人文学院研究人员 - 马清博士

副教授
语言学及现代语言系

Welcome to the Department of Linguistics and Modern Language Studies of The Education University of Hong Kong! Being a young department, we have successfully built strengths in language studies and education in the past decade.I started my research interests in language technology in the computer assisted language learning (CALL) and mobile assisted language learning (MALL) contexts.

I have also developed a strong interest in corpus linguistics, especially the corpus applications in language education. In addition, I have created two corpus websites: (1) the Parallel EAP Corpora for research purposes and (2) the Corpus-Aided Platform for Language Teachers (CAP) for teaching purposes. In recent years, I have led our EdUHK corpus team and created a new language pedagogy: corpus-based language pedagogy (CBLP). Currently, my research work focuses on how to enhance students’ EAP skills with corpus support and how to help pre- and in-service language teachers develop CBLP and their professional knowledge for language teaching.

奖项： 

1. Finalist of University Grants Committee (UGC) Teaching Award, September 28, 2021, Hong Kong. 
2. University Teaching Award, May 27, 2021, EdUHK 
3. 2020 Esperanto "Access to Language Education” Award, June 2, 2020, USA 
4. Faculty Teaching Awards 2019-2020, May, 2020, EdUHK 
5. Silver Medal of the 47th International Exhibition of Inventions of Geneva, April 12, 2019, Switzerland

学术研究：

1. Ma, Q., Yuan, R., Cheung, E. L.M., Yang, J. (2022). Teacher paths for developing corpus-based language pedagogy: a case study. Computer Assisted Language Learning, 1-32. 
2. Ma, Q., Tang, J., & Lin, S. (2021). The development of corpus-based language pedagogy for TESOL teachers: A two-step training approach facilitated by online collaboration. Computer Assisted Language Learning, 1-30. 
3. Song, Y., & Ma, Q. (2021). Affordances of a mobile learner-generated tool for pupils’ English as a second language vocabulary learning: an ecological perspective. British Journal of Educational Technology, 52(2), 858-878. 
4. Ma, Q. (2020). Examining the role of inter-group peer online feedback on wiki writing in an EAP context. Computer Assisted Language Learning, 33(3), 197-216. 
5. Ma, Q. (2019). University L2 learners’ voices and experience in making use of dictionary apps in mobile assisted language learning (MALL). International Journal of Computer Assisted Language Learning and Teaching, 9(4), 18-36.
6. Ma, Q. (2020). Examining the role of inter-group peer online feedback on wiki writing in an EAP context. Computer Assisted Language Learning, 33(3), 197-216. 
7. Ma, Q. (2017). Technologies for teaching and learning L2 vocabulary. In C. A. Chapelle & Sauro, S. (Eds.), The Handbook of Technology in Second Language Teaching and Learning (p.45-61). Oxford: Wiley Blackwell. 
8. Ma, Q. (2017). A multi-case study of university students’ language-learning experience mediated by mobile technologies: a socio-cultural perspective. Computer Assisted Language Learning 30(3-4), 183-203. 
9. Ma, Q. (2015). A process-focused learning model for L2 vocabulary acquisition: construction, validation, implications. International Journal of Applied Linguistics (ITL), 166(1), 127-162. 
10. Gao, X., & Ma, Q. (2011). Vocabulary learning and teaching beliefs of pre-service and in-service teachers in Hong Kong and mainland China. Language Awareness, 20(4), 327–342. 
11. Ma, Q. (2009). Second Language Vocabulary Acquisition. New York, Berlin, Oxford: Peter Lang. 
12. Ma, Q., & Kelly, P. (2006). Computer Assisted Vocabulary Learning: Design and evaluation. Computer Assisted Language Learning, 19(1), 15–45.

与学生共同出版：

1. Ma, Q., & Yan, J. (2022). How do university L2 learners make use of mobile dictionary apps to become autonomous learners? In B. Zou, M. Thomas, D. Barr & W. Jia. (Eds.). Emerging Concepts in Technology-Enhanced Language Teaching and Learning (pp.177-199). 
2. Ma, Q., & Yan, J. (2021). How to empirically and theoretically incorporate digital technologies into language learning and teaching. Bilingualism: Language and Cognition 1-2. 
3. Fang, L., Ma, Q., Yan, J. (2021). The Effectiveness of Corpus-Based Training on Collocation Use in L2 Writing for Chinese Senior Secondary School Students. Journal of China Computer-Assisted Language Learning, 1(1), 80-109. 
4. Ma, Q., & Fang, M. (2021). Review of Corpus Tools for Vocabulary Teaching and Learning. Journal of China Computer-Assisted Language Learning, 1(1), 177-190.
5. Tran, T. T. T., & Ma, Q. (2021). Using formative assessment in a blended EFL listening course: student perceptions of effectiveness and challenges. International Journal of Computer Assisted Language Learning and Teaching, 11(3), 17-38.
6. HU, H., Ma, Q., & Tang, J. (2020). Chinese EFL Online Technology and Teacher Education: A Multi-case Study From an Ecological Perspective. In H-S. Kang, D-S. Shin & T. Chimasko (Eds.), Online Education for Teachers of English as a Global Language (pp.187-209).New York: Routledge. 
7. Ma, Q. & Lee, H. Y. (2019). Measuring the vocabulary knowledge of young L2 learners by word associations and its implications for developing L2 reading literacy in the Hong Kong primary school context. In B. L. Reynolds & F. Teng (Eds.), English Literacy Instruction for Chinese Speakers (pp.35-56). Palgrave. 
8. Ma, Q., & Sin, C. (2015). Teaching young learners L2 vocabulary with reading-based exercises. Porta Linguarum 23, 125-138. 
9. Choi, M., & Ma, Q. (2015). Realising personalised vocabulary learning in the Hong Kong context via a personalised curriculum featuring “student-selected vocabulary”. Language and Education 29(1), 62-78.

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