Prof. TSANG Wai-chung, Arthur

BA & BEd (HKU, 1st Hons), MSc & TEFL (Oxford), PhD (Institute of Education, University College London)

Associate Professor
Programme director, Master of Arts in English Language Teaching
Prof. TSANG Wai-chung, Arthur

Prof. TSANG Wai-chung, Arthur

Associate Professor

HTB Rm. 321
3943 4473


Profile
Prior to joining the department in 2018, Arthur (or Art for short) taught English at primary schools, secondary schools, and tertiary institutions. He also provided training in English for specific purposes for government departments, well-established learning centres, and corporations such as The Peninsula and DHL. He is now an associate professor in the English language education team, and the director of the Master of Arts programme in English Language Teaching.
Current Research Interests:
  1. Foreign language exposure and input beyond the classroom
  2. Foreign language listening (especially listening motivation; types of listening)
  3. Students’ emotions, experiences, motivation (especially in relation to expectancy-value theory), perceptions, well-being, and whole-person development; positive psychology

ResearchGate: https://www.researchgate.net/profile/Art_Tsang3
Google Scholar: https://scholar.google.com/citations?user=gGPZkkMAAAAJ&hl=en

Specializing in teaching:
  1. English pronunciation, listening, and speaking
  2. English grammar
  3. Teacher delivery skills
  4. Lesson and activity design and implementation
Publications
Highlights
  1. Tsang, A.* & Consoli, S. (online first). Self-initiated foreign language listening outside class: A mixed-methods investigation of learners’ motivation and their perceptions through self-determination theory. Language Teaching Research.
  2. Tsang, A. (online first). Relationships between formal and informal input, listening motivation, and listening proficiency among young EFL learners in Hong Kong. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2024-0250
  3. Tsang, A. (online first). The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency. Language Teaching Research. https://doi.org/10.1177/13621688231211367
  4. Tsang, A.* & Lam, W.# (2025). De-foreignizing English outside class: Junior-secondary-level EFL learners’ extramural English engagements and listening and reading proficiency. RELC Journal, 56(2), 377-396.
  5. Tsang, A.* & Dewaele, J-M. (2024). The relationships between young FL learners’ classroom emotions (anxiety, boredom, & enjoyment), engagement, and FL proficiency. Applied Linguistics Review, 15(5), 2015-2034.
  6. Tsang, A.*, Liu, S.#, Chan, K. S. J.#, Li, N. Y. A.#, & Chan, L. Y. A.# (2024). Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation. System, 122, 103264.
  7. Tsang, A. (2023). ‘The best way to learn a language is not to learn it!’: Hedonism and insights into successful EFL learners’ experiences in engagement with spoken (listening) and written (reading) input. TESOL Quarterly, 57(2), 511-536.
  8. Tsang, A. (2023). The roads not taken: Greater emphasis needed on ‘sounds’, ‘actual listening’, and ‘spoken input’. RELC Journal, 54(3), 804-816.
  9. Tsang, A.* & Lam, A. L. K.# (2023). Striking a balance between researchers’ and learners’ voices in L2/FL empirical studies: A guide to the group repertory grid approach. Journal of Language, Identity & Education, 24(2), 490-498.
You may also be interested in…
  1. Tsang, A.* & Lo, N. (accepted). A study of FL children’s exposure, family backgrounds, and vocabulary learning. Applied Linguistics Review.
  2. Tsang, A.*, Davis, C., & Wong, T. Z.# (accepted). Empathy development through intercultural engagements: A longitudinal study of first-year tertiary-level students. Journal of Multilingual and Multicultural Development.
  3. Tsang, A., Lam, W.#, Moorhouse, B.* (online first). Young language learners’ perceptions of homework: Contrasting the views of children who find homework least and most boring. International Journal of Applied Linguistics.
  4. Lam, A. L.#, & Tsang, A.* (online first). Paper-based versus e-portfolios in FL writing: A mixed-methods study of young learners’ enjoyment and boredom. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2025.2486148
  5. Tsang, A.* & Lee, K. F. K.# (online first). What is most and least enjoyable in the EFL classroom? A large-scale inductive qualitative study. RELC Journal. https://doi.org/10.1177/00336882241292090
  6. Tsang, A. & Yeung, S. S. S.* (online first). The Interrelationships Between Young English-as-a-Foreign-Language (EFL) Learners’ Perceived Value in Reading Storybooks, Reading Self-efficacy, and Proficiency. SAGE Open. https://doi.org/10.1177/21582440241293044
  7. Tsang, A.* & Yeung, S. S. S. (online first). A hierarchical clustering analysis of classroom emotional profiles of Grade-4-to-5 EFL learners: Classroom emotions, motivation, family backgrounds, and proficiency development. Language Teaching Research. https://doi.org/10.1177/13621688241275733
  8. Tsang, A. (online first). An investigation into FL children’s classroom emotions and their concurrent and longitudinal relationships with grit and growth mindset. Language Teaching for Young Learners. https://doi.org/10.1075/ltyl.00053.tsa
  9. Tsang, A. (online first). The relationships between learner-related variables and attitudes towards standard accents and pronunciation assessment: A large-scale study of secondary-level EFL learners in Hong Kong. TESOL Journal. https://doi.org/10.1002/tesj.796
  10. Tsang, A. (online first). The relationship between EFL learners’ anxiety in oral presentations, self perceived pronunciation, and speaking proficiency. Language Teaching Research. https://doi.org/10.1177/13621688221102522
  11. Yeung, S. S., Tsang, A.*, Lam, W. W. C., & Law, T. S. T. (2025). Maternal education, classroom emotions, and literacy outcomes among Grade 3/4 EFL learners. Journal of Multilingual and Multicultural Development, 46(2), 406–420.
  12. Tsang, A.*, Dang, B. Y. Y., & Moorhouse, B. L. (2025). An examination of learners’ homework engagement, academic achievement, and perceptions. Educational Studies, 51(2), 174–188.
  13. Tsang, A. (2025). EFL listening, pronunciation, and teachers’ accents in the present era: An investigation into pre- and in-service teachers’ cognition. Language Teaching Research, 29(1), 199-220.
  14. Tsang, A.* & Davis, C. (2024). Young learners’ well-being and emotions: Examining enjoyment and boredom in the foreign language classroom. The Asia-Pacific Education Researcher, 33, 1481–1488.
  15. Yuan, R., Tsang, A., Li, S.* (2024). Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or Foe? Language Teaching Research, 28(6), 2136-2157.
  16. 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. Educational Research for Policy and Practice, 23, 289–311.
  17. Tsang, A.*, Aubrey, S., & Yuan, R. (2024). Multiculturalism and multilingualism in higher education: Intercultural activity participation and opportunities for language learning. International Journal of Multilingualism, 21(3), 1332-1348.
  18. 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.
  19. Tsang, A.*, Yang, M., & Yuan, R. (2024). The relationships between participation in intercultural activities on campus, whole-person development, and academic achievement: A mixed-methods study. Journal of Multilingual and Multicultural Development, 45(4), 1256-1270.
  20. 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 Asia TEFL, 20(4), 904-915.
  21. Tsang, A.* & Lee, J. S. (2023). The making of proficient young FL speakers: The role of emotions, speaking motivation, and spoken input beyond the classroom. System, 115, 103047.
  22. Wang, Z., Tsang, A.*, Yuan, R., & Yang, M. (2023). Probing curriculum coherence in pre-service teacher education: An exploratory study. Journal of Education for Teaching, 49(4), 739-742.
  23. Tsang, A.* & Dang, B. Y. Y. (2023). Examining the relationships between medium of instruction in secondary education and learners’ academic achievement and perceptions in English-medium tertiary education. Journal of Further and Higher Education, 47(6), 769-781.
  24. Aubrey, S.* & Tsang, A. (2023). Capitalizing on international students to promote cross-cultural learning in an English language education program. Journal of Education for Teaching, 49(2), 341-344.
  25. Dang, B. Y. Y., Ho, E.*, & Tsang, A. (2023). Learner's assessment preferences in higher education: A comparison study of high-achievers and low-achievers. The Asia-Pacific Education Researcher, 32, 595–604.
  26. Tsang, A.*, Paran, A., & Lau, W. W. F. (2023). The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views. Language Teaching Research, 27(5), 1120-1141.
  27. Tsang, A. (2023). The value of a semi-formal peer mentorship program for first-year students’ studies, socialization and adaptation. Active learning in higher education, 24(2), 125-138.
  28. Tsang, A. (2022). FL listening motivation, interest, linguistic self-confidence, and overall proficiency: A complete double mediation model. System, 108, 102833.
  29. Tsang, A. (2022). Self-access learning of English intonation with speech software: Examining learners’ perceptions with a focus on their concerns and negative comments. Language Learning in Higher Education, 12(1), 209-229.
  30. Tsang, A.*, Wu, S.#, & Ho, O.# (2022). The tricky 's': how to teach food and foods? Modern English Teacher, 31(2), 65-68.
  31. Tsang, A. (2022). Comparing and contrasting intra- and inter-cultural relations and perceptions among mainstream and minority students in multicultural classrooms in higher education. Intercultural Education, 33(1), 99-113.
  32. Cheng, A. H. H.#, & Tsang, A.* (2022). Uses and understanding of connectives: An embedded case study of ESL learners of different proficiency. Language Awareness, 31(2), 155-174.
  33. Tsang, A.*, & Yuan, R. (2022). Examining home and international students’ awareness of, attitudes towards and participation in intercultural activities on campus. Journal of Studies in International Education, 26(3), 390-409.
  34. Tsang, A. (2022). Examining the relationship between language and cross-cultural encounters: Avenues for promoting intercultural interaction. Journal of Multilingual and Multicultural Development, 43(2), 98-110.
  35. Tsang, A. (2022). Effects of narrow listening on ESL learners’ pronunciation and fluency: An ‘MP3 flood’ programme turning mundane homework into an engaging hobby. Language Teaching Research, 26(3), 434-454.
  36. Tsang, A.*, & Paran, A. (2021). Learners’ views of literature in EFL education from curricular and assessment perspectives. The Curriculum Journal, 32(3), 459-474.
  37. Tsang, A. (2021). A Simple ‘mmm’ Technique to Teach Word Stress and Intonation in English. English Teaching Forum, 59(3), 27-30. https://americanenglish.state.gov/files/ae/resource_files/59_3_pg27-30.pdf
  38. Tsang, A. (2021). A neglected facet in ELT: Communication with less proficient speakers. English Teaching professional, 133, 39-41.
  39. Tsang, A.* & Lo, F.# (2020). Bilingual education through a pluri-centric approach: A case study of the effects of simultaneously learning two languages on L1 and L2 reading and writing proficiency. Studies in Educational Evaluation, 67, 100927.
  40. Yip, W. P. H.# & Tsang, A.* (2020). “It means one more piece of homework!”: Learners’ demotivation in EFL extensive reading. The Journal of AsiaTEFL, 17(4), 1158-1546.
  41. Tsang, A. (2020). Are learners ready for Englishes in the EFL classroom? A large-scale survey of learners’ views of teachers’ accents and non-standard accents. System, 94, 102298.
  42. Tsang, A. (2020). Back to basics: Art Tsang introduces an innovative and effective way of teaching parts of speech. Modern English Teacher, 29(4), 51-54.
  43. Tsang, A. (2020). The relationship between tertiary-level students’ self-perceived presentation delivery and public speaking anxiety: A mixed-methods study. Assessment and Evaluation in Higher Education, 45(7), 1060-1072.
  44. Tsang, A. (2020). The synergistic effect of phonology and songs on enhancing second/foreign language listening abilities. International Journal of Applied Linguistics, 30(2), 193-349.
  45. Yeung, S. S. S., Ng, M. L., Qiao, S., & Tsang, A.* (2020). Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness. Reading and Writing, 33, 671–689.
  46. Tsang, A.* & Lam, M. Y.# (2020). Tertiary-level students’ goals, motivation and self-initiated actions for improving English and delivery skills for oral presentations: An exploratory qualitative study in the context of self-regulated learning. In E. Balashov (Ed.), Self-Regulated Learning, Cognition and Metacognition (pp. 165-195). New York: Nova Science Publishers.
  47. Tsang, A. (2020). Why English accents and pronunciation ‘still’ matter for teachers nowadays: A mixed-methods study on learners’ perceptions. Journal of Multilingual and Multicultural Development, 41(2), 140-156.
  48. Tsang, A. (2020). Enhancing learners’ awareness of oral presentation (delivery) skills in the context of self-regulated learning. Active learning in higher education, 21(1), 39-50.
  49. 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.
  50. Tsang, A. (2019). Re-conceptualizing speaking, listening and pronunciation: Glocalizing TESOL in the contexts of World Englishes and English as a Lingua Franca/an international language. TESOL Quarterly, 53(2), 580-588.
  51. Tsang, A. (2018). Positive effects of a program on oral presentation skills: High- and low-proficient learners’ self-evaluations and perspectives. Assessment & evaluation in higher education, 43(5), 760-771.
  52. Tsang, A. (2017). Judgement of countability and plural marking in English by native and non-native English speakers. Language Awareness, 26(4), 343-359.
  53. Tsang, A. (2017). EFL/ESL Teachers’ General Language Proficiency and Learners’ Engagement. RELC Journal, 48(1), 99-113.
*Corresponding author
#Mentee/Research Assistant/Supervisee
Recent Contributions and Services (selected)
At CUHK
  • Director, MA in English Language Teaching (2024 – present)
  • Core task force member and convenor, the new e-platform initiative in the faculty of education (2020 – 2023)
  • Chief coordinator, BA (English Studies) and BEd (English Language Education) programme (2019 – 2023)
  • Mentor for international students (2018 – 2023)
In Hong Kong
  • Consultant (English language education), Pearson Education (2020 – present)
  • Committee Member, HKDSE English Language Subject Committee, (2021 – 2024)
  • Speaker, nine talks on English learning for young children organized by TWGHs with over 1500 enrolments (2021)
  • Speaker, multiple talks on English teaching and learning at local schools in Hong Kong (2019 – present)
In Academia
  • Reviewer for multiple language-related and education journals, 2018-present
    • Language-related (not exhaustive): Applied Linguistics, Computer Assisted Language Learning, Innovation in Language Learning and Teaching, International Journal of Applied Linguistics, Journal of Language, Identity & Education, Journal of Multilingual and Multicultural Development, Journal of psycholinguistic research, Language Assessment Quarterly, Language Awareness, Language Teaching, Language Teaching Research, Language Testing, Research Methods in Applied Linguistics, Studies in Second Language Acquisition, TESOL Quarterly, TESOL Journal, The Language Learning Journal, and The RELC Journal
    • General education (not exhaustive): Assessment & Evaluation in Higher Education, Cogent Education, European Journal of Education, Evaluation and Program Planning, Frontiers in Psychology, Research and Practice in Technology Enhanced Learning, Studies in Educational Evaluation, Teachers and Teaching: Theory and Practice, and The Asia-Pacific Education Researcher
  • Editorial Board member
    • TESOL Journal (2022 – present)
    • The Journal of AsiaTEFL (2022 – present)
    • The RELC Journal (2022 – present)
    • Language Teaching Research Quarterly (2021 – present)
Updated on 15 August 2025