Dr LAM, Sin Manw Sophia    林善敏 博士
Assistant Professor
Department of Chinese Language Studies
Contact
ORCiD
0000-0002-3889-9942
Phone
(852) 2948 8506
Email
ssmlam@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=62856&name=LAM, Sin Manw Sophia
Scopus ID
57221599814
Research Interests
  • Chinese Language Pedagogy
  • Teaching Chinese as a Second Language
  • Teacher Education
  • Second Language Acquisition
  • Motivation Theories
  • Research Methods


Teaching Interests

Currently, I am teaching the following undergraduate and postgraduate courses:

  • Chinese Language Pedagogy
  • Theory and Practice of Classroom Language
  • Academic Writing and Use of Research Resources
  • Second Language Acquisition
Personal Profile

Academic Qualification

  • PhD, University College London, Institute of Education; MSc, University of Edinburgh; MA, The Chinese University of Hong Kong, BEd, The Hong Kong Institute of Education

Professional Qualification

  • Full Registration, Secondary Education, Subject: Mandarin, The General Teaching Council for Scotland
  • Qualified Teacher Status (QTS), Department for Education, England
  • Registered Teacher, Hong Kong Education and Manpower Bureau
  • Language Proficiency Assessment for Teachers (Putonghua), Attained with Merit, Hong Kong Examination and Assessment Authority, Hong Kong
  • 國家語言委員會普通話水平測試二級甲等


Research Interests
  • Chinese Language Pedagogy
  • Teaching Chinese as a Second Language
  • Teacher Education
  • Second Language Acquisition
  • Motivation Theories
  • Research Methods


Teaching Interests

Currently, I am teaching the following undergraduate and postgraduate courses:

  • Chinese Language Pedagogy
  • Theory and Practice of Classroom Language
  • Academic Writing and Use of Research Resources
  • Second Language Acquisition
Research Outputs
Scholarly Books, Monographs and Chapters
Research book or monograph (author)
Lam S. M. S, Lee, J. C. K., & Si, C. M. (2024). Learning and teaching Chinese as a first language international perspectives. London, UK: Routledge. https://doi.org/10.4324/9781003410454
Chapter in an edited book (author)
Lam, S. M., Chung, W. Y., Cheng, W.T. M. & Cheng, G. (2025). Exploring student perspectives on AI in higher education: A multidisciplinary analysis. Stefan POPENICI, Jürgen RUDOLPH, Fadhil ISMAIL, Shannon TAN, Handbook of artificial intelligence in higher education: Elgar handbooks in education (535-549). Edward Elgar Publishing Limited. https://doi.org/10.4337/9781035338764.00045
Si, C. M., Lee, J, C-K. & Lam, S. M. S (2024). A Review of the Development of Language Teaching and Learning in Hong Kong in the Past 50 Years. In S. M. S Lam, J. C-K. Lee, C. M. Si (Eds.), Learning and Teaching Chinese as a First Language: International Perspectives (pp. 15-33). Routledge.
Chan, C. K., Lam, S. M. S (2024). The Challenges of COVID-19 for Higher Education and the Implication to the Post-epidemic Era—Perspectives from China and Hong Kong. In Rudolph, J., Crawford, J., Sam, C-Y., Tan, S. (Eds.), The Palgrave Handbook of Crisis Leadership in Higher Education (pp. 311 – 329). Springer.
(2024). New trends in Mainland China's language teaching development. In Sin Manw Sophia LAM, John Chi-Kin LEE, Chung Mou SI (Eds), Learning and teaching Chinese as a first language: International perspectives (34-51). Routledge. https://doi.org/10.4324/9781003410454-4
Lam, S. M. & Huang, A. (2024). Challenging teachers' pedagogical approaches: Professional learning for Mandarin teachers in England and Scotland. Jing YAN, Hui HUANG, Teacher development in teaching Chinese as a second language (39-56). Routledge. https://doi.org/10.4324/9781003463221-4
Lam, S. M. S & Cheng, W. T. M (2024). Perceptions of Motivational Strategies among Pre-Service Chinese Language Teachers. In S. M. S Lam, J. C-K. Lee, C. M. Si (Eds.), Learning and Teaching Chinese as a First Language: International Perspectives (pp.103-119). Routledge.
Si, C. M., Lee, J, C-K. & Lam, S. M. S (2024). Introduction. In S. M. S Lam, J. C-K. Lee, C. M. Si (Eds.), Learning and Teaching Chinese as a First Language: International Perspectives (pp. 1-11). Routledge.
林善敏, 鍾慧賢, 鄭國城, 俞松青 (2024)。 提升中文準教師的人工智能素養（AI Literacy）：古詩生成教學案例研究。梁佩雲, 何志恒, 張連航， 古詩文教學新探：傳承與嬗變 (101-120)。三聯書店。 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018369956803410&vid=EDUHKFind@EdUHK Library
Lam, S. M. S., Lam, M. K., Mak, C. M. (2023). Integrating concept-based learning into writing assessment in Chinese as a second language: An exploration of students’ perspective. Jia-Fei HONG, Chung-Mou SI, Teaching Chinese language in the international school context (187-208). Springer. https://doi.org/10.1007/978-981-99-6376-8_11
蕭詠珍和林善敏 (2023)。 香港非華語小學生詩歌閱讀策略之探究：個案研究。陳曙光, 何志恒, 施仲謀， 《文言經典與文化教學實踐新探》 (191-216)。Hong Kong: 中華書局。
林善敏 (2023)。 IB中文二語教師對概念驅動的寫作教學的理解及評估素養。梁源, 王嬋娟, 施仲謀， 《國際文憑課程（IB）中文教學研究新探》 (203-220)。Hong Kong: 三聯書店。
Woo, J., Lam, S. M. & Diamantidaki, F. (2022). Intercultural sensitivity in young people: Perspectives from diverse Chinese as a Foreign Language (CFL) learners in an English secondary school classroom. Yuan LIANG, Zhen LI, Diversity and inclusiveness in Chinese as a second language education (175-197). Routledge. https://doi.org/10.4324/9781003441663-12
林善敏、麥俊文 (2021)。 對外漢語課程文化及歷史教學實施的現況、挑戰及展望。馮志弘, 許國惠, 施仲謀， 《中國歷史文化教育及研究》 (58-80)。中華書局(香港)有限公司。 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991017982329703410&vid=EDUHKFind@EdUHK Library

Journal Publications
Publication in refereed journal
Mavrou, I., Révész, A., Kyriakou, A., & Lam, S. M. S. (2026). Eye-tracking emotional responses and moral decisions in bilingual contexts. Cognition, 275, 106600.
Lam, S.M.S, Cheng, M. W.T, Wong, J.S.Y. (2025). Motivation of Learning Chinese as an International Language: A Reivew of Theories and Research Findings. International Journal of Chinese Language Teaching, 6(2), 44-62. https://doi.org/10.46451/ijclt.20250204
Li, H. & Lam, S. M. (2023). Is it inevitable for teachers to talk more? Analysing classroom interaction using IRF in CFL classroom. International Journal of Chinese Language Education, 12, 99-126. http://ijcle.eduhk.hk/en/catalog/No.12/06/published version
LAM, S. M. S., & CHENG, W. T. M (2021). Integrative Motivation of Students towards Learning Mandarin in Scotland and Hong Kong. International Journal of Chinese Language Education, 10, 17-44.
Lam, S.M. (2020). Mapping development and challenges of teaching Mandarin Chinese in England. International Journal of Chinese Language Education, 7, 17-40.
Crawford, J.,Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P., Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20.
Lam, S., Galdames, S., & Tong, V. C. (2019). From a little idea to a project: Establishing a student-staff partnership program to support international students in their MA programme. International Journal for Students As Partners, 3(1), 190-196.

Conference Papers
Refereed conference paper
鄒文律、許楓綿、林善敏 (2026, June). 自然寫作在中學語文教育中的實踐與成效：以鳳園生態學習為例The practice and effectiveness of nature writing in secondary school language education: A case study of ecological learning in Fung Yuen. 第十一屆國際中文教學研討會暨第五屆語文教育國際研討會——中華文化傳承與中文教育創新The 11th International Conference on Teaching Chinese as a Second Language & The 5th International Conference on Chinese Language Education -- Living Cultural Heritage, Innovating Language Education, 香港.
Chung, W. Y. K., Cheng, G., Chow, C. C., & Lam, S. M. S. (2023, May). Promoting AI Literacy in Pre-Service Teacher Education: Case Studies on Pedagogical Design. Programme Handbook of International Conference on Learning and Teaching for Future Readiness 2023 (ICLT 2023), Hong Kong SAR, China.
Lam, S. M., Lam, M. K. & Mak, C. M. (2021, September). Integrating concept-based learning into writing assessment in Chinese as a second language: An exploration in the Hong Kong international school context. British Association for Applied Linguistics (BAAL) 2021 Conference, Northumbria University, United Kingdom.
Lam, S. M. (2021, July). Seven motivational strategies to sustain motivation of Mandarin learners at GCSE classrooms in England. 6th International Conference on Chinese as a Second Language Research, The George Washington University, United States.
Lu, W. & Lam, S. M. (2021, July). Chinese character learning and teaching in England GCSE Mandarin: A component perspective. 6th International Conference on Teaching and Learning Chinese as a Second Language, National Kaohsiung Normal University, Taiwan..
Kong, S. C., Lam, S. M., Jin, M. & Yang, Y (2020, September). Using learning analytics to facilitate pedagogical decision-making in higher education: A multiple case study. Conference Proceedings (English Paper) of the 28th Global Chinese Conference on Computers in Education (GCCCE 2024), Hong Kong. http://www.scopus.com/inward/record.url?scp=86000775212&partnerID=8YFLogxK Scopus publicationLink to publication in Scopus, https://gccce2024.swu.edu.cn/info/1173/1434.htmpublished version
Huang A., Lam S.M., & Diamantidaki, F. (2019, July). The teaching of Chinese characters: A case study of Mandarin teachers’ understanding of professional learning in the UK. Acquisition of Chinese: Bilingualism and Multilingualism, University of Cambridge, United Kingdom.
Lam S.M., Diamantidaki, F., & Huang, A. (2019, May). Challenging Mandarin teachers’ pedagogical approaches to the teaching of Chinese characters. International Conference on Education, Communication Institute of Greece, Athens, Greece.
Lam S.M. (2018, September). Motivational strategies of Mandarin classrooms in England: A multiple case studies. British Educational Research Association (BERA) Annual Conference, Newcastle, UK.
Wu, J., Lam, S.M. (2018, June). From extrinsic to intrinsic motivation: A case study of character teaching. 15th Annual Chinese Teaching Conference, UCL Institute of Education, UK.
Galdames S., Lam S.M. (2018, April). The experience of Postgraduate International Students in a London university. University College London Education Conference, University College London, UK.
Lam S.M. (2017, July). Motivational Strategies of Mandarin Classroom in England. Chinese Educational Research Association (CERA) Annual Conference, UCL Institute of Education, UK.
Lam S.M., Chan W.K. (2014). 提昇高中學生文言文閱讀能力 To enhance the reading competence of secondary school students in reading classic Chinese. Global Curriculum and Instruction Network (GCIN) Conference 2014, Hong Kong.
Chu K.Y., Suen K.C., Lam S.M., Chan W.K. (2014, July). Students’ Motivation to Produce Mobile-learning (M-learning) Materials. Global Curriculum & Instruction Network (GCIN) Conference 2014, Hong Kong Institute of Education, Hong Kong.
Lam S.M. (2014, June). A comparison study on the integrative motivation of secondary students in Scotland and Hong Kong in learning Mandarin. Asia Pacific Educational Research Association International Conference (APERA) 2014, Hong Kong.

All Other Outputs
Review of books or of software
Lam, S.M.S (2021). Review of the book Content knowledge in English language teacher education, by D. L. Banegas. Journal of Applied Learning and Teaching (190-191). Bloomsbury.

Projects
Enhancing Reading Motivation among Primary School Students in Hong Kong
香港學生在多項國際閱讀能力評估(如 PIRLS 與 PISA)中表現優異，但其閱讀動機卻長期處於全球低位，顯示本地學生雖具閱讀能力，卻缺乏閱讀意願。 即使學校設有閱讀課，教師亦積極推動閱讀活動，但在繁重的課業與考試壓力 下，學生往往難以培養穩定的閱讀習慣。本研究計劃旨在透過精選繪本與教學 指導，於語文教學中融入品德情意元素，提升學生的閱讀興趣、語文能力及價 值觀理解。計劃為期兩年，預計邀請六所本地小學參與，涵蓋初小及高小年級， 受惠學生約達 600 人。課程設計包括八個單元，並以閱讀理解理論、閱讀動機 理論與「興趣驅動創造者理論」(Interest-Driven Creator Theory, IDC) (Chan et al., 2019)為理論基礎。研究將採用準實驗設計，並結合問卷調查、閱讀測驗 及訪談等質量並重的方法，全面評估學生於閱讀動機、情意發展與閱讀表現上 的成效。期望研究成果能為香港小學語文與價值教育的融合提供具體實踐參考， 推動教學創新與全人發展。
Project Start Year: 2026, Principal Investigator(s): LAM, Sin Manw, Sophia
SDGs Information: 4 - Quality Education, 17 - Partnerships for the Goals
 
"Voice from the Nature" - The 2025/26 Hong Kong Nature Writing Contest
"The Voice of Nature" - The 2025/26 Hong Kong Nature Writing Contest (Secondary School) is an innovative educational initiative launched by the Research Centre for Chinese Literature & Literary Culture (RCCLLC) at The Education University of Hong Kong. Centred on the unique themes of "insects" and "plants" , the project utilises Hong Kong’s rich natural landscapes and vibrant biodiversity to promote nature writing among local secondary school students and teachers. It aims to enhance students' linguistic expression, creative thinking, and literary appreciation while fostering environmental awareness and a respect for living things. To achieve these objectives, the project seamlessly integrates literary creation with ecological exploration through a comprehensive series of activities. It features three experiential writing workshops led by established local nature writers, who will share their creative techniques and professional insights. Additionally, three field trips will be organised at the Fung Yuen Butterfly Reserve, providing participants with professional eco-guided tours to observe flora and fauna up close. These immersive experiences are designed to spark creative inspiration grounded in real-world observation rather than pure imagination. Furthermore, a dedicated teaching toolkit will be developed and distributed to secondary schools to support teachers in implementing nature writing in their classrooms. The program culminates in a city-wide nature writing competition and an official award ceremony to showcase student achievements. By aligning with the United Nations Sustainable Development Goals, this project serves as a unique cross-disciplinary platform that beautifully synthesises linguistic beauty with ecological conservation, nurturing future literary talents for Hong Kong.
Project Start Year: 2025, Principal Investigator(s): CHAU, Man Lut (LAM, Sin Manw, Sophia as Co-Investigator)
SDGs Information: 11 - Sustainable Cities and Communities, 13 - Climate Action, 15 - Life on Land
 
Using Artificial Intelligence (AI) in Primary School Education to Unleash Potential of Primary Students in Five Subjects: Chinese Language, English Language, Mathematics, Primary Science, and Primary Humanities
This study aims to investigate pedagogies for integrating Artificial Intelligence (AI) into primary school subject teaching for unleashing the potential of students through their learning. This study highlights that AI should serve as an empowering tool to foster students to become independent and passionate thinkers, rather than leading to technological dependence. It proposes a pathway of guiding students in using AI for learning and through pedagogical design to unleash their potential as independent and passionate thinkers. The exploration of innovative pedagogical design is essential for empowering our pre-service teachers at EdUHK to be future-ready in their teaching practices. In this regard, there is an urgent need to trial these practices with in-service teachers to find out viable pedagogical approaches. This study collaborates with 29 government schools affiliated with the Union of Government Primary School Headmasters and Headmistresses, and 25 non-government primary schools* to try out proposed pedagogies in the subjects of Chinese Language, English Language, Mathematics, Primary Science, and Primary Humanities. Pedagogical designs are evaluated through pre- and post-tests and self-perception surveys on the use of AI for subject knowledge learning and their perception on the improvement of self-regulated learning. Teachers and students will also be asked to write self-reflection, and interviews will be conducted on the use of AI for teaching and learning in each subject topic learning. The findings of this study will inform all related colleagues within the University who teach method courses in their respective subjects and enable pre-service teachers in the relevant disciplines to deliver these innovative pedagogies in future teaching practices.The goal of the study is to address the transformative opportunities presented by generative AI in equipping primary students to be future-ready and understand how to create meaningful value as human beings while working alongside AI. The aim is to assist educators in systematically planning strategies for integrating AI into learning and teaching, thereby cultivating students to be future leaders in an AI-permeated society.
Project Start Year: 2025, Principal Investigator(s): KONG, Siu Cheung, LEE, Chi Kin, John, CHENG, May Hung, May (LAM, Sin Manw, Sophia as Co-Investigator)
SDGs Information: 4 - Quality Education
 
Exploring Relationships between Writing Processes and Products of L1 Chinese Learners: A Longitudinal Study
In recent years, increasing scholarly attention has been directed toward the relationship between writing processes and written products. However, empirical research on the writing behaviours and text quality of writers using non-alphabetic scripts remains limited. In the context of Hong Kong, the writing proficiency of secondary school students constitutes a critical concern in Chinese language education, and enhancing their writing competence is of paramount importance. Anchored in Kellogg’s (1996) cognitive model of writing, this study investigates the relationship between pausing and revision behaviours during the writing process of native Chinese-speaking students and the quality of their written texts, as well as the developmental trajectory of their writing abilities over the course of one academic year. Employing a longitudinal mixed-methods design, the study involves sixty Secondary One students from secondary schools in Hong Kong, who completed two writing tasks at three time points. The findings are expected to yield important implications for writing theory and pedagogical practices in the teaching of Chinese composition.
Project Start Year: 2025, Principal Investigator(s): LAM, Sin Manw, Sophia
SDGs Information: 4 - Quality Education
 
Systematically Enhance Secondary School Students’ Reading Proficiency in Classical Chinese through Etymon Acquisition
本地中國語文教育提倡「文道並重」，文言篇章閱讀是推動此教學方針的重要手段。文言經典言辭優美，含蘊豐富，是中國語文教育不可缺少的內容。2021年，教育局在網站上刊布了不同學習階段的文言建議篇章，並建議中小學在課程內逐步加入相關篇章，以豐富學習內容。文言篇章教學在中國語文教育的地位日顯重要，卻面對教師施教無方、學生學習無門的問題。古今語用習慣不用，文言語詞的生澀難解，構成了學生解讀文言經典的第一重，也是最難越過的一重障礙。教師講習文言語詞，一般只採隨文語譯的方式，學生記住了語詞在篇章內的解釋，便完成了學習任務。然而，這種學習方法未能構建學生對語詞的整體認識，也不利知識遷移，當相同字詞出現於其他篇章中，學生因為缺乏系統知識，一般感到難以解讀。本計劃針對上述問題，利用可視的漢字構形幫助學生認識漢字的造字原意和本義，並由此聯繫語詞的意義系統，期望為學生架建詞義的系統知識。與此同時，計劃會借助資訊科技，利用動畫幫助學生解讀漢字線條化、抽象化的構形，從中帶動漢字文化的學習，讓學生明白漢字之美與趣。
Project Start Year: 2024, Principal Investigator(s): LAW, Yin Ling (LAM, Sin Manw, Sophia as Co-Investigator)
SDGs Information: 4 - Quality Education
 
Promoting the Humanities through a Multi-purpose Chinese Culture Digital Playhouse: An Integrated Portal for Play-based R&D
This project aims to establish resilient digital humanities infrastructures to support sustainable teaching, research, and knowledge transfer initiatives in humanities.
Project Start Year: 2024, Principal Investigator(s): ERNI, John N,, LEUNG, Pui Wan, Pamela, LAM, Sin Manw, Sophia, HE, Yang, Sunnie, QIAO, Shen, Maggie, LAU, Chaak Ming, YAN, Zi
SDGs Information: 4 - Quality Education, 9 - Industry, Innovation and Infrastructure
 
Use of AI-powered Tool to Promote Chinese Language Reading of Non-Chinese Speaking Primary Students in Hong Kong

Project Start Year: 2023, Principal Investigator(s): LAM, Sin Manw, Sophia

 
Exploring Relationship between Writing Processes and Products of L2 Chinese Learners
Since 2014, the Government has implemented the Chinese Language Curriculum Second Language Learning Framework in local primary/secondary schools to help Non-Chinese Speaking (NCS) students master the language and bridge over to mainstream classes. However, most NCS students still encountered much learning difficulties in learning Chinese, specifically writing. The proposed study aims to examine the writing processes and text quality of the students, so as to develop effective writing instruction. Kellogg’s model of writing is adopted as a theoretical framework in this study. The proposed study will fill the knowledge gaps and hope to initiate more studies on Chinese writing.
Project Start Year: 2023, Principal Investigator(s): LAM, Sin Manw, Sophia

 
Drama Education in Metaverse: Learning New Literacies beyond Classroom
This project aims to create a VLT package consisting of a metaverse-based learning space and a handbook for providing practical ideas for the implementation of the package. Blended with face-to-face teaching and learning, students can continue their drama-learning beyond classroom. In this virtual space, students can enjoy interactivity, safety and novelty by choosing their own avatars to participate in a variety of drama activities, such as process drama, character-profiling and rolling role, etc. While language and literature learning serve as the starting point of this project, its ultimate goal is to develop students’ literacy skills. Literacy here refers to the general operational skills, such as reading and writing, cultural perception and critical thinking.
Project Start Year: 2023, Principal Investigator(s): CHEUNG, Hiu Yan, Alice (LAM, Sin Manw, Sophia as Co-Investigator)

 
Enhancing Secondary School Students' Chinese Writing Ability and Teachers' Assessment Literacy 提升中學生中國語文寫作能力及教師評估素養
香港教育局於2021年推出「優化高中核心科目」計劃，並於2021年9月正式實施。中國語文科強調「語文能力」及「語文素養」並重。局方建議精簡考評內容，新的評核框架更著重閱讀和寫作訓練，取消卷三「聆聽及綜合能力」及卷四「說話能力」；卷二「寫作能力」另設實用文寫作；又取消自選單元，校本評估只以閱讀為主，新增閱讀口頭報告以評核說話能力。因應高中評核模式的改變，高中的學與教以致評核方式亦有需要調整，以提升學生讀寫能力。另一方面，新冠疫情為學校帶來前所未有的衝擊，其中對寫作的影響尤大。在網絡的環境，不少教師表示難以有效教授及評估學生的寫作能力及作出回饋。本年度文憑試作文卷的表現亦較以往遜色。有見及此，香港教育大學中國語言及中國教育研究中心希望與本地六所學校進行先導計劃，以讀帶寫為原則，通過文本細讀，累積語文素材，同時擴闊學生生活體驗與感悟，配合寫作策略，提升學生的寫作能力。另外，開發多元化的進展性寫作評估，包括練筆、命題寫作、科技介入評估等，旨在讓學生多練多寫，將文字融入日常生活，從而提升學習動機。
Project Start Year: 2022, Principal Investigator(s): CHAN, Chu Kwong, Alex (LAM, Sin Manw, Sophia as Co-Investigator)

 
Exploring the Relationship between the Self-efficacy and Writing Process of L1 Chinese Learners
Motivation is a key success in language learning as it relates to the reasons an individual chooses to do an activity, how long an individual engages with it, and how much effort an individual gives to it (Dörnyei, 2001). While numerous studies have examined the relationship between motivation and language proficiency, scant research has been conducted to explore the effects of writing motivation on the writing processes. In addition, Chinese has a logographic writing system in which the connection between semantic, semiotic and phonetic elements of Chinese characters is non-transparent (Zhang, 2017). This adds an additional processing effort during the writing and may be different from the behaviours that have been examined in writing in an alphabetic language (e.g. Karkaoui, 2019; Spelman-Miller et al., 2008). The proposed study intends to fill these knowledge gaps and explore the affective aspects (i.e. motivation) in connection with the cognitive phenomena (i.e. writing processes). Self-efficacy theory will be used to study the students' writing motivation, while Kellogg’s writing model will be adopted to examine the writing processes of the selected participants. The study is expected to enhance the understanding of L1 Chinese learners writing motivation and is one of the few attempts to investigate writing in the non-alphabetic language. The findings should shed light on the writing instruction for L1 Chinese learners in secondary schools in Hong Kong and internationally.
Project Start Year: 2022, Principal Investigator(s): LAM, Sin Manw, Sophia

 
Promoting motivational strategies of Chinese teachers and students’ motivation in Chinese reading
It is based on the relationship between teachers’ motivational strategies and students’ motivation, the proposed project intends to enhance the in-service Chinese teachers’ motivational strategies in reading, especially classical Chinese, so as to promote students’ reading competence. In addition, the project aims to examine the Year 10 students’ Chinese reading motivation in modern Chinese and classical Chinese and their reading competence. It is hoped to understand whether or not (and to what extent) the students’ motivation is related to their competence.
Project Start Year: 2022, Principal Investigator(s): LAM, Sin Manw, Sophia

 
Promoting a Dynamic Pedagogical Model of Asynchronous and Synchronous Virtual Teaching and Learning to Enrich Students’ Virtual Learning Experiences
Having meticulously considered the situation of the COVID-19 in Hong Kong, the EdUHK has been conducting Virtual Teaching and Learning (VTL) since 2020 spring. Most lecturers deliver lectures synchronously using Zoom and assist students’ asynchronous learning through sharing materials on Moodle and other online platforms and conducting online learning activities. A range of measures have been taken to help teachers and students cope with the challenges and problems, for example, developing Zoom tutorial videos and conducting online workshops, seminars, and sharing sessions to introduce and explain useful approaches to effective VTL. However, many teachers may feel overwhelmed by the large amount of resources and do not know exactly how to apply these strategies or methods in their lessons. Thus, it is necessary to provide them with a pedagogical model, which is easy to follow, conducive to effective VTL, and can be adapted to meet diverse teachers’ and students’ needs. In response to this call, we propose a dynamic pedagogical model that synthesizes and balances asynchronous and synchronous VTL (AS-VTL). To establish and promote this pedagogical model in Faculty of Humanities (FHM), we aim to develop a series of innovative virtual learning resources and implement the AS-VTL pedagogical model in a range of FHM courses across all the five departments/units in FHM. We will also establish a community of practice (CoP) for the wider adaptation of the AS-VTL pedagogical model in FHM, and indeed, in the EdUHK and beyond.
Project Start Year: 2021, Principal Investigator(s): WANG, Lixun (LAM, Sin Manw, Sophia as Co-Investigator)
SDGs Information: 4 - Quality Education, 10 - Reduced Inequality
 
Exploring Classical Chinese Reading Strategies of Secondary School Students in Hong Kong
..
Project Start Year: 2021, Principal Investigator(s): LAM, Sin Manw Sophia 林善敏

 
An integrated identity project for preparing interculturally competent foreign language teachers
This project, informed by the existing theories from language teacher identity and
interdisciplinary perspectives of intercultural understanding, aims at using foreign language
(FL) teacher education programmes as the vehicles to explore reflective, experiential training methods to enhance the pre-service teachers’ awareness of cultural diversity, reduce ethnocentricity, and promote meaningful engagement pre-service FL teachers at undergraduate and postgraduate levels.
Project Start Year: 2020, Principal Investigator(s): GU, Ming Yue Michelle 谷明月, LI, Zhen Jennie 李蓁, Lai, Chun (LAM, Sin Manw Sophia 林善敏 as Co-Investigator)

 
Enhancing online learning and teaching in FHM courses
This project aims to promote online learning and teaching in FHM courses which need further support. Currently, a number of FHM courses have benefited from the BLUE II project, and 22 high quality e-learning packages have been developed to support online learning and teaching in over 25 different FHM courses. Due to the current COVID-19 pandemic, more and more courses will have to provide a significant amount of online learning and teaching to students in the coming academic year, it is desirable that more high quality e-learning packages can be developed for more FHM courses. In this project, a total of 28 FHM courses have been identified, and e-learning packages will be developed for these courses. It is hoped that through this project, online learning and teaching can be further promoted in FHM courses.
Project Start Year: 2020, Principal Investigator(s): LEUNG, Pui Wan, Pamela (LAM, Sin Manw, Sophia as Co-Investigator)
SDGs Information: 4 - Quality Education, 10 - Reduced Inequality
 
Enhancing Professional Excellence: Developing Motivational Strategies of Pre-Service Teachers in Chinese Language Classrooms
The proposed project aims to:
1) Enhance understanding of language motivational strategies to improve teaching competence of pre-service Chinese language teachers;
2) Develop the skills of pre-service Chinese teachers in implementing motivational strategies in the classrooms so as to enhance professional excellence;
3) Create a motivational strategies handbook to facilitate the teaching and learning of four skills in Chinese language classrooms;
4) Establish a video corpus of motivational strategies in Chinese language classrooms and provide resources for pedagogy related courses.
Project Start Year: 2020, Principal Investigator(s): LAM, Sin Manw, Sophia

 
Promoting AI Literacy and Effective Use of AI in Education
The objectives of this project are twofold: firstly to prepare students with AI literacy and secondly to explore and develop AI tools for teaching and learning in a range of academic disciplines. The project will offer a good opportunity not only to develop the AI literacy of students, but also to promote effective use of AI in education as well as to prepare students to adopt AI-powered technology in their future teaching careers.
Project Start Year: 2020, Principal Investigator(s): LI, Wai Keung (LAM, Sin Manw, Sophia as Co-Investigator)
SDGs Information: 4 - Quality Education, 9 - Industry, Innovation and Infrastructure, 10 - Reduced Inequality, 17 - Partnerships for the Goals
 
Understanding the Effectiveness of Concept-driven Classroom through Writing Assessment
The proposed project aims to investigate the understanding of Chinese teachers in assessing concept-based learning s well as to explore how students understand and demonstrate their awareness of concepts in writing assessment.
Project Start Year: 2019, Principal Investigator(s): LAM, Sin Manw Sophia 林善敏