Dr YUNG, Wai Ho Kevin    容煒灝 博士
Associate Professor
Department of Curriculum and Instruction
Associate Co-Director
Academy for Educational Development and Innovation
Contact
ORCiD
0000-0001-5252-9422
Phone
(852) 2948 7522
Fax
(852) 2948 7563
Email
kevinyung@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
56305997300
Research Interests
  • Shadow education (i.e. Private supplementary tutoring)
  • Language assessment (e.g. High-stakes testing and Assessment for learning)
  • Comparative education (Mainstream schooling vs Private tutoring)
  • Narrative inquiry
  • Learner autonomy and language learning motivation
  • English for academic and specific purposes
Personal Profile

  • BA in English Studies and Fine Arts, The University of Hong Kong
  • MA in Applied Linguistics, The University of Hong Kong
  • PGDE (Secondary), The Open University of Hong Kong
  • PhD in Education, The University of Hong Kong

Dr Kevin Yung is an Associate Professor at the Department of Curriculum and Instruction. He is currently the Department's Associate Head in International and Local Engagement. Kevin received his Ph.D. degree at the University of Hong Kong with a focus on senior secondary students’ second language selves in shadow education, i.e. private supplementary tutoring. Prior to joining the Education University of Hong Kong, he was a Lecturer at the Centre for Applied English Studies at the University of Hong Kong, where he was awarded an M.A. in Applied Linguistics with overall Distinction and taught English for academic and specific purposes.

Actively serving the community, Kevin has been involved in assessment work for various units of the HKSAR Government. He is a trainer for English language teachers in Hong Kong and Mainland China. He had also hosted a radio programme English in News at RTHK for six years. In research, Kevin is interested in the washback of shadow education and high-stakes assessment in the secondary school curriculum. He has recently completed an ECS project funded by the Research Grants Council exploring senior secondary school students’ agency in learning English in shadow education. He is currently leading a GRF project investigating underprivileged secondary students’ English learning motivation in fee-free supplementary tutoring, and a GRF project about multilingual ethnic minority students' experiences in shadow education.

Research Interests

  • Shadow education (i.e. Private supplementary tutoring)
  • Language assessment (e.g. High-stakes testing and Assessment for learning)
  • Comparative education (Mainstream schooling vs Private tutoring)
  • Narrative inquiry
  • Learner autonomy and language learning motivation
  • English for academic and specific purposes
Research Outputs

Scholarly Books, Monographs and Chapters
Research book or monograph (author)
Yung, K. W. H. & Hajar, A. (Eds.) (2023). International perspectives on English private tutoring: Theories, practices, and policies. Cham: Palgrave Macmillan.
Yung, K. W. H., & Xu, H. (Eds.) (2023). Educating teachers online in challenging times: The case of Hong Kong. London: Routledge.
Chapter in an edited book (author)
Hajar, A., & Yung, K. W. H. (2023). Private tutoring in ELT: Lessons learnt and ways forward. In K. W. H. Yung & A. Hajar (Eds.), International perspectives on English private tutoring: Theories, practices, and policies (pp. 267-279). Cham: Palgrave Macmillan.
Yung, K. W. H., & Hajar, A. (2023). Private tutoring: A global phenomenon in ELT. In K. W. H. Yung & A. Hajar (Eds.), International perspectives on English private tutoring: Theories, practices, and policies (pp. 1-14). Cham: Palgrave Macmillan.
Zeng, C., & Yung, K. W. H. (2023). Chinese parents' agency in children’s English learning in private tutoring: An ecological perspective. In K. W. H. Yung & A. Hajar (Eds.), International perspectives on English private tutoring: Theories, practices, and policies (pp. 73-92). Cham: Palgrave Macmillan.
Wu, D., & Yung, K. W. H. (2023). Enhancing communication through formative assessment and feedback in an online “academic conference”. K. W. H. Yung & H. Xu, Educating teachers online in challenging times: The case of Hong Kong (pp. 205-217). London: Routledge.
Xu, H., & Yung, K. W. H. (2023). Continuous challenges and ongoing innovations in teacher education. In K. W. H. Yung & H. Xu (Eds.), Educating teachers online in challenging times: The case of Hong Kong (pp. 235-241). London: Routledge.
Yang, M., Zhan, Y., Chan, N. C., Chan, K. W. P., Yung, K. W. H. & Wan, Z. (2023). Building communities of inquiry for student teachers: A pedagogical perspective. In K. W. H. Yung & H. Xu (Eds.), Educating teachers online in challenging times: The case of Hong Kong (pp. 131-151). London: Routledge.
Yung, K. W. H., & Xu, H. (2023). Educating teachers in challenging times: An introduction. In K. W. H. Yung & H. Xu (Eds.), Educating teachers online in challenging times: The case of Hong Kong (pp. 3-12). London: Routledge.
Zeng, C., & Yung, K. W. H. (2023). Understanding non-local PhD students' agency in the time of crisis. In K. W. H. Yung & H. Xu (Eds.), Educating teachers online in challenging times: The case of Hong Kong (pp. 75-93). London: Routledge.
Yung, K. W. H. (2022). Back to school as a student teacher: Exploring tensions of a novice TESOL teacher educator’s professional development through self-study. In R. Yuan, & I. Lee (Eds.), Becoming and being a TESOL teacher educator: Research and practice (pp. 49-66). London: Routledge.
Yung, K. W. H. (2022). Enhancing language learning in private tutoring. In H. Reinders, C. Lai, & P. Sundqvist (Eds.), The Routledge handbook of language learning and teaching beyond the classroom (pp. 214-228). London: Routledge.
Yung, K. W. H., & Bray, M. (2021). Globalisation and the Expansion of Shadow Education: Changing Shapes and Forces of Private Supplementary Tutoring. J. Zajda (Ed.), Third International Handbook of Globalisation, Education and Policy Research (pp. 679-697). Switzerland: Springer. https://doi.org/10.1007/978-3-030-66003-1_39
Yung, K. W. H. (2021). Hong Kong: Students' learning in shadow education. In Y. C. Kim & J. H. Jung (Eds.), Theorizing shadow education and academic success in East Asia: Understanding the meaning, value, and use of shadow education by East Asian students (pp. 158-174). London: Routledge.
Yung, K. W. H. & Bray, M. (2017). Shadow education: Features, expansion and implications. In T. Tse & M. Lee (Eds.), Making sense of education in post-handover Hong Kong: Achievements and challenges (pp. 95-111). London: Routledge.
Yung, K. W. H. (2015). Ethical dilemmas in shadow education research: Lessons from a qualitative study of learners’ experiences in lecture-type tutoring in Hong Kong. In M. Bray, O. Kwo & B. Jokic (Eds.), Researching private supplementary tutoring: Methodological lessons from diverse cultures (pp. 97-115). Dordrecht: Springer.

Journal Publications
Publication in refereed journal
Yung, K. W. H. & Chiu, M. M. (2023). Secondary school students’ enjoyment of English private tutoring: An L2 motivational self perspective. Language Teaching Research, 27(4), 907-929.
Yung, K. W. H. (2023). Engaging exam-oriented students in communicative language teaching by ‘packaging’ learning English through songs as exam practice. RELC Journal, 54(1), 280-290.
Yuan, R., Liu, W., & Yung, K. W. H. (2022). Understanding novice teachers’ identities through metaphors: A multi-perspective study. Research Papers in Education, 37(6), 821-839.
Yung, K. W. H. (2022). Problematising students’ preference for video-recorded classes in shadow education. Educational Studies, 48(5), 719-726.
Yung, K. W. H. & Zeng, C. (2022). Parentocracy within meritocracy: Parental perspective on lecture-style English private tutoring in Hong Kong. Language and Education, 36(4), 378-394.
Yung, K. W. H. (2021). Shadow education as a form of oppression: Conceptualizing experiences and reflections of secondary students in Hong Kong. Asia Pacific Journal of Education, 41(1), 115-129.
Yung, K. W. H. (2020). Investing in English private tutoring to move socially upward: A narrative inquiry of an underprivileged student in Hong Kong. Journal of Multilingual and Multicultural Development, 41(10), 872-885.
Yung, K. W. H., & Cai, Y. (2020). Do secondary school-leaving English examination results predict university students’ academic writing performance? A latent profile analysis. Assessment and Evaluation in Higher Education, 45(4), 629-642.
Yung, K. W. H. (2020). Becoming a teacher educator through being a student teacher: An autoethnography in the practicum. Journal of Education for Teaching, 46(2), 248-250.
Yung, K. W. H. (2020). Using public exam questions in fishbowl debate to engage exam-oriented students in communicative language teaching. RELC Journal, 51(3), 440-447.
Yung, K. W. H. & Chiu, M. M. (2020). Factors affecting secondary students’ enjoyment of English private tutoring: Student, family, teacher, and tutoring. The Asia-Pacific Education Researcher, 29, 509-518.
容煒灝 (2020)。 香港影子教育下的學習、教學和研究 :自傳式敘事研究。 全球教育展望,49(2),96-107。
Yung, K. W. H. (2020). Comparing the effectiveness of cram school tutors and schoolteachers: A critical analysis of students' perceptions. International Journal of Educational Development, 72, 1-10.
Yung, K. W. H. & Yuan, R. (2020). ‘The most popular star-tutor of English’: Discursive construction of tutor identities in shadow education. Discourse: Studies in the Cultural Politics of Education, 41(1), 153-168.
Yung, K. W. H. (2019). An evaluation of a textbook for integrating reading and writing in ESL classrooms. The Journal of Asia TEFL, 16(4), 1447-1453.
Yung, K. W. H., & Fong, N. (2019). Learning EAP at university: Perceptions of high-achieving first-year ESL undergraduates. ELT Journal, 73(3), 306-315.
Yung, K. W. H. (2019). Learning, teaching, and researching in shadow education in Hong Kong: An autobiographical narrative inquiry. ECNU Review of Education, 2(1), 64-76.
Yung, K. W. H. (2019). Exploring the L2 selves of senior secondary students in English private tutoring in Hong Kong. System, 80, 120-133.
Gardner, D. & Yung, K. W. H. (2017). Learner motivation in self-access language learning. Innovation in Language Learning and Teaching, 11(2), 159-176.
Yung, K. W. H. (2016). Book review: Matthew T. Apple, Dexter Da Silva, and Terry Fellner (Eds). Language learning motivation in Japan. The Asian Journal of Applied Linguistics, 3(2), 216-217.
Yung, K. W. H. (2016). Identity formation in a multicultural university residential hall: An ethnographic narrative inquiry of a local-non-local ‘hybrid’. Language and Intercultural Communication, 16(4), 519-534.
Yung, K. W. H. (2015). Book review: Colin Marsh & John Chi-Kin Lee (Eds). Asia’s high performing education systems: The case of Hong Kong. Comparative Education Review, 59(3), 570-572.
Yung, K. W. H. (2015). Learning English in the shadows: Understanding Chinese learners’ experiences of private tutoring. TESOL Quarterly, 49(4), 707-732.
Yung, K. W. H. (2013). Bridging the gap: Motivation in Year One EAP classrooms. Hong Kong Journal of Applied Linguistics, 14(2), 83-95.
Yung, K. W. H. (2012). Peer assessment in higher education: A reflection of the experience of an English Language instructor in Hong Kong. Reflecting Education, 8(1), 24-31.
Publication in non-refereed journal
Yung, K. W. H. (2017). Internationalisation outside the classroom: Opportunities and challenges of cultural integration in residential halls. Teaching and Learning Connections, Issue 4, Online.

Conference Papers
Invited conference paper
Yung, K. W. H. (2016, August). Exploring the challenges of internationalisation: An ethnographic narrative inquiry of a local-non-local ‘hybrid’ in a residential hall. Plenary paper presented at International Conference: Beyond the formal curriculum in universities. Centre for Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong.
Yung, K. W. H. (2013, June). Shadow Education in Hong Kong: A sharing of experience. Invited plenary speech in Ways out of the shadows: The first in-depth forum for researchers and private tutoring industry practitioners in Greater China. Comparative Education Research Centre, The University of Hong Kong, Hong Kong.
Gardner, D., & Yung, K. W. H. (2013, January). Understanding learner motivation in self-access language learning. Invited seminar to the Hong Kong Association of Self-Access Learning Development, Hong Kong Polytechnic University, Hong Kong.
Refereed conference paper
Yung, K. W. H. & Fong, N. (2018, June). Transition from secondary school to higher education: Implications for academic English learning. Paper presented at The 16th Asia TEFL 1st MAAL & 6th HAAL 2018 International Conference: English Language Teaching in the Changing Glocalised World: Research and Praxis
Yung, K. W. H. & Fong, N. (2017, June). Facilitating curriculum transformation through effective language teaching: Insight from students’ learning experiences. Paper presented at The 40th Annual Conference of the Higher Education Research and Development Society Australia (HERDSA), Sydney.
Fong, N. & Yung, K. W. H. (2016, June). Aligning peer assessment with academic English writing in higher education: Promoting collaborative learning inside and outside the classroom. Paper presented at The 2016 British Association for Applied Linguistics Special Interest Group Language Learning and Teaching Conference, Lancaster University, Lancaster.
Fong, N. & Yung, K. W. H. (2016, May). Internationalisation of higher education in Hong Kong through the use of English inside and outside the classroom. Paper presented at The Association of Southeast Asian Institutions of Higher Learning (ASAIHL) Conference 2016: Mapping out new landscapes of higher education in Southeast Asia, National Taiwan University, Taipei.
Yung, K. W. H. (2016, March). Shadow education received by senior secondary students in Hong Kong: Learning experiences and perceptions of the effectiveness of English private tutoring. Paper presented at Comparative and International Education Society Annual Conference 2016, Vancouver, B.C..
Yung, K. W. H. & Fong, N. (2015, October). Preparing future professionals through English in the Discipline: Pedagogical innovation in Hong Kong higher education. Paper presented at The 2015 International Conference on ESP, ESP: Moving higher education closer to industry, Feng Chia University, Taichung.
Yung, K. W. H. (2015, June). Identity formation in a multicultural university residential hall: An ethnographic narrative inquiry of a local-non-local “hybrid”. Paper presented at CAES International Conference: Faces of English, The University of Hong Kong, Hong Kong.
Yung, K. W. H. & Fong, N. (2015, May). Students’ responses to peer assessment in an English-in-the-Discipline course. Paper presented at International Conference: Assessment for learning in higher education 2015. Centre for Enhancement of Teaching and Learning, The University of Hong Kong, Hong Kong.
Yung, K. W. H. (2015, March). Learning English in shadow education under the ‘oppressed’ contextual realities. Paper presented at Comparative and International Education Society Annual Conference 2015, Washington, D.C..
Yung, K. W. H. (2015, February). Ethical issues in shadow education research in Hong Kong. Paper presented at the 2015 Annual Conference of the Comparative Education Society of Hong Kong: Developing Scholarship in Comparative Education, The University of Hong Kong, Hong Kong.
Yung, K. W. H. & Fong, N. (2015, February). Teaching English in the Discipline: Challenges and opportunities in course development and implementation. Paper presented at English Language Teaching International Conference 2015: Departing from tradition: Innovations in English Language teaching and learning, University of Macau, Macau.
Fong, N. & Yung, K. W. H. (2014, December). Transferring Academic English skills to disciplinary study: Pedagogical challenges in developing an English-in-the-Discipline course in an undergraduate curriculum. Paper presented at The Association of Southeast Asian Institutions of Higher Learning (ASAIHL) Conference 2014: Education Innovation for the Knowledge-based Economy: Curriculum, Pedagogy and Technology, Nanyang Technological University, Singapore.
Gardner, D. & Yung, K. W. H. (2014, June). Self-Access Language Learning: Students’ perceptions and choices. Paper presented at the 6th International Independent Learning Association Conference, Bangkok, Thailand.
Yung, K. W. H. (2014, June). Recruiting and engaging participants: Methodological implications. Paper presented at the 2nd Doing Research in Applied Linguistics Conference, Bangkok, Thailand.
Yung, K. W. H. & Fong, N. (2014, June). Reviewing the Implementation of an English-in-the- Discipline Course for Speech & Hearing Sciences Students. Paper presented at the ELTU Conference 2014: Curriculum Development, Implementation, and Review, The Chinese University of Hong Kong, Hong Kong.
Yung, K. W. H. (2014, May). Teaching and learning English in private supplementary tutoring: A sociocultural perspective. Paper presented at the 31st International Conference on English Teaching and Learning, Chung Yuan Christian University, Taiwan.
Yung, K. W. H. (2014, May). Using English out-of-class: An ethnographic study of cross-cultural communication in higher education in students’ living environment. Paper presented at the 31st International Conference on English Teaching and Learning, Chung Yuan Christian University, Taiwan.
Yung, K. W. H. (2014, March). Learning motivations in the shadow of English language teaching. Paper presented at Language in Focus: Exploring the challenges and opportunities in Linguistics and English Language Teaching, Antalya, Turkey.
Other conference paper
Winnie W. M. Lam, Dennis Y. W. Liu and Kevin W. H. Yung (2020, November). Providing Personalized Learning Support with AI Chatbot. International Conference on Education and Artificial Intelligence 2020, Hong Kong.
Winnie W. M. Lam, Haoran Xie, Dennis Y. W. Liu & Kevin W. H. Yung (2019, November). Investigating Online Collaborative Learning on Students’ Learning Outcomes in Higher Education. The 3rd International Conference on Education and E-Learning (ICEEL 2019), Barcelona, Spain.

All Other Outputs
Review of books or of software
Zeng, C., & Yung, K. W. H. (2022). Review of the book Pop Culture in Language Education: Theory, Research, Practice, by V. Werner & F. Tegge (Eds.). ELT Journal, 76(3), 415–417. https://doi.org/10.1093/elt/ccac020
Other outputs
容煒灝 (2021)。 如何在課堂提升學生學習動機。香港: 《明報》。
容煒灝 (2020)。 激發「理想自我」 增學習動機。香港: 《明報》。
容煒灝、趙善恩 (2020). The Speaker 2021. 香港電台 第二台 (11/2020 - 2/2021).
容煒灝 (2020)。 英文辯論 非必考無興趣?香港。《明報》。
容煒灝、趙明明 (2020)。 令子女喜歡補習吧!香港。《明報》。
容煒灝 (2020)。 補習導師好過學校教師?香港。《明報》。
容煒灝、方思雅 (2020)。 學足15年 大學仲要學英文?香港。《明報》。
容煒灝 (2019)。 英文補習 如何才有成效?香港。《明報》。
容煒灝 (2019)。 訪問:學者研究補習成效 滿足心理多於成績。香港: 《星島日報》。
容煒灝 (2016)。 訪問:【經緯線】亞洲補習瘋之反轉教室 第34集。香港: NOW TV。
容煒灝、魏綺珊 (2015). English in News. 香港電台 第二台 (7/2015 - 4/2019).
容煒灝、郭錦恩 (2013). English in News. 香港電台 第二台 (10/2013 - 7/2015).

Projects

Online and Face-to-Face Shadow Education: A Comparative Analysis
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Project Start Year: 2023, Principal Investigator(s): YUNG, Wai Ho, Kevin
 
Self-regulated Online Learning in Shadow Education: The Case of Fee-free Supplementary Tutoring for Underprivileged Students in Hong Kong
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Project Start Year: 2022, Principal Investigator(s): YUNG, Wai Ho, Kevin
 
Self-regulated Online Learning in Shadow Education: The Case of Fee-free Supplementary Tutoring for Underprivileged Students in Hong Kong (RMG)
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Project Start Year: 2022, Principal Investigator(s): YUNG, Wai Ho, Kevin
 
Teaching EFL through Mixed Reality: Exploring Chinese Private Tutors’ Pedagogical Practices in Shadow Education

Project Start Year: 2022, Principal Investigator(s): YUNG, Wai Ho, Kevin
 
Targeted Research Exchange Scheme - University of Potsdam, Germany
This project is funded by FEHD's Targeted Research Exchange Scheme, which aims to establish international research collaboration with overseas universities. In this project, collaborative projects about shadow education will be initiated. Public lectures will also be given at the partner university.
Project Start Year: 2022, Principal Investigator(s): YUNG, Wai Ho, Kevin
 
2022 Annual Conference of the Asian Qualitative Inquiry Association
This project involves the organisation of the first annual conference of the Asian Qualitative Inquiry Association (AQIA). The theme is "Education for Social Responsibility and Qualitative Research in Asia". It took place in Pusan National University, South Korea, on 28-29 October 2022, in collaboration with EdUHK and Bradley University, USA.
Project Start Year: 2022, Principal Investigator(s): YUNG, Wai Ho Kevin 容煒灝
 
Impact of Fee-Free Supplementary Tutoring in English on Underprivileged Secondary Students’ L2 Motivational Selves in Hong Kong: A Longitudinal Narrative Inquiry
This GRF project funded by the Research Grant Council investigates the impact of fee-free supplementary tutoring in English on underprivileged secondary students’ L2 motivation.
Project Start Year: 2022, Principal Investigator(s): YUNG, Wai Ho Kevin 容煒灝
 
Assessment and Learning in Shadow Education
This study aims to explore the role of assessment (e.g., public examinations, school-based assessment) and learning of academic subjects in shadow education.
Project Start Year: 2021, Principal Investigator(s): YUNG, Wai Ho Kevin 容煒灝
 
Developing an Online Platform for Underprivileged Students’ Learning in Fee-free Supplementary Tutoring: A Design-based Research Study

Project Start Year: 2021, Principal Investigator(s): YUNG, Wai Ho Kevin 容煒灝
 
Developing an Online Platform for Underprivileged Students’ Learning in Fee-free Supplementary Tutoring: A Design-based Research Study (RMG)

Project Start Year: 2021, Principal Investigator(s): YUNG, Wai Ho Kevin 容煒灝
 
Cultivating Student Teachers' Capability for Collaborative Problem-solving in Curriculum and Assessment Planning through Communities of Inquiry
(i) Develop an effective teaching-assessment strategy of supporting collaborative problem-solving in student teachers’ curriculum and assessment planning
(ii) Generate a set of resources of collaborative problem-solving tasks for curriculum and assessment planning at undergraduate and post-graduate levels respectively, which include: (a) Text-based/multimedia materials; (b) Teacher instruction (discussion questions and planning templates) for problem identification and solving through in-group discussion and curriculum/assessment planning tasks, as well as inter-group sharing and peer critique.
(iii) Implement the collaborative problem-solving strategy by conducting online (Moodle, Google Sites, etc.) and face-to-face learning activities
(iv) Recommend design principles of collaborative problem-solving strategy in teacher education and other disciplines in higher education

Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏 (YUNG, Wai Ho Kevin 容煒灝 as Co-Investigator)
 
Pilot: Impact of Fee-Free Supplementary Tutoring in English on Underprivileged Secondary Students' L2 Motivational Selves in Hong Kong: A Longitudinal Narrative Inquiry
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Project Start Year: 2020, Principal Investigator(s): YUNG, Wai Ho Kevin 容煒灝
 
Using AI Chatbot as Intelligent Tutor to provide Personalized Feedback and Enhance Learning Support
To provide an adaptive learning environment, we proposed to use Artificial Intelligence (AI) chatbot to provide personalized feedback to students to meet their diverse needs. One-on-one individualized tutoring can help to provide specific study tips to enhance students’ learning performance and experience if timely feedback can be received, but it is difficult to be employed in large class size or intensive courses. Using chatbots to create intelligent tutors is a potential solution. Students can ask questions and obtain immediate feedback without time and geographical limitations.In this project, the AI chatbot system will be integrated into an online evidence-based assessment system called GMoodle (from a completed TDG project in 2018-19) to provide timely fact-based feedback, retrieve real-time learning progress and provide personalized advice for students. On the other hand, teachers can also use it to build their knowledge database to improve teaching productivity, reduce repetitive tasks and identify common learning problems. To study the effect of using AI chatbots as intelligent tutors on the learning and teaching experiences of students and teachers in higher education, experiments will be conducted in four different undergraduate courses in the Department of MIT and C&I in EdUHK and the Department of Computing in PolyU.
Project Start Year: 2020, Principal Investigator(s): LAM, Wai Man Winnie 林惠民 (YUNG, Wai Ho Kevin 容煒灝 as Co-Investigator)
 
Understanding the Complexity of Learner Agency of Senior Secondary Students in English Private Tutoring: A Narrative Inquiry
This ECS project funded by the Research Grant Council investigates the complexity of learner agency of senior secondary students enrolled in English private tutoring for one year through narrative inquiry.
Project Start Year: 2020, Principal Investigator(s): YUNG, Wai Ho Kevin 容煒灝
 
How Educational Policy Supports Low SES Students' Academic Achievement: Students' Experiences
The project is an exploratory case study that aims to understand whether and how education policy has supported low SES students’ academic achievement, drawing on the learning and teaching experiences of stakeholders in schools in Hong Kong. In exploring the experience of students, visual research methods (e.g., picture prompter, photo-taking) will be adopted to help them to share their feelings and day-to-day experiences.
Project Start Year: 2019, Principal Investigator(s): CHOI, Tae Hee 崔太僖 (YUNG, Wai Ho Kevin 容煒灝 as Co-Investigator)
 
Understanding the Professional Identities of Hong Kong English Language Tutors in Cram Schools
This project seeks to understand the professional identities of English language tutors in cram schools in Hong Kong. This includes what professional identities English language tutors possess, how they develop their professional identities, and how their different identities collectively influence their professional practice and continuing development in shadow education.
Project Start Year: 2018, Principal Investigator(s): YUNG, Wai Ho Kevin 容煒灝
 
Policy Trajectories, Policy Types, and a Theoretical Model of Policy Processes
The project, an expansion of an ongoing project titled
'Historical development of educational policies in Hong Kong' (PI: Lo, Wai Yin, Co-PI: Choi, Tae-Hee, Co-I: Hui, Hon Wing Joe), will investigate the historical development of key educational policies in Hong Kong, Australia, Mainland China, and Korea. Comparative understanding of the history of select policies will help understand the evolution of policies in interaction with the contexts and actors within. It will be informed by policy enactment theory (Ball, Maguire & Braun, 2012), and draw on frameworks which capture the complexities of policy processes (e.g., Choi, 2018; 2019), and analyse historical policy documents, research reports, public addresses and the media records, in addition to the academic literature.

* References
1. Ball, S., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. London: Routledge.
2. Choi, T.-H. (2018). Implementation and impact of language-in-education policies: Insights from South Korea and Hong Kong. In K. J. Kennedy & J. C.-K. Lee (Eds.), Routledge international handbook for schools and schooling in Asia (pp. 518-524). London: Routledge.
3. Choi, T.-H. (2019). Structure, agency, and the “Teaching English in English” policy: The case of South Korea. In G. P. Glasgow & J. Bouchard (Eds.), Agency in language policy and planning: Critical inquiries (pp. 214-236). Oxon: Routledge.

Project Start Year: 2018, Principal Investigator(s): CHOI, Tae Hee (YUNG, Wai Ho, Kevin as Team Member)
 
Understanding the Dynamic Relationship Between Private Tutoring and Learner Agency Through Students' English Learning Experiences in Hong Kong
This project funded by the Internal Research Grant by EdUHK aims to explore Hong Kong secondary school students' learner agency through their experiences in English private tutoring. It prepares the PI to apply for an ECS project.
Project Start Year: 2018, Principal Investigator(s): YUNG, Wai Ho Kevin 容煒灝
 
TDG - Developing Metacognitive Teaching Skills through a Tripartite School Partnership Model
The objectives of the project are to develop a sustainable tripartite school partnership model for providing an authentic learning environment to MTeach student teachers; to develop a metacognitive teaching training guide to enrich the MTeach programme curriculum content; and to enhance the metacognitive teaching competencies of MTeach student teachers

Project Start Year: 2018, Principal Investigator(s): CHENG, Chi Keung Eric 鄭志強 (YUNG, Wai Ho Kevin 容煒灝 as Co-Investigator)
 
Exploring Authenticity in English Language Assessment Materials: An Ethnographic Study
This study investigates students’ perceptions of the relationship between assessment materials from the public examination and their use of English in daily life and explores how English language teachers may increase the authenticity of assessment materials in the classroom.

Project Start Year: 2017, Principal Investigator(s): YUNG, Wai Ho Kevin 容煒灝
 
Analysing English learners’ experiences in the transition from senior secondary mainstream and shadow education to university studies
The project funded by SCOLAR investigates first-year university students’ English learning backgrounds and how university English teachers can facilitate their learning at university. The findings have implications for the development of academic English courses to cater for students’ learning needs.
Project Start Year: 2016, Principal Investigator(s): YUNG, Wai Ho Kevin 容煒灝
 
Prizes and awards

Outstanding Teaching Performance 2018-2019

Date of receipt: /12/2019, Conferred by: Department of Curriculum and Instruction
 
Outstanding Teaching Performance 2017-2018

Date of receipt: /12/2018, Conferred by: Department of Curriculum and Instruction
 
New Scholars Travel Merit Award

Date of receipt: 10/3/2016, Conferred by: Comparative and International Education Society
 
Fawzia Braine Memorial Award

Date of receipt: /5/2015, Conferred by: Hong Kong Association for Applied Linguistics