Prof. TSANG Wai-chung, Arthur

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

Assistant Professor

For approximately 10 years prior to joining the department, Arthur (or Art for short) taught English at various primary and secondary schools as well as a number of tertiary institutions such as CPBE and SPEED at PolyU, CIE and SCE at HKBU, and SPACE at HKU. He provided training in English for specific purposes for government departments, well-established learning centres, and corporates such as The Peninsula and DHL. As a teacher educator, Art has delivered a number of English and curriculum-related courses to prospective and in-service teachers working at kindergarten, primary, and secondary schools at different institutions in Hong Kong.

Research Areas
  1. Oral communication in education (listening, speaking, pronunciation, accents, oral presentations, oral input, inter-cultural communication, and paralanguage)
  2. Innovative language teaching methods
  3. Learners’ perceptions, experiences, and well-being

His research has been published in a number of international peer-reviewed journals. He has also served as a reviewer for postgraduate theses and international journals such as TESOL Quarterly, Language Teaching Research, and Studies in Educational Evaluation.

Google Scholar:
  1. Tsang, A. (accepted). The roads not taken: Greater emphasis needed on ‘sounds’, ‘actual listening’, and ‘spoken input’. RELC Journal. doi: available soon.
  2. Tsang, A. (accepted). EFL listening, pronunciation, and teachers’ accents in the present era: An investigation into pre- and in-service teachers’ cognition. Language Teaching Research. doi: available soon.
  3. Yuan, R., Tsang, A. Li, S. (accepted). Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or Foe? Language Teaching Research. doi: available soon.
  4. Tsang, A. (accepted). Comparing and contrasting intra- and inter-cultural relations and perceptions among mainstream and minority students in multicultural classrooms in higher education. Intercultural Education. doi: available soon.
  5. Tsang, A. (accepted). A Simple ‘mmm’ Technique to Teach Word Stress and Intonation in English. English Teaching Forum.
  6. Cheng, A. H. H. #, & Tsang. A.* (accepted). Uses and understanding of connectives: An embedded case study of ESL learners of different proficiency. Language Awareness. doi: 10.1080/09658416.2021.1871912.
  7. Tsang. A.*, & Yuan, R. (online first). Examining home and international students’ awareness of, attitudes towards and participation in intercultural activities on campus. Journal of Studies in International Education. doi: 10.1177/1028315321990741.
  8. Tsang, A., Yang, M., & Yuan, R. (online first). 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. doi: 10.1080/01434632.2021.1963121.
  9. Tsang. A.*, Paran, A., & Lau, W. W. F. (online first). The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views. Language Teaching Research. doi: 10.1177/1362168820972345.
  10. Tsang. A. (online first). The value of a semi-formal peer mentorship program for first-year students’ studies, socialization and adaptation. Active learning in higher education. doi: 10.1177/1469787420945212.
  11. Tsang. A. (online first). Examining the relationship between language and cross-cultural encounters: Avenues for promoting intercultural interaction. Journal of Multilingual and Multicultural Development. doi: 10.1080/01434632.2020.1725526.
  12. Tsang. A. (online first). Effects of narrow listening on ESL learners’ pronunciation and fluency: An ‘MP3 flood’ programme turning mundane homework into an engaging hobby. Language Teaching Research. doi: 10.1177/1362168819894487.
  13. Tsang. A.*, & Paran, A. (2021). Learners’ views of literature in EFL education from curricular and assessment perspectives. The Curriculum Journal, 32(3), 459-474.
  14. Tsang, A. (2021). A neglected facet in ELT: Communication with less proficient speakers. English Teaching professional, 133, 39-41.
  15. 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. doi: 10.1016/j.stueduc.2020.100927.
  16. 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. doi: 10.18823/asiatefl.2020.
  17. 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. doi: 10.1016/j.system.2020.102298.
  18. 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.
  19. 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. doi: 10.1080/02602938.2020.1718601.
  20. 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. doi: 10.1111/ijal.12276.
  21. 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. doi: 10.1007/s11145-019-09982-3.
  22. 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.
  23. 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. doi: 10.1080/01434632.2019.1600528.
  24. 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. doi: 10.1177/1469787417731214.
  25. 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. doi: 10.1016/j.stueduc.2019.04.004.
  26. 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. doi: 10.1002/tesq.504.
  27. 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. doi:10.1080/02602938.2017.1407917.
  28. Tsang. A. (2017). Judgement of countability and plural marking in English by native and non-native English speakers. Language Awareness, 26(4), 343-359. doi: 10.1080/09658416.2017.1410553.
  29. Tsang. A. (2017). EFL/ESL Teachers’ General Language Proficiency and Learners’ Engagement. RELC Journal, 48(1), 99-113. doi: 10.1177/0033688217690060.

  30. *Corresponding author
    #Mentee/Research Assistant/Supervisee

Updated on 22nd September, 2021