Prof. Scott AUBREY

Associate Professor
Prof. Scott AUBREY

Prof. Scott AUBREY

Associate Professor

HTB Rm. 313
3943 1068


Introduction
Scott received his Ph.D. in Applied Linguistics from the University of Auckland in 2016. He is currently the Programme Coordinator of the Bachelor of Arts (English Studies) and Bachelor of Education (English Language Education) Double Degree Programme, having previously served as Deputy Programme Coordinator since 2019. At CUHK, Scott has taught or is currently teaching Language Assessment and Evaluation, Special Topics in English Language Teaching, English Language Teaching Techniques I, Studying Second Language Learners and Classrooms, and English Language Teaching Project Report at the undergraduate level, and Spoken and Written Discourse for English Language Teaching and Research Methods in TESOL at the postgraduate level.
Research Areas
Scott’s main research areas include second language motivation, learner engagement, and task-based language teaching. He is particularly interested in the intersection of learner psychology and instructed second language acquisition, with much of his research involving attempts to capture how learners feel, think, and behave during pedagogic tasks. For an up-to-date research profile, see Google Scholar: https://scholar.google.com/citations?user=mbQZsNEAAAAJ&hl=en
Selected publications
  1. Aubrey, S. (2025). The relationship between task-specific anxiety, enjoyment, and use of planned content across discourse stages of second language learners' spoken task performances. Learning and Individual Differences, 120, 102677. https://doi.org/10.1016/j.lindif.2025.102677 [SSCI; Q1]
  2. Aubrey, S., & Philpott, A. (2025). Use of the L1 and L2 in strategic planning and rehearsal for task performances in an online classroom. Language Teaching Research, 29(3), 1139-1164. https://doi.org/10.1177/13621688221077421 [SSCI; Q1]
  3. Aubrey, S., & Philpott, A. (2025). From Reflection to Action: Adapting the Idiodynamic Method to Improve English-as-a-Foreign-Language Teachers’ Task-Based Language Teaching Implementation. RELC Journal. https://doi.org/10.1177/00336882241310951 [SSCI; Q1]
  4. Lambert, C., & Aubrey, S. (2025). Learner-generated content, task engagement, affective response, and memory on technology-mediated conversation tasks. Studies in Second Language Learning and Teaching. https://doi.org/10.14746/ssllt.42079 [SSCI; Q1]
  5. Shi, H., Chai, C. S., Zhou, S., & Aubrey, S. (2025). Comparing the effects of ChatGPT and automated writing evaluation on students’ writing and ideal L2 writing self. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2025.2454541[SSCI; Q1]
  6. Zhou, S., Tso, W. S., Aubrey, S. (2025). Enhancing L2 Learners’ Self-Regulated Speaking Through Digital Oral Dialogue Journaling: An EFL Classroom-based Study. RELC Journal. https://doi.org/10.1177/00336882251313704 [SSCI; Q1]
  7. Aubrey, S., & Ellis, R. (2024). A Comparative Study of the L2 Pragmatic Competence of University Students in Hong Kong and the Chinese Mainland: The Contributions of Sociocultural Context and Linguistic Proficiency. Chinese Journal of Applied Linguistics, 47(3), 371-392. https://doi.org/10.1515/CJAL-2024-0301 [ESCI]
  8. Zhang, L., & Aubrey, S. (2024). The role of individual differences in second language pragmatics: A systematic review. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12573 [SSCI; Q2]
  9. Tsoi, S. C., & Aubrey, S. (2024). Impact of student-selected pairing on collaborative task engagement. ELT Journal, 78(1), 42-53. https://doi.org/10.1093/elt/ccad024 [SSCI; Q1]
  10. Lau, W. M. E., Aubrey, S., & Ellis, R. (2024). Error logs in the second language classroom: Exploring the relationship between learner engagement with written corrective feedback and improvements in writing accuracy. System, 123, 103329. https://doi.org/10.1016/j.system.2024.103329 [SSCI; Q1]
  11. Chan, P. H., & Aubrey, S. (2024). Strengthening teacher–student rapport through the practice of guided dialogue journaling. RELC Journal, 55(1), 179-189. https://doi.org/10.1177/0033688221104487 [SSCI; Q1]
  12. 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. https://doi.org/10.1080/14790718.2022.2164769 [SSCI; Q1]
  13. Aubrey, S., & Philpott, A. (2023). Second language task engagement in face-to-face and synchronous video-based computer-mediated modes: Performances and perceptions. System, 115, 103069. https://doi.org/10.1016/j.system.2023.103069 [SSCI; Q1]
  14. Aubrey, S., & Chung, V. (2023). Establishing an online community of practice for undergraduate English language education student researchers. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2023.2288951 [SSCI; Q1]
  15. 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. https://doi.org/10.1080/02607476.2022.2150539 [SSCI; Q1]
  16. Aubrey, S., & Yashima, T. (2023). Willingness to Communicate in TBLT. In C. Lambert, S. Aubrey & G. Bui (Eds.), The Role of the Learner in Task-Based Language Teaching: Theory and Research (pp. 41–57). Routledge. https://doi.org/10.4324/9781003227267-4
  17. Aubrey, S., Lambert, C., Bui, G. (2023). Future directions for researching the role of the learner in task-based language teaching. In C. Lambert, S. Aubrey & G. Bui (Eds.), The Role of the Learner in Task-Based Language Teaching: Theory and Research (pp. 190–197). Routledge. https://doi.org/10.4324/9781003227267-14
  18. Soongpankhao, W., Aubrey, S., & Lambert, C. (2023). Impact of goal-tracking on engagement in language use in an online TBLT module for Thai university students. System, 119, 103184. https://doi.org/10.1016/j.system.2023.103184 [SSCI; Q1]
  19. Humphries, S., Aubrey, S., & King, J. (2023). Fluctuations in Japanese English majors’ capacity to speak before, during and after studying abroad. System, 113, 103001). https://doi.org/10.1016/j.system.2023.103001 [SSCI; Q1]
  20. Chun, L. T., & Aubrey, S.(2023). Using a modified dictogloss to improve English as a second language learners’ use of genre-appropriate conventions and style. RELC Journal, 54(3), 817–827. https://doi.org/10.1177/00336882211045783 [SSCI; Q1]
  21. Shintani, N. & Aubrey, S. (2023). Methodological considerations in the analysis of synchronous and asynchronous written corrective feedback: The affordances of online technologies. In R.M. Manchón & J. Roca de Larios (Eds.), Research methods in the study of writing processes (pp. 316–337). John Benjamins. https://benjamins.com/catalog/rmal.5.15shi
  22. Lambert, C., & Aubrey, S. (2023). Discourse Analytic Methods. In C. Lambert, S. Aubrey & G. Bui (Eds.), The Role of the Learner in Task-Based Language Teaching: Theory and Research (pp. 113–124). Routledge. https://doi.org/10.4324/9781003227267-9
  23. Lambert, C., Aubrey, S. & Bui, G. (2023). The role of the learner in task-based language teaching. In C. Lambert, S. Aubrey & G. Bui (Eds.), The Role of the Learner in Task-Based Language Teaching: Theory and Research (pp. 1–16). Routledge. https://doi.org/10.4324/9781003227267-1
  24. Aubrey, S. (2022). Dynamic engagement in second language computer-mediated collaborative writing tasks. Does communication mode matter? Studies in Second Language Learning and Teaching, 12(1), 59–86. http://dx.doi.org/10.14746/ssllt.2022.12.1.4 [SSCI; Q1]
  25. Aubrey, S., Lambert, C., & Leeming, P. (2022). The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance. Language Teaching Research, 26(5), 867–892. https://doi.org/10.1177/1362168820917844 [SSCI; Q1]
  26. Aubrey, S. (2022). Enhancing long-term learner engagement through project-based learning. ELT Journal, 76(4), 441–451. https://doi.org/10.1093/elt/ccab032 [SSCI; Q1]
  27. Aubrey, S., King, J., & Almukhaild, H. (2022). Language learner engagement during speaking tasks: A longitudinal study. RELC Journal, 53(3), 519–533. https://doi.org/10.1177/0033688220945418 [SSCI; Q1]
  28. Aubrey, S., (2022). The relationship between anxiety, enjoyment, and breakdown fluency during second language speaking tasks: An idiodynamic investigation. Frontiers in Psychology, 13, 1–17 https://doi.org/10.3389/fpsyg.2022.968946 [SSCI; Q2]
  29. Aubrey, S. (2022). Intercultural interaction and English language learning in EFL contexts. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. https://doi.org/10.1002/9781118784235.eelt1032
  30. Leeming, P., Aubrey, S., & Lambert, C. (2022). Collaborative pre-task planning processes and second-language task performance. RELC Journal, 53(3), 534–550. https://doi.org/10.1177/0033688220953225 [SSCI; Q1]
  31. Aubrey, S., & Shintani, N. (2021). L2 Writing and Language Learning in Electronic Environments. In R. M. Manchón & C. Polio (Eds.), Handbook of Second Language Acquisition and Writing (pp. 282–296). Routledge. https://doi.org/10.4324/9780429199691
  32. Aubrey, S., & Philpott, A. (2021). Inter-cultural and Intra-cultural Contact and the L2 Motivational Self System: An EFL Classroom Intervention Study. RELC Journal, 52(3), 440–457. https://doi.org/10.1177/0033688219865409 [SSCI; Q1]
  33. Lambert, C., Aubrey, S., & Leeming, P. (2021). Task preparation and second language speech production. TESOL Quarterly, 55(2), 331–365. https://doi.org/10.1002/tesq.598 [SSCI; Q1]
  34. Toyoda, J., Yashima, T., & Aubrey, S. (2021). Enhancing situational willingness to communicate in novice EFL learners through task-based language learning. JALT Journal, 43(2), 185–214. https://doi.org/10.37546/JALTJJ43.2-3 [SCOPUS]
  35. Aubrey, S. (2020). The role of task-based interaction in perceived language learning in a Japanese EFL classroom. In C. Lambert & R. Oliver (Eds.), Using Tasks in Second Language Teaching (pp. 282–306). Multilingual Matters [SCOPUS]
  36. King, J., Yashima, T., Humphries, S. Aubrey, S., & Ikeda, M. (2020). Silence and anxiety in the English-medium classroom of Japanese universities: A longitudinal intervention study. In J. King & S. Harumi (Eds.), East Asian Perspectives on Silence in English Language Education (pp. 60-79). Multilingual Matters. https://doi.org/10.21832/9781788926775-009 [SCOPUS]
  37. Nakata, T., Tamura, Y., & Aubrey, S. (2020). Examining the validity of the LexTALE test for Japanese college students. The Journal of AsiaTEFL, 17(2), 335–348. http://dx.doi.org/10.18823/asiatefl.2020.17.2.2.335 [SCOPUS]
  38. Aubrey, S. (2018). The impact of intra-cultural and inter-cultural task repetition on interaction. In M. Bygate, Language Learning through Task Repetition (pp. 117–142). John Benjamins Publishing Company. https://doi.org/10.1075/tblt.11.05aub [SCOPUS]
  39. Aubrey, S. (2017). Measuring flow in the EFL classroom: learners’ perceptions of inter- and intra-cultural task-based interactions. TESOL Quarterly, 51(3), 661–692. https://doi.org/10.1002/tesq.387 [SSCI; Q1]
  40. Aubrey, S. (2017). Inter-cultural contact and flow in a task-based Japanese EFL classroom. Language Teaching Research, 21(6), 717–734. https://doi.org/10.1177/1362168816683563 [SSCI; Q1]
  41. Shintani, N., & Aubrey, S. (2016). The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer-mediated Environment. Modern Language Journal, 100(1), 296–319. https://doi.org/10.1111/modl.12317 [SSCI; Q1]
  42. Shintani, N., Aubrey, S., & Donnellan, M. (2016). The effects of pre-task and post-task metalinguistic explanations on accuracy in L2 writing. TESOL Quarterly, 50(4), 945–955. https://doi.org/10.1002/tesq.323 [SSCI; Q1]
  43. Aubrey, S. (2014). Development of the L2 Motivational Self System: English at a University in Japan. JALT Journal, 36(2), 153–174. https://doi.org/10.37546/JALTJJ43.2-3 [SCOPUS]
  44. Aubrey, S., & Nowlan, A. (2013). Effect of Intercultural Contact on L2 motivation: A Comparative Study. In M. T. Fellner, D. Da Silva, & T. Fellner (Eds.) Language learning motivation in Japan (pp. 129–151). Bristol, UK: Multilingual Matters. https://doi.org/10.21832/9781783090518-010. [SCOPUS]
Edited books and special issues
  1. Lambert, C., Aubrey, S., & Bui, G. (Eds.). (2023). The Role of the Learner in Task-Based Language Teaching: Theory and Research Methods (1st ed.). Routledge. https://doi.org/10.4324/9781003227267
  2. 2025 Special Issue of TESOL Quarterly (co-editor with Craig Lambert): The Role of the Learner in Task Performance and Acquisition: Evidence from New and Emerging Perspectives
Grants obtained as PI
  1. 2024-2027. Research Grants Council, General Research Fund, Hong Kong, HKD 672,500.  Principal investigator: Scott Aubrey; Co-I: Nathan Ducker. The effect of synchronous computer-mediated and face-to-face communication modes on second language learner engagement in collaborative pre-task planning for problem-solving task performances: Inter-individual and intra-individual perspectives.
  2. 2021-2023. Direct Grant, The Chinese University of Hong Kong, Hong Kong, HKD 21,600. Principal investigator: Scott Aubrey. The impact of learners’ affective engagement during pre-task planning on the transfer of planned content to L2 task performances: A dynamic perspective.
  3. 2020-2022. Teaching Development and Language Enhancement Grant for the 2019–22 Triennium (General Teaching Development Projects), The Chinese University of Hong Kong, Hong Kong, HKD 33,520. Establishing a virtual community of practice for undergraduate language education researchers: Identifying challenges and sharing solutions.
  4. 2020-2022. Direct Grant, The Chinese University of Hong Kong, Hong Kong, HKD 11,200 HKD. Principal investigator: Scott Aubrey. The impact of L2 oral interaction on collaborative dialogues in computer-mediated collaborative writing tasks.
  5. 2020-2022. Teaching Development and Language Enhancement Grant for the 2019–22 Triennium (Grant Scheme for Internationalization of Curriculum), Hong Kong, HKD 73,992. Co-PIs: Scott Aubrey, Arthur Tsang; Co-I: Wendy Lou. Capitalizing on CUHK International Students to Learn about English Language Education and Use across the Globe: A Simple and Sustainable laH Initiative.
  6. 2017-2018. Grant-in-Aid for Scientific Research, Japan Society for the Promotion of Science, Japan, JPY 4,160,000. Principal investigator: Scott Aubrey; Co-I: Simon Humphries. Examining L2 writing development in a task-based computer-mediated environment.
  7. 2015-2017. Grant-in-Aid for Young Scientists, Japan Society for the Promotion of Science, Japan, JPY 1,820,000. Principal investigator: Scott Aubrey. Effect of intercultural contact on L2 motivation.
  8. 2011-2012. Grant-in-Aid for Young Scientists, Japan Society for the Promotion of Science, Japan, JPY 1,300,000. Principal investigator: Scott Aubrey. Effect of environment on L2 motivation
Selected conference presentations, invited talks, and invited podcast interviews
  1. Aubrey, S., & Zhou, R. M. (March-2025). Examining task engagement in synchronous video-based communication and face-to-face modes. Paper presented at the 59th RELC International Conference, Singapore.
  2. Zhang, L., & Aubrey, S. (March-2025). L2 pragmatic development of Chinese EFL learners at an EMI transnational university: A longitudinal study. Paper presented at the 59th RELC International Conference, Singapore.
  3. Watkins, J., & Aubrey, S. (February-2025). Simulating career interviews in the EFL classroom to prompt engagement among students. Paper presented at the 21st Annual CamTESOL Conference, Phnom Penh, Cambodia.
  4. Aubrey, S. (August-2024). The Role of Pre-Task Planning in the Development of L2 Speech Processing Capacity. Symposium presentation at 21st AILA World Congress (AILA) (Kuala Lumpur, Malaysia).
  5. Watcharaphong, S., & Aubrey, S. (August-2024). Impact of Goal Tracking on Engagement in Language Use in an online TBLT module for Thai University Students. Symposium presentation at 21st AILA World Congress (AILA) (Kuala Lumpur, Malaysia).
  6. Aubrey, S. (May-2024). Task engagement in synchronous video-based computer-mediated and face-to-face communication modes. Paper presented at the Psychology of Language Learning (PLL5) 2024 Conference, Madrid, Spain.
  7. Aubrey, S. & Philpott, A. (March-2024). The effects of face-to-face and synchronous video-based computer-mediated communication modes on task engagement. Paper presented at American Association for Applied Linguistics (AAAL) 2024 Annual Conference, Houston, USA.
  8. Zhang, L.* & Aubrey, S. (March-2024). Understanding the motivational dynamics of learning Chinese as a second language during study abroad. Paper presented at American Association for Applied Linguistics (AAAL) 2024 Annual Conference, Houston, USA.
  9. Aubrey, S. (October-2023). #152 Second language task engagement in face-to-face and synchronous video-based computer-mediated modes: Performances and perceptions. Invited Podcast interview. Lost in Citations. https://www.lostincitations.com/
  10. Aubrey, S. (May-2023). Task-Specific Willingness to Communicate: Understanding why learners choose to engage with language tasks. Invited presentation at the APLJ (Asia Pacific Language Research Journal) Symposium, Ritsumeikan Asia Pacific University, Oita, Japan.
  11. Aubrey, S. (March-2023). The relationship between pre-task planning and second language learners’ emotional states during oral task performances. Paper presented at the 57th RELC International Conference, Singapore.
  12. Aubrey, S. (March-2023). Task preparation and second language learners’ emotions. Invited presentation at the Hong Kong Second Language Acquisition Research Forum 2023, Hong Kong.
  13. Aubrey, S., & Philpott, A. (March-2023). L1 and L2 use during strategic task planning and rehearsal: Impact on the quantity and novelty of content used in L2 task performances. Paper presented at American Association for Applied Linguistics (AAAL) 2023 Annual Conference, Portland, USA.
  14. Aubrey, S. (June-2022). Developing an Online Community of Practice for Undergraduate Language Education Researchers: Identifying Challenges and Sharing Solutions. Paper presented at the Community of Practice Symposium of Education Innovation and Technology 2022, CUHK, Hong Kong.
  15. Aubrey, S. (February-2022). Learner engagement in computer-mediated collaborative writing tasks. Paper presented at the 18th Annual CamTESOL Conference, Phnom Penh, Cambodia.
  16. Aubrey, S. & Tsang, A. (February-2022). Capitalizing on international students to promote pre-service English language teacher’s understanding of English language education and use across cultures. Paper presented at the 18th Annual CamTESOL Conference, Phnom Penh, Cambodia.
  17. Aubrey, S. (March-2021). The impact of collaborative L1 pre-task planning on the content of problem-solving task performances. Invited presentation at the Hong Kong Second Language Acquisition Forum 2021, Hong Kong.
  18. Aubrey, S. (December-2020). Pre-task preparation and second language speech production. Invited seminar for the Hong Kong Association of Applied Linguistics, Hong Kong.
  19. Yashima, T., MacIntyre, P., Aubrey, S., & Toyoda, J. (October-2019). Dynamic emotions underlying L2 willingness to Communicate: enjoyments, engagement, and anxiety. Symposium presentation at The Third International Conference on Situating Strategy Use, Osaka, Japan.
  20. Aubrey, S. (August-2019). The role of intra- and inter-cultural task-based interaction in perceived language learning. Paper presented at the Eighth International Conference on Task-Based Language Teaching, Carelton University, Ottawa, Canada.
  21. Aubrey, S. (July-2019). Perceived Language Learning during Task-based Inter-cultural Interactions. Paper presented at the 2019 Joint International Conference on English Teaching and Learning in Korea, Hankuk University of Foreign Studies, Seoul, Korea.
  22. Aubrey, S. (April-2018). Engaging learners: Searching for flow in the language classroom. Invited plenary speech at the 18th Oman International ELT Conference, Sultan Qaboos University, Muscat, Oman.
  23. Aubrey, S. (July-2017). Enhancing motivational flow through task-based intercultural interactions. Paper presented at the 18th World Congress of Applied Linguistics, Rio de Janeiro, Brazil.
  24. Aubrey, S. (March-2017). Task-based interaction and motivational flow. Presentation at the English Language in Education and Research Conference, Mount Kenya University in Kigali, Rwanda.
  25. Aubrey, S. (June-2016). Effect of task repetition and intercultural contact on Japanese EFL learners’ attention to form. Paper presented at the 2016 Task-Based Language Teaching in Asia Conference, Kyoto, Japan.
  26. Aubrey, S. (September-2016). The role of task design and implementation in improving learners' affective responses and performance engagement. Paper Presentation at the 35th Second Language Research Forum, New York, USA.
  27. Aubrey, S. & Watkins, J. (August-2016). Facilitating directed motivational currents with language learning projects. Paper presented at the 9th Malaysia International Conference on Languages, Literatures and Cultures, Penang, Malaysia.
  28. Aubrey, S. (March-2016). The impact of task repetition and intercultural interaction on learner interaction. Paper presented at Language in Focus 2016 Conference, Istanbul, Turkey.
  29. Aubrey, S. (December-2015). New frontiers in teaching writing: Exploring the feasibility and effectiveness of synchronous written corrective feedback. Invited seminar at Japan Association of Language Teachers (JALT) Oita Chapter, Oita, Japan.
  30. Aubrey, S. & Philpott, A. (March-2015). Effect of intercultural contact on motivational flow of EFL learners. Paper presented at the TESOL 2015 International Convention and English Language Expo, Toronto, Canada.
  31. Aubrey, S. (March-2015). Effect of intercultural contact on motivational flow during the performance of oral tasks. Paper presented at the joint American Association for Applied Linguistics (AAAL) and Association Canadienne de Linguistique Appliquée 2015 Conference, Toronto, Canada.
  32. Shintani, N. & Aubrey, S. (March-2015). Computer-mediated synchronous (immediate) and asynchronous (delayed) direct corrective feedback. Paper presented at the joint American Association for Applied Linguistics and Association Canadienne de Linguistique Appliquée 2015, Toronto, Canada.
  33. Aubrey, S. (August-2014). Motivational flow during the performance of tasks. Paper presented at International Conference on Motivational Dynamics and Second Language Acquisition, Nottingham, UK.
  34. Aubrey, S. & Shintani, N (March-2014). The effect of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer-mediated environment. Paper presented at American Association for Applied Linguistics (AAAL) Conference, Portland, USA.
  35. Aubrey, S. & Nowlan, A. (March-2013). Impact of different environments of foreign language motivation. Paper presented at the TESOL 2015 International Convention, Dallas, USA.
  36. Aubrey, S. (February-2013). Using audio diaries in foreign language motivation research. Paper presented at the 9th CamTESOL International Conference on English Language Teaching, Phnom Penh, Cambodia.
  37. Aubrey, S. (November-2013). Intercultural Interaction and Its Role in University EFL Communities. Paper presented at the 9th International Far Eastern English Language Teachers Association (FEELTA) Conference, Vladivostok, Russia.
  38. Aubrey, S. (November-2012). Students’ Reactions to Using Technology in an EAP Writing Class. Paper presented at the 9th International Far Eastern English Language Teachers Association (FEELTA) Conference, Vladivostok, Russia.
  39. Aubrey, S. (February-2012). Influences on Willingness to Communicate in Three Different Sized EFL Classrooms. Paper presented at the 7th CamTESOL International Conference, Phnom Penh, Cambodia.
  40. Aubrey, S. & Nowlan, A. (October-2011). The effect of intercultural contact on motivation. Paper presented at KOTESOL 2011 International Conference, Seoul, Korea.
Selected service
  • 2024-Present. Editorial Board Member, Language Teaching for Young Learners, John Benjamins Publishing.
  • 2024-Present. Advisor, Task-based Language Teaching Committee, Global English Education China Assembly.
  • 2023-Present. Vice Chair, Psychology of Task-based Language Learning Special Interest Group, The International Association for the Psychology of Language Learning.
  • 2023-Present. Chief Programme Coordinator, BA (English Studies) and BEd (English Language Education), CUHK.
  • 2023 & 2024. Coordinator, Distinguished Visiting Professor Scheme (Prof. Rod Ellis, Curtin University), CUHK.
  • 2023 & 2024. Co-Chair, The Hong Kong Second Language Acquisition Forum (with Jookyung Jung, CUHK).
  • 2022-Present. Grant reviewer (CUHK, other Hong Kong universities, international organizations)
  • 2019-2023. Deputy Programme Coordinator, BA (English Studies) and BEd (English Language Education), CUHK.
  • 2019-Present. Teaching Practicum Coordinator (Secondary School), BA (English Studies) & BEd (English Language Education) programme, CUHK.
  • 2019-Present. Invited book chapter and book proposal reviewer for the following publishers:
    • Routledge
    • Cambridge University Press
    • Bloomsbury
    • Multilingual Matters
  • 2018-Present. Invited reviewer for the following journals:
    • Applied Linguistics
    • English for Academic Purposes
    • Foreign Language Annals
    • International Journal of Applied Linguistics
    • International Review of Applied Linguistics in Language Teaching
    • JALT Journal
    • Journal of Psycholinguistic Research
    • Language Awareness
    • Language Learning and Technology
    • Language Teaching for Young Learners
    • Language Teaching Research
    • Languages
    • Multilingual and Multicultural Development
    • RELC Journal
    • Research Methods in Applied Linguistics
    • Studies in Second Language Acquisition
    • Studies in Second Language Learning and Teaching
    • System
    • TESOL Quarterly
    • The Asia-Pacific Education Researcher
    • The Modern Language Journal