Profile of Dr FANGUY II, Michael Paul - The Education University of Hong Kong


Assistant Professor	Department of English Language Education

Contact

ORCiD

0000-0002-9383-1510

Phone

(852) 2948 6481

mfanguy@eduhk.hk

Address

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

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=319747&name=FANGUY II, Michael Paul

Scopus ID

57197870338

Research Outputs


Scholarly Books, Monographs and Chapters Kim, E. G., & Fanguy, M. (2025). EMI Professional Development at a Korean Science and Engineering University: Practices and Challenges. In Teacher Professional Development Programs in EMI Settings: International Perspectives (pp. 163-176). Cham: Springer Nature Switzerland. SDGs infomation: 4 - Quality Education
Journal Publications Mik Fanguy, Holly Wang, Kyungmee Lee (2025). Critical review of instructional approaches to graduate-level research writing in science, technology, engineering, and mathematics. Review of Education, 13(2), Article e70080. https://doi.org/10.1002/rev3.70080 SDGs infomation: 4 - Quality Education Jamie Costley, Ashleigh Southam, Maxim Boitcov, Han Zhang, Galina Shulgina, Matthew Baldwin, Mik Fanguy (2025). Creative self-efficacy and its relationship to peer feedback. Innovations in Education and Training International. https://doi.org/10.1080/14703297.2025.2471404 SDGs infomation: 4 - Quality Education Han Zhang, Mik Fanguy, Matthew Courtney, Matthew Baldwin, Galina Shulgina, Kseniia A Adamovich, Jamie Costley (2025). Analysing online peer editing behaviours and their relationship with students’ short-term and long-term writing improvement. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2025.2476559 SDGs infomation: 4 - Quality Education Fanguy, M. (2025). Beyond traditional note-taking: Comparing the effects of collaboratively-generated versus instructor-provided notes on recall and writing performance. Australasian Journal of Educational Technology, 41(1), 1–17. https://doi.org/10.14742/ajet.9446 SDGs infomation: 4 - Quality Education Zhang, H., Costley, J., Courtney, M., Shulgina, G., & Fanguy, M. (2024). The impact of different peer feedback types on student academic writing performance from dyadic and individual analyses. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13032-z SDGs infomation: 4 - Quality Education Shulgina, G., Fanguy, M., Zhang, H., Courtney, M., Baldwin, M., & Costley, J. (2024). The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance. Computers and Education, 219, Article 105104. https://doi.org/10.1016/j.compedu.2024.105104 SDGs infomation: 4 - Quality Education Fanguy, M., Costley, J., Courtney, M., & Lee, K. (2024). Analyzing collaborative note-taking behaviors and their relationship with student learning through the collaborative encoding-storage paradigm. Interactive Learning Environments, 32(8), 3968-3982. https://doi.org/10.1080/10494820.2023.2194329 SDGs infomation: 4 - Quality Education Jung, J., Shin, Y., Chung, H., & Fanguy, M. (2024). The effects of pre-training types on cognitive load, self-efficacy, and problem-solving in computer programming. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-024-09407-3 SDGs infomation: 4 - Quality Education Jung, J., Choi, S., & Fanguy, M. (2024). Exploring teachers’ digital literacy experiences. International Review of Research in Open and Distributed Learning, 25(2), 41-59. https://doi.org/10.19173/irrodl.v25i2.7572 SDGs infomation: 4 - Quality Education Fanguy, M., Baldwin, M., Shmeleva, E., Lee, K., & Costley, J. (2023). How collaboration influences the effect of note-taking on writing performance and recall of contents. Interactive Learning Environments, 31(7), 4057-4071. https://doi.org/10.1080/10494820.2021.1950772 SDGs infomation: 4 - Quality Education Southam, A., Zhang, H., Cao, R., Fanguy, M., & Costley, J. (2023). How the COI framework explains the online discussion patterns in a flipped course. Innovations in Education and Training International, 60(6), 848-860. https://doi.org/10.1080/14703297.2022.2130392 SDGs infomation: 4 - Quality Education Costley, J., Zhang, H., Courtney, M., Shulgina, G., Baldwin, M., & Fanguy, M. (2023). Peer editing using shared online documents: The effects of comments and track changes on student L2 academic writing quality. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2023.2233573 SDGs infomation: 4 - Quality Education Fanguy, M., Costley, J., Almusharraf, N., & Almusharraf, A. (2023). Online collaborative note-taking and discussion forums in flipped learning environments. Australasian Journal of Educational Technology, 39(2), 142-158. https://doi.org/10.14742/ajet.8580 SDGs infomation: 4 - Quality Education Fanguy, M., & Kharbash, R. (2023). Using a metaverse to teach students to predict the interaction of acids and bases using hard and soft acids and bases (HSAB) theory. Journal of Chemical Education, 100(9), 3709-3716. https://doi.org/10.1021/acs.jchemed.3c00293 SDGs infomation: 4 - Quality Education Kim, E. G., Baldwin, M., Shin, A., Peyton, C., & Fanguy, M. (2023). Developing a model for interdisciplinary collaboration for STEM graduate students. Journal of Science Education and Technology, 32, 227-240. https://doi.org/10.1007/s10956-022-10025-w SDGs infomation: 4 - Quality Education Costley, J., Courtney, M., & Fanguy, M. (2022). The interaction of collaboration, note-taking completeness, and performance over 10 weeks of an online course. Internet and Higher Education, 52, Article 100831. https://doi.org/10.1016/j.iheduc.2021.100831 SDGs infomation: 4 - Quality Education Courtney, M., Costley, J., Baldwin, M., Lee, K., & Fanguy, M. (2022). Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing. Internet and Higher Education, 55, Article 100873. https://doi.org/10.1016/j.iheduc.2022.100873 SDGs infomation: 4 - Quality Education Zhang, H., Shulgina, G., Fanguy, M., & Costley, J. (2022). Online peer editing: Effects of comments and edits on academic writing skills. Heliyon, 8(7), Article e09822. https://doi.org/10.1016/j.heliyon.2022.e09822 SDGs infomation: 4 - Quality Education Zhang, H., Southam, A., Fanguy, M., & Costley, J. (2022). Understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy. Interactive Technology and Smart Education, 19(2), 222-235. https://doi.org/10.1108/ITSE-01-2021-0011 SDGs infomation: 4 - Quality Education Lee, K., Fanguy, M., Bligh, B., & Lu, X. S. (2022). Adoption of online teaching during the COVID-19 Pandemic: A systematic analysis of changes in university teaching activity. Educational Review, 74(3), 460-483. https://doi.org/10.1080/00131911.2021.1978401 SDGs infomation: 4 - Quality Education Courtney, M. G. R., Costley, J., & Fanguy, M. (2022). A protocol for analyzing repeated measures of online group behavior. MethodsX, 9, Article 101667. https://doi.org/10.1016/j.mex.2022.101667 SDGs infomation: 4 - Quality Education Lee, K., & Fanguy, M. (2022). Online exam proctoring technologies: Educational innovation or deterioration?. British Journal of Educational Technology, 53(3), 475-490. https://doi.org/10.1111/bjet.13182 SDGs infomation: 4 - Quality Education Lange, C., Costley, J., & Fanguy, M. (2021). Collaborative group work and the different types of cognitive load. Innovations in Education and Training International, 58(4), 377-386. https://doi.org/10.1080/14703297.2020.1788970 SDGs infomation: 4 - Quality Education Costley, J., Fanguy, M., Lange, C., & Baldwin, M. (2021). The effects of video lecture viewing strategies on cognitive load. Journal of Computing in Higher Education, 33, 19-38. https://doi.org/10.1007/s12528-020-09254-y SDGs infomation: 4 - Quality Education Costley, J., & Fanguy, M. (2021). Collaborative note-taking affects cognitive load: The interplay of completeness and interaction. Educational Technology Research and Development, 69, 655-671. https://doi.org/10.1007/s11423-021-09979-2 SDGs infomation: 4 - Quality Education Fanguy, M., Lee, S. Y., & Churchill, D. G. (2021). Adapting educational experiences for the chemists of tomorrow. Nature Reviews Chemistry, 5, 141-142. https://doi.org/10.1038/s41570-021-00258-5 SDGs infomation: 4 - Quality Education Fanguy, M., & Costley, J. (2021). Creating a framework for understanding and defining flipped learning. Journal of Educators Online, 18(1). http://www.scopus.com/inward/record.url?scp=85101912001&partnerID=8YFLogxK Scopus publicationLink to publication in Scopus, https://ezproxy.eduhk.hk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=esu&AN=148711316&site=ehost-live&scope=sitepublished version (EdUHK Users only), https://www.thejeo.com/archive/2021_18_1/fanguy__costleypublished version SDGs infomation: 4 - Quality Education Lee, K., Fanguy, M., Lu, X. S., & Bligh, B. (2021). Student learning during COVID-19: It was not as bad as we feared. Distance Education, 42(1), 164-172. https://doi.org/10.1080/01587919.2020.1869529 SDGs infomation: 4 - Quality Education Almusharraf, N. M., Costley, J., & Fanguy, M. (2020). The effect of postgraduate students' interaction with video lectures on collaborative note-taking. Journal of Information Technology Education:Research, 19, 639-654. https://doi.org/10.28945/4581 SDGs infomation: 4 - Quality Education Baldwin, M. P., Fanguy, M., & Costley, J. H. (2019). The effects of collaborative note-taking in flipped learning contexts. Journal of Language and Education, 5(4), 25-35. https://doi.org/10.17323/JLE.2019.9726 SDGs infomation: 4 - Quality Education Fanguy, M., Costley, J., Baldwin, M., Lange, C., & Wang, H. (2019). Diversity in video lectures: Aid or hindrance?. International Review of Research in Open and Distributed Learning, 20(2), 44-62. https://doi.org/10.19173/irrodl.v20i2.3838 SDGs infomation: 4 - Quality Education Fanguy, M., Costley, J., Lange, C., Baldwin, M., & Han, S. (2018). The role of motivation in the use of lecture behaviors in the online classroom. Journal of Information Technology Education:Research, 17, 471-484. https://doi.org/10.28945/4131 SDGs infomation: 4 - Quality Education Fanguy, M., Costley, J., & Baldwin, M. (2017). Pinch hitter: The effectiveness of content summaries delivered by a guest lecturer in online course videos. International Review of Research in Open and Distributed Learning, 18(7), 242-266. https://doi.org/10.19173/irrodl.v18i7.3208 SDGs infomation: 4 - Quality Education Krasnyak, O., Fanguy, M., & Tikhonova, E. (2016). Linguistic approaches in teaching history of science and technology courses through a content block on cognitive sciences. Journal of Language and Education, 2(3), 32-44. https://doi.org/10.17323/2411-7390-2016-2-3-32-44 SDGs infomation: 4 - Quality Education
Conference Papers Chang, J., & Fanguy, M. (2021, August). Collab_doc_maker: An automatic Google-Doc-making tool. Proceedings of IEEE 16th International Conference on Computer Science and Education, ICCSE 2021 https://doi.org/10.1109/ICCSE51940.2021.9569570 Fanguy, M., & Chang, J. (2021, June). Operationally defining turn-taking in collaborative online documents. Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning, CSCL 2021 http://www.scopus.com/inward/record.url?scp=85127317872&partnerID=8YFLogxK Scopus publicationLink to publication in Scopus, https://repository.isls.org//handle/1/7309published version SDGs infomation: 4 - Quality Education

Projects


The Effects of Collaborative Writing on Graduate Students’ Subsequent Individual Writing Performance The project (n=120) will investigate the effects of online collaborative writing on the individual writing performance of graduate students enrolled in an academic writing course at the Korea Advanced Institute of Science and Technology. The project will focus on the analysis of the relationships between group and individual writing performance in order to understand how learners’ performance during online collaborative writing affects their subsequent individual writing performance. As part of the course examined in this project, students will divide themselves into small groups of 3-5, and these groups will be tasked with collaboratively writing each of the major sections of a research manuscript as a form of writing practice. After each of these collaborative assignments is turned in and graded by the course instructor, each student will be individually tasked with writing a corresponding manuscript section describing their own research, to be turned in for grading. Students’ performance on group writing assignments and corresponding individual writing assignments will be analyzed to investigate whether groups’ online collaborative writing practice affected the subsequent individual writing performance of constituent members. At the end of the semester, students will be required to complete an in-class post-test in the form of a written exam, which will serve as a cumulative measure of their learning performance with regard to research writing. Correlations between students’ scores on each online collaborative writing assignment and the score on the final writing exam will also be examined in order to better understand the effects of online collaborative writing on individual writing performance. Project Start Year: 2025, Principal Investigator(s): FANGUY II, Michael Paul SDGs Information: 4 - Quality Education
Interaction with AI as a Form of Collaborative Learning: Al’s Impact on the Creation and Improvement of Student’s Academic Writing Artificial Intelligence (AI) has gained significant attention in the field of education due to its potential to enhance learning experiences and collaboration, to increase of student’s motivation and engagement with learning (Pinkwart, 2016; Zhai et al., 2020). One of its prospective functions is an ability to provide immediate feedback and writing assistance to students to facilitate interactive and adaptive learning experiences (Ippolito et al., 2022; Geng & Razali, 2020). This functionality brings the use of generative artificial intelligence (GenAI) closer to the process of providing peer feedback in collaborative learning and makes it worthwhile to study it in the context of computer-supported collaborative learning (CSCL). However, it remains unclear how students interact with GenAI as a form of collaborative learning and whether this interaction helps them to improve their writing. To date, there are not many studies on the use of GenAI as a collaborative agent (Kim et al., 2022; Kim & Lee, 2023; Reitman et al., 2023). Moreover, as a new tool for students, it requires a more detailed and carefully planned process for its integration into the classroom to reduce the barriers of adopting GenAI and entering into interactions. Therefore, the proposed research is aimed to uncover how different aspects of student perception of GenAI are interrelated with readiness to use this technology in the learning process in terms of technology adoption. Also, this study set out to investigate the results of GenAI-student collaboration in terms of writing performance and gain further understanding of the student experience of participation in such activities. Project Start Year: 2024, Principal Investigator(s): Jamie Costley (FANGUY II, Michael Paul as Co-Principal Investigator) SDGs Information: 4 - Quality Education

The Effects of Collaborative Writing on Graduate Students’ Subsequent Individual Writing Performance
The project (n=120) will investigate the effects of online collaborative writing on the individual writing performance of graduate students enrolled in an academic writing course at the Korea Advanced Institute of Science and Technology. The project will focus on the analysis of the relationships between group and individual writing performance in order to understand how learners’ performance during online collaborative writing affects their subsequent individual writing performance. As part of the course examined in this project, students will divide themselves into small groups of 3-5, and these groups will be tasked with collaboratively writing each of the major sections of a research manuscript as a form of writing practice. After each of these collaborative assignments is turned in and graded by the course instructor, each student will be individually tasked with writing a corresponding manuscript section describing their own research, to be turned in for grading. Students’ performance on group writing assignments and corresponding individual writing assignments will be analyzed to investigate whether groups’ online collaborative writing practice affected the subsequent individual writing performance of constituent members. At the end of the semester, students will be required to complete an in-class post-test in the form of a written exam, which will serve as a cumulative measure of their learning performance with regard to research writing. Correlations between students’ scores on each online collaborative writing assignment and the score on the final writing exam will also be examined in order to better understand the effects of online collaborative writing on individual writing performance.
Project Start Year: 2025, Principal Investigator(s): FANGUY II, Michael Paul
SDGs Information: 4 - Quality Education

Interaction with AI as a Form of Collaborative Learning: Al’s Impact on the Creation and Improvement of Student’s Academic Writing
Artificial Intelligence (AI) has gained significant attention in the field of education due to its potential to enhance learning experiences and collaboration, to increase of student’s motivation and engagement with learning (Pinkwart, 2016; Zhai et al., 2020). One of its prospective functions is an ability to provide immediate feedback and writing assistance to students to facilitate interactive and adaptive learning experiences (Ippolito et al., 2022; Geng & Razali, 2020). This functionality brings the use of generative artificial intelligence (GenAI) closer to the process of providing peer feedback in collaborative learning and makes it worthwhile to study it in the context of computer-supported collaborative learning (CSCL). However, it remains unclear how students interact with GenAI as a form of collaborative learning and whether this interaction helps them to improve their writing. To date, there are not many studies on the use of GenAI as a collaborative agent (Kim et al., 2022;
Kim & Lee, 2023; Reitman et al., 2023). Moreover, as a new tool for students, it requires a more detailed and carefully planned process for its integration into the classroom to reduce the barriers of adopting GenAI and entering into interactions. Therefore, the proposed research is aimed to uncover how different aspects of student perception of GenAI are interrelated with readiness to use this technology in the learning process in terms of technology adoption. Also, this study set out to investigate the results of GenAI-student collaboration in terms of writing performance and gain further understanding of the student experience of participation in such activities.
Project Start Year: 2024, Principal Investigator(s): Jamie Costley (FANGUY II, Michael Paul as Co-Principal Investigator)
SDGs Information: 4 - Quality Education