Research Projects and Publications in CUHK- English

Research Projects

  • The Acquisition of Academic Literacy by Postgraduate Students from Mainland China

  • BRAINE George Stanley, SENGUPTA Sima*
    1 September 2001
    Research Grants Council (Earmarked Grants)

    In recent years, Hong Kong universities have begun to attract increasing numbers of research postgraduate students from Mainland China. These students, who have completed all their schooling in their mother tongue in China, are thrust into an environment that requires the intensive use of English. The challenges faced by these non-native speakers of English can therefore be daunting. Nevertheless, we have hardly any knowledge of the process through which these students acquire academic literacy in the English language, Research on postgraduate students who are non-native speakers of English has, for the most part, been conducted in the USA. In addition, hardly any longitudinal case studies based on data from multiple sources have been conducted. To our knowledge, no study has been conducted in Hong Kong. This project aims to study how research postgraduate students from China acquire academic literacy in Hong Kong. Through in-depth case studies based on data from multiple sources such as the students, their teachers, supervisors, lectures, seminars, and texts, the project will examine how the students adapt to and function within the academic environments in their chosen disciplines and academic institutions. (AL01265)

  • Crossing Cultures: English Majors as Ethnographers at Home and Abroad

  • JACKSON Jane
    1 September 2001
    CUHK Research Committee Funding (Direct Grants)

    Beginning in 2001-2, approximately fifteen second-year English majors at CUHK will join a special stream of studies. In this new program, the students will participate in seminars in Literature and Applied Linguistics, conduct ethnographic fieldwork in the U.K., and prepare a research report. This study will focus on the cross-cultural experiences and adjustment of the subjects. Specifically, it will investigate how they may serve as participant observers in their own culture learning experience abroad. Prior to departure, in the Applied Linguistics seminar, the subjects will be trained to record and reflect on their experiences as culture/ language learners during their five-week visit to the Oxford English Centre in the U.K. In addition to a culture learning journal, the subjects will keep a record of critical incidents - stressful or confusing experiences in this unfamiliar sociocultural setting. The subjects will also be interviewed prior to their departure, at regular intervals during their stay in Oxford, and after their return to CUHK. Thus, this ethnographic study will have a strong element of triangulation and promote an emic (insider’s) perspective. Data will consist of participant observation (in Hong Kong and in the U.K.), interviews, surveys (pre- and post-departure), journals, and critical incident reports. An applied goal of this project is to determine ways to enhance the experience of Chinese students in programs of this nature. Critical incidents and cases will also be developed based on the actual experiences of the sojourners. These narratives will be used in pre-departure sessions/intercultural communications courses as a tool for understanding cross-cultural transitions. (AL01809)

  • Cultural Identity Formation in Postcolonial Hong Kong

  • JACKSON Jane
    1 September 2001
    Chou’s Foundation Fund

    This project involved a sociocultural investigation of an elective intercultural communications course at a tertiary institution in Hong Kong. By means of a survey, background information was gathered from the students (primarily English majors) about such aspects as their previous intercultural encounters. As a course requirement, the students also wrote a cultural identity paper in which they reflected on their cultural background (sense of belonging to particular groups) and how it might influence their communication with others. Their narratives were subjected to a content analysis, which identified common themes and metaphors that emerged in the discourse. In addition, focus group discussions and interviews were carried out with a sampling of students to further explore their views on this topic. The transcripts of these encounters were then analyzed and linked to the ideas conveyed in their cultural identity papers and survey. The ultimate aim of the project was to better understand the factors impacting on the formation of the students. cultural identities and attitudes towards English and Western cultures. The findings provided a deeper understanding of the complicated mix of cultural, psychological and social factors that were affecting the students. sense of self and their attitudes towards .others.. On a practical level, the study provided valuable input for the design and delivery of intercultural communications programs in Hong Kong. (AL01652)

  • Developing a Model of Second Language Speaking: The Relevance of Planning and Task Characteristics

  • SKEHAN Peter
    1 October 2007
    Research Grants Council (Earmarked Grants)

    In Hong Kong and elsewhere a task-based approach to language instruction is common. However, this approach has problems, most clearly in the tension between real-time performance, on the one hand, and the need for development and change, on the other. The proposed research uses psycholinguistic models of speaking to explore how this tension can be better resolved. Two general areas will be explored: pre-task planning and task design. Studies will investigate what learners actually do when given pre-task planning time, and also how certain task design features (e.g., information structure) influence the balance between attention to form (and potential language change) and attention to meaning (and communicative effectiveness). The research will have a number of outcomes. First, it will make theoretical contributions through the development of a model of second language speaking, and through the resolution of competing claims regarding the use of limited attentional resources. Second, it will clarify important questions regarding second language task design, and the way pre-task planning can be used. Centrally, it will contribute to understanding how communication and second language competence can develop together, rather than at the expense of one another. These contributions will be important for pedagogy and assessment. (CU07503)

  • English Lexical and Syntactic Development of Hong Kong Students at Key Stages of Their Education

  • MA Kuen Fong Beatrice, MCNEILL Arthur TSUI Anthony*, Conrad Scott-Curtis*
    1 December 2004
    CUHK Research Committee Funding (Direct Grants)

    This research aims to examine aspects of Hong Kong students’ developing competence in English writing. The research involves the analysis of samples of English writing produced under examination conditions by students at five key stages of their education, ranging from upper primary to tertiary. Relatively little is known about the productive second language lexicon and syntactic ability of younger learners and how these develop over time. By carrying out comparative analyses of writing samples from different age groups, it is hoped to identify patterns of growth as well as areas where L2 development appears to be problematic.
    Recent research in second language vocabulary and writing has made use of computer software to produce vocabulary profiles of student writing (e.g. Laufer & Nation 1995, Laufer 1995). Written output is analysed in terms of frequency bands which show the distribution of high and low-frequency vocabulary. So far such research has tended to focus on the writing of tertiary level students. Studies of the grammatical competence of Hong Kong students have not examined the way in which different grammatical features are acquired over time. A reasonable assumption might be that syntactic complexity increases systematically over an extended period of learning the language. However, research in second language acquisition (e.g. Patkowski 1980; deKeyser 2000) suggests that the age at which 12 learning starts may have an important bearing upon successful acquisition of syntax. The analysis will focus, in particular on the acquisition of conditionals and will examine the suggestion by Celce-Murcia and Larsen-Freeman (1999) that acquisition of the English tense-aspect system, modal auxiliaries and negation is a pre-requisite for acquiring the full range of English conditionals. (AL04374)

  • The Establishment of a Writing across the Curriculum (WAC) Program at The Chinese University of Hong Kong, the City University of Hong Kong, and the Hong Kong Polytechnic University

  • BRAINE George Stanley, MCNAUGHT Carmel Marie (Centre for Learning Enhancement And Research), RADWANSKA-WILLIAMS Joanna, SENGUPTA Sima*, HYLAND Ken (CityU)*
    1 September 2002
    UGC Teaching Development Grants

    Writing across the curriculum (WAC) programs aim to improve the English proficiency and thinking and reasoning skills of students by encouraging teachers of all disciplines to give writing assignments more often and more thoughtfully in their courses. A WAC program is needed at Hong Kong universities for English language enhancement because the short 3-year degree plan leaves most students with little opportunity to take writing courses offered by English Departments and English centers. By incorporating writing into courses in their majors, students will enhance their English proficiency while improving their thinking and reasoning skills. Interdisciplinary cooperation will occur and teachers across the disciplines will further benefit through the creation of a community of scholars committed to the improvement of teaching and leaning. The programs could serve as models for other universities in Hong Kong. The proposal describes the programs’ objectives and impact on the universities and details of how the program will be implemented, how it will be evaluated, and what follow-up action will be taken. (AL02699)

  • Linguistic and Cultural Immersion: Perceived Stressors and Coping Strategies

  • JACKSON Jane
    1 January 2003
    CUHK Research Committee Funding (Direct Grants)

    A growing number of Hong Kong universities are sponsoring students on short term study and residence abroad programs at considerable expense. The ultimate aim of this study is to enhance programs of this nature by providing a deeper understanding of the factors affecting the students’ emerging intercultural communicative competence. The ethnographic case study will focus on an English language and cultural immersion program for CUHK English majors. Prior to their departure for England, the students will complete a survey and interview to determine their openness to other cultures, expectations, and concerns about the sojourn. They will then participate in pre-departure workshops, designed to ready them for intercultural experiences. During their five-week sojourn, the students will take courses in an English Language Centre, investigate a cultural scene of their choice, visit cultural/literary sites, interact with international students, attend cultural events, and live with a British family. In a journal, they will describe and reflect on their activities and experiences across cultures. The researcher will observe, photograph, and record the students’ behavior and gather additional information by way of informal discussions with them and their teachers. To better understand the perceived stressors and coping strategies of the students, they will fill in a post-sojourn questionnaire and share their experiences in interviews and debriefing sessions. The data will be analyzed and triangulated using NVivo, a qualitative, hypermedia software program. Recommendations will be made for improvements in predeparture seminars as well as the monitoring of students in short term study and residence abroad programs. (AL02508)

  • Specifying the Vocabulary Content of the English Language Curriculum for Primary and Secondary Schools

  • MCNEILL Arthur, MA Kuen Fong Beatrice
    3 January 2006
    Curriculum Development Institute, Education and Manpower Bureau, HKSAR Government

    The project, which is to be conducted collaboratively by the Curriculum Development Institute (CDI) and the English Language Teaching Unit (ELTU), aims to develop an English vocabulary syllabus for primary and secondary schools in Hong Kong. Although the current curriculum documents for English Language in Hong Kong schools recognize the central importance of vocabulary, they do not specify the actual lexical content to be covered. Recent concerns about inadequate vocabulary among school leavers have prompted the establishment of a vocabulary syllabus which will aim to ensure that students acquire around 5000 English words by the time they leave secondary school. The project will attempt to identify the English words which students might be expected to know at the various Key Stages. Tangible outcomes of the project are wordlists for each of the four Key Stages, arranged alphabetically, by families and thematically, together with paradigmatic groupings of words, where appropriate. The lexical content will be identified with reference to: (a) the topic areas specified by the curriculum, (b) frequency data about words from existing large-scale corpora, and (c) the vocabulary content of school textbooks. Focus groups consisting of practising school teachers will consider the proposed selections and provide feedback on their suitability. Once the wordlists are established, a teacher.s guide will be developed for each Key Stage, aimed at promoting teachers. interest and confidence in handling vocabulary in their teaching. It is envisaged that a second phase of the project will address the pedagogical issues related to the new vocabulary content. (ED05805)

Research Publications

  • BERRY Vivien and MCNEILL Arthur. "Raising English Language Standards in Hong Kong". Language Policy vol.4. Boston: Springer, 2005. pp.371-394.

  • BOYLE Joseph Patrick. "The Complexities of Educational Change in Education in Hong Kong". Curriculum and Teaching vol.16 no.2. Australia: James Nicholas, 2001.08. pp.67-80.

  • BOYLE Joseph. "Linguistic Imperialism and the History of English Language Teaching in Hong Kong". Paper presented in the International Conference on Globalization, Culture and English Language Education in China and Hong Kong (SAR), organized by Department of English, The Chinese University of Hong Kong. Hong Kong, 2001.03.03.

  • BRAINE George Stanley. "University Students’ Attitude towards Native and Non-native English Teachers in Hong Kong." (co-authored with Cheung Paulina) Paper presented in the 2nd International Knowlege & Discourse Conference, organized by The University of Hong Kong, Hong Kong, June 2002.

  • BRAINE George Stanley. "The Attitudes of University Students towards Non-native Speakers English Teachers in Hong Kong." (co-authored with Cheung Yin Ling) Regional Language Centre Journal (RELC) (Singapore: SAGE Publications) vol.38 no.3 (Dec 2007), pp.257-277.

  • "From a Teacher-Centered to a Student-Centered Approach: A Study of Peer Feedback in Hong Kong Writing Classes." Journal of Asian Pacific Communication (USA: John Benjamins Publishing Company) vol.13 no.2 (2003), pp.269-288
    (CUHK Library Call No: UL Periodical P87 .J58 no.13, 2003; Also Available Online)

  • BRAINE George Stanley. "Implementing Writing Across the Curriculum (WAC) in Hong Kong." In Negotiating Empowerment: Studies in English Language Education, ed. by Premakumari Dheram. pp.145-158. India: Orient Longman Private Limited, 2008.

  • BRAINE George Stanley. "Implementing Writing Across the Curriculum (WAC) in Hong Kong." Paper presented in the Effective (English) Language Management in SAARC Countries, organized by Indo-American Centre for International Studies (IACIS), Hyderabad, India, Oct 2004

  • BRAINE George Stanley. "Plenary: Teaching Academic Writing in Hong Kong: Opportunities & Challenges." The 12th IALS Symposium for Language Teacher Educators: Teaching Languages for Academic Purposes, United Kingdom, Nov 2006

  • BRAINE George Stanley. "Promoting Writing Across the Curriculum (WAC) in Hong Kong." Symposium on Second Language Writing: Second Language Writing in the Pacific Rim, Nagoya Gakuin University, Nagoya, Japan. Sep 2007

  • BRAINE George Stanley. "Teaching Academic Writing in Hong Kong: Opportunities & Challenges." In Educating Legal English Specialists and Teacher Education in Teaching EAP CD-ROM, edited by Tony Lynch and Jill Northcott. United Kingdom: Institute for Applied Language Studies, University of Edinburgh, 2007.

  • BRAINE George Stanley. "The Challenge of Academic Publishing: A Hong Kong Perspective." TESOL Quarterly (USA: TESOL (Teachers to Speakers of Other Languages) vol.39 no.4 (Dec 2005), p.707-716.
    (CUHK Library Call No: CC Periodical PE1128 .T4 v.39, 2005; Also Available Online)

  • BRAINE George Stanley. "Writing Across the Curriculum in Hong Kong." TESOL 2007 - Spanning the Globe Tides of Change USA, March 2003

  • BRAINE George Stanley. "Implementing Writing Across the Curriculum, (WAC) in Hong Kong." (co-authored with Mcnaught Carmel and Radwanska-Williams Joanna) Paper presented in the 39th RELC International Seminar: Innovative Approaches to Reading & Writing Instruction, organized by SEAMEO Regional Language Centre, Singapore, April 2004

  • BRAINE George Stanley. "Academic Publishing in Hong Kong: Challenges to NNS." NNEST Newsletter (USA) vol.3 no.1 (Jan 2001), pp.1, 5-6

  • BRAINE George Stanley. "Expatriate & 'Straitjacket' Scholars: Behind Academic Publishing in Hong Kong." Paper presented in the International Conference on Globalization, Culture and English Language Education in China and Hong Kong (SAR), organized by Department of English, The Chinese University of Hong Kong, Hong Kong, March 2001

  • BRAINE George Stanley. "Overcoming Barriers to Academic Publication: Hong Kong's Success Story." Paper presented in the Symposium on Second Language Writing on "Contexts of L2 Writing", organized by Purdue University, USA. Indiana, USA, Sep 2000

  • CHING Yuet May. "A Symbol of Longevity: Resistance and Rebirth in Yeats and Two Hong Kong Poets". Anglophone Cultures in Southeast Asia: Appropriations, Continuities, Contexts ed. by RÜDGIER AHRENS, DAVID PARKER, KLAUS STIERSTORFER, KWOK-KAN TAM. Germany: Universitätsverlag Winter GmbH Heidelberg, 2003. pp.221-231.

  • CHING Yuet May. "A Symbol of Longevity: Resistance and Rehrith in Yeats and Two Hong Kong Poets". Paper presented in the International Conference on Anglophone Cultures in Southeast Asia: Appropriations, Contribuities, Contexts, organized by Department of English, CUHK, Hong Kong SAR, 2001.10.

  • CRISP Peter Gerald. "E-learning and Language and Style in Hong Kong". Language and Literature Journal of the Poetics and Linguistics Association. vol.15 no.3, London, United Kingdom: SAGE Publications Ltd., 2006.08. pp.277-290.

  • CURTIS Andy. "Moving Pictures: Motivations for In-Service Teacher Development in Hong Kong". Practices and Issues in English Language Teacher Development ed. by Malachi Edwin Vethamani and Muhamad Kamarul Kabilan. Sasbadi Sdn (Petaling Jaya), 2008.06. pp.96-118.

  • CURTIS Andy. "Use of Film in Hong Kong English Language Classrooms". Hong Kong Association for Applied Linguistics (HAAL) Seminar, Hong Kong SAR, 2007.04.16.

  • GONG Gwendolyn. "International Issues in Intellectual Property Rights: Focus on Hong Kong, SAR". Paper presented in the Conference organized by CCC/NCTE. Colorado, USA, 2001.03.14.

  • HO Louise. "A Selection of My Poems to be Used as Text for Study at Hong Kong University". Department of English 2000.03.

  • HO Louise. "Hong Kong Writing and Writing Hong Kong". World Englishes vol.19 no.3, UK, 2000.11. pp.381-386.

  • JACKSON Jane. "Barriers to InterculturalHarmony: A Case Study of Hong Kongers in England". The Third Biennial International Conference on Intercultural Research; Theme: Harmonizations between within-cultural diversities and cross-cultural commonalities Taipei, Taiwan: National Taiwan Normal University, 2004.05.23.

  • JACKSON Jane. Campus bound : passport to academic success. (co-authored with Maureen Sargent and Jean Hunt) Toronto : Nelson Canada, 1995.
    (CUHK Library Call No: CC PE1128 .J33 1995)

  • JACKSON Jane. "Case-Based Learning and Reticence in a Bilingual Context: Perceptions of Business Students in Hong Kong". System vol.31 USA: Elsevier, 2003. pp.457-469.
    (CUHK Library Call No: CC Periodical P51.S95 v.31, 2003)

  • JACKSON Jane. "Case-Based Pedagogy in Business Education in Hong Kong". Invited talk. HONG KONG: Language Centre, Hong Kong University of Science and Technology, 2004.09.17.

  • JACKSON Jane. "Case-based Teaching in aBilingual Context: Perceptions of Business Faculty in Hong Kong". English for Specific Purposes vol.23. USA: Elsevier Ltd, 2004. pp.213-232.

  • JACKSON Jane. "Cultural Identity and Language Choice: English Majors in Hong Kong". Culture, Communication and Language Pedagogy ed. by C Lee and W Littlewood. Hong Kong SAR: Hong Kong Baptist University, 2002.12.07. pp.37-50.
    (CUHK Library Call No: UL P94.6 .C845 2002 c.2; UL HK Studies P94.6 .C845 2002)

  • JACKSON Jane. "Cultural Identity Formation in Postcolonial Hong Kong". Paper presented in the International Conference on Globalization, Culture and English Language Education in China and Hong Kong (SAR), organized by Department. of English, The Chinese University of Hong Kong. Hong Kong, 2001.03.10.

  • JACKSON Jane. "An Inter-University, Cross-Disciplinary Analysis of Business Education: Perceptions of Business Faculty in Hong Kong". English for Specific Purposes USA: Elsevier Ltd., 2004. p.293-306.

  • JACKSON Jane. "Language Choice and Cultural Identity: English Majors in Hong Kong". Proceedings of Culture, Communication and Language Pedagogy: Building Bridges and Meeting Challenges Hong Kong: Hong Kong Baptist University, 2001.05.30. p.23.

  • JACKSON Jane. Language, identity, and study abroad : sociocultural perspectives. London ; Oakville : Equinox Pub., 2008.
    (CUHK Library Call No: CC P53.41155 .J33 2008)

  • JACKSON Jane. "Postcoloniality and the Politics of Identity in Hong Kong". Paper presented in an International Conference on Anglophone Cultures in Southeast Asia: Appropriations, Continuities, Contexts, organised by The Chinese University of Hong Kong and University of Wurzburg Germany. Hong Kong, 2001.10.10.

  • JACKSON Jane. "Postcoloniality, Cultural Identity, and Language Choice in Hong Kong". Paper presented in the American Association for Applied Linguistics (AAAL) Conference, organized by AAAL. 2002.04.08.

  • JACKSON Jane. "The Question of Language Choice: From Hong Kong to Oxford". 7th English in South East Asia Conference: Changing Responses to Challenging Times Hong Kong SAR: Hong Kong Baptist University, 2002.12.07.

  • JACKSON Jane. "In Search of a Home: Identities in Transition in Post-Colonial Hong Kong". English Today vol.18 no.2, Cambridge, UK: Auckland Art Gallery, 2002.04. pp.39-45.
    (CUHK Library Call No: CC Periodical PE1001.E53 v.18, 2002)

  • JACKSON Jane. "The Sociocultural Dimension of Language Choice in Postcolonial Hong Kong". Keynotes Speeches at China’s 4th International Symposium on Intercultural Communications, organized by China Association for Intercultural Communication & Xi’an Foreign Language University. Xi’an, China, 2001.10.13.

  • JACKSON Jane. "Teaching and Learning with Business Cases: Ethnographic Insights into the Hong Kong Context". Invited talk by City University of Hong Kong. HONG KONG, 2004.10.04.

  • JACKSON Jane. "Voices of Transition: The Discourse of Identity in Hong Kong", "Dealing with Diversity". Paper presented in the Fifth Congress of the International Society for Cultural Research and Activity Theory, organized by Vrije Universiteit. Amsterdam, The Netherlands, 2002.06.19.

  • JACKSON Jane. "West Meets East: Documenting the Experiences of NETs (Native English Teachers) in Hong Kong". Paper presented in the 7th International Pragmatics Conference, organized by International Pragmatics Association. Budapest, Hungary, 2000.07.10.

  • JAKUBOWICZ Peter. "Online Learning Community: A Case Study of the CUForum at The Chinese University of Hong Kong". Paper presented in the AoIR Conference ’Internet Research v4: Broadening the Band’ Toronto, 2003, organized by the Association of Internet Researchers, Toronto, 2003.10.18.

  • JOR Chi Keung George. "Globalization and English Language Teaching in Hong Kong". English and Globalization: Perspectives from Hong Kong and Mainland China ed. by TAM Kwok Kan and WEISS Timothy. Hong Kong SAR: The Chinese University Press, 2004. pp.115-128.

  • JOR Chi Keung George. "Integrating ICT with Live English Interviews (F2F) into the Classroom of Engineering Majors at The Chinese University of Hong Kong". Invited speech delivered at the Conference on Applied Linguistics and College Teaching organized by the Foreign Studies College of Northeastern University, Shenyang, China, 2005.06.05.

  • JOR Chi Keung George. "The Courage to Teach Humanities in the Age of Globalization: Stories form Hong Kong". Paper presented at the First Taiwanese Harvard-Yenching Institute Alumni Conference , Taiwan, 2005.06.22.

  • Joseph Patrick BOYLE. "The Impact of the English Language on Hong Kong’s Cultural and Religious History". Paper presented at the Workshop on English Language and Traditional Values, organized by University of Swaziland. 13 pgs. Southern Africa, Swaziland, 2002.04.

  • LAI Fung Kuen Eva. "Bilingual Policy in Hong Kong 1990-2002". Paper presented in the 4th International Symposium on Bilingualism, Arizona, United States of America, 2003.05.02.

  • LAI Fung Kuen Eva. "ELT in Hong Kong - Past, Present & Future". Greenfield Educational Centre Seminar for Primary School English Teachers 《配合2005年小學新英文課程的英語綜合教學法》研討會 Greenfield Educational Centre & Hong Kong Professional Teachers' Union Hong Kong SAR, 2004.03.27.

  • LAI Fung Kuen Eva. "Providing Effective English Enhancement in Universities in the Hong Kong SAR". Proceedings of the 1st Regional Conference on College English Teaching 1999 vol.1, Hong Kong SAR: English Language Teaching Unit, The Chinese University of Hong Kong, 2000. pp.5-17.

  • LAI Jose. Program Evaluation Report on "Review of the In-Service Teacher Training Course: Integrated Humanities (IH, S1-3) July 2002 conducted by the History Department, The Chinese University of Hong Kong" . Hong Kong SAR: Education Department (currently EMB), 2002.

  • LEE Cynthia; JOR Chi Keung George and LAI Fung Kuen Eva. Web-based Teaching and English Language Teaching: A Hong Kong Experience Hong Kong SAR: The Chinese University Press, 2005.

  • LEE F. K. Cynthia; JOR Chi Keung George and LAI Fung Kuen Eva. "Web-based Teaching and English Language Teaching: A Hong Kong Experience". Hong Kong SAR: The Chinese University Press, 2003.

  • LEWTHWAITE Richard William and YU Yat-tung. "Hong Kong Nightbird Survey 2000-2001". The Hong Kong Bird Report 2001-02. Hong Kong SAR: The Hong Kong Bird Watching Society Limited, 2007. pp.213-238.

  • LEWTHWAITE Richard William, CAREY, G.J., CHALMERS, M.L., DISKIN, D.A., KENNERLEY, P.R., LEADER, P.J., LEVEN, M.R., MELVILLE, D.S., TURNBULL, M. and YOUNG, L. "The Avifauna of Hong Kong". Hong Kong SAR: Hong Kong Bird Watching Society, 2001.

  • LEWTHWAITE Richard William. "Ultramarine Flycatcher at Kadoorie Farm and Botanic Garden: An Addition to Category E of the Hong Kong List". Hong Kong Bird Report 1999 & 2000. ed. by TURNBULL M. and MA K. W. Hong Kong SAR, 2004. pp.203-204.

  • MA Kuen Fong Beatrice. "English Language Learning Strategies Among University Students in Hong Kong". Paper presented in the 38th RELC International Seminar, organized by SEAMEO, Singapore, 2003.11.05.

  • MCNEILL Arthur. "Language Policy at The Chinese University of Hong Kong". Invited paper presented at the Symposium on Language Issues n English-medium Universies Across Asia, Hong Kong SAR: The University of Hong Kong, 2006.06.09.

  • PARKIN Andrew T.L. "Hong Kong Tanka". English Today 56 vol.16 no.3, Cambridge, UK, 2000.07.03. pp.20-21.

  • RUFFELL Yee Lin. "Curriculum Intentions Versus Realities in English Language Education: A Hong Kong Study". Paper presented at the International Conference'Preparing Teachers for a Changing Context', London: Institute of Education, University of London, 2006.05.04.

  • TAM Kwok Kan, PARKIN Andrew and YIP Siu-han Terry ed. Shakespeare Global/Local: The Hong Kong Imaging in Transcultural Production. Germany: Peter Lang, 2002.05.

  • TAM Kwok Kan. "Globalism/Localism and English in Hong Kong and China". Paper presented in the 7th Congress of the International Association of World Englishes, organized by Syracuse University, Syracuse, U.S.A., 2004.07.16.

  • TAM Kwok Kan. "Hybridity in Language and Identity: Recent Hong Kong Writings in English". Paper presented in the 37th International Congress on Asian and North African Studies, organized by The Russian Academy of Sciences. 2004.08.16.

  • TAM Kwok Kan. "New Englishes from Hong Kong, Singapore and Malaysia"". Paper presented in the International Association of Professors of English, organized by University of British Columbia, 2004.08.07.

  • TAM Kwok Kan. "Performing the Self: Race and Identity in Two Hong Kong English-Language Plays". Paper presented in the Narrative Race between Nationalisms and Globalization, organized by National University of Singapore. 2006.07.06.

  • TAM Kwok Kan. "Post-Coloniality, Localism and the English Language in Hong Kong". Sight of Contestation: Localism, Globalism and Cultural Production in Asia and the Pacific eds. by TAM Kwok Kan, WIMAL Dissanayake and YIP Siu-han Terry. Hong Kong: The Chinese University Press, 2002. pp.111-130.

  • TAM Kwok Kan. "Voices of Missing Identity: A Study of Contemporary Hong Kong Literary Writings". Read the Cultural Other: Froms of Otherness in the Discourses of Hong Kong’s Decolonization ed. by Shi-Xu, Manfred Kienpointner, Jan Servaes. Germany: Mouton de Gruyter, 2005. pp.165-176.

  • TAM Kwok Kan. "Voicing Identity Confusion in Contemporary Hong Kong Writing". Tamkang Review vol.XXXV no.2, Taipei, Taiwan: English Department, Tamkang University, 2004. p.81-96.

  • TAM Kwok-Kan. "Identity on the Bridge: Double (De/) Colonization in the Hong Kong Poet Gu Cangwu". Colonizer and Colonized Amsterdam/Atlanta, Georgia: Rodopi, 2000.08. pp.65-77.

  • TAM Kwok-Kan. "World English(es) in the Age of Globalization: Implications for English Language Education in Hong Kong". Paper presented in the International Conference on Globalization, Culture and English Language Education in China and Hong Kong (SAR), organized by Department of English, The Chinese University of Hong Kong. Hong Kong: University of Patras and European Speech Communication Association, 2001.03.02.

  • Timothy Francis WEISS. "Hybridity and the Transcultural Imaginary in Identity Construction: David T.K. Wong’s Hong Kong Stories". Sights of Contestation: Localism, Globalism and Cultural Production in Asia and the Pacific Hong Kong: The Chinese University Press, 2002.03.01. pp.131-151.

  • WEISS Timothy. "Into the Labyrinth: David T.K. Wong's Hong Kong Stories". A Journal of Postcolonial Studiesvol.5, USA, 2001.03. pp.1-20.

  • WONG Lai Ming Lisa. "Biliteracy and Trilingualism: The Identity of Hong Kong". Proceedings of the International Conference on "Language and Nationhood: Confronting New Realities" Putrajaya, Malaysia: Universiti Kebangsaan Malaysia, 2003.12.17.

  • WONG Lai Ming Lisa. "The Possible Homes: English and Bilingual Poetry of Hong Kong". Paper presented in the Fourth International Auto/biography Association (IABA) Conference on Inhabiting Multiple Worlds: Auto/biography in an (Anti)Global Age, organized by Department of English, The Chinese University of Hong Kong, Hong Kong, 2004.03.16.

  • WOODWARD T.; LEWTHWAITE Richard William and WILLIAMS M. "Pygmy Wren Babbler at Tai Po Kau: The First Record for Hong Kong". Hong Kong Bird Report 1999 & 2000. ed. by TURNBULL M. and MA K. W. Hong Kong SAR, 2004. pp.197-200.

  • 譚國根 及 LAM Stephen. 編. At a Critical Point: Hong Kong Drama 2001 Hong Kong Plays Series No. 5 Hong Kong: IATC 國際演藝評論家協會 (香港分會), 2004.04.
* Name of external researcher
# Name of staff who has left the University