Dr MA, Qing   馬清
Associate Professor
Department of Linguistics and Modern Language Studies
Phone No: (852) 2948 8593
Email: maqing@eduhk.hk
Contact
ORCiD
0000-0003-3125-3513
Phone
(852) 2948 8593
Email
maqing@eduhk.hk
Scopus ID
55140673900
Research Interest

second language vocabulary acquisition, research methodology, corpus linguistics, computer assisted language learning, mobile assisted language learning

Professional Profile

Dr. Ma received her Ph.D in applied linguistics at the University of Louvain, Belgium. She joined the Education University of Hong Kong in 2008. She has published many articles in international journals and a book on vocabulary acquisition. She is currently committee member of two international academic organizations: Hong Kong Association for Applied Linguistics (HAAL) and China Association for Computer-Assisted Language Learning (ChinaCALL). She has been invited to give lectures and courses in Europe, Australia and China.

Research Interest

second language vocabulary acquisition, research methodology, corpus linguistics, computer assisted language learning, mobile assisted language learning

Selected Output

Scholarly Books, Monographs and Chapters
HU, H., Ma, Q., Tang, J. (2020). Chinese EFL Online Technology and Teacher Education: A Multi-case Study From an Ecological Perspective. In H-S. Kang, D-S. Shin & T. Chimasko (Eds.), Online Education for Teachers of English as a Global Language (187-209). New York: Routledge.
Ma, Q. & Lee, H. Y. (2019). Measuring the vocabulary knowledge of young L2 learners by word associations and its implications for developing L2 reading literacy in the Hong Kong primary school context. In B. L. Reynolds & F. Teng, English Literacy Instruction in Chinese Speaking Asia (35-52). UK: Palgrave Macmillam.
Ma, Q. (2017). Technologies for teaching and learning L2 vocabulary. In C. A. Chapellem & Sauro, S. (Eds.), Handbook of Technology in Second Language Teaching and Learning (45-61). Oxford: Wiley Blackwell.
Ma, Q., & Xu, Z. (2017). Revisiting Chinese English in a multilingual and multicultural world: has it been nativised?. In S. C. Kong, T. L. Wong, M. Yang, C. F. Chow, & K. H. Tse (Eds.), Researching Chinese English: The State of the Art (189-201). Dordrecht: Springer.
Wang, L., & Ma, Q. (2017). Community of practice: Building a mobile learning community in a higher education institution to promote effective teaching and learning. In S. C. Kong, T. L. Wong, M. Yang, C. F. Chow, & K. H. Tse (Eds.), Emerging practices in scholarship of learning and teaching in a digital era (19-38). Singapore: Springer.
Ma, Q. (2016). An evidenced-based study of Hong Kong University Students’ mobile assisted language learning (MALL) experience. In A. Gimeno-Sanz, F. Blin, D. Barr, & M. Levy (Eds.), WorldCALL: Sustainability and Computer-Assisted Language Learning (211-229). New York: New York: Bloomsbury.
Ma, Q. (2013). Computer Assisted Vocabulary Learning: Framework and Tracking User Data. In P. Hubbard, M. Schulze, & B. Smith (Eds.), Learner-Computer Interaction in Language Education: A Festschrift in Honor of Robert Fischer (230-243). San Marcos, Texas: Computer Assisted Language Instruction Consortium (CALICO).
Ma, Qing (2011). In search of ways in which Chinese English teachers can come to change and improve their learners’ vocabulary learning strategy use. In S. Breidbach, D. Elsner, & Y. Andrea (eds.), Language awareness in teacher education - cultural-political and social-educational perspectives (158-173). Frankfurt am Main, Berlin: Peter Lang.
Ma, Q. (2009). Second Language Vocabulary Acquisition. Germany: Peter Lang.

Journal Publications
Tran, T. T. T., & Ma, Q. (2021). Using formative assessment in a blended EFL listening course: student perceptions of effectiveness and challenges. International Journal of Computer Assisted Language Learning and Teaching, 11(3), 1-20.
Song, Y. & Ma, Q. (2020). Affordances of a mobile learner-generated tool for pupils’ English as a second language vocabulary learning: An ecological perspective. British Journal of Educational Technology, ..., e-13037.
Ma, Q. (2020). Examining the role of inter-group peer online feedback on wiki writing in an EAP context. Computer Assisted Language Learning. Computer Assisted Language Learning, 33(3), 197-216.
Ma, Q. (2019). University L2 Learners’ Voices and Experience in Making Use of Dictionary Apps in Mobile Assisted Language Learning (MALL). International Journal of Computer Assisted Language Learning and Teaching, 9(4), 18-36.
Ma, Q. (2018). Review of how vocabulary is learned by Stuart Webb and Paul Nation. The Journal of Asia TEFL, 15(1), 250-251.
Ma, Q. (2017). A multi-case study of university students’ language-learning experience mediated by mobile technologies: a socio-cultural perspective. Computer Assisted Language Learning, 30(3-4), 183-203.
Ma, Q. (2015). A process-focused learning model for L2 vocabulary acquisition: construction, validation, implications. International Journal of Applied Linguistics (ITL), 166(1), 127-162.
Choi, M., & Ma, Q. (2015). Realising personalised vocabulary learning in the Hong Kong context via a personalised curriculum featuring “student-selected vocabulary”. Language and Education, 29(1), 62-78.
Ma, Q., & Sin, C. (2015). Teaching young learners L2 vocabulary with reading-based exercises. Porta Linguarum, 23, 125-138.
Ma, Q. (2014). A contextualised study of EFL learners’ vocabulary learning approaches: framework, learner type and degree of success. Asia TEFL, 11(3), 33-71.
Ma, Q. (2013). Matching vocabulary learning process with learning outcome in L2 academic writing: an exploratory case study. Linguistics and Education, 24(2), 237-246.
Ma, Q. (2012). Upholding standards of academic writing of Chinese Students in China English. Changing English, 19(3), 349-357.
Gao, X., & Ma, Qing (2011). Vocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland China. Language Awareness, 20(4), 327-342.
Ma, Q., & Kelly, P. (2009). How can we overcome some of the hurdles to Chinese students’ learning of English lexis?. Changing English, 16(4), 405-412.
Ma, Q. (2008). Empirical CALL evaluation: the relationship between the learning process and the learning outcome. CALICO Journal, 26(1), 108-122.
Ma, Q. (2007). From monitoring users to controlling user actions: A new perspective on the user-centred approach to CALL. Computer Assisted Language Learning, 20(4), 297-321.
Ma, Q., & Kelly, P. (2006). Computer Assisted Vocabulary Learning: Design and evaluation. Computer Assisted Language Learning, 19(1), 15-45.

Conference Papers
Ma, Q. (2017, July). Building and exploring language learning in a mobile learning community (MLC) among Hong Kong university students. Invited seminar at 2016 International Symposium on CALL, 22-23 July, Qing Dao, China.
Wang, L., & Ma, Q. (2015, June). Building a Mobile Learning Community to Promote Mobile Learning in Higher Education Institutions. LATALL 2015 Conference, Tai Pei.
Ma, Q., & Wang, L. (2015, March). Animating Classroom Teaching with Mobile Technologies. The 3rd HKIEd Mini Conference on Teaching and Learning, Hong Kong.
Ma, Q. (2014, November). A multi-case study of Hong Kong university students’ mobile language learning experience. 2014 International Symposium on CALL, Beijing.
Wang, L., & Ma, Q. (2014, July). Establishing a Mobile Learning Community: Challenges and Solutions. HERDSA 2014 Conference, Hong Kong.
Ma, Q., & Wang, L. (2014, May). How do University L2 Learners Make Use of E-dictionaries/Apps in Mobile-assisted Language Learning (MALL)?. CALICO Conference 2014, Athens, USA.
Wang, L., & Ma, Q. (2014, February). Building a Mobile Learning Community: the Use of Mobile Technologies in Studying Subject Knowledge through English. The 2nd HKIEd Mini Conference on Teaching and Learning, Hong Kong.
Ma, Q., & Wang, L. (2013, July). An evidence-based study of Hong Kong University students’ mobile assisted language learning (MALL) experience. World CALL 2013 Conference, Glasgow, UK.

Project

Investigating Primary Students' Real-life English as a Second Language Vocabulary Learning Leveraged by a Ubiquitous Learning Platform through Learning Analytics: A Multiple-case Study
This study aimed at investigating students’ after-class vocabulary behavioural learning patterns on a ubiquitous learning platform by tracking their learning process through learning analytics, and the impact of the patterns on students’ vocabulary learning performance.
Project Start Year: 2020, Principal Investigator(s): SONG, Yanjie 宋燕捷 (MA, Qing 馬清 as Co-Investigator)
 
Language Enhancement at EdUHK and Beyond: Fostering a Community of Practice on Technology-enhanced Language Learning and Teaching
This project intends to achieve the following objectives: 1). Identify creative and effective use of technologies in language learning and teaching (English / Cantonese / Putonghua / other modern languages); 2). Investigate how such technologies help to enhance students’ language learning and teachers’ language teaching through guided self-reflection and critical evaluations of their technology-enhanced language learning/teaching practices; 3). Build a Community of Practice on technology-enhance . . .
Project Start Year: 2020, Principal Investigator(s): WANG, Lixun 王立勛 (MA, Qing 馬清 as Co-Investigator)
 
Second Language Learning of Kindergarteners and Primary School Students: What Parents and Schools should Know?
1. To synergize expertise of team members to accelerate our contribution and impact in second language learning. 2. To strengthen current research collaboration among team members and benefit members through (a) sharing of datasets to facilitate research and publications and (b) documentation of impact of the research of team members to ensuring the sustainability of data; 3. To disseminate basic and applied research findings of the team members by organizing knowledge transfer activities (e.g., . . .
Project Start Year: 2020, Principal Investigator(s): YEUNG, Siu Sze 楊少詩 (MA, Qing 馬清 as Co-Investigator)
 
Strategic Development of the EdU Online Classes Platform (EOCP) for the Enhancement of Online Learning and Teaching in Local Schools
The project is a crisis management strategy for facing the sudden and big switch of teaching and learning mode in the educational sector. The project goal is to transform the crisis of the prolonged suspension of on-campus teaching and learning to be an opportunity for the comprehensive implementation of online teaching and learning.
Project Start Year: 2020, Principal Investigator(s): KONG, Siu Cheung 江紹祥, HUI, Yan Keung, John 許仁強 (MA, Qing 馬清 as Co-Investigator)
 
A Self-Regulated Vocabulary Learning Approach Supported by a Mobile-User-Generated-Content Tool for Pupils in Hong Kong
This UGC GRF project aims at examining the effect of a self-regulated vocabulary approach leveraged by a mobile-user-generated-content (m-UGC) tool on learning outcomes, self-regulated learning awareness and learning processes. The approach integrates five-stage vocabulary learning process with 3-phase self-regulated learning mediated by the m-UGC tool to enhance learners’ learning across in-class and real life settings at the right time and place, for the right task.
Project Start Year: 2019, Principal Investigator(s): SONG, Yanjie 宋燕捷 (MA, Qing 馬清 as Co-Principal Investigator)
 
A Self-Regulated and Personalised Vocabulary Learning Approach Mediated by Mobile Technologies for University Students
This project proposed to develop and measure the effectiveness of a self-regulated and personalised (SRP) vocabulary learning approach. In this SRP approach, the mobile technologies mediate, the vocabulary pedagogy informs and the personalisation shapes students’ L2 vocabulary learning. This research aims to help students develop a heightened capacity for self-regulation while using mobile technologies and appropriate pedagogical knowledge to learn L2 vocabulary more efficiently and effectively . . .
Project Start Year: 2019, Principal Investigator(s): MA, Qing 馬清
 
Enhancing Chinese Reading and Vocabulary Knowledge of Ethnic Minority Primary School Students by Using E-books: A Randomised Study
As few ethnic minority people in Hong Kong can read or write Chinese (Census and Statistics Department, 2017), this study will investigate whether e-books can help ethnic minority primary school students to improve their Chinese learning in reading and writing characters. Building on the Chinese learning model set out by Li and McBride (2013), we propose a Technology-Enhanced Framework For Chinese Learning that will guide the design of e-books with multimedia and interactive features.
Project Start Year: 2019, Principal Investigator(s): MA, Qing 馬清
 
The Development and Evaluation of an Innovative Corpus-based Language Teaching Approach among School In-service Teachers in the Greater Bay Area or Beyond
Guided by a self-developed theoretical framework, this project will provide a two-phase corpus-based training for in-service teachers in primary, secondary and vocational schools in the Greater Bay Area, including cities such as Hong Kong, Shenzhen, Guangzhou, Zhuhai and Huizhou. Through the development and implementation of workshop series, online self-learning materials, teacher professional training and consultancy provided for schools, this proposed project is expected to develop school teac . . .
Project Start Year: 2019, Principal Investigator(s): MA, Qing 馬清
 
Enhancement of Student Learning Outcomes: Developing Pre-service and In-service English Teacher’s Corpus Literacy Using Flipped Learning Enhanced by Mobile Technologies
Despite the importance and popularity of corpus linguistics and its great potential in benefiting language teaching and learning, a corpus-based linguistic approach remains largely unknown to the majority of the professional teaching community. This project will identify gaps between corpus linguistic research and language pedagogy and come up with concrete solutions to solve authentic teaching/learning problems. This project proposes to bridge the gaps by developing pre-service English teachers . . .
Project Start Year: 2018, Principal Investigator(s): MA, Qing 馬清
 
Enhancing English Reading Skills of Children Living in Poverty by E-books: A Randomized Experimental Study
This proposed study is a 4-week cluster randomized, controlled intervention trials, in which 120 kindergarten year 2 students aged 4 and 6 will be recruited, following a 2x2 factorial design, randomly assigned to one of the following four groups: 1) students independently read four e-books with multi-media illustrations (including motion, music and sound); 2) students independently read four e-books with interactive features (e.g. hotspots for vocabulary instruction); 3) students independently r . . .
Project Start Year: 2018, Principal Investigator(s): CHEUNG, Chi Kin 張志健 (MA, Qing 馬清 as Co-Investigator)
 
A Self-regulated and Personalised Vocabulary Learning Approach Mediated by Mobile Technologies for Hong Kong and Mainland Chinese University Students
This research will construct and pilot a tailor-made self-training platform (with a mobile compatible version) via Schoology (a Learning Management System) to facilitate two group’s self-training. The online platform for the experimental group contains information and resources for implementing the SRP approach in four perspectives: (1) self-regulation, (2) vocabulary pedagogy, (3) personalised learning and (4) resources for academic vocabulary. First, Zimmerman’s (2011) three-stage of self-regu . . .
Project Start Year: 2017, Principal Investigator(s): MA, Qing 馬清
 
Educational Linguistics 2.0 – The use of corpora in language teaching
In recent decades, corpus linguistics has offered a new approach to collecting and analysing language data, greatly boosting our understanding of various linguistic and language issues. The thousands of language data, after input into speedy and user-friendly concordancers, reveal authentic and interesting linguistic features which would not be discovered if an intuition-based approach had been taken. Despite the efforts made by linguists and researchers, a corpus-based linguistic approach remai . . .
Project Start Year: 2017, Principal Investigator(s): MA, Qing 馬清
 
Innovative English Language Teaching for Primary Students
One aim of the project was to enhance preservice teachers’ materials development skills, and their abilities to discuss and evaluate observed lessons. The student teachers who joined the project developed resources on the teaching of readers, grammar, vocabulary and pronunciation. Another aim of the project was to strengthen links with the Department of Education of Guangdong Province and schools in Foshan. The project team visited Nanhai Experimental Primary School, in which the participating s . . .
Project Start Year: 2016, Principal Investigator(s): LEE, Fung King Jackie 李鳳琼 (MA, Qing 馬清 as Co-Investigator)
 
Promoting Mobile Learning in the EdUHK and beyond through further development of a Mobile Learning Community
In recent years, the fast development of mobile technologies has greatly enriched and assisted students’ subject learning in higher education, and more and more lecturers have started using mobile technologies (smart phone, tablet, pocket pc, notebook, etc.) to assist their teaching. This project aims to showcase the vitality and creativity of tertiary students of different levels (undergraduates, masters, doctorates) and from different disciplines (Science, Social Science, Education, Arts and H . . .
Project Start Year: 2016, Principal Investigator(s): WANG, Lixun 王立勛 (MA, Qing 馬清 as Co-Principal Investigator)
 
Investigation of university students' self-regulated mobile-assisted vocabulary learning (MAVL) across different language learning contexts
Mobile technologies have brought great affordances and opportunities for mobile-assisted language learning (MALL). As a large proportion of MALL takes place outside the classroom (Burston, 2014; Ma, forthcoming a) and is beyond the control of teachers, effective learning hinges upon learners’ capacity to adequately self-regulate their own learning. Self-regulation has proved to be one of the key predictors of academic success (Nota et al., 2004; Zimmerman & Martinez-Pons, 1986, 1988; Zimmerman & . . .
Project Start Year: 2015, Principal Investigator(s): MA, Qing 馬清
 
Student Network Group for Mobile Learning of the English language
In this project, a student network group will be established. First, 6 students who engage in mobile learning proactively at HKIEd are invited to be co-investigators (student leaders) of the project. These students will take leading roles in establishing the student network group for mobile learning. They will first identify students’ needs regarding mobile learning by carrying out a survey on mobile learning among 100-200 HKIEd students, and then follow-up focus-group interviews (questionnaire . . .
Project Start Year: 2015, Principal Investigator(s): WANG, Lixun 王立勛 (MA, Qing 馬清 as Co-Principal Investigator)
 
Student Network Groups as Change Agents
The project has a key theme to engage students directly to take the role as “change agents” in the learning and teaching process through Student Network Group (SNG). Through the four sub-SNG projects, students work in groups and form SNGs to investigate their interested topics. The student leadership role may take different forms in the sub-project i.e. led by students, partnership with teachers or guided by teachers. As a whole, the project aims to improve the learning and teaching experience . . .
Project Start Year: 2015, Principal Investigator(s): CHENG, May Hung May 鄭美紅 (MA, Qing 馬清 as Co-Investigator)
 
A comparative multi-case study of Hong Kong and mainland Chinese university students’ self-regulated mobile-assisted vocabulary learning (MAVL)
Mobile technologies brought great affordances and opportunities for mobile assisted-language learning (MALL). As a considerable proportion of MALL takes place outside the classroom (Burston, 2014; Ma, forthcoming a) and is beyond the control of teachers, effective learning hinges upon learners’ capacity to self-regulate their own learning adequately. Self-regulation has proved to be one of the key predictors of academic success (Nota et al., 2004; Zimmerman & Martinez-Pons, 1986, 1988; Zimmerman . . .
Project Start Year: 2014, Principal Investigator(s): MA, Qing 馬清
 
A keyword study of novice and expert researchers’ research reports related to anguage studies/education
The proposed project builds on two one-million-word EAP corpora specialising in language studies/education. This project makes use of two distinct EAP corpora: (1) an EAP learner corpus, collected from student assignments on linguistics or language education-related courses in an English department in a Hong Kong tertiary institution; (2) an EAP expert corpus, put together from published international journal articles or book chapters related to language studies or education. Using both the synt . . .
Project Start Year: 2014, Principal Investigator(s): MA, Qing 馬清
 
Fostering a mobile learning community: The use of mobile technologies in studying subject knowledge through English in tertiary education in Hong Kong
This project intends to achieve the following objectives: 1). Identifying creative and effective use of mobile technologies in learning subject knowledge through English; 2). Investigating how such mobile learning helps to enhance students’ subject and English learning through guided self-reflection; 3). Helping students to conduct critical evaluations of their mobile learning and make strategic efforts to address weak areas in both their subject knowledge and their English; 4). Building a commu . . .
Project Start Year: 2013, Principal Investigator(s): MA, Qing 馬清
 
Investigating the features of Chinese students’ written English from a World Englishes’ perspective
In the milieu where World Englishes (WE), composed of different varieties of English (native or non-native), are flourishing and gaining world-wide recognition, the variety of English used by Chinese speakers has received increasing attention by both local and international scholars (e.g. Du & Jiang, 2001; Hu, 2004; Kirkpatrick & Xu, 2002; He & Li, 2009; Xu, 2010). While many researchers agree that Chinese English (CE) is based on Standard English with Chinese-culture specific features at differ . . .
Project Start Year: 2012, Principal Investigator(s): MA, Qing 馬清
 
Promoting Mobile Seamless Language Learning (MSLL) among students in HKIED
In response to the current “trilingual and biliterate” language policy adopted in the HK SAR, this project will explore the potential of using mobile devices/resources, including apps for language learning available on major operating platforms such as Apple stores and Android from Google. Students (30) who use mobile devices regularly and creatively for learning English, Cantonese or Putonghua respectively will be invited to share their learning experience. Different learner groups will be tar . . .
Project Start Year: 2012, Principal Investigator(s): MA, Qing 馬清
 
Wrong to Right: A Cognitive Linguistic Approach to the Analysis of Second Language Errors
Error Analysis (EA) responded to how contrastive analysis (CA) failed to predict second language (L2) errors from L1 and L2 contrasts (e.g. Richards 1971; 1974a; 1974b, Corder, 1973; 1981, Dulay and Burt, 1974, James, 1998). Interest in EA waned because it assessed learner language from a non-developmental perspective and found identifying the sources of errors problematic (e.g. Shachter and Celce-Murcia, 1977; Ellis and Barkhuizen, 2007). Cognitive Linguistics (CL) renews interest, however, by . . .
Project Start Year: 2012, Principal Investigator(s): HOLME, Hugh Randal (MA, Qing 馬清 as Co-Investigator)
 
Developing Students’ Affective Attitude in Secondary EFL Classrooms in the PRC
The study investigates the beliefs, design and practices of secondary school teachers from the PRC when implementing the affective dimension of the English language curriculum, and finds out the extent the pedagogy and approaches suggested in the curriculum for developing students’ affective attitude are employed in teachers’ lessons. Twelve teachers from the 3-week Inservice Course for Guangdong Secondary School English Teachers held in the HKIEd in July 2009 will be identified and invited to t . . .
Project Start Year: 2010, Principal Investigator(s): LI, Ka Wo, Benjamin 李家和 (MA, Qing 馬清 as Co-Investigator)
 
Matching learning process with learning outcome: focusing on L2 vocabulary acquisition
Previous research on vocabulary strategy use has primarily concerned documenting the learning process without explicitly linking it to the learning outcome. There have been a few attempts made to uncover the relationship between the two but the emerging picture is nevertheless unclear. The aim is to find out how and why use of certain strategies affects L2 vocabulary acquisition with the view to helping learners to be strategically aware of their vocabulary learning process and thus plan their v . . .
Project Start Year: 2010, Principal Investigator(s): MA, Qing 馬清
 
Wrong to Right, on Error Analysis
The project is re-opening the topic of error analysis to provide an investigative framework that takes account of developments in Cognitive Linguistics and associated research into Linguistic Relativity. To investigate errors, the project is using a learner corpus of academic writing compiled from students with an L1 in a Chinese language.
Project Start Year: 2010, Principal Investigator(s): HOLME, Hugh Randal (MA, Qing 馬清 as Co-Investigator)
 
A Corpus-based Online Learning System: Improving Undergraduates' Use of Lexico-grammatical Items
This project will develop a corpus-based online learning system to help English majors at HKIEd improve their academic writing to improve their use of lexico-grammatical items. The project involves compiling three corpera: (1) an English for Academic purpose (EAP) learner corpus; (2) the EAP corpus collected from professional academic authors; (3) a Chinese for academic purpose (CAP) corpus.
Project Start Year: 2009, Principal Investigator(s): MA, Qing 馬清
 
Assessing Vocabulary Strategy use through a Process-Oriented Learning Approach
The project will investigate learner Vocabulary strategy use by identifying and verifying several necessary stages that lead to successful vocabulary learning. It involves piloting, developing, and validating a questionnaore that will give insights into the vocabulary learning process.
Project Start Year: 2009, Principal Investigator(s): MA, Qing 馬清
 
Comparing Pre-service and in-service teachers’ vocabulary instruction beliefs
This project examines both pre-service and in-service teachers’ vocabulary instruction beliefs as well as identifies differences and similarities between the two groups of teachers’ pedagogical beliefs.
Project Start Year: 2009, Principal Investigator(s): MA, Qing 馬清
 
In-service Programme for Guangdong English Teachers 2009
A total of 40 teachers and researchers from different parts of the Guangdong province participated in the programme, which was held at HKIEd from 6 July 2009 to 24 July 2009. This was the 10th Programme jointly orgainised by the Guangdong Education Bureau, the EDB and the Department of English of the HKIED since this kind of collaboration started in 1999. The major aim of the Course was to further develop the professionalism of these teachers and researchers through reflecting upon English langu . . .
Project Start Year: 2009, Principal Investigator(s): LI, Ka Wo Benjamin 李家和 (MA, Qing 馬清 as Team Member)