Professor FUNG, Daniel K. T.

Listening strategies, vocabulary acquisition, assessment, English Medium Instruction (EMI), Content and Language Integrated Learning (CLIL), Language across the Curriculum (LAC), bilingual education, teacher education

Faculty of Arts Outstanding Teaching Award 2018, CUHK

1. Listening strategy literacy of L2 English language teachers: An exploratory study of teachers’ knowledge about listening strategies and practice of strategy instruction (HK$476,440), General Research Fund (Ref. 17621624), Research Grants Council, 2025-26 [PI]
2. A multivariate longitudinal study on the listening problems and listening strategies of first-year tertiary EMI students (HK$639,350), General Research Fund (Ref. 18606223), Research Grants Council, 2024-25 [PI]
3. Learning to listen in EMI: The effects of strategy instruction on strategic behaviour and learner uptake (HK$975,180), Early Career Scheme (Ref. 28616722), Research Grants Council, 2023-25 [PI]
4. Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes (HK$455,324), General Research Fund (Ref. 17603321), Research Grants Council, 2022-23 [Co-I]
5. Towards a reflective approach to developing academic vocabulary: An intervention case study in the higher education context (HK$768,300), Faculty Development Scheme (Ref. UGC/FDS16/H19/21), Research Grants Council, 2022-23 [Co-I]
6. Listening in transition: How students comprehend teacher input in EMI tertiary education  (HK$ 124,970), Seed Funding Grant, EdUHK, 2022-23 [PI]
7. Listening strategy instruction in EMI  (HK$ 80,000), Internal Research Grant, EdUHK, 2021-22 [PI]
8. Linguistic demands in EMI assessment (HK$ 50,000), Small-Scale Research Grant, Department of English Language Education, EdUHK, 2020-21 [PI]
9. Investigating the role of language in CLIL assessments through examining teachers’ and students’ cognitive processes (HK$398,500), General Research Fund (Ref. 17603518), Research Grants Council, 2019-21 [Co-I]
10. Application of innovative mixed-reality technology in STEM education: Secondary Biology teaching and learning (HK$1,522,600), Quality Education Fund (Ref. 2017/1021), 2019-21 [Co-I]

International refereed papers

1. Fung, D., & Lo, Y. Y. (2025). Teacher input prompts and student listening strategies in EMI classes. ELT Journal, ccaf021.https://doi.org/10.1093/elt/ccaf021 
2. Fung, D. (2025). Teacher feedback in EMI classroom interaction. In M. M. Gu, Y. Liu, & & C. F. Huang (Eds.), Re-envisioning English-Medium Instruction in K-12 schools: Policy, Research and Practice (pp. 107-121). Springer Cham. https://doi.org/10.1007/978-3-031-83002-0
3. Chung, E., Fung, D. & Wan, A. (2025). A mixed-methods study of strategy use in academic vocabulary learning among first-year undergraduates in Hong Kong. Journal of English for Academic Purposes, 74, 101482. https://doi.org/10.1016/j.jeap.2025.101482
4. Chung, E., Fung, D. & Wan, A. (2025). Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2024-0186
5. Xin, J. J., Fung, D., & Tavares, N. J. (2025). The 4Cs in action: evaluating language-driven CLIL materials for holistic learning experiences. The Language Learning Journal, 1–20. https://doi.org/10.1080/09571736.2025.2494017
6. Fung, D. (2024). Listening strategy instruction for EMI learners to understand teacher input in Science classroom. AILA Review, 37(2), 266-289. https://doi.org/10.1075/aila.24021.fun
7. 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
8. Chung, E., Wan, A., & Fung, D.* (Corresponding author) (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
9. Tsang, A., & Fung, D. (2024). Compulsory versus voluntary extensive reading: Investigating English learners’ perceptions, proficiency, and school banding. The Curriculum Journal, 35(2), 168-183. https://doi.org/10.1002/curj.218
10. Yau, A. H. Y., Fung, D., & Tsang, A (2024). Effects of supplementary and mainstream education on the secondary–tertiary transitional challenges in English medium higher education. Education Research for Policy and Practice, 23(2), 289–311. https://doi.org/10.1007/s10671-024-09368-5
11. Fung, D., & Lo, Y.Y. (2023). Listening strategies in the English Medium Instruction (EMI) classroom: How students comprehend the teacher input. System, 113, 103004, https://doi.org/10.1016/j.system.2023.103004
12. Zhou, S., Fung, D., & Thomas, N. (2023). Towards deeper learning in EMI lectures: The role of English proficiency and motivation in students’ deep process of content knowledge. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2248078 
13. Lo, Y. Y., Fung, D., & Qiu, X. (2023). Assessing content knowledge through L2: Mediating role of language of testing on students’ performance. Journal of Multilingual and Multicultural Development, 44(10), 1013-1028. https://doi.org/10.1080/01434632.2020.1854274
14. Chung, E., & Fung, D. (2023). ‘I realized 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
15. Qiu, X., Tsang, A., & Fung, D. (2023). Young EFL emergent writers: An investigation into vocabulary and textual features of high and low achievers’ writing. The Journal of AsiaTEFL, 20(4), 904-915.
16. Fung, D. (2022). Students’ experience in online teaching and learning: An investigation into EMI classroom interaction, willingness to communicate and classroom enjoyment. In J. Pun, S. Curle, & D. Yuksel (Eds.), The use of technology in English Medium Instruction (pp. 159-175). Springer. https://doi.org/10.1007/978-3-030-99622-2_11
17. Fung, D., & Macaro, E. (2021). Exploring the relationship between linguistic knowledge and strategy use in listening comprehension. Language Teaching Research, 25(4), 540-564. https://doi.org/10.1177/1362168819868879 
18. Lo, Y.Y. & Fung, D. (2020). Assessment in CLIL: The interplay between cognitive and linguistic demands and their progression in secondary education. International Journal of Bilingual Education and Bilingualism,23(10), 1192-1210. https://doi.org/10.1080/13670050.2018.1436519
19. Tsang, A., Fung, D., & Yau, A.H.Y. (2019). Evaluating supplementary and mainstream ESL/EFL education: Learners’ views from secondary- and tertiary-level perspectives. Studies in Educational Evaluation, 62, 61-71. https://doi.org/10.1016/j.stueduc.2019.04.004 
20. Tsang, M. & Fung, D. (2019). Beyond the spoon-feeding classroom: A Jesuit priest’s use of outings as holistic education. Education about Asia, 24(1), 22-27.
21. Hui, B., & Fung, D. (2016). To know is not to use: The gap between students’ productive vocabulary knowledge and their actual use in free writing. Educational Research Reports, 14/15, 81-103.
22. Fung, D. (2016). [Review of the book Studies in second language acquisition of Chinese]. System, 60, 143-145. https://doi.org/10.1016/j.system.2016.05.007
23. Fung, D., & Murphy, V.A. (2016). Cross linguistic influence in adult L2/L3 learners: The case of French on English morphosyntax. Global Science and Technology Forum:Journal on Education, 3(2), 6-15. doi/10.5176/2345-7163_3.2.78
24. Hui, B., Wong, S.-Y. S., & Fung, D. (2016). Different amount of L1 support in vocabulary learning through reading: The effects of gloss and bilingual texts. Proceedings of 2nd International Conference on Linguistics and Language Studies, Hong Kong.
25. Fung, D. (2015). Listening comprehension strategies when listening to teacher during ESL classroom interaction. Proceedings of 4th Annual International Conference on Language, Literature, and Linguistics, Singapore. doi/10.5176/2251-3566_L315.39 (Best Student Research Paper Award)

Conference presentations

1. Fung, D. (2025, Jul 11-13). How boredom influences students’ motivation and willingness to listen in EMI lectures. 23^rd Asia TEFL International Conference, Hong Kong, China.
2. Fung, D. (2025, Jul 11-13). On measuring L2 English proficiency: A systematic review of the use of c-test. 23^rd Asia TEFL International Conference, Hong Kong, China.
3. Fung, D. (2025, Jul 3-4). Learning to listen in EMI classrooms: How listening strategy instruction improves EMI learners’ strategic behaviour. 6^th EMI Symposium / 3^rd Annual ELINET Conference, Oxford, United Kingdom.
4. Fung, D. (2025, Jun 13-14). Listening strategy instruction for CLIL learners to comprehend Science teacher input. World CLIL Conference 2025, Maynooth, Ireland.
5. Fung, D. (2024, Nov 15-18). L2 listening problems and strategies of EMI college students. The 50^th Japan Association for Language Teaching (JALT) International Conference, Shizuoka, Japan.
6. Chung, E., Fung, D., & Wan, A. (2024, Dec 2-4). Addressing lexical challenges for diverse curricula: An inquiry into undergraduates’ academic vocabulary learning strategies. 4^th International Conference on English across the Curriculum, Hong Kong, China.
7. Fung, D. (2024, Aug 11-16). Learning to learn in EMI: An evidence-based framework for listening strategy instruction. AILA 60^th Anniversary World Congress 2024, Malaysia.
8. Fung, D. (2024, Aug 11-16). Exploring the impact of the medium of instruction in secondary school on students’ listening in EMI tertiary education. Symposium titled “Scaffolding teachers and learners to excel in EMI contexts”, AILA 60^th Anniversary World Congress 2024, Malaysia.
9. Fung, D., & Li, S. (2024, Jun 17-18). Engaging in EMI lectures: Learners’ use of listening strategies when comprehending the teacher input. Engagement in the Digital Age: International Conference on Language Teaching and Learning, Hong Kong.
10. Fung, D. (2024, May 28-30). Listening to teacher input in EMI classroom: What strategies students need to learn and how. Redesigning Pedagogy International Conference 2024, Singapore.
11. [Invited paper] Fung, D. (2024, Apr 26). Developing strategic listening in EMI: A secondary school classroom-based study. English-medium Education (EME) Symposium 2024, Hong Kong.
12. Fung, D. (2023, Dec 6). The language demands in EMI assessment: What vocabulary students need to be taught and by whom? EMI Symposium 2023: Fostering Collaboration, Hong Kong and Oxford.
13. Fung, D. (2023, Dec 1-3). Listening in EMI tertiary education: What problems do students face when comprehending the teacher input? The 3rd International Conference on Language Teaching and Learning 2023, Hong Kong.
14. Fung, D., & Lo, Y.Y. (2023, Jul 17-21). Constructing a taxonomy of listening strategies in the EMI classroom. AILA 20^th Anniversary World Congress 2023, France.
15. Fung, D., & Lo, Y.Y. (2023, Mar 13-15). Listening strategies in the EMI classroom. 57^th RELC International Conference, Singapore.
16. Chung, E., & Fung, D. (2023, Mar 13-15). Understanding academic vocabulary learning from the learner’s perspective. 57^th RELC International Conference, Singapore.
17. Fung, D., & Chung, E. (2022, Dec 6-9). What is the language goal in EMI? An analysis of vocabulary demand in a high-stakes assessment in Hong Kong. International Congress on English Language Education and Applied Linguistics (ICELEAL 2022), Hong Kong.
18. Fung, D. (2021, Dec 3-5). Pinpointing the language demand in CLIL: What vocabulary students need to learn. 19^th Asia TEFL International Conference, India.
19. Fung, D., & Lo, Y.Y. (2020, Nov 27-29). Listening in the CLIL classroom: Interaction between listening strategies and teacher talk. 18^th Asia TEFL International Conference, South Korea.
20. Tavares, N. & Fung, D. (2020, Apr 17-21). SMILE in Content and Language Integrated Learning: How "Maths Talk" Impacts on ESL Learners' Phonological and Morphosyntactic Awareness [Paper Session]. AERA Annual Meeting San Francisco, CA (Conference Canceled) 
21. Tavares, N., & Fung, D. (2019, June 27). Enriching ELT through CLIL: How ‘Maths Talk’ enhances L2 English morphosyntax and phonology. 17^th Asia TEFL International Conference, Thailand.
22. Lo, Y.Y., & Fung, D. (2019, May 9). Informing Pedagogy through Exploring and Reforming Assessment Practices in EMI Education. Research and Development Project Dissemination Conference of SCOLAR, Hong Kong.
23. Fung, D., & Lo, Y.Y. (2018, November 24). Student needs in EMI assessment: An exploration of how cognitive and linguistic demands relate to students’ performance. International Conference on English Medium Instruction, China.
24. Fung, D., & Lo, Y.Y. (2018, March 26). Understanding how ELLs are assessed in CBI: The interplay of cognitive and linguistic demands. American Association for Applied Linguistics (AAAL) Conference, U.S.A.
25. Lo, Y.Y., & Fung, D. (2017, June 12). Assessing students in bilingual education programmes: The interplay between cognitive and linguistic demands. International Symposium on Bilingualism (ISB), Ireland. 
26. Lo, Y.Y., Fung, D., & Lui, P. (2017, June 1). Reassessing CLIL assessment: The integral role of language. CAES International Conference: Faces of English 2, Hong Kong.
27. Fung, D. (2015, September 3). Breaking the boundaries: Development of a computer programme to tap into listening comprehension strategies during ESL classroom interaction. British Association for Applied Linguistics (BAAL) Conference, UK.
28. Fung, D. (2015, June 11). Exploration of listening strategies in the classroom through a computer programme. CAES International Conference: Faces of English, Hong Kong.
29. Fung, D. (2015, March 6). On developing a computer programme to tap into listening comprehension strategy use during ESL classroom interaction. Language in Focus 2015 Conference, Turkey.
30. Fung, D. (2013, March 12). Understanding teacher codeswitching through interactionist approaches – with reference to language learner strategies. Students’ Ongoing Research in Education (STORIES) Conference, UK.

Reviewer for more than 70 papers from international referred journals, including Modern Language Journal; System; International Journal of Bilingual Education and Bilingualism; Second Language Research; Language Awareness; International Journal of Comparative Education and Development; The Asia-Pacific Education Researcher; TESOL International Journal; The Language Learning Journal; Speech, Language, and Hearing; Teaching and Teacher Education; Language and Education; Cognitive Processing; The Journal of Educational Research; European Journal of Education; English Teaching & Learning; International Review of Applied Linguistics in Language Teaching; AILA Review; Applied Linguistics Review; Pedagogies; Humanities and Social Sciences Communications

External Module Examiner, Vocational Training Council, Hong Kong (2021-Present)