Fund (SIE) Fund, Oxfam Hong Kong, Credit Suisse Trust, Wu Jieh Yee Charitable Foundation, Lee Hysan Foundation, Chen Yet-Sen Family Foundation; HK$3,404,708; completed.

  5. A study on the challenges faced by mainstream primary schools in teaching ethnic minority students in Hong Kong (2018-2019); Principal investigator; Equal Opportunities Commission, Hong Kong; HK$506,080; completed.

  6. Start from the beginning II – Supporting non-Chinese speaking K1 to K3 kindergartners to learn Chinese as a second language: Research and practice (2017-2019); Principal investigator; Social Innovation and Entrepreneurship Development Fund (SIE) Fund, Oxfam Hong Kong, and Credit Suisse Trust; HK$7,688,445; completed.

  7. m-Chinese Solution Ltd (2018-2019); Principal investigator; Technology Start-up Support Scheme for Universities (TSSSU)@HKU and Innovation and Technology Fund, Hong Kong SAR Government; HK$150,000; completed.

  8. Start from the beginning II – Supporting non-Chinese speaking K1 to K3 kindergartners to learn Chinese as a second language: Research and practice (2017-2019); Principal investigator; Collective Impact Working Committee, Hong Kong SAR Government, Social Innovation and Entrepreneurship Development Fund (SIE) Fund, Oxfam Hong Kong, Credit Suisse Trust; HK$7,688,445; completed.

  9. Evaluation Survey of Oxfam's "Start from the Beginning" Supporting Scheme in Helping Non-Chinese Speaking Students in Learning Chinese (2017-2018); Principal investigator; Oxfam Hong Kong; HK$511,955; completed.

  10. Research on the transition of kindergarten to the primary school of non-Chinese speaking students (2017-2018); Principal investigator; Oxfam Hong Kong; HK$548,500; completed.

  11. Supporting the learning and teaching of Chinese language for non-Chinese speaking students in secondary schools (2016-2018); Principal investigator; Standing Committee on Language Education and Research (SCOLAR); HK$8,780,000; completed.

  12. The role of orthographic knowledge in Chinese character learning amongst Hong Kong ethnic minority students (2015-2017); Principal investigator; General Research Fund (GRF) University Grants Committee; HK$610,988; completed.

  13. Start from the beginning – Supporting non-Chinese speaking kindergarteners to learn Chinese as a second language (2015-2017); Principal investigator; Oxfam Hong Kong, and Social Innovation and Entrepreneurship Development (SIE) Fund, Hong Kong SAR Government: HK$3,10,2441; completed.

  14. mChinese - Simple, mobile platform for collaborative and authentic learning of Chinese vocabulary to assist non-Chinese speaking students in learning Chinese characters (2015-2017); Principal investigator; Quality Education Fund (QEF), Hong Kong SAR Government; HK$548,500; completed.

  15. Tradition and innovation: Supporting the learning and teaching of Chinese language for non-Chinese speaking students in secondary schools (2013-2015); Principal investigator; Education Bureau, Hong Kong SAR Government; HK$8,293,500; completed.

  16. Evaluation of the“Storytelling activities” in enhancing low SES students’ reading interests and developing parent volunteers’ storytelling ability (2014-2015); Principal investigator; Bring Me a Book (Hong Kong) Foundation; HK$50,000; completed.

Books

  1. Loh, E.K.Y., Chou, P.W.Y., Shum, M.S.K., & Ki, W.W. (Eds). (, 2019). The teaching and learning of the Chinese language in a multilingual and multicultural context. Hong Kong: Hong Kong University Press.
  2. Tse, S. K., & Loh, E. K. Y. (Eds.). (2014). Effective teaching and learning of Chinese characters for non-Chinese speaking kindergarten students (in Chinese, 11 chapters). Beijing: Beijing Normal University Press.
  3. Tse, S. K., Loh, E. K. Y., Lam, P. W. P., Cheung, W. Y., & Lui, W. L. (2008). Teaching and learning of Chinese for students with special educational needs. Hong Kong: Hong Kong University Press.
  4. Tse, S. K., Lam, J. W. I., Lam, R. Y., & Loh, E. K. Y. (2006). Learn to read: The performance of Hong Kong primary 4 students in PIRLS 2001. Hong Kong: Hong Kong University Press.

 

Journal articles

  1. Liao, X., Loh, E.K.Y.*, & Cai, M. (2022). Lexical orthographic knowledge mediates the relationship between character reading and reading comprehension among learners with Chinese as a second language (CSL). Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.779905

    *Correspondence author

  2. Loh, E.K.Y., Liao, X., Leung, S.O., & Tam, L.C.W. (2021). How do Chinese as a second language (CSL) learners acquire orthographic knowledge: Components, structure and position regularity. Language Awareness, 30 (3), 297-316. https://doi.org/10.1080/09658416.2021.1972115

  3. Chan, S.P., Loh, E.K.Y.*, Hung, C.O.Y. (2021). A longitudinal study of Chinese as a second language kindergarteners’ orthographic awareness and its association with their lexical learning performance. Current Psychology. https://doi.org/10.1007/s12144-021-01797-2

    *Correspondence author

  4. Zhu, X.-H., Loh, E.K.Y.*, Yu, G.-X., Tam, L.C.W., & Liao, X. (2019). Relationship between students’ use of oral interaction strategies and their performance in group discussions in their first language. Applied Linguistics Review.

    https://doi.org/10.1515/applirev-2018-0096

    *Correspondence author

  5. Loh, E.K.Y. (2019). What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment. System, 86, 1-13. doi.org/10.1016/j.system.2019.102119
  6. Loh, E.K.Y., Tam, L.C.W., & Lau, K.C. (2019). Moving between language frontiers: The challenge of the medium of instruction policy for Chinese as a second language in Hong Kong. Language Policy, 18(1), 131–153. doi: 10.1007/s10993-018-9465-7
  7. Loh, E.K.Y., Shum, M.S.K., Lau, K.C., Leung, N.T.H., & Lam, K. C. (2019). Applying notetaking and co-construction pedagogy of “Reading to Learn” to assist Hong Kong non-Chinese speaking junior secondary school students in learning Chinese as a second language: Results of good practice. Journal of International Han-character education research.
  8. Loh, E.K.Y., Liao, X., & Leung, S.O. (2018). Acquisition of orthographic knowledge: Developmental difference among learners with Chinese as a second language (CSL). System, 74, 206-216. doi: 10.1016/j.system.2018.03.018
  9. Leong, C.K., Tse, S.K., Ki, W.W., & Loh, E.K.Y. (2018). Orthographic knowledge promotes young Chinese children’s character writing performance. International Journal of Disability, Development and Education, 66(5), 455-477. doi: 10.1080/1034912X.2018.1450963
  10. Loh, E.K.Y., & Tam, L.C.W. (2017). The role of emotionality in teacher change: The case of Chinese language teachers in Hong Kong. Teacher Development, 21(3), 463-479. doi: 10.1080/13664530.2016.1266381
  11. Loh, E.K.Y., & Tam, L.C.W. (2016). Struggling to thrive: The impact of Chinese language assessments on social mobility of Hong Kong ethnic minority youth. Asia-Pacific Education Researcher, 25(5-6), 763-770. doi: 10.1007/s40299-016-0315-0
  12. Loh, E.K.Y. (2016). Picture storybooks in teaching Chinese as a second language. CLCWeb: Comparative Literature and Culture, 18(2), 1-7. doi: 10.7771/1481-4374.2856
  13. Loh, E.K.Y. (2015). Using drama in education to enhance Chinese language proficiency of non-Chinese speaking secondary school students. IB Journal of Teaching Practice, 2(2), 1-7.
  14. Loh, E.K.Y., & Krashen, S. (2015). Patterns in PIRLS performance: The importance of liking to read, SES, and the effect of test prep. Asian Journal of Education and e-Learning, 3(1), 1-6.
  15. Krashen, S., & Loh, E.K.Y. (2015). A problem with PIRLS: A bogus dip in attitudes toward reading between 2006 and 2011. RELC Journal: A Journal of Language Teaching and Research, 46(2), 199-203. doi: 10.1177/0033688215585571
  16. Loh, E.K.Y., Tse, S.K., & Tsui, V.S.K. (2013). A study of the effectiveness of a school-based Chinese character curriculum for non-Chinese speaking kindergartners: Hong Kong experience. Journal of Han Character Education and Research, 30, 277-323.
  17. Tse, S.K., Lam, J.W.I., Loh, E.K.Y., Hui, S.Y., & Ng. R.H.W. (2013). Comparison of Hong Kong primary 4 students’ progress in Chinese and English reading attainments. Quarterly Journal of Chinese Studies, 1(4), 1-16.
  18. Loh, E.K.Y., & Tse, S.K. (2012). An investigation of school-based curriculum design of effective Chinese character learning for non-Chinese speaking kindergartners. Journal of Han Character Education and Research, 28, 171-195.
  19. Chu, S.K.W., Tse, S.K., Loh, E.K.Y., & Chow, K. (2011). Collaborative inquiry project-based learning: Effects on reading ability and interests. Library & Information Science Research, 33(3), 236-243. doi: 10.1016/j.lisr.2010.09.008
  20. Leong, C.K., Loh, E.K.Y., Ki, W.W., & Tse, S.K. (2011). Enhancing orthographic knowledge help spelling production in eight-year-old Chinese children at-risk for dyslexia. Annals of Dyslexia, 61(1), 136-160. doi: 10.1007/s11881-011-0051-3
  21. Leong, C.K., Tse, S.K., Loh, E.K.Y., & Ki, W.W. (2011). Orthographic knowledge is important in comprehending elementary Chinese text by users of alphasyllabaries. Reading Psychology, 32(3), 237-271. doi: 10.1080/02702711.2010.495605
  22. Lee, M.T.N., Tse, S.K., & Loh, E.K.Y. (2011). The impact of the integrative perceptual approach on the teaching of Chinese characters in a Hong Kong kindergarten. Early Child Development and Care, 181(5), 665-679. doi: 10.1080/03004431003768006
  23. Tse, S.K., Loh, E.K.Y., Lam, R.Y.H., & Lam, J.W.I. (2010). A comparison of English and Chinese reading proficiency of primary school Chinese students. Journal of Multilingual and Multicultural Development, 31(2), 181-199. doi.org/10.1080/01434630903514212
  24. Tse, S.K., Yuen, A.H.K., Loh, E.K.Y., Lam, J.W.I., & Ng, R.H.W. (2010). The impact of blogging on the bilingual reading literacy of Chinese primary pupils. Australasian Journal of Educational Technology, 26(2), 164-179.
  25. Tse, S.K., Lam, R.Y.H., Ip, O.K.M., Lam, J.W.I., Loh, E.K.Y., & Tso, A.S.F. (2010). Family resources and students’ reading attainment: Capitalising on home factors. L1-Educational Studies in Language and Literature, 10(3), 27-54.
  26. Lam, R.Y.H., Tse, S.K., Lam, J.W.I., & Loh, E.K.Y. (2010). Does the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong. Teaching and Teacher Education, 26(4), 754-759. doi: 10.1016/j.tate.2009.10.010
  27. Loh, E.K.Y., & Tse, S.K. (2009). The relationship between motivation to read Chinese and English and the impact on the Chinese and English reading performance of Chinese students. Chinese Education and Society, 42(3), 66–90.
  28. Tse, S.K., Lam, R.Y.H., Loh, E.K.Y., Ip, O.K.M., Lam, J.W.I., & Chan, Y.M. (2009). English-speaking foreign domestic helpers and students’ English reading attainment in Hong Kong. Chinese Education and Society, 42(3), 49-65.
  29. Cheung, W.M., Tse, S.K., Lam, J.W.I., & Loh, E.K.Y. (2009). Progress in international reading literacy study 2006 (PIRLS): Pedagogical correlates of fourth-grade students in Hong Kong. Journal of Research in Reading, 32(3), 293-308. doi.org/10.1111/j.1467-9817.2009.01395.x
  30. Leong, C.K., Tse, S.K., Loh, E.K.Y., & Hau, K.T. (2008). Text Comprehension in Chinese children: Relative contributions of verbal working memory, pseudoword reading, rapid automatized naming, and onset-rime phonological segmentation. Journal of Educational Psychology, 100(1), 135-149. doi: 10.1037/0022-0663.100.1.135
  31. Tse, S.K., Lam, J.W.I., Loh, E.K.Y., & Lam, R.Y. (2007). The influence of the language that Hong Kong primary school students habitually speak at home on their Chinese reading ability in school. Journal of Multilingual and Multicultural Development, 28(5), 1-18. doi: 10.2167/jmmd529.1
  32. Tse, S.K., Marton, F., Ki, W.W., & Loh, E.K.Y. (2007). An integrative perceptual approach for teaching Chinese characters. Instructional Science, 35(5), 375-406. doi: 10.1007/s11251-006-9011-4
  33. Leong, C.K., Hau, K.T., Tse, S.K., & Loh, E.K.Y. (2007). Component skills of text comprehension in less competent Chinese comprehenders. Annals of Dyslexia, 57(1), 75-97.
  34. Tse, S.K., Lam, J.W.I., Lam, R.Y.H., Loh, E.K.Y., & Westwood, P. (2007). Pedagogical correlates of reading achievement in English and Chinese. L1-Educational Studies in Language and Literature, 7(2), 71-91.
  35. Tse, S.K., Lam, R.Y.H., Lam, J.W.I., Chan, Y.M., & Loh, E.K.Y. (2006). Attitudes and attainment: A comparison of Hong Kong, Singaporean and English students’ reading. Research in Education, 76, 74-87.
  36. Tse, S.K., Lam, J.W.I., Lam, R.Y.H., Loh, E.K.Y., & Westwood, P.S. (2005). Students’ test performance in PIRLS, attitudes to reading, and the reading self-concept across three ability groups: Data from Hong Kong. Australian Journal of Learning Disabilities, 10(1), 9-18.
  37. Tse, S.K., Lam, J.W.I., Lam, R.Y.H., & Loh, E.K.Y. (2003). PIRLS 2001: Hong Kong component. Chinese Language Testing, 4, 1-9.

 

Book Chapters

  1. Kan, W. N. Z., & Loh, E.K.Y.* (in press). Teaching modern Chinese literature to second language Chinese students through the use of drama. In D. B. Zhang & L. Li Eds.), Curriculum and instruction issues: Chinese as a second/foreign language reading. New York: Routledge.

    *Corresponding author

  2. Loh, E.K.Y., Sun, K.W., Ki, W.W., & Lau, K.C. (2020). Collaborative knowledge building and sharing: Mobile app assists ethnic minority learning Chinese writing. In M.L. Tam (Ed.), Theories, practice and teaching of Chinese functional writing, pp. 261-286. Taipei: Wanjuan House Publisher.
  3. Loh, E.K.Y., & Tse, S.K. (2019). Catering for Chinese as a second language students’ diversified learning needs: Theories and practice of differentiated curriculum. In E.K.Y. Loh, P.W.Y. Chou, M.S.K. Shum & W.W. Ki (Eds.), Chinese language education in the multilingual and multicultural contexts: Theories and practice, p. 33-44. Hong Kong: Hong Kong University Press.
  4. Loh, E.K.Y., Woo, J.P.S., Ki, W.W., & Tang, F.K.L. (2019). Drama in education pedagogy assists students in learning Chinese as a second language: Theories and research. In E.K.Y. Loh, P.W.Y. Chou, M.S.K. Shum & W.W. Ki (Eds.), Chinese language education in the multilingual and multicultural contexts: Theories and practice, 87-102. Hong Kong: Hong Kong University Press.
  5. Loh, E.K.Y., Sun, K.W., Ki, W.W., & Lau, V.M.K. . (2019). IT assists Chinese as a second language learners in developing collaborative learning materials: mLang pedagogy. In E.K.Y. Loh, P.W.Y. Chou, M.S.K. Shum & W.W. Ki (Eds.), Chinese language education in the multilingual and multicultural contexts: Theories and practice, pp. 137-150. Hong Kong: Hong Kong University Press.
  6. Loh, E.K.Y., Ki, W.W., & Tam, L.C.W. (2019). Constructing authentic learning environments for the enhancement of multicultural literacy through IT: A case study of an online student magazine. In E.K.Y. Loh, P.W.Y. Chou, M.S.K. Shum & W.W. Ki (Eds.), Chinese language education in the multilingual and multicultural contexts: Theories and practice, pp. 151-168. Hong Kong: Hong Kong University Press.
  7. Loh, E.K.Y. & Tse, S.K. (2019). Assessment for Chinese as a second language learning: Theories and practice. In E.K.Y. Loh, P.W.Y. Chou, M.S.K. Shum & W.W. Ki (Eds.), Chinese language education in the multilingual and multicultural contexts: Theories and practice, pp. 169-180. Hong Kong: Hong Kong University Press.
  8. Loh, E.K.Y. (2018). A systemic functional analysis on second language explanatory writing: A possible stance for writing assessment. In Shum, M.S.K., & Mickan, P. (Eds.), Researching Chinese language education: Systemic functional linguistics perspectives, pp. 265-288. Oxford: Routledge.
  9. Loh, E.K.Y. (2017). Reading comprehension in primary 4 students through drama in education and reading theories. In C.-W. Liu (Ed.), Understanding and dialogue: Education of literature and language in the globalization context, pp. 249-259. Zhejiang: Zhejiang University Press.
  10. Loh, E.K.Y., Tam, L.C.W., Lau, C.P.C., & Leung, S.O. (2017). How ethnic minority students perceive patterns in Chinese characters: Knowledge of character components and structures. In D. Zhang & C.H. Lin (Eds.). Chinese as a second language assessment, pp. 91-114. Singapore: Springer.
  11. Loh, E.K.Y., Mak, M.T.F., & Tam, L.C.W. (2015). The road to successful Chinese language learning: Effective strategies for teaching and learning Chinese characters. In Shum, M.S.K., & Hill, I. (Eds.) Infusing IB philosophy and pedagogy into Chinese Language teaching, pp. 174-194. UK: John Catt.
  12. Loh, E.K.Y., Wong, S.K., Tang, P.C., Ng, K.Y., Cheng, K.Y., et al. (2015). From the development of Chinese listening and speaking skills, to Chinese character recognition, reading and writing skills: A school-based curriculum. In J.W.I. Lam (Ed.), Teaching Chinese to Chinese language learners: Theories and practices, pp. 145-187. Singapore: Singapore Centre of Chinese Language.
  13. Loh, E.K.Y. (2014). Chinese language education for non-Chinese speaking preschoolers. In S.K. Tse & E.K.Y. Loh (Eds.), Effective teaching and learning of Chinese for non-Chinese speaking preschoolers, pp. 1-15. Beijing: Beijing Normal University.
  14. Loh, E.K.Y. (2014). The design of effective Chinese language curriculum and teaching materials for non-Chinese speaking preschoolers. In S.K. Tse & E.K.Y. Loh (Eds.), Effective teaching and learning of Chinese for non-Chinese speaking preschoolers, pp. 56-82. Beijing: Beijing Normal University.
  15. Loh, E.K.Y. (2014). Research findings of a Chinese language curriculum designed for non-Chinese speaking preschoolers. In S.K. Tse & E.K.Y. Loh (Eds.), Effective teaching and learning of Chinese for non-Chinese speaking preschoolers, pp. 205-221. Beijing: Beijing Normal University.
  16. Loh, E.K.Y., Tse, S.K., & Tsui, V.S.K. (2014). Analysing the teaching and learning of Chinese as a second language. In S.K. Tse & E.K.Y. Loh (Eds.), Effective teaching and learning of Chinese for non-Chinese speaking preschoolers, pp. 83-126. Beijing: Beijing Normal University.
  17. Loh, E.K.Y. (2014). Principles of effective teaching and learning of Chinese language for non-Chinese speaking preschoolers. In S.K. Tse & E.K.Y. Loh (Eds.), Effective teaching and learning of Chinese for non-Chinese speaking preschoolers, pp. 233-239. Beijing: Beijing Normal University.
  18. Loh, E.K.Y., Tse, S.K., & Lam, J.W.I. (2013). Factors affecting students’ Chinese reading ability. In S.K. Tse & J.W.I. Lam (Eds.), Enhancing children’s reading skills to the world-class standards, pp. 195-227. Beijing: Beijing Normal University Press.
  19. Loh, E.K.Y., & Tse, S.K. (2011). Learning motivation and second language learning. In S.K. Tse, W.W. Ki, & M.S.K. Shum (Eds.), The Chinese language learning and teaching of non-Chinese speaking students: Curriculum, teaching materials, teaching strategies and assessment, pp. 77-89. Hong Kong: Hong Kong University Press.

 

Computer Softwares

  1. Loh, E.K.Y., Ki, W.W., & Lau, V.M.K. (2014). mLang: A web app that supports students learning languages and using language as a tool to learn other subjects.

  2. Tse, S. K., Ki, W. W., Lau, M. K., Lee, H. M., Tam, P. Y., & Loh, E. K. Y. (1998). Communicative Writing and Reading Comprehension for Tertiary Students: Computer disk, handbook and curriculum book. Hong Kong: Department of Curriculum Studies, The University of Hong Kong and The Hong Kong Polytechnic University.
  3. Tse, S. K., Ki, W. W., Lau, M. K., Lee, H. M., Tam, P. Y., & Loh, E. K. Y. (1998). Reading Comprehension and Reading Strategies for Tertiary Students: Computer disk, handbook and curriculum book. Hong Kong: Department of Curriculum Studies, The University of Hong Kong and The Hong Kong Polytechnic University.

For the International Profession

  1. (2018-present) Deputy Secretary-General, International Chinese Practical Writing Research Association (Headquartered in Mainland China and registered in Singapore and Hong Kong SAR)

  2. (2016-present) Founding Member, International School Chinese Language Education Conference Organizing Committee (Headquartered in Hong Kong SAR)

  3. (2013-present) Consultant, Chili: Teaching Chinese as a second language for American students. US: United States Department of Defense and the California Federal Government. (Principal investigator: Dr. Christy Lao, San  Francisco State University)

For Hong Kong SAR Government, Profession and Community

  1. (2019-2022) External Reviewer, the Teaching Development Grant of the Education University of Hong Kong.
  2. (2019-2022) External Advisor (Teaching Chinese to Non-Chinese Speaking Students), Po Leung Kuk Academy of Professional Education.
  3. (2018-2021) Association Member, Council of Oxfam.
  4. (2018-2021) Member, Programme and Advocacy Committee of Oxfam.
  5. (2015-2020) Panel Member, Textbook Committee - Chinese Language Textbook Review Panel (Primary), Education Bureau, Hong Kong SAR Government.

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