Profile of Dr MAK, Wing Wah Pauline 麥詠華 - The Education University of Hong Kong


Assistant Professor	Department of English Language Education

Contact

ORCiD

0000-0001-5328-1334

Phone

(852) 2948 7264

pwwmak@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=200283&name=MAK, Wing Wah Pauline

Scopus ID

56378818500

Selected Output


Scholarly Books, Monographs and Chapters Chapter in an edited book (author) Lee, I., & Mak, P. (2017). Classroom atmosphere. John I. Liontas, TESOL Encyclopedia of English Language Teaching (xx-xx). New York: Wiley Lee, I., & Mak, P. (2014). Assessment as learning in the language classroom. xxx, Assessment and Learning (66-78). Hong Kong: Education Bureau
Journal Publications Publication in refereed journal Lee, I., Mak, P., & Yuan, R. (2019). Assessment as learning in primary writing classrooms: An exploratory study. Studies in Educational Evaluation ‎, 62, 72-81 Wong, K. M., & Mak, P. (2019). Self-Assessment in the Primary L2 Writing Classroom (DOI: 10.3138/cmlr.2018-0197). The Canadian Modern Language Review (Retrieved from https://doi.org/10.3138/cmlr.2018-0197), online publication, 1-14 Mak, P. (2019). From traditional to alternative feedback: What do L2 elementary students think?. International Journal of Applied Linguistics, 29(1), 109-129 Lee, I., & Mak, P. (2018). Metacognition and metacognitive instruction in second language writing classrooms.. TESOL Quarterly, 52(4), 1085-1097 Mak, P. (2018). Impact of professional development programme on teachers’ competencies in assessment. Journal of Education for Teaching, 45(4), 481-485 Yuan, R., & Mak, P (2018). Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong. Teaching and Teacher Education, 74, 205-214 Mak, P., & Wong, K. M. (2017). Self-regulation through Portfolio Assessment in Writing Classrooms (DOI: 10.1093/elt/ccx012). ELT Journal (Retrieved from https://doi.org/10.1093/elt/ccx012), online publication, 1-13 Yuan, R., & Mak, P. (2016). Navigating the challenges arising from university-school collaborative action research. ELT Journal, 70(4), 382-391 Lee, I., Mak, P., & Burns, A. (2016). EFL teachers’ attempts at feedback innovation in the writing classroom. Language Teaching Research, 20(2), 248-269 Lee, I., Mak, P., & Burns, A. (2015). Bringing innovation to conventional feedback approaches in EFL secondary writing classrooms: A Hong Kong case study. English Teaching: Practice and Critique, 14(2), 140-163 Yu, S., Lee, I., & Mak, P. (2015). 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 Mak, P., & Lee, I. (2014). Implementing assessment for learning in L2 writing: An activity theory perspective. System, 47, 73-87

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Lee, I., & Mak, P. (2017). Classroom atmosphere. John I. Liontas, TESOL Encyclopedia of English Language Teaching (xx-xx). New York: Wiley
Lee, I., & Mak, P. (2014). Assessment as learning in the language classroom. xxx, Assessment and Learning (66-78). Hong Kong: Education Bureau

Journal Publications
Publication in refereed journal
Lee, I., Mak, P., & Yuan, R. (2019). Assessment as learning in primary writing classrooms: An exploratory study. Studies in Educational Evaluation ‎, 62, 72-81
Wong, K. M., & Mak, P. (2019). Self-Assessment in the Primary L2 Writing Classroom (DOI: 10.3138/cmlr.2018-0197). The Canadian Modern Language Review (Retrieved from https://doi.org/10.3138/cmlr.2018-0197), online publication, 1-14
Mak, P. (2019). From traditional to alternative feedback: What do L2 elementary students think?. International Journal of Applied Linguistics, 29(1), 109-129
Lee, I., & Mak, P. (2018). Metacognition and metacognitive instruction in second language writing classrooms.. TESOL Quarterly, 52(4), 1085-1097
Mak, P. (2018). Impact of professional development programme on teachers’ competencies in assessment. Journal of Education for Teaching, 45(4), 481-485
Yuan, R., & Mak, P (2018). Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong. Teaching and Teacher Education, 74, 205-214
Mak, P., & Wong, K. M. (2017). Self-regulation through Portfolio Assessment in Writing Classrooms (DOI: 10.1093/elt/ccx012). ELT Journal (Retrieved from https://doi.org/10.1093/elt/ccx012), online publication, 1-13
Yuan, R., & Mak, P. (2016). Navigating the challenges arising from university-school collaborative action research. ELT Journal, 70(4), 382-391
Lee, I., Mak, P., & Burns, A. (2016). EFL teachers’ attempts at feedback innovation in the writing classroom. Language Teaching Research, 20(2), 248-269
Lee, I., Mak, P., & Burns, A. (2015). Bringing innovation to conventional feedback approaches in EFL secondary writing classrooms: A Hong Kong case study. English Teaching: Practice and Critique, 14(2), 140-163
Yu, S., Lee, I., & Mak, P. (2015). 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
Mak, P., & Lee, I. (2014). Implementing assessment for learning in L2 writing: An activity theory perspective. System, 47, 73-87

Project


Understanding the development of student feedback literacy in the L2 writing classroom The project has three aims: 1) examine how, and to what extent elementary students develop feedback literacy through the use of writing portfolios; 2) investigate how, and to what extent such development influences text revisions and writing improvement; and 3) investigate the factors influencing the development of student feedback literacy in elementary writing classrooms. Project Start Year: 2022, Principal Investigator(s): MAK, Wing Wah Pauline 麥詠華
Assessment as Learning through Portfolio Assessment in the Second Language Writing Classroom This study examines the effectiveness of the use of portfolio assessment (PA) with a focus on assessment as learning (AaL) in improving students' writing abilities, investigate the attitude of teachers and students towards the use of PA to promote AaL in the teaching and learning of writing, as well as explore the challenges teachers face and support they need in its implementation through a year-long integration of AaL-oriented portfolios as an assessment innovation in elementary writing classrooms. Project Start Year: 2021, Principal Investigator(s): MAK, Wing Wah Pauline 麥詠華
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 梁佩雲 (MAK, Wing Wah Pauline 麥詠華 as Co-Investigator)
Exploring Student Feedback Literacy Development through Writing Portfolios .. Project Start Year: 2020, Principal Investigator(s): MAK, Wing Wah Pauline 麥詠華
Enhancing Assessment Literacy of Principals, Teachers and Students Through School-university Partnerships The aim of this project is to develop assessment literacy in formative assessment in EFL writing among principals, teachers and students through school-university partnerships (SUPs) in support of the implementation and sustainability of formative assessment in writing classrooms Project Start Year: 2019, Principal Investigator(s): MAK, Wing Wah Pauline 麥詠華
Enhancing Student's English Proficiency, Academic Achievement, Critical Thinking and English Learning Motivation through Digital and Traditional Story-telling 通過數字和傳統的故事講述提高學生的英語水平，學業成就，批判性思維和英語學習動機 This research aims at comparing the impact of digital and traditional story-telling methods on students’ English proficiency, academic achievement, critical thinking, and English learning motivation, which will be run through three major events sequentially including storytelling training workshops, digital storytelling programme and storytelling competition among primary school students. The results gathered from observation, focused-group interviews and pre-and post- activity surveys will not only offer a foundation for school teachers and parents to prepare for the most appropriate guidance of story-reading according to the students’ backgrounds, but also develop teaching packages for training both pre-service and in-service teachers on how to implement DST and TST in local schools. Project Start Year: 2019, Principal Investigator(s): YU, Baohua 喻寶華 (MAK, Wing Wah Pauline 麥詠華 as Co-Principal Investigator)
Preparing Pre-service Language Teachers to Teach Critical Thinking: An Ethnograpgic Case Study in Hong Kong This project seeks to explore how pre-service language teachers learn to teach critical thinking in their situated teacher education program in Hong Kong. Project Start Year: 2019, Principal Investigator(s): YUAN RUI, ERIC 袁睿, MAK, Wing Wah Pauline 麥詠華
Integrating E-Portfolios in L2 Writing The study will examine the effectiveness of writing e-portfolios in improving L2 students’ writing abilities, investigate the attitude of teachers and students towards e-portfolios and explore the factors influencing its implementation through a year-long integration of e-portfolios as an assessment innovation in elementary writing classrooms. Project Start Year: 2018, Principal Investigator(s): MAK, Wing Wah Pauline 麥詠華
Focused Written Corrective Feedback in Hong Kong Secondary Classrooms The aim of the study is to investigate the efficacy of focused written corrective feedback (FWCF) in Hong Kong secondary classrooms, and specifically, to identify and evaluate the factors in teachers’ contexts and practices and in learners’motivations and achievements in written accuracy that result from year-long implementation of FWCF in case-study samples. Project Start Year: 2018, Principal Investigator(s): Icy Lee (MAK, Wing Wah Pauline 麥詠華 as Co-Investigator)
Implementing Portfolio Assessment in Writing Classrooms .. Project Start Year: 2017, Principal Investigator(s): MAK, Wing Wah Pauline 麥詠華
Understanding the Nature and Impact of Teacher and Peer Feedback on Student Translations in Chinese EFL Context: A Multiple Case Study This project aims to investigate how EFL teachers and learners give feedback in translation classrooms, and how teacher and peer feedback impacts student revisions of translations and the quality of translated texts. This study has potential to provide insights into research on both feedback and translations and shed light on the way effective feedback strategies and practices can be implemented in translation classrooms in EFL contexts. Project Start Year: 2017, Principal Investigator(s): Yu Shulin (MAK, Wing Wah Pauline 麥詠華 as Co-Investigator)