Dr LAI, Chun
Dr LAI, Chun
賴 春
Associate ProfessorAcademic Unit of Teacher Education and Learning Leadership
Qualification
M. A. (University of Illinois, Urbana-Champaign, USA), Ph.D. (Michigan State University, USA)
[javascript protected email address]
Phone
(852) 3917 7087
Location
Room 623, Meng Wah Complex
Research Expertise
English Language Education
Literacies and Languages
Teacher Education and Development
Teaching Chinese as a Second/Foreign Language
Technology-enhanced Learning
Prospective PhD/ EdD/ MPhil Applications
I am not taking on graduate supervision in 2022-2023.
Links
HKU Scholars Hub
Areas of Expertise
Teaching Areas:
Teaching Chinese as a second/foreign language; foreign language curriculum design; technology and second/foreign language teaching and learning; educational research methodologyResearch Interest:
Self-directed language learning beyond classroom; technology and second/foreign language learning; second language pedagogy; language teacher educationAwards
Outstanding Paper of the Year (2010). CALICO Journal, Computer Assisted Language Learning Consortium, U.S.A.
Projects
The Relationship between Learners’ Out-of-Class Autonomous Technology-Enhanced Language Learning and Their Vocabulary Knowledge. Principal Investigator. RGC-funded project (2018-2021) HK$593,321
Supporting Ethnic Minority Students' Chinese Language Learning through Enhancing Extramural Chinese Social Media Use. Principal Investigator. SCOLAR project (2018-2020) HK$2,211,832
Understanding the Relationship of Language Teacher Identity with Their Technology Integration for Instruction. Principal Investigator. Seed Funding Programme for Basic Research, HKU (2018-2020)
A Developmental Approach to Semantic Radical Knowledge for Chinese as Foreign Language (CFL) learners.Seed Funding Programme for Basic Research, HKU (2017-2019)
Espoused Culture Values and Self-Directed Technology Use for Foreign Language Learning. Principal Investigator, RGC-funded project (2013-2015)
What is the Essential Knowledge and Skills Learners Need to Engage in Active and Effective Use of Common Information Technologies for Foreign Language Learning? Principal Investigator, RGC-funded project (2010-2013)
A Developmental Approach to Novice Teachers' Integration of Technology in Language Teaching. Principal Investigator, Small Project Funding, HKU (2011-2013)
What predicts language learners' self-regulated use of technology for learning? Principal Investigator, Seed Funding Programme for Basic Research, HKU (2011-2012)
Do Foreign Language Learners Use Technologies Strategically to Meet Their Language Learning Needs? Principal Investigator, Seed Funding Programme for Basic Research, HKU (2009-2010)
Publications
Book
1. Lai, C.(2017). Autonomous Language Learning with Technology beyond the Classroom. Bloomsbury Publishing.2. Reinders, H., Lai, C. & Sundqvist, P. (In press). The Routledge Handbook of Language Learning and Teaching Beyond the Classroom. Routledge.
Journal Articles and Book Chapters
Self-Directed Language Learning beyond the Classroom
Lai, C., Liu ,Y., Hu, J. J., Benson, P. & Lyu, B. N. (Accepted). Association between the Characteristics of out-of-class technology-mediated language experience and L2 vocabulary knowledge. Language Learning & Technology.Lai, C. & Tai, C. P. (2020). Types of social media activities and Hong Kong South and Southeast Asians Youth's Chinese language learning motivation. System.https://doi.org/10.1016/j.system.2020.102432
Lyu, B. N. & Lai, C. (Accepted). Learners' engagement on a social networking platform: An ecological analysis. Language Learning & Technology
Lai, C., Gu, M. Y., Gao, F. & Yung, J. (2020). Motivational mechanisms of ethnic minorities' social media engagement with mainstream culture. Journal of Multilingual and multicultural development. doi: 10.1080/**.2020.**.
Lai, C. (2019).Learning Beliefs and Autonomous Language Learning with Technology beyond the Classroom. Language Awareness,28(4), 291-309.
Lai, C. (2019). Technology and learner autonomy: An argument in favor of the nexus of formal and informal language learning.Annual Review of Applied Linguistics, 39, 52-58.
Lai, C. (2019).The influence of extramural access to mainstream culture social media on ethnic minority students’ motivation for language learning. British Journal of Educational Technology, 50(4),1929-1941.
Lai, C., & Lyu, B. L. (2019). Hong Kong and informal language learning. In Dressman, M. & Sadler, R. W. (Eds.), Handbook of Informal Language Learning. Wiley Blackwell.
Lai, C., Hu, X., & Lyu, B. N. (2018). Undertandin the nature of learners' out-of-class language learning experience with technology. Computer Assisted Language Learning, 31(1), 114-143.
Lyu, B. L. & Lai, C. (2018). The "informal" aspect of blended language learning: An overview of learners' self-initiated language learning with technology beyond the classroom. In Palalas, A. (Ed.), Belended Language Learning: International Perspectives on Innovative Practice. China Central Radio & TV University Press.
Lai, C. & Zheng, D. P. (2018).Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299-318.
Lai, C., Li, X., & Wang, Q. (2017). Students' perceptions of teacher impact on their self-directed language learning with technology beyond the classroom: cases of Hong Kong and U.S.Educational Technology Research and Development, 65, 1105-1133.
Lai, C., Wang, Q., Li, X., & Hu, X. (2016). The influence of individual espoused cultural values onself-directeduse of technology for language learning beyond the classroom.Computers in Human Behavior, 62,676-688.
Lai, C., Shum, M. & Tian, Y. (2016). Enhancing learners’ self-directed use of technology for language learning: The effectiveness of an online training platform.Computer Assisted Language Leaching, 29(1), 40-60.
Lai, C.,Yeung, Y. & Hu, J. J. (2016). University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom.Computer Assisted Language Learning, 29(4), 703-723.
Lai, C.(2015).Modeling Teachers’ Influence on Learners’ Self-Directed Use of Technology for Language Learning Outside the Classroom.Computers & Education, 82,74-83.
Lai, C.(2015). Perceiving and traversingin-classand out-of-class learning: Accounts from foreignlanguagelearners in Hong Kong.Innovation in Language Learning and Teaching, 9(3),265-284. doi: 10.1080/**.2014.918982
Lai, C., Zhu, W. M. & Gong, G. (2015). Understanding the quality of out-of-class English learning.TESOL Quarterly, 49(2), 278-308. doi:10.1002/tesq.171
Lai, C.(2013). A frameworkofdeveloping self-directed technology use for language learning.Language Learning & Technology, 17(2), 100-122.
Lai, C., Wang, Q. & Lei, J. (2012). What factors predict undergraduate students’ use of technology for learning? A case from Hong Kong.Computers & Education, 59, 569-579.
Lai, C.& Gu, M. Y. (2011). Self-regulated out-of-class language learning with technology.Computer Assisted Language Learning, 24, 4, 317-335
Technology-Enhanced Language Learning
Su, Y. F., Liu, K. L., Lai, C. & Jin, T. (Accepted).The Progression of Collaborative Argumentation among English Learners: A Qualitative Study. System
Lai, C., Wen, Y., Gao, T. & Lin, C. H. (2020).The Mechanisms of the Learning Impact of Teacher-Organized Online Schoolwork Sharing among Primary School Students. Journal of Educational Computing Research.
Hu, X., Gong. Y., Lai, C., & Leung, F. K. S. (2018). The relationship between ICT and student literacy in mathematics, reading and science across 44 countries: A multilevel analysis. Computers & Education
Lai, C.,Lei, C., & Liu, Y. (2016). The nature of collaboration and perceived learning in wiki-based collaborative writing. Australasian Journal of Educational Technology, 32(3).
Lai, C.,& Morrison, B.(2013). Towards an agenda for learner preparation in technology-enhanced language learning environments. CALICO Journal,30(2), 154-162.
Lai, C.& Li, G. F. (2011). Technology and task-based language teaching: A Critical Review.CALICO Journal,28,2, 498-521.
Lai, C., Fei, F. & Roots, R. (2008). The Contingency of Recasts and Noticing.CALICO Journal, 26,1.
Lai, C.& Zhao, Y. (2006). Noticing in text-based online chat.Language Learning and Technology, 10, 3,102-120
Zhao, Y., Lei, J., Yan, B,Lai, C.& Tan, H.S., (2005). What Makes the Difference: A Practical Analysis of Effectiveness of Distance Education.Teachers College Record, 107,1836-1884.
Lai, C.& Lei, J. (2015). The Technology Millenium. In He, M. F., Schultz, B. D.& Schubert, W. H. (Eds.). The Sage Guide to Curriculum in Education (pp. 335-343). Sage Publishing
?Lai, C.(2015). Diagnostic Feedback in Formal Educational Settings. In M. Spector & M. H. Wang (Eds.). SAGE Encyclopedia of Educational Technology.
Lai, C.& Lei, J. (2013). Digital Divide in China. In Q, Zhang (Ed).Education in China: An Encyclopedic Handbook of Educational History,Modelsand Initiatives.Berkshirepublishing.
Lai, C., Ni, R. H. & Zhao, Y. (2013). Digital games and language learning. In M. Thomas, H. Reinders & M. Warschauer (Eds.).Contemporary Computer-Assisted Language Learning.Continuum Contemporary Linguistics Series (pp. 183-200). London & New York: Continuum.
Zhao, Y., Zhang, G. M. &Lai, C.(2010). Curriculum, digitalresourcesand delivery. In P. D., Pearson, & A. Luke (Eds.)International Encyclopedia of Education,3rd Ed (pp. 390-396) Elsevier.
Zhao, Y. &Lai, C.(2009). MMORPGs and Foreign Language Education. In R. Ferdig (Ed.).Handbook of Research on Effective Electronic Gaming in Education(pp. 402-421). Information Sciencereference: Hershey, P.A.
Lai, C., Zhao, Y. & Li, N. (2008). Designing a Distance Foreign Language Learning Environment. In S.Goertler& P.Winke(Eds.).CALICO Monograph on Distance Education, 2008
Zhao, Y. &Lai, C.(2008). Technology and second language learning: Promises and problems. In L. L. Parker (Ed.).Technology-mediated learning environments for young English learners: Connections in and out of school.Mahwah, NJ: Lawrence Erlbaum Associates.
Lai, C.& Zhao, Y. (2005). Introduction to part two: the importance of input and the potential o technology for enhancing input. In Zhao, Y. (ed).Research in Technology and Second Language Education: Developments and Directions.Greenwich, CT: Information Age Publishing.
Lai, C.(2005). Introduction to part three: The role of communicative practices and talking with and through the computer. In Zhao, Y. (ed).Research in Technology and Second Language Education: Developments and Directions.Greenwich, CT: Information Age Publishing.
Lai, C.(2005). Introduction to part four: The role of feedback and technology in SLA. In Zhao, Y. (ed).Research in Technology and Second Language Education: Developments and Directions.Greenwich, CT: Information Age Publishing.
Lai, C.& Zhao, Y. (2005). Introduction to part five: The essence of language education and technology integration in language education. In Zhao, Y. (ed).Research in Technology and Second Language Education: Developments and Directions. Greenwich, CT: Information Age Publishing.
Second Language Teaching and Learning
Lyu, B. N., Lai, C., Lin, C. H., Gong. Y. (Accepted).Comparison Studies of Typing and Handwriting in Chinese Language Learning: A Synthetic Review. InternationalJournal of Educational Research
Gong. Y., Gao. X. S., Li, M. & Lai, C. (Accepted). Cultural adaptation challenges and strategies during study abroad: New Zealand students in China. Language, Culture and Curriculum
Gong, Y., Guo, Q. J., Li, M., Lai, C. & Wang, C. (in press).Developing literacy or focusing on interaction: New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China. System.https://doi.org/10.1016/j.system.2021.102462
Gong. Y., Lai, C. & Gao. X. S. (2020).The Teaching and Learning of Chinese as a Second or Foreign Language: The Current Situation and Future Directions. Frontiers of Education in China, 15, 1-13.
Gu, M. Y. & Lai, C. (2019).From Chungking Mansions to Tertiary Institution: Acculturation and language practices of an immigrant mother and her daughter. Linguistics and Education, 52, 52-60.
Lai, C., Qi, X. D., Lu, C. & Lyu B. N. (2018).The Effectiveness of Guided Inductive Instruction and Deductive Instruction on Semantic Radical Development in Chinese Character Processing. Language Teaching Research.
Gao, F., Lai, C. & Halse, C. (2018). Belonging beyond the deficit label: The experiences of 'non-Chinese speaking' minority students in Hong Kong. Journal of Multilingual and Multicultural Development.https://doi.org/10.1080/**.2018.**
Gao, F., & Lai, C. (2018). Biculturalism and segragated schooling in Hong Kong. Journal of Multilingual and Multicutlural Development,39(4), 301-312.
Qi. X. D. & Lai, C. (2017).The effects of deductive instruction and inductive instruction on learners’ development of pragmatic competence in the teaching of Chinese as a second language. System, 70, 26-37.
Lai, C.& Lin, X. L. (2015). Strategy training in a task-based language classroom.Language Learning Journal, 43(1), 20-40.DOI: 10.1080/**.2012.681794
Gao, T., Porter, T.,Lai, C.(2015). Blogging reduces writing anxiety of Chinese as Secondlanguagestudents in primary school Chinese classroom.IB Journal of Teaching Practice, 3(1).
Lai, C., Gao, F. & Wang, Q. (2015). Bicultural orientation and Chinese language learning among South Asian ethnic minority students in Hong Kong.International Journal of Bilingual Education and Bilingualism, 18(2),203-224. DOI: 10.1080/**.2014.887054
Lai, C.(2015). Task-based language teaching in the Asian context: Where are we now and where are we going? In M. Thomas & H. Reinders (Eds.).Contemporary Task-Based Language Teaching in Asia (pp. 12-29).London: Bloomsbury.
Lai, C. (2015). Integrating IB Philosophy and pedagogy into Chinese language teaching: What could educational technology bring into the dialogue? In Hill, I. & Shum, M. (Eds.) Infusing IB Philosophy and Pedagogy into Chinese Language Teaching (pp. 155-173). UK: John Catt publishing.
Lai, C., Zhao, Y. & Wang, J. W. (2011). Task-based language teaching in online ab initio Chinese classrooms. Modern Language Journal, 95, s1, 81-103.
Language Teacher Development
Gu, M. Y., Lee, J. C. K. & Lai, C. (2020). Neo-liberal paradox of teaching among ESL teachers of ethnic minority students in Hong Kong. Journal of Multilingual and Multicultural Development. Doi: 10.1080/**.2020.**
Huang, X. H. & Lai, C. (2020). Connecting formal and informal workplace learning with teacher proactivity: A proactive motivation perspective. Journal of Workplace Learning, 32(6), 437-456.
Lai, C. Huang, X. H. & Lin, T. F. (2020). Teachers' socio-spatial practice in innovative learning environments. Cambridge Journal of Education. doi: 10.1080/**X.2020.**
Lai, C. Li. Z., & Gong, Y. (2019). Boundary brokering for cross-cultural professional learning in international school contexts. British Educational Research Journal, 45(6), 1105-1123.
Gu, M. Y. & Lai, C. (2019). An ethical analysis of how ESL teachers construct their professional identities through the use ofinformation technology in teaching. British Educational Research Journal, 45(5), 918-937.
Gong, Y., Hu, X. & Lai, C. (2018). CSL teachers' cognition in teaching intercultural communicative competence. System. https://doi.org/10.1016/j.system.2018.09.009
Gong, Y., & Lai, C. (2018). Technology integration into the language classroom: Developmental trajectory of begining teachers. Frontiers of Education in China, 13(1), 1-27.
Lai, C., Li, Z. & Gong. Y. (2016). Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong. Teaching and Teacher Education, 54, 12-21
Lai, C., Gu, M. Y. & Hu, J. J. (2015). Understanding legitimate teacher authority in a cross-cultural teaching context: Pre-service Chinese language teachers doing teaching practicum in International schools in Hong Kong. Journal of Education for Teaching: International Research and Pedagogy, 41(4), 417-434
Lai, C., Shum, M. & Zhang, B. N. (2014). International mindedness in an Asian context: the case of the International Baccalaureate in Hong Kong. Educational Research, 56, 1, 77-96.
Gu, M. Y. & Lai, C. (2012). Motivation and Commitment: Pre-service teachers from Hong Kong and mainland China at a training institute in Hong Kong. Teacher Education Quarterly.
Shum, M., Zhang, B. N. & Lai, C. (2015). When IB Learner Profile meets Eastern Confucian tradition: From the perspective of Chinese Language teachers. In Hill, I. & Shum, M. (Eds.) Infusing IB philosophy and pedagogy into Chinese language teaching (pp.20-38). UK: John Catt Publishing.
Shum, M., Zhang, B. N., Lai, C., Loh, K. Y. & Lam, T. F. (2015). The professional growth of Chinese language student-teachers in teaching practicum in the IB Certificate of Teaching and Learning Programme. In Hill, I. & Shum, M. (Eds.) Infusing IB philosophy and pedagogy into Chinese language teaching (pp.39-60). UK: John Catt Publishing.
Special Editions in Refereed Journals
Gong. Y., Lai, C. & Gao. X. S. (2020).The Teaching and Learning of Chinese as a Second or Foreign Language: The Current Situation and Future Directions. Frontiers of Education in China. Special Edition.
Lai, C. & Morrison, B. (Eds.) (2013). Learner preparation in Technology-Enhanced Language Learning Environments. CALICO Journal. Special Edition.
Thomas, M. & Lai, C. (Eds.) (2013). Task-Based Language Teaching and Technology: Challenges and Opportunities. International Journal of Computer-Assisted Language Learning & Teaching. Special Edition.
Professional Community Services
(2012-present) Member of Editorial Board, CALICO Journal
(2015-present) Member of Editorial Board, Computer Assisted Language Learning
(2017-present) Member of Editorial Board, Frontier of Education in China
(2020-present) Member of Editorial Board, Innovation in Language Learning and Teaching
(2009-present) Reviewer for the journals 'Language Learning & Technology', 'CALICO Journal', 'Computer Assisted Language Learning', 'TESOL Quarterly','Computers & Education', 'Teaching and Teacher Education'
