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Academic Staff

CHEUNG Chi-keung, Alan

Department Chairperson & Professor

CHEUNG Chi-keung, Alan

BA in English (BYU-Hawaii), MBA, MEd, PhD (BYU)

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Prior to joining the department, Dr. Cheung was a faculty member in the School of Education at Johns Hopkins University. He is currently serving as a Professor (Courtesy) at Johns Hopkins University and a Distinguished Chair Professor at Nanjing Normal University. His research areas include evidence-based reform, bilingual education and educational technology. He has been involved in many large-scale randomized experiments and studies on these topics and is the author or co-author of numerous journal articles, book chapters, and technical reports. His journal articles have appeared in top academic journals such as Review of Educational Research (RER), Educational Research Review (ERR), Journal of Educational Psychology (JEP), American Educational Research Journal (AERJ), and Reading Research Quarterly (RRQ).

In recognition of his research productivity and research impact in the field, he has received three research awards: The prestige Palmer O. Johnson Award for the best article published in an AERA journal by the American Educational Research Association (AERA) in 2008; the Research Excellence Award by CUHK in 2013, and the International Discovery Award by the Australian Research Council in 2018. In 2016, he also received an Outstanding Alumni Achievement Award from Brigham Young University, his Alma Mater, to recognize his significant contributions to his profession and community.

Research Interests
  • Education Marketization
  • Higher Education
  • Quantitative methods
  • School Effectiveness and School Improvement
  • School Evaluation
Courses Taught
Recent Publications
  • Wang, F. F., & Cheung, A. (Accepted). Does chatting with chatbots improve language learning performance: A meta-analysis of chatbot-assisted language learning. Review of Educational Research.
  • Ng, C., Graham, S., Renshaw, P., Cheung, A., & Mak, B. (2024). Australian grades 4 to 6 teachers’ beliefs and practices about teaching writing to low SES students. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2023.102304
  • Yin, H., Cheung, A., Tam, W. W. Y., & Lau, E. (2024). Facilitating Hong Kong kindergarten teachers’ perceptions of enactment of play-based learning for whole-child development: The potential of personal and organizational enablers. Early Education and Development. https://doi.org/10.1080/10409289.2023.2298643
  • Huang, Q. H., & Cheung, A. (2024). More is not always better: The curvilinear relationship between intercultural learning and adolescents’ global competence. Applied Research in Quality of Life, 19, 835-857.
  • Wang, F. F., & Cheung, A. (2024). Robots’ social behaviors for language learning: A systematic review and meta-analysis. Review of Educational Research. https://doi.org/10.3102/00346543231216437
  • Keung, C. & Cheung, A. (2023). Family-School-Community’ partnership matter in supporting play-based learning implementation: A social capital perspective. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2023.104314
  • Guo, X., Cheung, A., Abrami, P.C., & Wade, A. (2023). Examining the impact of ABRACADABRA (ABRA), a game-based online literacy program, on primary school students in rural Hunan, China. Education Technology and Research Development. https://doi.org/10.1007/s11423-023-10185-5.
  • Huang, Q. H, & Cheung, A. (2023). The impact of study abroad on pre-service and in-service teachers’ intercultural competence: a meta-analysis. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2023.104091.
  • Ni, A. H., & Cheung, A. (2023). The impact of flipped classroom teaching on college English language learning: A meta-analysis. International Journal of Educational Research.
  • Xuan, Q., Cheung, A., Yin, H., Yu, X., & Hung, R. (2023). The effectiveness of the Production-Oriented Approach to enhance adult Chinese EFL learners’ language proficiency: A comparative study of three language teaching approaches. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00728-y.
  • Zhuang, T. T., Cheung, A., Lau, W. F. , & Su, Y. (2023). What affects teaching agency of University instructors: A social realistic perspective. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2023.2167807.
  • Cheung, A., Huang, K. L., Wang, H. F., & Xu, J. B. (2023). Effect of a student teaching internship program on the self-efficacy of pre-service teachers in rural China. International Journal of Educational Management. https://doi.org/10.1108/IJEM-03-2021-0081.
  • Cheung, A., Shek, D., Hui, N. N., Leung, W., & Cheung, R. (2022). Professional development for teachers of gifted education in Hong Kong: Instrument validation and training effectiveness. International Journal of Environmental Research and Public Health, 19, 9433. doi: 10.3390/ijerph19159433.
  • Cheung, A., Chau, G., Lau, E., Leung, A., & Chui, H. (2022). Cultivating the psychological well-being of early-childhood education teachers: the importance of quality work life. Applied Research in Quality of Life. https://doi.org/10.1007/s11482-021-09959-x.
  • Cheung, A., Keung, P. C. & Tam, W. (2022). Understanding Hong Kong pre-primary school teachers’ curriculum beliefs: A modified version of the Curriculum Orientation Inventory.  Early Childhood Education Journal. 50, 959-968. https://doi.org/10.1007/s10643-021-01211-3.
  • Cheung, A., Keung, P. C., & Tam, W. (2022). Developing kindergarten teacher capacity for play-based learning: A mediation analysis. Teachers and Teaching: Theory and Practice. 28(5), 618-63 doi: 10.1080/13540602.2022.2062749.
  • Xuan, Q. Y. & Cheung, A., Liu, J. H. (2022). How effective is TBLT in enhancing L2 learning? A technical comment on Bryfonski and McKay (2019). Language Teaching Research. doi.org/10.1007/s10643-021-01211-3. doi: 0.1177/13621688221131127.
  • Ni, A. H., & Cheung, A. (2022). Understanding secondary students’ continuance intention to adopt AI‑powered intelligent tutoring system for English learning. Education Information and Technologies.  org/10.1007/s10639-022-11305-z.
  • Ni, A. H., Cheung, A., Shi, J. P. (2022). Effect of educational technology on reading achievements for Chinese K-12 English language learners. Frontiers in Psychology. doi.org/10.3389/fpsyg.2022.1025761.
  • Shi, J. P., & Cheung, A., & Ni, A. H. (2022) The effectiveness of promoting alternative thinking strategies curriculum (PATHS): A meta-analysis. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.1030572.
  • Xuan, Q. Y., Cheung, A., & Dan, S. (2022). The effectiveness of formative assessments for enhancing reading achievement in K-12 classrooms: A meta-analysis. Frontiers in Psychology, 13:990196. doi: 10.3389/fpsyg.2022.990196.
  • Shek, D., Cheung, A., Hui, N. N., Leung, W., & Cheung, R. (2022). Development and evaluation of a pioneer school-based gifted education program (Project GIFT) for primary and secondary students in Hong Kong.  International Journal of Environmental Research and Public Health.
  • Chau, G., Cheung, A., & Lau, E. (2022). Teachers’ perception on perceived school leadership and psychological well-being: The mediating roles of work-related meaning in life and optimism in Hong Kong kindergarten teachers. Applied Research in Quality of Life. https://doi.org/10.1007/s11482-022-10138-9
  • Shi, J., & Cheung, A. (2022). The impacts of a social-emotional learning program on elementary school students in China: A quasi-experimental study. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-022-00707-9.
  • Shi, J. P., Cheung, A., Zhang, Q, & Tam, W. W. (2022). Development and validation of a social-emotional skills scale: Evidence of its reliability and validity in China. International Journal of Educational Research.
  • Keung, P. C., Cheung, A., Mak, B., & Tam, W. (2022). Examining role of professional development initiatives from the perspectives of Key Learning Area Coordinators and Subject Heads: A mediation analysis. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2021.101829.
  • Keung, P. C., Cheung, A., & Tam, W. (2022). Perceptions of Hong Kong secondary school teachers on effective pedagogical practices for curriculum reform: A multi-group analysis.  Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2021.1988901
  • Wang, K, Chung, K. L., Xu, J., & Cheung, A. (2022). Can the locked-in be unlocked? University stratification in China under state-led quest for world-class universities. Higher Education Policy. https://doi.org/10.1057/s41307-022-00290-0.
  • Cheung, A. (2022). Developing pre-service science teachers’ entrepreneurship mindsets. Science Insights Education Frontiers, 11(2), 1523-1525.
  • Yuen, Y. M., Cheung, A., Leung, C. S., Tang, H. H., & Chan, C. H. (2022). The success and obstacles in pursuing higher education: The differentiation between Hong Kong mainstream and non-mainstream students. Educational Journal, 49(2), 137-160.
Research Projects
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