Staff Data:
HONG, CHEONG HIN   (WILSON)
Title:LECTURER
Email:
Tel:8598 1315

Biography

Currently a full-time English lecturer at the Institute for Tourism Studies and having taught English both locally and abroad, Wilson has experience teaching students of different ages and nationality backgrounds: Spanish, Greek, Romanian, Kurdish, Italian, Chinese, Russian, etc. Prior to his ESOL teaching position in the UK, Wilson had taught English for several years in an English secondary school in Macau, teaching translation, English literature and other general English subjects.

In terms of research, Wilson is interested in L2 pronunciation and writing, with a particular interest in different types of errors in relation to the forms of corrective feedback.

Academic Qualification
  • MASTER OF ARTS IN LINGUISTICS, UNIVERSITY OF NEWCASTLE UPON TYNE, UNITED KINGDOM
  • BACHELOR OF EDUCATION IN ENGLISH, UNIVERSITY OF MACAU, MACAU
Journal
  • Hong, W. C. H. (2018). The Effect of Absence of Explicit Knowledge on ESL/EFL Stress-Placement Accuracy: A quasi-experiment. Asian EFL Journal, 20(2), p. 262-279.
  • Hong, W. C. H. (in press). Improving ESL Learners’ Writing Using a Minimal Grammar Approach of Teaching Dependent Clauses: A Case Study of Macao Secondary School Students. The Electronic Journal for English as a Second Language.
Conference
  • Hong, W. C. H. (2017). Tackling sentential errors in EFL/ESL writing: A case against subordinating clause categorization in EFL/ESL teaching. Oral presentation at the 15th Annual International TESOL Conference, Site Skills Training Campus, Clark, Philippines.
  • Hong W. C. H., Ho U T. (2016). Approaches to teaching EFL writing in Macao. Oral presentation at the 2016 English Language Teaching Conference, University of Macau.
  • Hong, W. C. H. (2016). How explicit phonological knowledge affects L2 English learners’ pronunciation accuracy. Oral presentation at the 2016 NeuroELT Conference, University of Macau.
  • Hong W. C. H. (2015). Subordinate clause markers: a simple concept that quickly improves lower-lever L2 English users’ writing. Oral presentation at the 3rd English Language Teaching International Conference, University of Macau.
  • Lee A. S., Ma M. S. I., Hong W. C. H., Gates A., Lou R. & Choi E. (2014). A dialogue among writing teachers: What are our expectations from student writing? Oral presentation and workshop at the 2nd English Language Teaching International Conference, University of Macau.
Book(Chapters)
  • Hong W. C. H. (2016). Assessing Explicit Phonological Knowledge—Preliminary Evidence and Implications. In E. Doman (Ed.), Departing from Tradition: Innovations in English Language Teaching (pp.208-223). Cambridge Scholars Publishing.
  • Hong W. C. H. (2015). Collocations and Word Combinations in Writing: Challenges of and Suggestions for Teaching and Learning. In E. Doman (Ed.), Reframing English Education in Asia (pp.63-74). Salt Lake City, MI: American Academic Press.
Book
  • Hong, W. C. H., & Ho U. T. (2016). Joint Admission Examination for Macao Four Higher Education Institutions – The Ultimate Guide (with sample examination papers). Macau: Associação de Publicações de Macau.
  • Hong W. C. H. (2014). Reading Kids (Vol. 8-40). Hong Kong: Educator Group Ltd.  
Membership
  • Board chair, Macau Education Development Research Association
  • Convener, Macau Wisdom Convergence
Professional Qualification/Training
  • TESOL methodology certificate, Institute of Continuing and TESOL Education, University of Queensland (Australia).