Icy Lee's Homepage

Research grants / Development projects

	Year	Project	Status	Amount	Sponsoring Body
	Jan 2023 to Dec 2024	Towards an understanding of second language writing teachers' metacognition in teaching	Co-I	HK$737,140	General Research Fund, Research Grants Council
	Jan 2021 to Dec 2023	Understanding the development of student feedback literacy in the L2 writing classroom	Co-I	HK$661,240	General Research Fund, Research Grants Council
	Aug 2021 to Dec 2023	The development of feedback literacy for writing teachers in the secondary English classroom	PI	HK$1,775,303	Standing Committee on Language Education and Research
	Sep 2021 to Aug 2024	Support programme on fostering communities of practice to enhance small class teaching	PI	HK$14,700,000	Education Bureau
	Jan to Dec 2021	Cross-border teacher education: Transforming the pandemic crisis into an opportunity to promote equity and global connectivity	Co-I	CAD21,480	Western Strategic Support for Tri-Council Success Grant
	Jan to Jun 2021	Teacher Professional Development Seminar Series	PI	MOP237,500	Government of the Macao Special Administrative Region, Education and Youth Affairs Bureau
	May 2019 to Oct 2021	Enhancing assessment literacy of principals, teachers and students through school university partnerships	Co-I	HK$958,000	Education Bureau
	Sept 2019 to Aug 2021	Support programme on fostering communities of practice to enhance small class teaching	PI	HK$11,866,000	Education Bureau
	Jan 2018 to Jun 2019	Developing effective pedagogical practices to cultivate students' critical thinking at CUHK	Co-I	HK$100,000	Teaching Development and Language Enhancement Grant, CUHK
	Nov 2018 to Oct 2021	Project evaluation of “The Hong Kong Jockey Club Charities Trust British Council Core Skills for Life Programme"	Co-I	HK$499,986	The British Council
	Jan 2018-Dec 2019	Focused Written Corrective Feedback in Hong Kong Secondary Classrooms	PI	HK$591,992	General Research Fund, Research Grants Council
	2017 to 2019	Provision of services for support programme on fostering communities of practice to enhance small class teaching	PI	HK$7,840,000	Education Bureau
	Jan 2017 to Dec 2019	Understanding the nature and impact of teacher and peer feedback on student translations in Chinese EFL context: A multiple case study	Co-I	MOPS 420,000	Multi-Year Research Grant, Macao
	Jan 2016 to Dec 2017	Provision of service for the evaluation of the enhanced Native-speaking English Teacher (NET) scheme in secondary schools	Co-I	HK$1,392,113	Education Bureau
	Aug 2014 to July 2017	English writing education in Taiwan: Challenges and solutions	Consultant	NT$1,467,000	The Ministry of Science and Technology, Taiwan
	Dec 2014 to May 2016	Provision of service for the evaluation of the Native-speaking English Teacher (NET) scheme in primary school	Co-I	HK$1,398,952	Education Bureau
	June 2014 to Feb 2015	Provision of services on the research and professional development project of assessment as learning in the writing classroom in the key learning area of English language at key stage two to three	PI	HK$402,281	Education Bureau
	Jan – Dec 2013	Establishment of a WUN Language Assessment Research Network (with Guoxing Yu & Lianzhen He as PI’s)	Co-I	£15,000 from WUN RDF	WUN (Worldwide Universities Network)
	Sept 2012 to Jan 2013	Collaboration of local English teachers and native English teachers in Hong Kong (with Mary Shepard Wong as PI, and Andy Gao as Co-I)	Co-I	-	Fulbright
	March 2012 to April 2016	Current Challenges Facing Second Language Writing Research and Future Ideas for Meeting these Challenges -Transmitting Ideas from East Asia	Co-I	13,100,000 JPY	Japan Society for the Promotion of Science
	Jan 2011- June 2012	Building and sustaining a reading and writing teacher community for teachers’ continuing professional development	PI	HK$200,000	University Grants Council (Knowledge Transfer Fund)
	Jan 2011-Dec 2012	Implementing innovative feedback approaches in secondary EFL writing in Hong Kong	PI	HK$441,825	RGC (GRF)
	2009-10	EFL writing teacher identity development	PI	HK$21,000	CUHK
	2008-10	A multi-site case study of assessment for learning in ESL writing	PI	HK$595,934	RGC (GRF)
	2007-8	Teachers’ and students’ perspectives on assessment, teaching and learning in the secondary writing classroom	PI	HK$29,183	CUHK
	2005-6	Error correction in the secondary writing classroom	PI	HK$25,000	HKBU
	2005-6	Images of teaching: Charting student teachers’ knowledge development	PI	HK$49,020	HKBU
	2005-6	Curriculum leadership and the implementation of the English language education curriculum framework at primary level	PI	HK$117,070	EDB
	2005-6	Investigating secondary teachers’ feedback strategies in the writing classroom	PI	HK$125,000	HKBU
	2004	Preparing pre-service teachers for reflective practice	PI	HK$30,000	HKBU
	2003-4	A case study of the implementation of project learning in the secondary English classroom	PI	HK$50,000	HKBU
	2001-2	Towards improving error correction practices in writing	PI	HK$80,000	CUHK
	2001-3	Development of support measures for student adaptation in English-medium schools	Co-I	HK$1,299,500	EDB
	2001-3	School-based curriculum development partnership	Co-I	HK$430,000	HKIEd
	1996-7	Developing thinking skill in the language classroom	PI	HK$6,000	HKPU
	1995-6	Towards greater autonomy in language learning: How do students respond to self-directed learning and peer review?	PI	HK$30,012	HKPU
	1994-5	An investigation into students’ grammatical knowledge and awareness in error correction	PI	HK$30,000	HKPU

Publications

a) Refereed publications
Books

• Yuan, R., & Lee, I. (2021). Becoming and being a TESOL teacher educator. London: Routledge
• Lee, I.(2020). Feedback in L2 writing classrooms. Malang, Indonesia: TEFLIN Teacher Development Series, TEFLIN Publication Division.
• Lee, I. (2017). Classroom assessment and feedback in L2 school contexts. Singapore: Springer.
• Lee, I., & Sze, P. (2014). Voices from the frontline: Narratives of non-native English speaking teachers. Hong Kong: The Chinese University of Hong Kong Press.

International / refereed journal publications

• Lee, I., Luo, N., & Mak, P. (2021). Issues of error selection for focused written corrective feedback in authentic classroom contexts. RELC Journal. Advance online publication.
• Jiang, L., Yu., S., & Lee, I. (2022). Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice. Journal of Second Language Writing.  Advance online publication.
• Mao, Z., & Lee, I. (2022). Researching student engagement with teacher feedback: Insights from sociocultural theory. TESOL Quarterly, 56(2), 788-798.
• Chiang, K., Chang, C.H., & Lee, I. (2022). Vocabulary learning strategy instruction in the EFL secondary classroom: An exploratory study. Language Awareness. Advance online publication.
• Leung, S. K. Y., Luk, S., & Lee, I. (2022). The tension between professionalization and marketization: Hong Kong kindergarten education during the coronavirus pandemic. OMEP: Theory into Practice, 5, 51-55.
• Lee, I. (2022). Feedback and assessment in second language education: Learnings from COVID-19. The Asia-Pacific Education Researcher, 30(6), 655-657.
• Zou, M., & Lee, I. (2021). Learning to teach critical thinking: Testimonies of three EFL teachers. Asia Pacific Journal of Education, 30(6), 487-498.
• Lee, I. (2021). Teaching of writing in Hong Kong: Where are we? Composition Studies, 49(3), 155-159.
• Lee, I., & Mohebbi, H. (2021). Special issue editorial - Written corrective feedback (WCF): Teachers’ knowledge, beliefs and practice. Language Teaching Research Quarterly, 25, 1-4.
• Wang, L., & Lee, I. (2021). L2 learners’ agentic engagement in an assessment as learning-focused writing classroom. Assessing Writing, 50, Article 100571.
• Zheng, Y., Yu, S., & Lee, I. (2021). Implementing collaborative writing in Chinese EFL classrooms: Voices from tertiary teachers. Frontiers in Psychology. Article 631561.
• Zou, M., & Kong, D., & Lee, I. (2021). Teacher engagement with online formative assessment in EFL writing during COVID-19 pandemic: The case of China. The Asia-Pacific Education Researcher, 30(6), 487–498.
• Lee, I., & Yuan, R. (2021). Understanding L2 writing teacher expertise. Journal of Second Language Writing, 52. Article 100755.
• Yuan, R., Yang, M., & Lee, I. (2021). Preparing pre-service language teachers to teach critical thinking: Can overseas field school experience make a difference?  Thinking Skills and Creativity, 40, Article 100832.
• Lee, I., Luo, N., & Mak, P. (2021). Teachers’ attempts at focused written corrective feedback in situ. Journal of Second Language Writing. 54, Article 100809.
• Lee, I. (2021). The development of feedback literacy for writing teachers. TESOL Quarterly. 55(3), 1048-1059.
• Yuan, R., Lee, I., Xu, H., & Zhang, H. (2020). The alchemy of teacher mindfulness: Voices from veteran language teachers in China. Professional Development in Education. Advance online publication.
• Lee, I. (2020). Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms. Journal of Second Language Writing, 49. Article 100734.
• Mao, Z., & Lee, I. (2020). Feedback scope in written corrective feedback: Analysis of empirical research in L2 contexts. Assessing Writing, 45, Article 100469.
• Wang, L., Lee, I., & Park, M. (2020). Chinese EFL teachers’ beliefs and practices of classroom writing assessment. Studies in Educational Evaluation, 66. Article 100890.
• Yuan, R., Liu, W., & Lee, I. (2020). Confrontation, negotiation and agency: Exploring the inner dynamics of student teacher identity transformation during teaching practicum. Teachers and Teaching, 25(8), 972-993.
• Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524-536.
• Lee, I. (2019). Teachers’ frequently asked questions about focused written corrective feedback. TESOL Journal, 10(3), 1-15.
• Lee, I., Mak, P., & Yuan, R. (2019). Assessment as learning in primary writing classrooms: An exploratory study. Studies in Educational Evaluation, 62, 72-81.
• Lee, I. (2019, March). School-based innovations in written corrective feedback: Opportunities and challenges. Journal of Language and Literacy Education. Retrieved from http://jolle.coe.uga.edu/wp-content/uploads/2019/03/SSO_March2019_Lee.pdf
• Lee, I., & Mak, P. (2018). Metacognition and metacognitive instruction in L2 writing.
• Lee, I. (2018). Conversation with experts - When less may be more: Rethinking teachers’ written corrective feedback practices.(2), 257-261.
• Lee, I., Yu, S., & Liu, Y. (2018). Hong Kong secondary students’ motivation in EFL writing: A survey study. TESOL Quarterly, 52(1), 176-187.
• Lee, I. (2016). Editorial for special issue - Teaching and learning of L2 writing in Asia. Writing and Pedagogy, 8(3), 401-408.
• Yu, S., & Lee, I. (2016). State-of-the-art article: Peer feedback in second language writing (2005-2014). Language Teaching, 49(4), 461-493.
• Yuan, R., & Lee, I. (2016). “I need to be strong and competent”: A narrative inquiry of a student teacher’s emotions and identities in teaching practicum. Teachers and Teaching: Theory and Practice, 22(7), 819-841.
• Yu, S., & Lee, I. (2016). Understanding the role of learners with low English language proficiency in peer feedback of second language writing. TESOL Quarterly, 50(2), 483-494.
• Lee, I. (2016). Teacher education on feedback in EFL writing: Issues, challenges, and future directions. TESOL Quarterly, 50(2), 518-527.
• Lee, I. (2016). Putting students at the centre of classroom L2 writing assessment. The Canadian Modern Language Review, 72(2), 258-280.
• Yu, S., Lee, I., & Mak, P. (2016). Revisiting Chinese cultural issues in peer feedback in EFL writing: Insights from a multiple case study. The Asia-Pacific Education Researcher, 25(2), 295-304.
• Yu, S., & Lee, I. (2016). Exploring Chinese students' strategy use in a cooperative peer feedback writing group. System, 58, 1-11.
• Lee, I., Mak, P., & Burns, A. (2015). Bringing innovation to conventional feedback approaches. English Teaching: Practice and Critique, 14(2), 140-163.
• Yu, S., & Lee, I. (2015). Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective. Language Teaching Research, 19(5), 572-593.
• Yuan, R., & Lee, I. (2015). The cognitive, social, and emotional processes of teacher identity construction in a pre-service teacher education program. Research Papers in Education, 30(4), 469-491.
• Lee, I. (2015). Living out the Christian faith in the writing classroom. International Journal of Christianity and English Language Teaching, 2, 7-20.
• Yuan, R., & Lee, I. (2015). Action research facilitated by university-school collaboration. ELT Journal, 69(1), 1-10.
• Yuan, R., & Lee, I. (2015). The cognitive, social, and emotional processes of teacher identity construction in a pre-service teacher education program. Research Papers in Education.
• Lee, I. (2014). Ten myths about the teaching and learning of EFL writing [Special issue]. Language Education and Acquisition Research Network (LEARN) Journal, 1, 23-32
• Mak, P., & Lee, I. (2014). Implementing assessment for learning in L2 writing: An activity theory perspective. System, 47, 73-87.
• Yu, S., & Lee, I. (2014). An analysis of Chinese EFL students' use of first and second language in peer feedback of L2 writing. System, 47, 28-38.
• Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12.
• Lee, I., & Yuan R. (2014). Motivation change of pre-service English teachers: A Hong Kong study. Language, Culture and Curriculum, 27, 89-106.
• Lee, I. (2014). Publish or perish: The myth and reality of academic publishing. Language Teaching, 47(2), 250-261.
• Lee, I. (2014). Teachers’ reflections on implementation of innovative feedback approaches in EFL writing. English Teaching, 69(1), 23-40.
• Yuan, R., & Lee, I. (2014). Understanding language teacher educators’ professional experiences: An exploratory study in Hong Kong. The Asia-Pacific Education Researcher, 23(1), 143-149.
• Lee, I., & Wong, K. (2014). Bringing innovation to EFL writing: The case of a primary school in Hong Kong. The Asia-Pacific Education Researcher, 23(1), 159-163.
• Lee, I. (2014). Revisiting teacher feedback in EFL writing from sociocultural perspectives. TESOL Quarterly, 48(1), 201-213.
• Lee, I. (2014). Editorial for special issue - Feedback in writing: Issues and challenges. Assessing Writing, 19(1), 1-5.
• Lee, I. (2013). Strategies of assessment for learning in the L2 classroom. Language Education and Acquisition Research Network (LEARN) Journal, 1(2), 1-11.
• Lee, I. (2013). Second language writing: Perspectives of a teacher educator-researcher. Journal of Second Language Writing, 22(4), 435-437.
• Lee, I. (2013). Implementing innovative feedback approaches in EFL contexts through university-school collaboration. Journal of Education for Teaching, 39(5), 602-605.
• Yu, S. L., & Lee, I. (2013). Understanding supervisors’ commentary practices in doctoral research proposal writing. The Asia-Pacific Education Researcher, 22(4), 473-483.
• Lee, I. (2013). Becoming a writing teacher: Using ‘identity’ as an analytic lens to understand EFL writing teachers’ development. Journal of Second Language Writing, 22(3), 330-345.
• Lee, I., & Coniam, D. (2013). Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong. Journal of Second Language Writing, 22(1), 34-50.
• Cheung, O., & Lee, I. (2013). From story writing to digital storytelling. Modern English Teacher, 22(1), 48-54.
• Lee, I. (2013). Research into practice: Written corrective feedback. Language Teaching, 46(1), 108-119.
• Lee, I. (2012), Genre-based teaching and assessment in secondary English classrooms. English Teaching: Practice and Critique, 11(4), 120-136.
• Lee, I. (2012). Spare the red pen! Modern English Teacher, 21(2), 60-64.
• Lee, I. (2011). Working smarter, not working harder: Re-visiting teacher feedback in the L2 writing classroom. The Canadian Modern Language Review, 67(3), 377-399.
• Lee, I. (2011). Bringing innovation to EFL writing through a focus on assessment for learning. Innovation in Language Learning and Teaching, 5(1), 19-33.
• Lee, I. (2011). Formative assessment in EFL writing: An exploratory case study. Changing English: Studies in Culture and Education, 18(1), 99-111.
• Lee, I. (2011). L2 writing teacher education for in-service teachers: Opportunities and challenges. English in Australia, 46(1), 31-39.
• Lee, I. (2011). Teachers as knowledge producers at continuing professional development seminars in an English as a foreign language context. Journal of Education for Teaching, 37(1), 107-108.
• Lee, I. (2011). Teachers as presenters at continuing professional development seminars in the English-as-a-foreign-language context: ‘I find it more convincing’. Australian Journal of Teacher Education, 36(2), 30-42.
• Lee, I. (2011) Feedback revolution: What gets in the way? ELT Journal, 65(1), 1-12.
• Lee, I. (2010). What about a feedback revolution? Modern English Teacher, 19(2), 46-49.
• Lee, I. (2010). Writing teacher education and teacher learning: Testimonies of four EFL teachers. Journal of Second Language Writing, 19(3), 143-157.
• Lam, R., & Lee, I. (2010). Balancing the dual functions of portfolio assessment. ELT Journal, 64(1), 54-64.
• Lee, I. (2009). A new look at an old problem: How teachers can liberate themselves from the drudgery of marking student writing. Prospect: An Australian Journal of Teaching/Teachers of English to Speakers of Other Languages (TESOL), 24(2), 34-41.
• Lee, I. (2009). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal, 63(1), 13-22.
• Lee, I. (2008). Fostering preservice reflection through response journals. Teacher Education Quarterly, 35(1), 117-139.
• Lee, I. (2008). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17(3), 144-164.
• Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 69-85.
• Lee, I. (2007). Assessment for learning: Integrating assessment, teaching, and learning in the ESL/EFL writing classroom. The Canadian Modern Language Review, 64(1). 199-213.
• Lee, I. (2007). Feedback in Hong Kong secondary writing classrooms: Assessment for learning or assessment of learning? Assessing Writing, 12(3), 180-198.
• Lee, I. (2007). Preparing pre-service English teachers for reflective practice. ELT Journal, 61(4), 321-329.
• Lee, I. (2006). Writing response journals: What do pre-service teachers think? Education Journal, 34(1), 31-45.
• Lee, I. (2005). Empowering non-native speakers for English language teaching: The case of Hong Kong. The Teacher Trainer, 19(1), 9-12.
• Lee, I. (2005). Error correction in the L2 writing classroom: What do students think? TESL Canada Journal, 22(2), 1-16.
• Lee, I. (2005). The implementation of project-based learning: A study in two Hong Kong secondary classrooms. Asia TEFL Journal, 2(1), 21-54.
• Lee, I. (2005). Why burn the midnight oil marking student essays? Modern English Teacher, 14(1), 33-40.
• Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312.
• Lee, I. (2004). Using dialogue journals as a multi-purpose tool for preservice teacher preparation: How effective is it? Teacher Education Quarterly, 31(3), 73-97.
• Lee, I. (2003). How do Hong Kong English teachers correct errors in student writing? Education Journal, 31(1), 153-169.
• Lee, I. (2003). L2 writing teachers’ perspectives, practices and problems regarding error feedback. Assessing Writing, 8(3), 216-237.
• Lee, I. (2003). Project work in the English classroom: Teachers’ beliefs, perceived problems, and the way forward. Asia Pacific Journal of Language in Education, 6(1), 1-19.
• Man, E.Y.F., Coniam, D., & Lee, I. (2003). Adapting to teaching in the medium of English: How are schools helping their Secondary one students cope? Journal of Basic Education, 12(2), 125-154.
• Lee, I. (2002). Helping students develop coherence in writing. English Teaching Forum, 40(3), 32-39.
• Lee, I. (2002). Project work in second / foreign language classrooms. The Canadian Modern Language Review, 59(2), 282-290.
• Lee, I. (2002). Teaching coherence to ESL students: A classroom inquiry. Journal of Second Language Writing, 11(2), 135-159.
• Man, E.Y.F., Coniam, D., & Lee, I. (2002). Helping students to adapt to an English medium of instruction environment in Hong Kong secondary schools. Education Journal, 30(2), 63-81.
• Lee, I. (2001). A case study of the teaching of coherence in a Hong Kong tertiary classroom. Curriculum Forum, 10(2), 56-59.
• Lee, I. (2000). Exploring reading-writing connections through a pedagogical focus on ‘coherence'. The Canadian Modern Language Review, 57(2), 352-356.
• Lee, I. (1998). Enhancing ESL students’ awareness of coherence-creating mechanisms in writing. TESL Canada Journal, 15(2), 36-49.
• Lee, I. (1998). Supporting greater autonomy in language learning. ELT Journal, 52(4), 282-290.
• Lee, I. (1998). Writing in the Hong Kong secondary classroom: Teachers’ beliefs and practice. Hong Kong Journal of Applied Linguistics, 3(1), 61-76.
• Lee, I., & Lee, M. (1997). Facilitating writing in the language classroom. Guidelines, 19(2), 73-86.
• Lee, I. (1997). ESL learners’ performance in error correction in writing: Some implications for teaching. System, 25(4), 465-477.
• Lee, I. (1997). Peer reviews in a Hong Kong tertiary classroom. TESL Canada Journal, 15(1), 58-69.
• Lee, I. (1996). Hong Kong primary teachers’ perspectives on ELT. RELC Journal, 27(2), 100-117.
• Hoare, P., & Lee, I. (1995). Changing the language of classroom: How do teachers feel about it? Language in Education Journal, 1, 20-34.
• Carless, D., & Lee, I. (1994). Attitude changes on an INSET course for primary English teachers. Institute of Language in Education Journal, 11, 56-75.

Referred book chapters

• Lee, I. (2022). Written corrective feedback. In H. Mohebbi & C. Coombe (Eds.), Research questions in language education and applied linguistics: A reference guide (pp. 425-429). Springer.
• Lee, I.,Luo, N., & Mak, P. (2022). Diagnostic assessment of written accuracy: New directions for written corrective feedback in secondary writing classrooms. In L. Hamp-Lyons & Y. Jin (Eds.), Assessing the English language writing of Chinese learners of English (pp.213-234). Springer Nature Switzerland AG.
• Zou, M., Li, X., Lee, I. (2021). Blending learning to argue and arguing to learn in EFL writing instruction. In A. Hirvela & D. Belcher (Eds.), Argumentative writing: Perspectives on teaching, assessment, and research (pp.169-186). Michigan: University of Michigan Press.
• Lee, I. (2019). L2 writing teacher education and feedback literacy development: Perspectives from Hong Kong. In L. Seloni & L.S. Henderson (Eds.), Second language writing instruction in international contexts: Language teacher preparation and development (pp.31-51). Multilingual Matters.
• Lee, I., & Mak, P. (2018). Classroom atmosphere. In The TESOL Encyclopedia of English Language Teaching, First Edition. Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Ali Shehadeh). Hoboken, USA: John Wiley & Sons, Inc.
• Lee, I. (2018). Writing teacher cognition. In The TESOL Encyclopedia of English Language Teaching, First Edition. Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Diane Belcher). Hoboken, USA: John Wiley & Sons, Inc.
• Lee, I. (2017). Working smart or working hard: Comprehensive versus focused written corrective feedback in L2 academic contexts. In J. Bitchener, N. Storch & R. Wette (Eds.), Teaching writing for academic purposes to multilingual students(pp.168-180). Routledge.
• Lee, I. (2016). Teaching, learning and assessment of writing in Hong Kong schools: Bridging the idealism-realism gap. In T. Silva & J. M. Paiz (Eds.), L2 writing in the global context: Represented, underrepresented, and unrepresented voices (pp.64-83). Beijing, China.
• Lee, I. (2016). EFL writing in schools. Handbook of second and foreign language writing. In R.M. Manchon & P.K. Matsuda (Eds.). De Gruyter, Mouton.
• Wong, M.S., Lee, I., & Gao, X. (2016). Problematising the paradigm of “nativeness” in the collaboration of local (NNEST) and foreign (NEST) teachers: Voices from Hong Kong. In F. Copland, S. Garton & S. Mann (Eds.), LETs and NESTs: Voices, views and vignettes (pp.217-232). London: British Council.
• Lee, I. (2016). Enhancing motivation in Hong Kong writing classrooms. In K. Oi (Ed.), EFL writing in East Asia: Practice, perception and perspectives (pp.172-181). Tokyo: Seisen University.
• Lee, I. (2015). Student teachers’ changing beliefs on a pre-service teacher education course in Hong Kong. In M. Beaumont & T. Wright (Eds.), Experiences of second language teacher education (pp.15-41). London: Palgrave Macmillan.
• Lee, I., & Mak, P. (2014). Assessment as learning in the writing classroom. Assessment and learning, Issue 3. Hong Kong: Hong Kong Education Bureau (pp.66-78).
• Lee, I. (2014). Understanding prospective EFL teachers’ interest in teaching. In S.B. Said & L.J. Zhang (Eds.), Language teachers and teaching: Global perspectives, local initiative. (pp.150-165). Routledge Taylor and Francis Publishers.
• Lee, I., & Falvey, P. (2014). Perspectives on assessment for learning in Hong Kong writing classrooms. In D. Coniam (Ed.), English language education and assessment: Recent developments in Hong Kong and Chinese Mainlan. (pp.221-236). Singapore: Springer.
• Lee, I. (2013). Stop being composition slaves. Assessment and learning, Issue 2. Hong Kong: Hong Kong Education Bureau (pp.147-153).
• Lee, I. (2011). Issues and challenges in teaching and learning EFL writing: The case of Hong Kong. In T. Cimasko & M. Reichelt (Eds.), Foreign language writing instruction: Principles and practice. (pp.118-137). West Lafayette, IN: Parlor Press.
• Lee, I. (2008). “Tasks” in task-based teaching and learning. In A, Ma (Ed.), The task-based curriculum: Planning, grammar teaching and assessmen. (pp.2-9). Hong Kong: City University of Hong Kong Press.
• Lee, I. (2007). Critical commentary. In G. Tinker Sachs & B. Ho (Eds.), ESL/EFL cases: Contexts for teacher professional discussion. (pp.30-32). Hong Kong: City University of Hong Kong Press.
• Lee, I. (2006). Helping students diagnose and track error patterns in written work. In D. Carless, G. Joughin & N.F. Liu (Eds.), Assessing for learning in higher education: Learning-oriented assessment in actio. (pp.129-132). Hong Kong: Hong Kong University Press.
• Lee, I. (2005). English language teaching in Hong Kong Special Administrative Region (HKSAR): A continuous challenge. In G. Braine (Ed.) Teaching English to the world: History, curriculum, and practic. (pp.35-45). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
• Lee, I. (2004). Preparing nonnative speakers for EFL teaching in Hong Kong. In L. D. Kamhi-Stein (Ed.). Learning and teaching from experience: Perspectives on nonnative English-speaking professional. (pp.230-249). Arbor, MI: University of Michigan Press.
• Lee, I., Lee, M., & Chung, M. (2003). Famous people. In A. Mok (Ed.). Task-based English learning: Interactive resource materia. (pp.27-40). Hong Kong: Hong Kong Institute of Education.
• Lee, I. (2002). Exploring reading-writing connections through a pedagogical focus on coherence. In M. Turnbull, J.S. Bell & S. Lapkin (Eds.). From the classroom: Grounded activities for language learnin. (pp.62-66). University of Toronto Press Inc.
• Falvey, P., Bunton, D., Wong, A., & Lee, I. (1999). Textlinguistics: Versatile tools for the text analyst. In R. Berry, B. Asker, M. Lam & K. Hyland (Eds.), Language analysis, description and pedagog. (pp.93-106). Hong Kong: Hong Kong University of Science and Technology Press.
• Lee, I., & Falvey, P. (1996). Coherence in writing: Views, judgments and perceptions of tertiary students and secondary teachers of English in Hong Kong. In P. Storey, D. Bunton, & P. Hoare (Eds.), Issues in language in educatio. (pp.17-33). Hong Kong: University of Hong Kong.
• Chow, A., Lee, I., & Murphy, M. (1996). EFL reading in the primary classroom: Teachers' perspectives and practices. In G. Tinker Sachs, M. Brock & R. Lo (Eds.), Directions in second language teacher educatio. (pp.123-146). Hong Kong: City University of Hong Kong.
• Lee, I.K.B. (1994). Effects of signalling on reading comprehension. In N. Bird, P. Falvey, A.B.M. Tsui, D. Allison & A. McNeill (Eds.), Language and learnin. (pp.218-236). Hong Kong: Institute of Language in Education.

Refereed book reviews

• Lee, I. (2004). [Review of the book The native speaker: Myth and reality]. ESP Journal, 23(3), 339-341.
• Lee, I. (1997). [Review of the book Learner-centredness as language education]. The English Teacher: An International Journal, 5(4), 473-476.
• Lee, I. (1997). [Review of the book Non-native educators in English language teaching]. ELT Journal, 55(2), 210-213. [SSCI; IF: 1.276]

Refereed conference proceedings

• Lee, I.(2005). Implementing project-based learning through university-school partnership. In B. Beaven (Ed.), IATEFL 2005 Cardiff Conference Selections (pp.125-127). IATEFL.
• Lee, I. (1997). Helping students create coherence in writing. Selected Proceedings of the First pan Asian Conference and 17the Annual Thai TESOL International Conference (pp.67-68). Bangkok, Thailand.

b) Non-refereed publications

Conference proceedings, working papers, international newsletters and others

• Sze, P., Maxwell-Reid, C., Lee, I., & Cheung, B. (2014). The requirements of basic academic attainments in English language for senior secondary schools using English as the primary language of instruction. Commissioned curriculum document submitted to the Education and Youth Affairs Bureau, Government of the Macao SAR.
• Sze, P., Maxwell-Reid, C., Lee, I., & Cheung, B. (2014). The requirements of basic academic attainments in English language for senior secondary schools not using English as the primary language of instruction. Commissioned curriculum document submitted to the Education and Youth Affairs Bureau, Government of the Macao SAR.
• Sze, P., Maxwell-Reid, C., Lee, I., & Cheung, B. (2013). The requirements of basic academic attainments in English language for junior secondary schools using English as the primary language of instruction. Commissioned curriculum document submitted to the Education and Youth Affairs Bureau, Government of the Macao SAR.
• Sze, P., Lee, I., & Cheung, B. (2013). The requirements of basic academic attainments in English language for junior secondary schools not using English as the primary language of instruction. Commissioned curriculum document submitted to the Education and Youth Affairs Bureau, Government of the Macao SAR.
• Lee, I. (2012 February). Letter from the chair. The Newsletter of the Nonnative English Speakers in TESOL Interest Section, 13(1). TESOL International Association. http://newsmanager.commpartners.com/tesolnnest/issues/2012-02-09/1.html.
• Lee, I. (2008). Feedback revolution: Are we ready? E-proceedings of the Second Tamkang International Conference on Second Language Writing. (pp.100-117), Tamkang, Taiwan. http://www2.tku.edu.tw/~tfex/ch/board/conference/writingV1/index.htm.
• Lee, I. (2003). Is our English good enough to teach English? NNEST Newsletter 5(1), 5-6.
• Lee, I. (2000). Can a nonnative speaker be a good English teacher? TESOL Matters 10(1), p.19.
• Akcan, S., G., Jacobs, G.M., & Lee, I. (2000). Annotated bibliography of works on second language instruction related to cooperative learning specifically or more generally to small group activities. http://www.georgejacobs.net/Annotated_Bibliography___L2_and_CL.rt.
• Ng, R., & Lee, I. (1997). Self-directed learning: Does it make any difference? Occasional Papers in Applied Language Studies, 2, 99-122.
• Lee, I. (1996/7). Coherence in writing: A preliminary review of literature. HKPU Working Papers in ELT, 2(2), 57-66.
• Lee, I., & Lee, M. (1996). Fun after hours: Extra-curricular activities and language enrichment. In I. Boulter (Ed.) English across the curriculum. Brunei Darussalam: CfBT.
• Lee, I., & Lee, M. (1995). Developing reading skills. In I. Boulter (Ed.), Developing reading skills with young learners. Brunei Darussalam: CfBT.

English resource books

• Lee, M, Li, B., & Lee, I. (1999). Project work: Practical guidelines. Hong Kong: Hong Kong Institute of Education.
• Lee, I., Lee, M., & Ng, R. (1994). Fun after hours: Extra-curricular activities in secondary schools. Hong Kong: Institute of Language in Education.
• Lee, I. (Ed.). (1994). Secondary one English language immersion programme: A self-access teacher education video package for Hong Kong English medium secondary school teachers. The support booklets 1-5. Hong Kong: Institute of Language in Education.

English textbooks / Skills books

• Lee, I. Wu, K.Y., & Curtis, A, (2010). Skill Smart: Writing. Paper 2. Volume 2. Hong Kong: Educational Publishing House
• Lee, I. Wu, K.Y., & Curtis, A, (2009). Skill Smart: Writing. Paper 2. Volume 1. Hong Kong: Educational Publishing House
• Vickers, E., Wheeler, J., & Lee, I. (2006). Longman Express . (Second edition). Hong Kong: Addison Wesley Longman.
• Vickers, E., Wheeler, J., & Lee, I. (2006). Longman Express 4. (Second edition). Hong Kong: Addison Wesley Longman.
• Vickers, E., Wheeler, J., & Lee, I. (2006). Longman Express 4. (Second edition). Hong Kong: Addison Wesley Longman.
• Vickers, E., Wheeler, J., & Lee, I. (2006). Longman Target English . (Second edition). Hong Kong: Addison Wesley Longman.
• Vickers, E., Wheeler, J., & Lee, I. (2006). Longman Target English 4. (Second edition). Hong Kong: Addison Wesley Longman.
• Vickers, E., Wheeler, J., & Lee, I. (2006). Longman Target English 4. (Second edition). Hong Kong: Addison Wesley Longman.
• Lee, I., & Short, J. (2004). Longman Target English Workbook 1. (Second edition). Hong Kong: Addison Wesley Longman.
• Lee, I., & Short, J. (2004). Longman Target English Workbook 1. (Second edition). Hong Kong: Addison Wesley Longman.
• Lee, I., & Short, J. (2004). Longman Target English Workbook 2. (Second edition). Hong Kong: Addison Wesley Longman.
• Lee, I., & Short, J. (2004). Longman Target English Workbook 2. (Second edition). Hong Kong: Addison Wesley Longman.
• Lee, I., & Short, J. (2004). Longman Target English Workbook 3. (Second edition). Hong Kong: Addison Wesley Longman.
• Lee, I., & Short, J. (2004). Longman Target English Workbook 3. (Second edition). Hong Kong: Addison Wesley Longman.
• Vickers, E., Wheeler, J., & Lee, I. (2003). Longman Express 5. Hong Kong: Addison Wesley Longman.
• Vickers, E., Wheeler, J., & Lee, I. (2003). Longman Express 4B. Hong Kong: Addison Wesley Longman.
• Vickers, E., Wheeler, J., & Lee, I. (2003). Longman Express 4A. Hong Kong: Addison Wesley Longman.
• Vickers, E., Wheeler, J., & Lee, I. (2003). Longman Target English 5. Hong Kong: Addison Wesley Longman.
• Vickers, E., Wheeler, J., & Lee, I. (2003). Longman Target English 4B. Hong Kong: Addison Wesley Longman.
• Vickers, E., Wheeler, J., & Lee, I. (2003). Longman Target English 4A. Hong Kong: Addison Wesley Longman.
• Lee, I. (2002). Longman Express Project Book 1B. Hong Kong: Addison Wesley Longman.
• Lee, I. (2002). Longman Express Project Book 2B. Hong Kong: Addison Wesley Longman.
• Lee, I. (2002). Longman Express Project Book 3B. Hong Kong: Addison Wesley Longman.
• Lee, I., & Wu, K.Y. (2001) Writing Packages (Secondary 4 & 5). Hong Kong: Education Department.
• Lee, I., & Short, J. (2001). Longman Target English Workbook 1A. Hong Kong: Addison Wesley Longman.
• Lee, I., & Short, J. (2001). Longman Target English Workbook 1B. Hong Kong: Addison Wesley Longman.
• Lee, I., & Short, J. (2001). Longman Target English Workbook 2A. Hong Kong: Addison Wesley Longman.
• Lee, I., & Short, J. (2001). Longman Target English Workbook 2B. Hong Kong: Addison Wesley Longman.
• Lee, I., & Short, J. (2001). Longman Target English Workbook 3A. Hong Kong: Addison Wesley Longman.
• Lee, I., & Short, J. (2001). Longman Target English Workbook 3B. Hong Kong: Addison Wesley Longman.
• Lee, I. (1999). Vocabulary building 1. Hong Kong: Addison Wesley Longman.
• Lee, I. (1999). Vocabulary building 2. Hong Kong: Addison Wesley Longman.
• Lee, I. (1999). Vocabulary building 3. Hong Kong: Addison Wesley Longman.
• Lee, I., & Holzer V. (1999). Skills building for AS Use of English. Hong Kong: Addison Wesley Longman.

Articles published in South China Morning Post (Hong Kong)

• Lee, I. (8 May 2005). Latest initiative adds to burden. Education Post. (E4), South China Morning Post.
• Lee, I. (19 June 2004). Isn’t it ironic for English teachers to spend an inordinate amount of time marking student written errors …? Education Pos. (E4), South China Morning Post.
• Lee, I. (7 June 2003). Benchmarking misses the point. Education Post. (E5), South China Morning Post.

Published interviews in newspapers/ newsletters/ websites

• Lee, I. (2016, March 27). Papers filled with the red ink: Who cares about learning? Ming Pao Sunday Special (Chinese).
• Lee, I. (2016, March). The tragedy of errors: Students get lost in the spiral of corrections. CUHK featured interview. Retrieved from http://www.cuhk.edu.hk/english/features/icy_lee.html
• Lee, I. (2016, March). An interview with Professor Icy Lee. Second Language Writing Interest Section Newsletter, The TESOL International Organization. Retrieved from http://newsmanager.commpartners.com/tesolslwis/issues/2016-02-26/5.html
• Lee, I. (2014, January). NNEST of the Month Blog interview. Retrieved from http://nnest.blog.com/2013/12/30/icy-lee/

Presentations

Plenary / Keynote / Invited conference presentations

	Year	Paper	Conference	Venue
	Sept 2021	Social and emotional perspectives on teacher professional development.	Keynote presentation at 2021 International Conference on Foreign Language Teacher Education and Development in Guangdong, Hong Kong and Macau.	South China Normal University, China
	May 2021	Publish and flourish: Demystifying scholarly publishing.	Invited panelist at the 13th International Conference on Humanities and Social Sciences.	Prince of Songkla University and National Defence University of Malaysia
	May 2021	Developments in classroom-based research on second language writing in pen-and-paper and digital environments	Keynote presentation at the University of Murcia Research Seminar	University of Murcia Research Seminar
	March 2021	Written corrective feedback in situ: Is less really more?	Invited presentation at the Hong Kong Second Language Acquisition Research Forum (HK-SLARF)	The Education University of Hong Kong, Hong Kong
	October 2020	Teacher agency and learner agency in EFL writing classrooms	Keynote presentation at the International Conference on Teaching and Researching EFL Writing	Beijing Foreign Studies University, China
	November 2019	Publishing in the Journal of Second Language Writing	Invited workshop at SSLW Institute, Symposium on Second Language Writing	Arizona, USA.
	November 2019	Novice researchers in TESOL: Prospects, possibilities and pitfalls	Annual Conference of Shandong Society for Foreign Linguistics, Qingdao University of Science and Technology and Shandong Society for Foreign Linguistics,	Shandong, China.
	September 2019	(Second Language) Teacher education: Lessons from the past, visions for the future.	Faculty of Education 30th Anniversary Education Forum	University of Macau
	June 2019	Humanizing English language education	International Conference on Effective Learning and Development of Diverse English Language Learners	Xi’an, China
	May 2019	The power of stories: Teacher narrative as an impetus for professional development.	Writing Roundtable 2019	Hong Kong Polytechnic University.
	October 2018	Invited workshop: Classroom research on feedback in L2 writing	International Conference on Teaching and Researching EFL Writing,	Nanjing, China
	October 2018	Invited frontier session:Written corrective feedback: A dialogue between Yenren Ting and Icy Lee	International Conference on Teaching and Researching EFL Writing,	Nanjing, China
	June 2018	Feedback literacy development for EFL teachers (Plenary speaker)	16th Asia TEFL International Conference	Macau
	June 2018	Assessment as learning in EFL classrooms (Invited workshop)	16th Asia TEFL International Conference	Macau
	June 2018	Promoting assessment as learning through the writing e-platform (Invited speaker)	20th Anniversary Conference of the ENET Scheme in Secondary Schools	Hong Kong
	December 2017	Innovation and integration: Dismantling the EFL writing myths (Keynote speaker)	The Sixth National Symposium on English Public Speaking and Writing	Beijing, China
	May 2017	Motivational strategies in EFL writing classes	BSFU Writing Open Forum	Beijing Foreign Studies University,  China
	March 2017	Revisioning excellence in second language writing assessment (Invited speaker)	52nd RELC International Conference	Singapore
	March 2017	Enhancing student motivation in L2 writing classrooms (Invited workshop)	52nd RELC International Conference	Singapore
	Jan 2017	L2 writing teacher cognition (Featured speaker)	37th Annual Thailand TESOL International Conference	Bangkok, Thailand
	May 2016	The quandary of focused written corrective feedback in EFL contexts: Implications for teacher education (Keynote speaker)	Second Conference on Writing Education Across Borders (Organizer: Penn State University)	Guangdong University of Foreign Studies
	December 2015	Implementing assessment as learning in Hong Kong writing classrooms (Invited speaker)	The 6th Language Education Symposium: Being Explicit in Teaching	Hong Kong Polytechnic University, Hong Kong
	November 2015	EFL writing teacher education: Issues and challenges(Keynote speaker)	Ewha Woman’s University Teacher Education 100th Anniversary International Conference	Seoul, South Korea
	November 2015	Working hard or working smart: Comprehensive versus focused written corrective feedback in L2 classrooms (Plenary speaker)	Symposium on Second Language Writing	Auckland University of Technology, New Zealand
	October 2015	Teaching, learning and assessing writing in Hong Kong schools (Invited speaker)	Symposium on EFL Writing in East Asia- Across the Borders	Japan
	July 2015	Ten years of research on error correction: Have EFL teachers become any wiser (Plenary speaker)	2015 International Research Seminar, Chulalongkorn University Language Institute	Thailand
	May 2015	Implementing assessment as learning in the L2 writing classroom (Invited speaker)	Symposium on Second Language Writing	Ontario Institute for Studies in Education, Canada
	April 2015	Language assessment in Hong Kong classrooms: Blessing or curse? (Keynote speaker)	First International Conference on Linguistics and Language Studies	Caritas Institute of Higher Education
	November 2014	Living a meaningful and fulfilling life (Invited speaker)	Diamond Jubilee Education Symposium, Good Hope School	Good Hope School, Hong Kong
	June 2014	The dark side of motivation in the writing classroom (Keynote speaker)	Hong Kong Association for Applied Linguistics (HAAL) Conference	Hong Kong Polytechnic University, Hong Kong
	May 2014	Living out the Christian faith in the writing classroom (Plenary speaker)	Christians in English Language Teaching Conference (Intercultural communication, globalization and localization of English teaching)	Christ College, Taipei, Taiwan
	January 2014	21st century English language assessment: Towards assessment as learning in L2 classrooms (Plenary speaker)	34th ThaiTESOL Annual International Conference	Chiang Mai, Thailand
	November 2013	Preparing writing teachers in EFL contexts: Issues and challenges (Invited speaker)	Symposium on EFL Writing in East Asia- Across the Borders	Chiba University, Japan
	October 2013	Teaching, learning and assessment of writing in Hong Kong: Bridging the idealism-realism gap (Plenary speaker)	Symposium on Second Language Writing	Shandong, China
	July 2013	Developing L2 writing proficiency through classroom writing assessment: Issues and challenges (Invited speaker)	WUN Language Assessment Research Network Conference	Hangzhou, China
	July 2013	Feedback in writing: Issues and challenges in EFL contexts (Plenary speaker)	Korean Association for Teachers of English Conference	Seoul, Korea
	May 2013	Written corrective feedback: Research-practice divide (Invited speaker)	4th Polysystemic Symposium on Language and Education	Hong Kong Polytechnic University
	February 2013	Strategies of assessment for learning in the language classroom (Invited speaker)	Literacy for a World City – PNET Scheme 10th Anniversary Conference	Education Bureau, Hong Kong
	October 2012	Sociocultural perspectives in EFL writing research: Insights from some Hong Kong studies (Keynote speaker)	Eighth International Symposium on EFL Writing Research and Teaching	Shandong University, Jinan, China
	May 2012	Bringing together assessment, learning and teaching in L2 classrooms (Plenary speaker)	1st LITU (Language Institute of Thammasat University) International Graduate Conference	Bangkok, Thailand
	March 2012	Bringing innovation to conventional feedback approaches in L2 writing (Invited academic discussion for TESOL’s Best Breakfast/Tea session)	TESOL Convention	Philadelphia, USA
	January 2012	Motivation-sensitive methodology in L2 writing (Invited workshop presenter)	Christians in English Language Teaching Conference	Hong Kong
	October 2011	Re-thinking learning, teaching and assessment for college English in EFL contexts (Plenary speaker)	The Fifth Conference on College English	Taiwan
	August 2011	Formative feedback in L2 writing (Keynote speaker)	English Language Centre Colloquium	City University of Hong Kong
	June 2011	Publish or perish: The myth and reality of academic publishing (Plenary speaker)	Symposium on Second Language Writing	Taiwan
	June 2011	Becoming a writing researcher (Invited speaker)	Symposium on Second Language Writing	Taiwan
	November 2010	Feedback in EFL writing: Lessons from Hong Kong-based research (Plenary speaker)	Second Language Writing Seminar	Kawagoe, Japan
	May 2010	Assessment for learning in EFL writing (Invited speaker)	Symposium on Second Language Writing	Murcia, Spain
	May 2010	Writing research and instruction in Hong Kong: Where are we, and where do we go from here? (Invited speaker)	Symposium on Second Language Writing	Murcia, Spain
	November 2009	Teaching and learning of writing in Asian school contexts: EFL student motivation for writing (Invited speaker and colloquium organizer)	Symposium on Second Language Writing	Arizona State University, USA
	December 2008	Feedback revolution: Are we ready? (Invited speaker)	Second Tamkang International Conference on Second Language Writing	Taiwan
	June 2008	Issues and challenges in teaching and learning EFL writing: The case of Hong Kong (Keynote speaker)	Symposium on Second Language Writing,	Purdue University, USA
	Jan 2008	Teaching, learning and assessing writing in ESL/EFL context (Invited speaker)	Responding to change: Flexibility in the delivery of language programmes	HKUST, HK
	Sept 2007	L2 writing around the Pacific Rim (Invited speaker)	Symposium on Second Language Writing	Japan (US-based conference held outside of USA the first time)
	August 1996 (with Lee, M.)	Fun after hours: Extra-curricular activities and language enrichment (Plenary speaker)	Brunei Darussalam Conference, Brunei	Brunei
	August 1995 (with Lee, M.)	Developing reading skills (Plenary speaker)	Brunei Darussalam Conference, Brunei	Brunei

Invited seminars / Workshops (local and overseas)

	Year	Title	Organizer
	June 2022	Teaching, learning and assessment of writing in the primary classroom	St. Paul's Co-educational College Primary School, Hong Kong.
	June 2022	Teaching, learning and assessment of writing in the secondary classroom	United Christian College (Kowloon East), Hong Kong.
	March 2022	Feedback in L2 writing	Department of Language and Literacy Education, University of British Columbia, Canada.
	March 2022	Teaching written communication skills.	British Council, Indonesia.
	March 2022	Motivational and empowering feedback in the writing classroom.	Chiba University, Japan.
	November 2021	Review of classroom-based research on L2 writing: Research findings, pedagogical implications, and future research.	School of Foreign Language Education, Jilin University, China.
	October 2021	Feedback scope in written corrective feedback	Invited lecture, MA in Applied Linguistics and MA in English Education class, National Institute of Education, Singapore.
	September 2021	Focused feedback in the primary writing curriculum.	SKH Yuen Chen Maun Chen Jubilee Primary School, Hong Kong.
	June 2021	Feedback in the writing classroom.	Invited workshops to teachers from South View Primary School and other clusters, Singapore.
	May 2021	Research on focused and comprehensive written corrective feedback: What really matters?	Invited seminar, Department of Languages, Literatures and Linguistics, York University
	December 2020	Research on focused and comprehensive written corrective feedback: Implications for authentic L2 writing classrooms	Nanjing Agricultural University, China.
	November 2020	Publishing in SSCI journals.	Invited seminar, Shanghai International Studies University, China
	November 2020	Classroom assessment in L2 writing contexts.	Invited seminar, Shanghai International Studies University, China.
	October 2020	Research on focused and comprehensive written corrective feedback: What really matters	Invited seminar, Hong Kong Association for Applied Linguistics.
	September 2020	Teaching and researching second language writing.	Invited lecture, MA in Applied Linguistics and MA in English Education class, National Institute of Education, Singapore.
	July 2020	EFL writing teacher education: Issues and challenges	Webinar organized by EFL Writing Association, China.
	July 2020	Fostering student reflection in reading and writing	Webinar on "English language teaching today: Theory, research and practice" organized by School of Foreign Language Education, Jilin University.
	June 2020	A conversation with editors and authors: What are they looking for?	Webinar organized by Xi'an Jiatong University, China
	June 2020	Publishing with mainstream language journals	Webinar organized by Language Institute of Thammasat University and Thailand TESOL Association
	January 2020	Using formative feedback to interweave teaching, learning and assessment in the writing classroom	Christian Alliance Toi Shan H.C. Chan Memorial School
	November 2019	Promoting student learning through classroom writing assessment	Academic English Program, University of California, Irvine
	November 2019	Novice researchers in TESOL: Prospects, possibilities and pitfalls	Academic English Program, University of California, Irvine
	November 2019	Using formative feedback to interweave teaching, learning and assessment in the writing classroom	TWGHs Sin Chu Wan Primary School
	September 2019	Fostering student reflection in reading and writing	Quality Education Fund ‘Read to write’ Dissemination Seminar
	September 2019	Doctoral research in TESOL: Opportunities and challenges	Department of English, Hong Kong Polytechnic University
	July 2019	Feedback in writing and implementing focused written corrective feedback in writing classrooms	South View Primary School, Singapore
	July 2019	Feedback in writing and implementing focused written corrective feedback in writing classrooms	South View Primary School, Singapore
	June 2019	Integrating teaching, learning and assessment through formative feedback in the writing classroom	Diocesan Boy’s School Primary Division
	November 2018	Exploring effective feedback practices in writing classrooms	Hong Kong Community College
	June 2018	Feedback in writing: Thinking outside the box (Keynote speaker)	Quality Theme Network Dissemination Seminar
	June 2018	How to give written corrective feedback	St Paul’s School (Lam Tin)
	June 2018	Responding to student writing	Hang Seng Management College
	May 2018	Publishing in the Journal of Second Language Writing	Hong Kong Polytechnic University (Publishing seminar: From Conference Poster to Publication in Language and Teaching Journals: Tips from Editors)
	March 2018	Revisiting conventional teacher feedback: Does it improve student motivation and competence?	Greenfield Educational Centre
	March 2018	Promoting student learning through classroom writing assessment	Language Centre, Hong Kong Baptist University
	Jan 2018	English story writing workshop for secondary and primary school teachers	Tung Wah Group of Hospitals – Good People, Good Deeds: English Story Writing Competition
	Nov 2017	Vocabulary teaching and learning strategies	QualiEd College
	Nov 2017	Bridging the idealism-realism gap in the writing classroom	The Education University of Hong Kong (BA&BEd programme)
	May 2017	Written corrective feedback in Hong Kong classrooms: Research insights and practical implications	Hong Kong Association for Applied Linguistics (HAAL)
	May 2017	EFL writing teacher education: Lessons from the past, visions for the future	Beijing Normal University
	April 2017	Assessment for and as learning in the language classroom	Wuhan University, China
	April 2017	Promoting student learning through classroom assessment in the language classroom	School of Foreign Languages, Central Normal University, China
	Jan 2017	(1) Assessment for and as learning in the language classroom (2) Feedback in L2 writing (3) Collaborative writing and peer feedback (4) Technology in L2 writing	Language Centre, Thammasat University, Thailand
	May 2016	My research and publishing journey: Some tips to share	Yunnan Minzu University, China
	May 2016	Feedback in EFL writing: Thinking outside the box	Yunnan Minzu University, China
	May 2016	Interweaving learning, teaching and assessing in primary writing classrooms	Tai Po Old Market Public School
	April 2016	Interweaving learning, teaching and assessing in primary writing classrooms	Oxford University Press (China) Ltd.
	February 2016	Promoting assessment for and as learning in the language classroom	Pentecostal Yu Leung Fat Primary School
	December 2015	Marking errors in student writing: Working hard or working smart?	Ying Wa College
	October 2015	The ideal and reality gap in Hong Kong secondary writing classrooms	Education Bureau, Hong Kong
	October 2015	Two decades of research on written corrective feedback: Have Hong Kong teachers become any wiser	Centre for Applied English Studies, University of Hong Kong
	Sept 2015	Comprehensive or focused written corrective feedback?	Shatin Pui Ying College
	July 2015	Responding to L2 student writing	University of British Columbia, Canada
	May 2015	My research and publishing journey	University of Western Ontario, Canada
	May 2015	Feedback in L2 writing: Issues, challenges and future directions	University of Western Ontario, Canada
	May 2015	Feedback in L2 writing: Issues, challenges and future directions	Ontario Institute for Studies in Education, Canada
	April 2015	Assessment for and as learning in the language classroom	Carmel Pak U Secondary School
	March 2015	Ten myths about the teaching, learning and assessment of writing	Education Bureau, Hong Kong
	March 2015	Feedback and assessment for learning in EFL writing	Foreign Language Centre, National Chengchi University
	March 2015	Reading-writing connections in L2 writnig	Foreign Language Centre , National Chengchi University
	March 2015	Feedback and assessment for learning in EFL writing	Department of Foreign Languages and Literature, National Cheng Kung University
	January 2015	Responding to EFL student writing: Research insights and implications	Faculty of Education and Language Centre, Hiroshima University
	January 2015	Feedback in EFL writing: Issues, challenges and future directions	Graduate School of Humanities and Social Sciences, Human Growth and Development, City Nagoya University, Japan
	January 2015	Written corrective feedback: Research-practice divide	Graduate School of Humanities and Social Sciences, Human Growth and Development , City Nagoya University, Japan
	August 2014	Assessment for and as learning in the language classroom	Queen Elizabeth School Old Students' Association Secondary School
	July 2014	Teaching strategies to develop writing skills of Key Stage 1 students	Pok Oi Hospital Mrs Cheng Yam On Primary School
	July 2014	Implementing assessment as learning in the writing classroom	Shatin Pui Ying College
	July 2014	My research and publishing journey in TESOL	Mainland Students Association, Faculty of Education, CUHK
	June 2014	Ten myths about the teaching and learning of writing in Hong Kong classrooms	NET section, Education Bureau, Hong Kong
	May 2014	Feedback in EFL writing: Thinking outside the box	Fu Jen Catholic University
	May 2014	My research and publishing journey	Fu Jen Catholic University
	April 2014	Feedback in L2 writing: Issues for writing teachers and researchers	English Language Teaching Unit, CUHK
	April 2014	Feedback in L2 writing: Issues and challenges	Faculty of Education, University of Macao
	March 2014	Be an effective teacher of writing	Oxford University Press (China)
	March 2014	Assessment as learning in the writing classroom: Strategies for aligning learning, teaching and assessment	Education Bureau
	November 2013	Planning, implementing and evaluating a language lesson	Sam Yuk Secondary School
	October 2013	Integrating teaching, learning and assessment in primary writing classrooms	Sacred Heart Canossian School
	October 2013	Assessment as learning in the writing classroom	Education Bureau
	September 2013	Feedback and assessment for learning in L2 writing classrooms	English Language Centre, Hong Kong Polytechnic University
	February 2013	The three E’s of English learning (parent seminar)	CCC Ho Fuk Tong Primary School
	November 2012	The journey of academic publishing	Mainland Students Association, Faculty of Education, CUHK
	Sept 2012	Digital Storytelling: What’s in it for students? (And for teachers?) (with Sze, P.)	English Schools Foundation (ESF)
	June 2012	Towards improving the teaching, learning and assessment of writing	CCC Kwei Wah Shan College
	June 2012	Teaching reading in secondary schools	Ching Chung Hau Po Woon Secondary School
	May 2012	Living a meaningful life (Life Education seminar)	Hong Kong Christian Service Pui Oi School
	May 2012	Towards improving the teaching, learning and assessment of writing	SKH Bishop Jubilee Secondary School
	October 2011	Assessment for learning in Hong Kong classrooms: Lessons from three case studies	Hong Kong Association for Applied Linguistics (HAAL), Hong Kong
	June 2011	Focused marking in the writing classroom	Lock Tao Secondary School
	June 2011	Focused marking in the writing classroom	Saint Too Canaan College
	April 2011	Feedback in writing	SKH Tsoi Kung Po Secondary School
	August 2010	Helping students enhance coherence in NSS writing	PLK Ngan Po Ling College, Hong Kong
	June 2010	Feedback and assessment for learning in EFL writing	Department of English, School of Foreign Languages, Shenzhen University, China
	January 2010	Towards a feedback revolution in Hong Kong writing classrooms	SKH St Simon’s Lui Ming Choi Secondary School, Hong Kong
	January 2010	Towards a feedback revolution in Hong Kong writing classrooms	Methodist College, Hong Kong
	January 2010	A coming together of teaching, learning and assessment	Hong Kong Schools Self-evaluation, Education Bureau, Hong Kong
	November 2009	My journey as a writing researcher	MA in Applied Linguistics, The Chinese University of Hong Kong
	April 2008	My publishing career	MA in ESP, City University of Hong Kong
	January 2008	School-wide, life-wide and life-long learning of English for CMI students	Po Kok Secondary School, Hong Kong
	November 2007	Feedback and assessment for learning in writing	Education Bureau, Hong Kong
	May 2007	Assessment for learning in writing	Po Kok Secondary School, Hong Kong
	November 2006	Promoting assessment for learning in writing	Evangel College, Hong Kong
	November 2005	Feedback in Hong Kong writing classrooms: Where do we go from here?	Hong Kong Association for Applied Linguistics
	November 2005	Project learning in English classrooms	Centre for Child Development, Hong Kong Baptist University
	April 2005	L2 writing research	MA in Applied Linguistics, The Chinese University of Hong Kong
	October 2005	Error correction in L2 writing	Language Centre, Hong Kong Baptist University
	April 2004	Why burn the midnight marking student essays?	Pui Ching Middle School, Hong Kong
	April 2003	Error correction in L2 writing	MA in Applied Linguistics, The Chinese University of Hong Kong
	August 2002	Project-based learning	Cheng Wing Chee College, Hong Kong
	March 2002	Project work in English classrooms	Longman, Hong Kong
	February 2000	Teaching L2 reading strategies	Longman, Hong Kong
	June 1996	Project work in English classrooms	Developing coherence in writing

Webinars

	Year	Paper	Venue
1	April 2020	Teachers’ attempts at focused written corrective feedback: Is less really more?	The Chinese University of Hong Kong
2	January 2018	Reflecting on the research-practice nexus in written corrective feedback: Insights for Hong Kong classrooms	The Chinese University of Hong Kong
3	May 2017	Motivational strategies in EFL writing classes (Invited webinar)	Foreign Language Teaching and Research Press, China

Conference presentations

	Year	Paper	Conference	Venue
1	October 2020	Teaching and learning of EFL writing: Teacher agency and learner agency in EFL writing classrooms	Colloquium at the International Conference on Teaching and Researching EFL Writing	Beijing Foreign Studies University, China.
1	November 2019	Written corrective feedback: Is less more?	Symposium on Second Language Writing	Arizona, USA
2	November 2019 (with Ferris, D. & Kibler, A.)	WCF 2.0: From old news to new horizons	Symposium on Second Language Writing	Arizona, USA
3	July 2019	A diagnostic approach to written corrective feedback	the Inaugural Conference on Language Teaching and Learning	The Education University of Hong Kong, Hong Kong
4	December 2018	Feedback in Hong Kong secondary classrooms: Friend or foe?	Symposium on Second Language Writing	The Chinese University of Hong Kong, Hong Kong
5	August 2018 (with Ferris, D. & Kibler, A.)	Criteria for getting published in top language journals	HKERA International Conference	Simon Fraser University, Canada
6	July 2017	A review and analysis of L2 writing scholarship as represented in the Journal of Second Language Writing (colloquium)	Symposium on Second Language Writing	Chulalongkorn University Language Institute, Thailand
7	July 2015	Eight demotives in the EFL writing classroom	2015 International Research Seminar	Chulalongkorn University Language Institute, Thailand
8	March 2015 (with Yuan, R.)	Pre-service teacher belief change during the teaching practicum	TESOL Convention	Toronto, Canada
9	March 2014 (with Mak, P.)	Implementing assessment as learning in L2 writing classrooms	TESOL Convention	Portland, USA
10	March 2014	Working contexts of SLW professionals in higher education (SLW Academic Session)	TESOL Convention	Portland, USA
11	October 2013 (with Mak, P., Chan, V., Wang, W. Ma, J-j, & Yu, S.)	Feedback in EFL writing: The underrepresented and unrepresented (Colloquium)	Symposium on Second Language Writing	Jinan, Shandong University, China
12	March 2013 (with Wong, M. & Gao, X.)	Harmony, cacophony, or silence: Language teacher collaboration in Hong Kong	TESOL Convention	Dallas, USA
13	March 2013 (with Mak, P.)	Appropriating Mediation Tools for Written Feedback: An Activity Theory Approach	TESOL Convention	Dallas, USA
14	March 2013 (with Wong, S.W. & Gao, X.)	Collaboration of local English teachers (LETs) and native English teachers (NETs) in Hong Kong’s primary and secondary schools	American Association of Applied Linguistics Conference	Dallas, USA
15	March 2013 (with Yu, S.)	Understanding teacher written feedback: Use of L1 and L2, functions of speech and their interface	American Association of Applied Linguistics Conference	Dallas, USA
16	October 2012 (with Yu, S.)	An exploratory study on L1 use in peer written feedback: An activity-theory perspective	Eighth International Symposium on EFL Writing Research and Teaching	Shandong University, Jinan, China
17	March 2012 (with Lam, R. & Mak, P.)	Understanding EFL students’ self-learning capacity in two portfolio classrooms	TESOL Convention	Philadelphia, USA
18	January 2012 (with Wong, K.)	Marking with grace: Process approach in EFL writing feedback	Christians in English Language Teaching Conference	Hong Kong
19	August 2011	EFL writing teacher preparation: Impact of in-service teacher education	16th World Congress of Applied Linguistics	Beijing, China
20	June 2011 (with Mak, P.)	Tapping into teachers’ beliefs about feedback practices	HAAL Conference	Hong Kong
21	June 2011 (with Mak, P.)	Understanding the feedback practices of primary teachers	Symposium on Second Language Writing	Taipei, Taiwan
22	March 2011	Preparing NNESTs to teach EFL writing: Opportunities and challenges	TESOL Convention	New Orleans, USA
23	August 2010	Genre-based teaching and assessment in EFL writing classrooms	Asia TEFL Conference	Hanoi, Vietnam
24	November 2009 (with Lam, R.)	Balancing the dual functions of portfolio assessment	Symposium on Second Language Writing	Arizona, USA
25	March 2009	Strangers here ourselves: How NNESTs work with multilingual writers	TESOL Convention,	Denver, Colorado, USA
26	Sept 2007	Feedback in Hong Kong secondary writing classrooms: Ideal versus reality	Symposium on Second Language Writing	Japan
27	June 2007	Feedback in writing: Mismatches between teachers’ beliefs and practice	HAAL Research Forum,	Hong Kong
28	April 2007	Understanding teachers’ responding practices in secondary writing classrooms	American Association of Applied Linguistics	California, USA
29	August 2006	Fostering reflection in preservice teachers through response journals	The 2006 Asia TEFL International Conference	Seinan Gakuin University, Fukuoka, Japan
30	April 2006	Enhancing the effectiveness of teacher feedback in the secondary writing classroom	Enhancing Effective English Language Assessment in the Secondary School: Integrating Theory and Practice	HKU, Hong Kong
31	December 2004	Error correction in secondary writing classrooms	International Language in Education Conference	Hong Kong
32	June 2004	Taking control through project-based learning in the English classroom	Autonomy and Language Learning: Maintaining control	HKUST, HK
33	April 2004	Implementing project learning through university-school partnership	38th International Annual IATEFL Conference & Exhibition	Liverpool, UK
34	December 2002 (with Jacobs, G., Goatly, A. & Haig, E.)	The environment and the teaching of grammar (Scientific Commission Symposium: Language and Ecology SC)	AILA (International Association of Applied Linguistics)	Singapore
35	December 2002	Using dialogue journals as a multi-purpose tool for preservice teacher preparation: How effective is it?	7th Conference on English in Southeast Asia	Hong Kong
36	April 2002	Critical issues and future directions in NNEST research	TESOL Convention	Salt Lake City, Utah, USA
37	March 2000	Dialogues between NSs and NNSs in	TESOL Convention	Vancouver, Canada
38	March 2000	Vocabulary building in EFL contexts	TESOL Convention	Vancouver, Canada
39	March 2000	Theoretical and pedagogical perspectives on coherence in writing	AAAL (American Association of Applied Linguistics) Conference	Vancouver, Canada
40	August 1999 (with Li, B. & Lee, M.)	Project work in ESL classrooms	World Congress of the International Association of Applied Linguistics (AILA)	Japan
41	December 1998 (with Lee, M. & Murphy, M.)	Primary pupils’ profiles in reading and their implications	International Language in Education Conference	Hong Kong
42	April, 1998	ESL students’ conceptions and judgments of coherence in writing	BC TEAL ’98 Conference	Vancouver, Canada
43	March, 1998	Developing coherence in writing	TESOL Convention	Seattle, USA
44	April, 1997 (with Lee, A.)	Teaching thinking skills in the language classroom	RELC (Regional English Language Centre) Seminar	Singapore
45	January, 1997	Helping students create coherence in writing	Thai TESOL International Conference	Bangkok, Thailand
46	December, 1996 (with Lee, M. & Shum, S.)	Teacher development on a collaborative reading project	International Language in Education Conference	Hong Kong
47	December, 1996	The teaching of coherence: An exploratory study	International Language in Education Conference	Hong Kong
48	June, 1996	An investigation into students’ grammatical knowledge and awareness in error correction	Language Analysis and Description Conference	HKUST and Lingnan College, Hong Kong
49	June 1996 (with Falvey, P. et al.)	Text linguistics: A versatile tool	Language Analysis and Description Conference	HKUST and Lingnan College, Hong Kong
50	April, 1996 (with Lee, M.)	Facilitating writing in the secondary classroom	RELC Seminar,	Singapore
51	December, 1995 (with Falvey, P.)	Coherence in writing: The views, perceptions and judgments of secondary students and tertiary teachers of English in Hong Kong	International Language in Education Conference	Hong Kong
52	December, 1995 (with Mahon, T. & Tinker Sachs, G.)	Reading strategies in EFL settings: What does the literature show?	International Language in Education Conference	Hong Kong
53	March, 1995 (with Chow, A., & Murphy, M.)	EFL reading in the primary classroom: Teachers’ perspectives and practices	Third International Conference	City University of Hong Kong,, Hong Kong
54	December, 1994	English language teaching: Primary teachers’ perspectives	International Language in Education Conference	Hong Kong
55	December, 1994 (with Hoare, P.)	Changing the language of classroom: How do teachers feel about it?	International Language in Education Conference	Hong Kong
56	December, 1994 (with Ng, R.)	Self-directed learning: Does it make any difference?	International Language in Education Conference	Hong Kong
57	December, 1994 (with Cheung, E. & et al.)	Teaching content subjects through English	International Language in Education Conference	Hong Kong
58	December, 1993	Effects of signalling on reading comprehension	International Language in Education Conference	Hong Kong
59	December, 1993 (with Carless, D.)	Attitude changes on an INSET course for primary English teachers	International Language in Education Conference	Hong Kong