Prof. BAI Barry

D.BIT (TP), M.A. (USYD), Ph.D. (NIE/NTU)

Associate Professor
Prof. BAI Barry

Prof. BAI Barry

Associate Professor

HTB Rm. 416
3943 1306


Introduction
Formerly served as part-time instructor at The Centre for English Language Communication of The National University of Singapore, full-time lecturer at The Language and Communication Centre of Nanyang Technological University, Singapore, professional consultant and assistant professor at CUHK. Courses taught include Basic English, Academic and Technical Communication in English, Academic Writing, Research Methods, Subject Curriculum and Teaching (English), Second language Acquisition, Teaching Reading and Writing in Schools, Current Issues In ELT, ELT Techniques, Enrichment Activities for ELT, and ELT Curriculum Theory and Design. Professor Barry has provided training and professional development support to approximately 646 primary and secondary schools, 4,300 English teachers and 50,000 students (alongside 12,880 parents). Through his projects (e.g., GRF, QEF, and SCOLAR), the participants developed and adopted school-based teaching and learning materials.
Awards and Recognition
Faculty of Education Exemplary Teaching Award 2014
CAERDA Best Dissertation Award 2014
Top 2% most cited researcher in languages and linguistics worldwide in 2023 and 2024 by Stanford University
Highly Ranked Scholar (Lifetime - top 0.05%, #20 and Prior 5 Years – top 0.05%, #3) in the specialty of primary school by ScholarGPS in 2024
Other Positions
Programme Director of MA in TESOL
Director of Centre for Language Education and Multiliteracies Research (CLEMR)
Member of the Senate Committee on Language Enhancement (SCLE) of the CUHK
Associate Editor, The European Journal of Education 
Associate Editor, Asia Pacific Journal of Education
President of Hong Kong Association for Applied Linguistics (HAAL)
Member of the Editorial Board of Psychology in the Schools
Member of the Editorial Board of Beijing International Review of Education (BIRE)
Member of the Editorial Board of System
Member of the Editorial Board of Discover Education
Guest Editor for Special Issue of The European Journal of Education: Self-Regulated Learning in K-12 School Contexts, together with Youyan Nie of the National Institute of Education, Nanyang Technological University, Singapore and Gurpinder Lailli of University of Wolverhampton, the U. K.
Guest Editor for Special Issue of System: Instructions for Self-Regulated Learning (SRL) in ESL/EFL Contexts, together with Eric Rui Yuan of the University of Macau
Research Fellow at INTI International University, Malaysia
Member of the Editorial Board of Thinking Skills and Creativity
Member of the Editorial Board of Forum for Linguistic Studies
Board Member of Chinese American Educational Research and Development Association
Research Areas and Focuses
Young learners, self-regulated learning (SRL), social and emotional learning, motivation, second language writing, e-learning, SRL strategies, classroom culture/environment, English teacher professional development and K-12 education settings

*Interested doctoral applicants are advised to email both their CV and proposal related to Barry’s research areas and focuses. The candidates will receive an email reply if Barry is interested.
Selected Publications
  1. Xiong, F., Nie, Y. Y., Lee, A. N, Liem, G. A. D., & Bai, B. (2025). Science epistemological beliefs, motivation, and performance: Further evidence from the UK, Singapore, Hong Kong, and Mainland China. The European Journal of Psychology of Education. doi: 10.1007/s10212-025-00985-z.
  2. Wang, J., Jin, X. Q., Bai, B., & Zhou, H. X. (2025). A latent profile analysis of self-regulated reading-to-write and writing strategies, and their relations to motivation and achievement. Language Teaching Research. doi: 10.1177/13621688251352265.
  3. Bai, B., Zang, X., Song, H., & Nie, Y. Y. (2025). The relationship between teachers’ support and students’ self-regulation in ESL collaborative learning in Hong Kong primary schools: The mediating role of students’ motivation. Innovation in Language Learning and Teaching, 1-20. doi: 10.1080/17501229.2025.2533973.
  4. Bai, B., Li, J., & Liao, C. M. (2025). How knowledge of teacher-child interactions moderates the association between teacher-child relationships and children’s self-regulation. Journal of Applied Developmental Psychology, 1-11. doi:10.1016/j.appdev.2025.101812.
  5. Li, J., Bai, B., & Liu, H. (2025). When emotions meet technology:  Exploring preschool teachers' emotion profiles in technology use. Computers & Education, 1-20. doi: 10.1016/j.compedu.2025.105355.
  6. Wang, J., Chen, S. Y., & Bai, B. (2025). Cultivating children’s online self-regulated learning: the role of parental mediation and support. Education and Information Technologies, 1-32. doi: 10.1007/s10639-025-13555-z.
  7. Xiong, F., Nie, Y. Y., Bai, B., & Lee, A. N. (2025) Students’ outside school ICT use and academic performance: Evidence from multiple PISA waves. Journal of Research on Technology in Education, 1-20. doi:10.1080/15391523.2025.2487276.
  8. Li, J., & Bai, B. (2025). Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers. Computers & Education, 232, 1-18. doi:10.1016/j.compedu.2025.105295.
  9. Bai, B., Zhang, J. T., & Wang, J. (2025). Influences of social expectations and perceived adults’ growth mindsets on school students’ self-regulated learning strategy use and English learning achievement. Psychology in the Schools,1-13.doi:10.1002/pits.23423.
  10. Qian, Q. Zang, X., & Bai, B. (2025). Exploring the roles of student-perceived reading classroom motivational climates on reading motivation among Chinese high-achieving and low-achieving students. Reading and Writing Quarterly, 1-18. doi: 10.1080/10573569.2025.2472348.
  11. Bai, B., & Li, J. (2025). Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach. Teaching and Teacher Education, 157,1-14. doi: 10.1016/j.tate.2025.104965.
  12. Derakhshan, A., & Bai, B. (2025). Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies. System, 129, 1-10. doi: 10.1016/j.system.2025.103605.
  13. Dan, Q. Y., Yin, H. B., & Bai, B. (2025). Three paradigms of inquiry into self-regulated learning (SRL): A critical analysis and ways to transformative and integrated practices. Asia Pacific Education Review, 1-13. doi:10.1007/s12564-025-10035-4.
  14. Bai, B., Zhang, J. T., & Wang, J. (2025). Mindset profiles and their relationship with self-regulated learning strategy use and English learning achievement: The predictive role of environmental factors. System, 129, 1-15. doi: 10.1016/j.system.2025.103592.
  15. Bai, B., & Zang, X. (2025). Bilingual learning motivation and engagement among students in Chinese-English bilingual education programmes in Mainland China: Competing or coexistent? Journal of Multilingual and Multicultural Development. 1-19.doi: 10.1080/01434632.2024.2449071.
  16. Bai, B., Zang, X., & W. J., Guo (2025). Hong Kong students’ motivation and emotion profiles in collaborative learning in ESL classrooms: Influences of actual and self-perceived English proficiency. Social Psychology of Education, 28, 1-20. doi:10.1007/s11218-024-10011-7.
  17. Li, J., & Bai, B. (2024). Examining teacher-child relationship profiles in forecasting children’s self-regulation and social-emotional skills: A multilevel latent profile approach. Journal of Applied Developmental Psychology, 94, 1-12. doi: 10.1016/j.appdev.2024.101697.
  18. Bai, B., & Zhou, H. X. (2024). Standards, instruction and assessment of EFL writing in schools: Lessons from China’s basic education. The European Journal of Education, 59,1-15. doi: 10.1111/ejed.12747.
  19. Dan, Q. Y., Bai, B., & Huang, Q. H. (2024). Gender differences in the relations between classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use. System. 123, 1-14. doi: 10.1016/j.system.2024.103311.
  20. Shen, B., Bai, B., Wang, J., & Song, H. (2024). Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools. Cambridge Journal of Education, 54, 1-21. doi: 10.1080/0305764X.2024.2367484.
  21. Shen, B., & Bai, B. (2024). Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention. System, 122, 1-16. doi.org/10.1016/j.system.2024.103249
  22. Bai, B., & Li, J. (2024). Development and validation of a self-regulated learning teaching scale for preschool teachers. The European Journal of Education, 59,1-24. doi: 10.1111/ejed.12613
  23. Zhou, S. H., Bai, B., & Hao, Y. Y. (2023). Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies. International Review of Applied Linguistics in Language Teaching, 1-24. doi: 10.1515/iral-2023-0106.
  24. Guo, W., Bai, B., Wang, T., & Song, H. (2023). Influences of motivation and grit on students’ self-regulated learning and English learning achievement: A comparison between male and female students. System, 114, 1-12. doi: 10.1016/j.system.2023.103018.
  25. Wong, Y. K, Bai, B. McBride, C., Shum, M, S. K., & Zhou, Y. L. (2023). Role of transcription skills in young Chinese language learners' sentence writing: A longitudinal study. Reading and Writing, 1-24. doi: 10.1007/s11145-023-10415-5.
  26. Wang, J., & Bai, B., (2022). Whose goal emphases play a more important role in ESL/EFL learners’ motivation, self-regulated learning and achievement?: Teachers’ or parents’. Research Papers in Education, 1-22. doi:10.1080/02671522.2022.2030395.
  27. Guo, W. J., Lau, K. L., Wei, J., & Bai, B. (2021). Academic subject and gender differences in high school students’ self-regulated learning of language and mathematics. Current Psychology, 1-16. doi: 10.1007/s12144-021-02120-9.
  28. Guo, W. J., Bai, B, & Song, H. (2021). Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing. System, 1-11. doi: 10.1016/j.system.2021.102578.
  29. Bai, B., Shen, B., & Wang, J. (2021). Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools. Language Teaching Research, 1-25. doi: 10.1177/13621688211021736.
  30. Wang, J., Bai, B., & Song, H. (2021). Primary school students’ acceptance of computer-mediated collaboration in English writing: The role of peer and teacher support. Computer Assisted Language Learning, 1-24. doi: 10.1080/09588221.2021.1881974.
  31. Bai, B., & Wang, J. (2021). Hong Kong secondary school students’ self-regulated language learning strategy use and English writing competence: Influences of motivational beliefs. System, 96, 1-14. doi: 10.1016/j.system.2020.102404.
  32. Bai, B., Wang, J., & Zhou, H. X. (2020). An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong. Computer Assisted Language Learning, 1-26. doi:10.1080/09588221.2020.1871030.
  33. Bai, B., & Wang, J. (2020). Conceptualizing self-regulated reading-to-write in ESL/EFL writing and its relationships to motivation and writing competence. Language Teaching Research, 1-24. doi: 10.1177/1362168820971740.
  34. Yuan, R., Bai, B., & Hou, S. M. (2020). Unpacking vulnerability in academic writing and publishing: A tale of two NNES scholars in China. Higher Education Research & Development, 1-16. doi: 10.1080/07294360.2020.1865282.
  35. Bai, B. & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English learning achievements. Language Teaching Research, 1-22. doi:10.1177/1362168820933190. (A most cited paper in Language Teaching Research)
  36. Shen, B., Bai, B., & Park, M. Y. (2020). Exploring Hong Kong primary school students’ writing motivation: Relationships between writing self-efficacy and task value. Journal of Multilingual and Multicultural Development, 1-15. doi:10.1080/01434632.2020.1823397.
  37. Bai, B., Wang, J., Nie, Y.Y. (2020). Self-efficacy, task values, and growth mindset: What has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? Cambridge Journal of Education, 1-20. doi: 10.1080/0305764X.2020.1778639.
  38. Shen, B., Bai, B., & Xue, W. H. (2020). The effects of peer assessment on learner autonomy: An empirical study in a Chinese college English writing class. Studies in Educational Evaluation, 64, 1-10. doi: 10.1016/j.stueduc.2019.100821.
  39. Lee, A. N., Nie, Y. Y., & Bai, B. (2020). Teachers’ perceived principal’s support for professional learning and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behavior. Teaching and Teacher Education, 93, 1-11. doi:10.1016/ j.tate.2020.103076.
  40. Bai, B., Shen, B., & Mei, H. (2020). Hong Kong primary students' self-regulated writing strategy use: Influences of gender, grade level, and writing proficiency. Studies in Educational Evaluation, 65, 1-11. doi: 10.1016/j.stueduc.2020.100839.
  41. Bai, B., Nie, Y. Y., & Lee, A. N. (2020). Academic self-efficacy, task importance and interest: Relations to English language learning in an Asian context. Journal of Multilingual and Multicultural Development, 1- 14. doi:10.1016/ j.tate.2020.103076.
  42. Bai, B., Wang, J., & Chai, C. S. (2019). Understanding Hong Kong primary school English teachers’ continuance intention to teach with ICT. Computer Assisted Language Learning, 1-24. doi: 10.1080/09588221.2019.1627459.
  43. Bai, B., Song, H., & Zhang, Q. (2019). Catering for teachers' individual teaching differences in China - The case of forming reciprocal coaching circles supported by university-based teacher educators. Journal of Education for Teaching, 45,214-218. doi: 10.1080/02607476.2018.1548175.
  44. Bai, B. & Guo, W. J. (2019). Motivation and self-regulated learning strategy use: Relationships to primary school students’ English writing competence in Hong Kong. Language Teaching Research, 1-22. doi:10.1177/1362168819859921.
  45. Guo, W. J. & Bai, B. (2019). Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools. Applied Linguistics Review, 1-23. doi:10.1515/applirev-2018-0085.
  46. Bai, B. & Yuan, R. (2019). EFL teachers' beliefs and practices about pronunciation teaching. ELT Journal, 73, 134-143.
  47. Shen, B. & Bai, B. (2019). Facilitating university teachers’ continuing professional development through peer-assisted research and implementation team work in China. Journal of Education for Teaching, 45, 476-480. doi: 10.1080/02607476.2019.1639265.
  48. Bai, B., Chao, C. N. G., & Wang, C. (2019). The relationship between social support, self-efficacy and English language learning achievement in Hong Kong. TESOL Quarterly, 53, 208-221.
  49. Bai, B. & Guo, W. J. (2018). Influences of self-regulated learning (SRL) strategy use on self-efficacy in primary school students’ English writing in Hong Kong. Reading & Writing Quarterly, 34, 523-536.
  50. Bai, B. (2018). Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols. System, 78, 15-26.
  51. Bai, B. & Lo, C. K. (2018). The barriers of technology integration in Hong Kong primary school English education: Preliminary findings and recommendations for future practices. International Journal of Literature, Language and Linguistics,4, 290-297.
  52. Wang, C. & Bai, B. (2017). Validating the instruments to measure ESL/EFL learners' self-efficacy beliefs and self-regulated learning strategies. TESOL Quarterly, 51, 931-947.
  53. Bai, B. (2015). An intervention study of writing strategies in Singapore primary schools. System, 53, 96-106.
  54. Bai, B., Hu, G. W., & Gu, Y. (2014). The relationship between writing strategies and English proficiency in Singapore primary schools. The Asia-Pacific Education Researcher, 23, 355-365.
  55. Bai, B. (2014). Enhancing in-service teachers’ professional learning through a school-based professional development programme in Hong Kong. Journal of Education for Teaching, 40, 434-436.

Book Chapters
  1. Bai, B., Hu, G. W., & Lee, I. (2021). Influences on teachers' professional development: The case of using drama as pedagogy. In Y. N. Leung (ed.) Reflections on the English language teaching and learning in the global and diversified world (pp. 118-136). Taipei: Crane Publisher.
  2. Bai, B. (2021). School writing in Hong Kong: Current status and issues. In J. V. Jeffery and J. Parr (Eds.) International perspectives on writing curricula and development: A cross-case comparison (pp. 58-77). Abingdon: Routledge.

Scholarly books
  1. Bai, B. (2016). Writing strategies and strategy-based instruction in Singapore primary schools.Newcastle: Cambridge Scholars Publishing.

Resource Books/Packages
  1. Bai, B. (Ed.). (2023). Integrating Social and Emotional Learning into the English Language Curriculum: Fostering Positive Values, Attitudes and Motivations in English Learning in Primary Schools. Quality Education Fund 2022/2023 Project. Hong Kong: Centre for Language Education and Multiliteracies Research, the Chinese University of Hong Kong.
  2. Bai, B. (Ed.). (2022). Promoting primary school English teachers’ assessment literacy: developing primary students’ ability to assess and improve their learning of English and 21st century skills supported with e-learning tools. Quality Education Fund 2021/2022 Project. Hong Kong: Centre for Language Education and Multiliteracies Research, the Chinese University of Hong Kong.  
  3. Bai, B. (Ed.). (2021). Using e-Learning to develop primary school students’ 21st century skills (critical thinking, creativity, collaboration and self-regulation) in English language learning and teachers’ assessment literacy. Quality Education Fund 2020/2021 Project. Hong Kong: Centre for Language Education and Multiliteracies Research, the Chinese University of Hong Kong. 
  4. Bai, B. (Ed.). (2021). A resource package for Using e-Learning to develop primary school students’ 21st century skills (critical thinking, creativity, collaboration and self-regulation) in English language learning and teachers’ assessment literacy. Quality Education Fund 2020/2021 Project. Hong Kong: Centre for Language Education and Multiliteracies Research, the Chinese University of Hong Kong.
  5. Bai, B. (Ed.). (2020). A resource package for Enhancing secondary students’ English writing through 3C-based (collaboration, creativity and critical thinking) activities, self-regulation strategies and e-Learning tools. Quality Education Fund 2019/2020 Project. Hong Kong: Centre for Language Education and Multiliteracies Research, the Chinese University of Hong Kong.  
  6. Bai, B. (Ed.). (2019). A resource package for the Read to write. Quality Education Fund 2018/2019 Project. Hong Kong: Centre for Enhancing English Learning and Teaching, the Chinese University of Hong Kong.  
  7. Bai, B. (2018). My Project Writing Strategy Book. Hong Kong: Centre for Enhancing English Learning and Teaching, the Chinese University of Hong Kong.  
  8. Bai, B., Song, H., & Zhang, Q. (Eds.). (2018). A resource package for the Quality Education Fund Thematic Network (QTN) on English language (Primary): Project Writing and Drama Modules. Hong Kong: Centre for Enhancing English Learning and Teaching, the Chinese University of Hong Kong.

Selected Research and Development Projects
  1. 2025-26 Standing Committee on Language Education and Research (SCOLAR), English Alliance Projects, Hong Kong, HKD1,622,496 (The Chinese University of Hong Kong, Principal Investigator), Promoting 21st century skills and fun in English language learning for KS2 and KS3 students
  2. 2025-2026 Quality Education Fund (QEF), Education Bureau, Hong Kong, HKD 1,810,800 (The Chinese University of Hong Kong, Principal Investigator), Fostering positive values through AI-supported self-regulated reading in English in primary schools (advisor: Gurpinder Lailli of University of Wolverhampton, the U. K.)
  3. 2025-2028 Fujian Provincial Social Sciences Key Project, RMB50,000, Project leader: Professor Bin Shen, School of Foreign Studies, Fuzhou University. Co-PI: Barry Bai, The Chinese University of Hong Kong, Cognitive processes and individual differences in GAI-assisted second language writing
  4. 2023-25 Standing Committee on Language Education and Research (SCOLAR), English Alliance Projects, Hong Kong, HKD3,397,128 (The Chinese University of Hong Kong, Principal Investigator), Promoting 21st century skills and fun in English language learning for KS2 and KS3 students
  5. 2023-24 Hong Kong Research Grants Council (RGC) Competitive Research Funding Schemes (2012/2023, GRF/ECS), Hong Kong, HKD640,500, Relationships between use of read-to-write (R2W) strategies and English writing competence and effects of a writing intervention in Hong Kong secondary schools
  6. 2022-23 Quality Education Fund (QEF), Education Bureau, Hong Kong,  HKD 2,709,000 (The Chinese University of Hong Kong, Principal Investigator), Integrating Social and Emotional Learning into the English Language Curriculum: Fostering Positive Values, Attitudes and Motivations in English Learning in Primary Schools
  7. 2021-22 Quality Education Fund (QEF), Education Bureau, Hong Kong,  HKD1,925,800 (The Chinese University of Hong Kong, Principal Investigator), Promoting primary school English teachers’ assessment literacy: developing primary students’ ability to assess and improve their learning of English and 21st century skills supported with e-learning tools
  8. 2021-23 Standing Committee on Language Education and Research (SCOLAR), English Alliance Projects, Hong Kong, HKD1,847,265 (The Chinese University of Hong Kong, Principal Investigator), E-writing with 21st century skills (for KS2) and experiencing 21st century English writing with e-learning tools (for KS3)
  9. 2021-2024 Chinese National Social Sciences Fund (Education) for Young Scholars, RMB 200,000. Project leader: Professor Jing Wang, Faculty of Education, Zhejiang University. Co-PIs: Barry Bai, The Chinese University of Hong Kong, Professor Yan Li, Faculty of Education, Zhejiang University, and Professor Gaowei Chen, Faculty of Education, The University of Hong Kong, Students' self-regulated learning and support from teachers and parents in the digital era
  10. 2021-23 Quality Education Fund (QEF), Education Bureau, Hong Kong,  HKD1,903,400 (Baptist University of Hong Kong, Principal Investigator: Lisa Liping Deng, Co-PIs: Barry Bai, The Chinese University of Hong Kong, Professor Allan Yuen, Yew Chung College of Early Childhood Education, and Dr. Chan Chi-keung, Department of Counselling and Psychology, Shue Yan University), Promoting self-regulation and personalized online learning through supporting teachers, students, and parents
  11. 2020-21 Quality Education Fund (QEF), Education Bureau, Hong Kong,  HKD3,641,000 (The Chinese University of Hong Kong, Principal Investigator), Using e-Learning to develop primary school students' 21st century skills in English language learning and teachers' assessment literacy
  12. 2019-21 Standing Committee on Language Education and Research (SCOLAR), English Alliance Projects, Hong Kong, HKD1,621,227 (The Chinese University of Hong Kong, Principal Investigator), E-writing in action and learning English with drama fun
  13. 2019-20 Quality Education Fund (QEF), Education Bureau, Hong Kong, HKD1,999,900 (The Chinese University of Hong Kong, Principal Investigator), Enhancing secondary students' English writing through 3C-based activities, self-regulation strategies and e-Learning tools
  14. 2018-21 Hong Kong Research Grants Council (RGC) Competitive Research Funding Schemes (2018/2019, GRF/ECS), Hong Kong, HKD531,828, Hong Kong primary school students' use of self-regulated writing strategies and effects of a strategy-based writing intervention
  15. 2018-2019 Quality Education Fund (QEF), Education Bureau, Hong Kong, HK$1,920,000 (The Chinese University of Hong Kong, Principal Investigator), Read to write – An intervention to improve students’ English writing competence through teaching self-regulated reading and writing strategies, facilitated by e-Learning resources in primary schools
  16. 2017-18 Quality Education Fund Thematic Network (QTN) on English Language (Primary) 2017/2018 of QEF, Education Bureau, Hong Kong, HKD2,960,000 (The Chinese University of Hong Kong, Principal Investigator),  Focusing on drama, project writing, and e-learning

Invited talks/seminars/workshops
  1. Panel speaker of the Highly Cited Researchers’ Forum: Researching school students’ motivation and self-regulated learning. Global English Education China Assembly 2025, 24-27 July, 2025, Beijing Normal University, Beijing, China
  2. Invited speaker for pre-conference workshop: Teaching English through drama in education – Creating immersive activities with drama techniques. Global English Education China Assembly 2025, 24-27 July, 2025, Beijing Normal University, Beijing, China
  3. Keynote speaker: Bridging research and practice: Fostering self-regulated learning in the classroom. The 10th Research Forum for Emerging Scholars in Applied Linguistics: Language Education for Human Growth, 5-6 July, 2025, Shanghai International Studies University, Shanghai, China
  4. Keynote speaker: Young learners’ motivation and self-regulated learning: Research insights and classroom implications. The 2nd annual WebFestival of Early Language Learning Research Association (ELLRA), 28 June, 2025, online
  5. Keynote speaker: Connecting reading and writing: Teaching self-regulated learning read-to-write (SRL-R2W) strategies. The Symposium for English Teachers in Shenzhen Primary Schools organized by Shenzhen Institute of Education Sciences, 8 April, 2025, Shenzhen, China
  6. Plenary speaker: Teaching self-regulated learning (SRL) strategies in the English language curriculum. Celebrating Multilingualism and Multiculturalism: An International Symposium on Preparing Language Teachers for Global Classrooms, 21 February, 2025. The Metropolitan University of Hong Kong, Hong Kong
  7. Featured speaker: Enhancing motivation and self-regulation in English writing: Research insights and classroom strategies. The 21st CamTESOL Conference, 14-16 February, 2025, Phnom Penh, Cambodia  
  8. Invited speaker: Motivation and self-regulated learning for English learning: Connecting research and practice. The 44th Thailand TESOL International Conference, 24-25 January, 2025, Bangkok, Thailand  
  9. Invited speaker: Use of questioning and self-regulated learning strategies in reading lessons. Guangdong Province Basic Education English Teaching Researchers’ Professional Development Assembly, 29-31 October, 2024, Dongguan, China
  10. Invited speaker: Profiling Chinese students’ bilingual learning motivation and engagement: Competition or coexistence. The Hong Kong Association for Self-Access Learning and Development, 21 October, 2024, The Hong Kong Polytechnic University, Hong Kong
  11. Panel speaker: Teaching questioning skills and self-regulated learning strategies in reading lessons. Global English Education China Assembly 2024, 25-28 July, 2024, Beijing Normal University, Zhuhai, China
  12. Invited speaker for Teaching Excellent Series by the Advancement of Teaching and Learning Committee (ATLC), Hong Kong Shue Yan University: Influences of motivational beliefs on school students’ self-regulated English learning, 29 March 2023, Hong Kong
  13. Invited speaker for National DongHwa University 2021 Forum on English, Bilingual and EMI Education (Online): English language teacher education and training in Hong Kong. 20 November, 2021
  14. Invited speaker for Quality Education Fund (QEF) Thematic Dissemination Activities in 2020/21 School Year: An intervention to improve students’ English writing Competence through teaching self-regulated reading and writing strategies, 2 August, 2021, Hong Kong
  15. Keynote speaker: Phonics and reading – 1st conference on phonics and decoding for English reading between Hong Kong and Guangdong, 17 December, 2019, Guangzhou, China
  16. Keynote speaker: Design and implementation of 21st century learning skills in English language education at the 5th Cross-straits cum Hong Kong and Macau Conference for School Education Reforms, 1-3 November, 2019, Chaohu, China
  17. Keynote speaker: Teaching phonics at primary schools at the 8th National Conference on Teaching Phonics and English Reading, 23-25 October, 2019, Beijing Foreign Studies University, Beijing, China

Project website: https://www.clemr.fed.cuhk.edu.hk/about-us