Formerly secondary teacher of English, lecturer at the Institute of Language in Education (currently Hong Kong Institute of Education), assistant professor at the Hong Kong Polytechnic University, and ESL teacher at Douglas College and Simon Fraser University in Canada. Courses taught include: Subject Curriculum and Teaching (English), Academic Reading and Writing.

ESL reading, ESL writing, learner autonomy, teacher development.

1. Lee, I. (2001). A case study of the teaching of coherence in a Hong Kong tertiary classroom. Curriculum Forum 10(2), 56-59.  

2. Lee, I. (2000). Exploring reading-writing connections through a pedagogical focus on ‘coherence'. Canadian Modern Language Review, 57(2), 352-356.
3. Lee, I. (2000). Can a nonnative speaker be a good English teacher? TESOL Matters February/March, p.19.
4. Li, B., Lee, M., & Lee, I. (1999). Project work: Practical guidelines. Hong Kong: Hong Kong Institute of Education.
5. Lee, I. (1998). Supporting greater autonomy in language learning: Lessons from a case study. ELT Journal, 52(4), 282-289.
6. Lee, I. (1998). Enhancing students’ awareness of coherence-creating mechanisms in writing. TESL Canada Journal, 15(2), 36-49.
7. Lee, I. (1998). Writing in the Hong Kong secondary classroom: Teachers’ beliefs and practice. Hong Kong Journal of Applied Linguistics, 3(1), 61-76.
8. Lee, I. (1997). ESL learners’ performance in error correction in writing: Some implications for teaching. System, 25(4), 465-477.
9. Lee, I. (1997). Peer reviews in a Hong Kong tertiary classroom. TESL Canada Journal, 15(1), 58-69.
10. Lee, I. (1996). Hong Kong primary teachers’ perspectives on ELT. RELC Journal, 27(2), 100-117.
11. Hoare, P. & Lee, I. (1995). Changing the language of classroom: How do teachers feel about it? Language in Education Journal, 1, 20-34.
12. Lee, I., Lee, M., & Ng, R. (1994). Fun after hours: Extra-curricular activities in secondary schools. Hong Kong: Institute of Language in Education.