Academic Staff

PolyU Scholars Hub

Prof. Xinhua ZHU

Professor

HHB705, Hung Hom Bay Campus
+852 3400 3840
xinhua.zhu@polyu.edu.hk
Assessment of Chinese and Bilingual Competence Lab (ACBC Lab)

PolyU Scholars Hub

ORCID ID

SCOPUS ID

Research Gate

Biography

ZHU Xinhua, Ph.D. (HKU), is a professor in the Department of Language Technology and Science (LST) at The Hong Kong Polytechnic University (PolyU). Prior to joining PolyU, he worked at the National Institute of Education (NIE), Nanyang Technological University (NTU). He currently serves as Chair of the Committee for the Doctor of Applied Language Sciences (DALS) programme and as a member of the Academic Planning and Regulations Committee of PolyU, the Standing Committee on Language Education and Research (SCOLAR) under the Government of the HKSAR and holds honorary professorships at Zhejiang University and Southwest University.

His research interests span Chinese reading comprehension processes, integrated writing (IW), transfer relationships between L1 Chinese and L2 English learning, psychological influences on language learning performance, assessment for learning (AfL) and language assessment standards. As a principal investigator, he has led more than 40 projects in Hangzhou, Hong Kong, Singapore, and the United Kingdom, securing grants totaling over HK$40 million.

Regarding research findings, he has published seven sole-authored academic monographs, including four focused on assessment for learning (AfL) in Chinese education. He has authored more than 230 academic papers, a large number of which have appeared in top-tier SSCI journals, including Applied Linguistics Review, Assessing Writing, Assessment and Evaluation in Higher Education, Computer Assisted Language Learning, Journal of Second Language Writing, Language Teaching Research, Studies in Educational Evaluation, Teaching and Teacher Education, and Thinking Skills and Creativity, as well as in prestigious CSSCI journals such as Educational Research (教育研究), Research in Educational Development (教育發展研究), and Educational Research and Experiment (教育研究與實驗). These publications in the field of Chinese language education and assessment have had an impact both internationally and within the Greater Chinese-speaking region, which has the largest population of Chinese language learners. They have also helped bridge the gap between research into L1 Chinese and L2 English learning within the same student cohort in the global academic community.

Funded by the General Research Fund (GRF) and commissioned by HKSAR government bodies including the Education and Manpower Bureau (EMB) / Education Department (EDB) and the Standing Committee on Language Education and Research (SCOLAR), he is research has generated and made accessible knowledge to guide the assessment, learning, and teaching of the Chinese language, thereby contributing to knowledge transfer (KT) in education policy-making and the improvement of educational practice. Taking few as examples spanning a long period.

Commissioned by the then-EMB, he successfully led the development of the Assessment Standards for Chinese Language in Reading, Writing, and Integrated Language Use in the HK Certificate of Education Examination. He was subsequently commissioned by the EDB to spearhead the development of the Merged Standard-referenced Reporting Standards on Listening and Integrated Language Use in the HK Diploma of Secondary Education Examination (HKDSE) for the Subject of Chinese Language. Both frameworks have been formally adopted, implemented, and continually refined within Hong Kong’s public examination systems.
Furthermore, he developed and validated the Knowledge Structure and Assessment Tasks for the Chinese Subject to Support Student Adaptive Learning in projects. The Structure has served as a foundational reference for Chinese language assessment in the development of EDB’s Student Self-selected Assessments on the Student Achievement Repository (STAR) platform.
In the area of L2 Chinese teaching, he (PI) and Prof. Chan SD., commissioned by SCOLAR in response to government priorities for non-Chinese speaking (NCS) children outlined in the Chief Executive’s 2019 Policy Address, have established the Longitudinal Progress of Non-Chinese Speaking (NCS) Students in Learning Chinese. The identified learning characteristics of NCS students are significant for informing effective teaching and assessment strategies, and have been incorporated into official teacher training materials to support professional development.
They also developed multimodal reading resources, which were promoted by the Assessment and HKEAA (A & HKEAA) Section, Curriculum and Quality Assurance Branch, EDB, to all primary schools in Hong Kong through seminars and other means, and were uploaded to the STAR. All students and teachers from local schools can access these resources.

These ongoing efforts are primarily grounded in his developed literacy frameworks, specifically the Six Types of Reading Comprehension Processes (six types) and the Four Traits of Integrated Writing Competence (four pillars). These frameworks have also been widely implemented or referenced in Chinese language education across Singapore, Hong Kong, and Chinese Mainland. To facilitate knowledge transfer, he has been invited to deliver over 30 keynote presentations at events organized by the Curriculum Planning and Development Division (CPDD) of the Singapore Ministry of Education (MOE), the Curriculum Development Institute (CDI) of the HKSAR EMB/EDB, and the National Centre for School Curriculum and Textbook Development of the MOE, PRC.

These KT projects have supported the development and implementation of new assessment approaches (e.g., assessment for learning, ability-oriented assessment), as well as adaptive learning and differentiated teaching strategies in Chinese language education in Hong Kong. Based on these efforts and their impact, he participated in developing two Impact Case Studies, which were submitted by PolyU to the UGC (33 Linguistics & Language Studies) for the Research Assessment Exercise (RAE). The first case study, titled Improving Chinese Proficiency Levels of Hong Kong Students (Chan, SD. & Zhu, X.), was submitted for RAE 2020. The second, titled Meeting Needs, Boosting Skills: Improving Young L1 and L2 Learners’ Chinese Language Learning with Innovative Literacy Frameworks (Zhu, X. & Chan, SD.), was submitted for RAE 2026. He also received a series of awards from PolyU in recognition of his impact on policy-making, as well as on teaching and assessment practices in Chinese language education, through KT, professional services, and innovation.

In terms of community service, in addition to the projects, he has held numerous consultative and advisory roles for government departments, including the Singapore MOE, the HKSAR EMB/EDB, and the Education and Youth Affairs Bureau of the Macao SAR, providing expert perspectives and recommendations through approximately 30 appointments. He also contributes to the academic community as a programme reviewer, honorary professor, research consultant, research committee member, and external examiner at various universities. For academic journals, he serves as an editorial board member, co-editor-in-chief, and guest editor-in-chief.

Education and Academic Qualifications

1997 - 2001
PhD in Education, The University of Hong Kong
1985 - 1988
Master of Arts, Hangzhou University (now part of Zhejiang University)
1981-1985
Bachelor of Arts, Hangzhou University (now part of Zhejiang University)

Academic and Professional Experience

2007 - Present
Full Professor / Associate Professor, Department of Language Science and Technology (LST), The Hong Kong Polytechnic University (PolyU)
2015
Honorary Academic Staff, Graduate School of Education, University of Bristol
2002 - 2007
Assistant Professor, National Institute of Education, Nanyang Technological University
2000 - 2002
Lecturer, School of Education and Languages, Hong Kong Metropolitan University (formerly The Open University of Hong Kong)
1997 - 2003
Associate Professor / M.A. Supervisor, Zhejiang University, Hangzhou University (now part of Zhejiang University)
1988 - 1997
Associate Professor / Lecturer / Assistant Lecturer, Hangzhou University (now part of Zhejiang University)
1995
Visiting Scholar, Department of Educational Psychology, The Chinese University of Hong Kong

Teaching Areas

Chinese Language Curriculum and Pedagogy
Chinese Language Assessment
Research Methodology in Language Education

Research Interests

Selected Publications

Zhu, X., Yao, Y., Pang, W.†, Zhu, S.† , & Li, Q.† (2026). The mediating effect of self-esteem on the relationship between Hong Kong CSL learners’ L2 selves and their writing performance. System, 138, Article 103957. https://doi.org/10.1016/j.system.2025.103957 [SSCI (2024), IF=5.6, Q1].
Zhu, S.† , Li, J.†, Yao, Y., Guan, Y.† , & Zhu, X.* (2025). What they provide and how: An intervention study on pre-service teachers’ GenAI-assisted writing feedback. The Internet and Higher Education, 67, Article 101040. https://doi.org/10.1016/j.iheduc.2025.101040 [SSCI (2024), IF=6.8, Q1]
Zhu, X., Sun, Y.† , Liu, Y., Xu, W.†, & Cheong, C. M. (2025). Towards a better understanding of integrated writing performance: The influence of literacy strategy use and independent language skills. Assessing Writing, 64, Article 100922. https://doi.org/10.1016/j.asw.2025.100922 [SSCI (2024), SSCI, IF=5.5, Q1]
Zhu, X., Yao, Y., Liao, X.† , Xu, W.† , Zhao, P., & Jiang, Y.† (2024). Exploring relationships between L1 and L2 writing strategy use and integrated writing performance: A cross-linguistic perspective. International Review of Applied Linguistics in Language Teaching, 1871-1893. https://doi.org/10.1515/iral-2023-0330 [SSCI (2024), IF=2.2, Q1]
Xu, W.† , & Zhu, X.* (2024). Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation. Metacognition and Learning, 19(3), 773-792. https://doi.org/10.1007/s11409-024-09387-w [SSCI (2024), IF=4.8, Q1]
Lu, Q.† , Yao, Y., Xiao, L., Yuan, M., Wang, J. & Zhu, X.* (2024). Can ChatGPT Effectively Complement Teacher Assessment of Undergraduate Students’ Academic Writing? Assessment & Evaluation in Higher Education, 49(5), 616-633. https://doi.org/10.1080/02602938.2024.2301722 [SSCI (2024), IF=3.8, Q1]
Zhu, X., Yao, Y., Lu, Q.* (2024). The relationships between the growth mindset, writing feedback literacy, and feedback engagement of undergraduate students in L1 Chinese writing learning. Studies in Educational Evaluation, 80, Article 101320. https://doi.org/10.1016/j.stueduc.2023.101320 [SSCI (2024), IF=3.1, Q1]
Cheong, C. M., Luo, N., Zhu, X.*, Lu, Q.† , & Wei, W. (2023). Self-assessment complements peer assessment for undergraduate students in an academic writing task. Assessment & Evaluation in Higher Education, 48(1), 135-148. https://doi.org/10.1080/02602938.2022.2069225 [SSCI (2024), IF=3.8, Q1]
Zhu, X., Chan, S.D., & Yao, Y. (2023). The associations of parental support with first-grade primary school L2 Chinese learners’ ideal selves, motivation, engagement, and reading test performance in Hong Kong: A person-centered approach. Early Education and Development, 34(7), 1647-1664. https://doi.org/10.1080/10409289.2022.2139544 [SSCI (2024), IF=2.2, Q1]
Zhu, X., Guan, Y.† , & Yao, Y. (2022). Transfer of ideal L1 and L2 writing selves and their impacts on L2 writing enjoyment and integrated writing performance. Assessing Writing, 54, Article 100674. https://doi.org/10.1016/j.asw.2022.100674 [SSCI (2024), IF=5.5, Q1]
Liao, X.† , Zhu, X.*, & Zhao, P. (2022). The mediating effects of reading amount and strategy use in the relationship between intrinsic reading motivation and comprehension: Differences between grade 4 and grade 6 students. Reading and Writing, 35(5), 1091-1118. https://doi.org/10.1007/s11145-021-10218-6 [SSCI (2024), IF=2.2, Q1]
Cheong, C. M., Zhang, J.† , Yao, Y., & Zhu, X.* (2022). The role of gender differences and the effect of ideal L2 writing self and imagination on continuation writing task performance. Thinking Skills and Creativity, 46, Article 101129. https://doi.org/10.1016/j.tsc.2022.101129 [SSCI (2024), IF=4.5, Q1]
Zhu, X., Loh, E. K. Y., Yu, G., Tam, L. C. W., & Liao, X.† (2022). Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students’ oral interaction strategy use and their group discussion performance. Applied Linguistics Review, 13(4), 597-630. https://doi.org/10.1515/applirev-2018-0096 [SSCI (2024), IF=3.4, Q1]
Zhu, X., Li, G. Y., Cheong, C. M., & Wen, H. (2021). Effects of L1 single-text and multiple-text comprehension on L2 integrated writing. Assessing Writing, 49, Article 100546. https://doi.org/10.1016/j.asw.2021.100546 [SSCI (2024), IF=5.5, Q1]
Zhu, X., Li, G. Y., Cheong, C. M., Yu, G., & Liao, X.† (2021). Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments. Reading and Writing, 34(1), 49-78. https://doi.org/10.1007/s11145-020-10065-x [SSCI (2024), IF=2.2, Q1]
Cheong, C. M., Zhu, X.*, Li, G. Y., & Wen, H. (2019). Effects of intertextual processing on L2 integrated writing. Journal of Second Language Writing, 44, 63-75. https://doi.org/10.1016/j.jslw.2019.03.004 [SSCI (2024), IF=4.5, Q1]
Cheong, C. M., Zhu, X., & Liao, X.† (2018). Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills. Reading and Writing, 31(4). 779-811. https://doi.org/10.1007/s11145-017-9811-8 [SSCI (2024), IF=2.2, Q1]
Zhu, X.*, Li, X., Yu, G., Cheong, C. M., & Liao, X.† (2016). Exploring the relationships between independent listening and listening-reading-writing tasks in Chinese language testing: Towards a better understanding of the construct underlying integrated writing tasks. Language Assessment Quarterly, 13(3), 167-185. http://dx.doi.org/10.1080/15434303.2016.1210609 [SSCI (2024), IF=2.8, Q1]

† PhD student (chief supervision / joint supervision)

*Corresponding author.

Selected Funded Research Projects

Jan 2025 - Dec 2027
Enhancing the Ideal L2 Chinese Self through Multimodal Reading Intervention and its Impact on Engagement, Acculturation, and Reading Comprehension [15616424]. General Research Fund (GRF), University Grants Committee (UGC).
April 2023 - April 2025
Provision of Services on The Longitudinal Study for Tracking the Progress of Non-Chinese Speaking Students in Learning Chinese Language. Standing Committee on Language Education and Research, Education Bureau [EDB(EI/LESCOLAR)/2022/1]. Standing Committee on Language Education and Research (SCOLAR), Education Bureau, HKSAR.
Jan 2023 - Jun 2026
The Motivation, Engagement and Task Performance of Integrated Writing in Chinese as a Second Language among Non-Chinese Speaking Students: Developmental Trajectories and Longitudinal Associations [15607722]. General Research Fund (GRF), University Grants Committee (UGC).
April 2023 - April 2025
Longitudinal Study for Tracking the Progress of Non-Chinese Speaking Students in Learning Chinese Language [EDB(EI/LESCOLAR)/2022/1]. Standing Committee on Language Education and Research (SCOLAR), Education Bureau, HKSAR.
Apr 2020 - Nov 2020
Development of Assessment Tasks for the Chinese Language Subject for Student Adaptive Learning [(EDB (BCA)/P&S/5/2019/60]. Education Bureau, HKSAR.
Mar 2019 - Mar 2020
Research Project on the Development and Validation of Knowledge Structure and Assessment Tasks for the Chinese Language Subject for Student Adaptive Learning [EDB (BCA)/ P&S/5/2019/8]. Education Bureau, HKSAR.
Aug 2017 - Jul 2019
Enhancing Students’ Multi-Level Processing Competency of Multi-Source Information in Integrated Language Tasks in Secondary Schools [2016/0122]. Quality Education Fund (QEF), HKSAR.
Jan 2017 - Dec 2018
Secondary School Students’ Cognitive Processing in Integrated Writing Tasks in Chinese (L1) and English (L2) [15640416]. General Research Fund (GRF), University Grants Committee (UGC).
Jan 2017 - Mar 2018
Research and Professional Development Project on Enhancing Assessment Literacy for Primary Chinese Language Teachers [(17) in CLE/FIN/15/27/Q]. Education Bureau, HKSAR.
Dec 2014 - Dec 2015
Provision of Document Analysis Research on International Chinese Language Examinations and Qualifications for Second Language Learners in Hong Kong [Ref. (3) in CLE/FIN/15/27/Q]. Education Bureau, HKSAR.
May 2013 - Jun 2015
Assessment for Learning: Development and Implementation of Spoken Interaction Activities, Strategies, Rubrics and Assessment Mechanisms in Primary Schools [QEF Project 2011/0283)]. Quality Education Fund (QEF), HKSAR.
Dec 2012 - Nov 2013
Research-Based Development on Merged Standard-Referenced Reporting Standards on Listening and Integrated Language Use in the Hong Kong Diploma of Secondary Education Examination for the Subject of Chinese Language [CLE/R&P/20173 -1204]. Education Bureau, HKSAR.
Apr 2012 - Oct 2013
Research and Development Project on Developing Students’ Language Competency in the Integrative Use of Language Skills and Strategies in Chinese Language Education at the Secondary Level [CD/CLE/73-1106]. Education Bureau, HKSAR.
Mar 2011 - Apr 2013
Assessment for Learning: Constructing and Experimenting an Effective Feedback System of Compositions by Secondary School Students [QEF 2009/0347]. Quality Education Fund (QEF), HKSAR.
Apr 2009 - Jun 2010
Collaborative Study on Effective Learning, Teaching and Assessment Strategies on Promoting Students’ Reading Competency in Primary Chinese Language Education [CD/CP/71-0827]. Education Bureau, HKSAR.
Feb 2008 - 30 Apr 2009
Research and Development Project on Formative Assessment on Reading: Effective Classroom Inquiry for Fostering Students’ Ability Development [CD/C/71-0719]. Education Bureau, HKSAR.
2004 - 2005
A Study of Setting Standards of Chinese Language Assessment in Reading, Writing and Integrated Skills [CD/C/13-0309]. Education and Manpower Bureau (EMB), HKSAR.

Esteem Measures

For Government Departments and Statutory Organizations

May 2024 - Present
Member of the Steering Committee on the Progress in International Reading Literacy Study (PIRLS) 2026 in Hong Kong, Education Bureau, HKSAR.
Dec 2025 - Dec 2027
Consultant for the Development of the Putonghua Shuiping Ceshi (PSC) for the Primary and Secondary School Students in Hong Kong. Hong Kong Examinations and Assessment Authority (HKEAA).
Jun 2024 - Dec 2025
Member of the Assessment Panel on Chinese Language Education Key Learning Area, Chief Executive's Award for Teaching Excellence (2024/2025). Education Bureau, Hong Kong Special Administrative Region (HKSAR).
Jun 2024 - Dec 2025
Member of the Assessment Working Group of the Chief Executive's Award for Teaching Excellence (2024/25). Education Bureau, HKSAR.
Jul 2021 - Jun 2027
Member of the Standing Committee on Language Education and Research (SCOLAR). Education Bureau, HKSAR.
Nov 2019 - Oct 2026
Member of the Textbook Committee Secondary Chinese Language and Chinese Literature Textbook Review Panel. Education Bureau, HKSAR.
Sep 2019 - Dec 2020
Member of the Assessment Panel on Chinese Language Education Key Learning Area, Chief Executive's Award for Teaching Excellence (2019/2020). Education Bureau, HKSAR.
Jun 2019 - Dec 2020
Member of the Assessment Working Group of the Chief Executive's Award for Teaching Excellence (2019/2020). Education Bureau, Government Secretariat, HKSAR.
Sep 2017 - Aug 2023
Member of the Curriculum Development Council (CDC) Committee on Chinese Language Education. Curriculum Development Council (CDC), HKSAR.
Sep 2016 - Feb 2017
Consultant for developing the Curriculum Guideline of Chinese Language (the Second Language) in Macau High Schools
Education and Youth Affair Bureau. The government of Macao Special Administrative Region.
Feb 2016 - July 2016
Consultant for Developing the Curriculum Guideline of Chinese Language (the first language) in High Schools. Education and Youth Affair Bureau. The Government of Macao Special Administrative Region.
Apr 2010 - Apr 2012
Consultant for the Primary Education Review and Implementation (PERI) (Chinese Language) in Singapore. The Government of Republic of Singapore (C/O Ministry of Education).
Sep 2007 - Aug 2010
Consultant for the Government of Republic of Singapore (C/O Ministry of Education) for the project ‘Chinese Language Curriculum and Pedagogy Implementation Steering Committee (No 1018552). The Government of Republic of Singapore (C/O Ministry of Education).
Aug 2006 - Jul 2007
Consultant for Research on Reading Assessment to Enhance Students’ Study in CL Subject. Curriculum Development Institute, Education and Manpower Bureau (EMB), HKSAR.
Jun 2006 - May 2007
Consultant for Chinese Language Curriculum and Pedagogy Implementation Steering Committee. The Government of Republic of Singapore (C/O Ministry of Education, Singapore).
Feb 2005 - Feb 2006
Consultant for Chinese Language Curriculum and Pedagogy Implementation Steering Committee (CLC)-ISE. The Government of Republic of Singapore (C/O Ministry of Education, Singapore).
Jun 2004 - Sep 2004
Member of the Language Curriculum and Pedagogy Review Committee Resource Panel; Chinese Language Curriculum and Pedagogy Review Sub-committee on Assessment and Examination. Ministry of Education, The Government of Republic of Singapore.

For Other Universities

May 2026
Reviewer of Education Research Funding Programme (ERFP) research grant application, National Institute of Education (NIE), Nanyang Technological University (NTU)
July 2024
Member of the External Review Panel (ERP) – New Programme 2025/26. Faculty of Humanities, The Education University of Hong Kong
2023 - Present
Honorary Professor for the School of Education, Zhejiang University
May 2023 - Apr 2028
External Examiner for HKU BA&Bed (Language Education)-Chinese Programme (for five years from the 2022-2023 academic year). Faculty of Education, The University of Hong Kong
Nov 2022 - 30 Nov 2025
External Course Advisor for the continuing education course of the Certificate in Applied Learning Chinese (for non-Chinese speaking students) – Chinese in Business Service (QF Level 3). the School of Professional Education and Executive Development (SPEED), College of Professional and Continuing Education (CPCE).
July 2022 - Jun 2023
Member of the External Review Panel for the Follow-up Periodic Programme Review of Bachelor of Education (Honours) (Chinese Language) (Five-year Full-time) Programme (2022/23). Faculty of Humanities, The Education University of Hong Kong.
2022/2023
External Member of the Faculty-level Academic Staff Promotion Advisory Panel for the Academic Promotion 2022/2023 of the Faculty of Education, University of Macau. Faculty of Education, University of Macau.
Apr 2022 - Aug 2024
External Member of the Programme Validation and Review Committee. Hong Kong Shue Yan University (HKSYU).
Jul 2020 - Jun 2030
External Member of the Research Ethics Committee (REC) of Hong Kong Metropolitan University (formerly The Open University of Hong Kong).
Dec 2017 - Present
Honorary Professor, The Faculty of Education Southwest University, China.
Mar 2017 - Mar 2020
External reviewer for Singapore Centre for Chinese Language (SCCL)'s Research Proposal and Ethics Review Panel (RPERP). Singapore Centre for Chinese Language (SCCL). Nanyang Technological University.
Jul 2005 - Jul 2008
Academic Consultant for Teacher’s professional development in Chinese teaching and assessment. Singapore Chinese Teachers’ Union.

May 2026 - Present
Co-Editor-in-Chief, Journal of Chinese Language Education
2014 - Apr 2026
Co-Chair, Editorial Committee, Journal of Chinese Language Education
2017 - Present
Member of Editorial Board, International Journal of Chinese Language Education
2025 - 2026
Co-Guest Editor, Special Issue: "Can Artificial Intelligence Reshape Writing Education?", ECNU Review of Education
2025, 2019, 2006
Guest Editor, Special Issue on Chinese Language Education and Assessment, Journal of Chinese Language Education

The American Educational Research Association (AERA)
The European Association for Research on Learning and Instruction (EARLI)
CACSEC Association for Language Testing and Assessment (CALTA), China Association for Comparative Studies of English and Chinese (CACSEC)

2025
Dean’s Award for Research Excellence (DARE) 2024/25, Faculty of Humanities (FH), the Hong Kong Polytechnic University (PolyU).
2023
Faculty Awards for Outstanding Performance Achievement: Research & Scholarly Activities (Outstanding Researcher – Team Award, with Prof. Y. Yao). FH, PolyU.
2021
The President’s Awards for Outstanding Achievement in Knowledge Transfer 2021 (Society, Team Award, with Prof. Chan, SD. ), PolyU. [Knowledge transfer (KT)]
2021
Faculty Awards for Outstanding Performance Achievement: Knowledge Transfer 2021 (Society, Team Award, with Prof. Chan, SD.), FH, PolyU. (KT)
2015
Outstanding Professional Service Award: Highest Growth Award 2015, PolyU. (Department of Chinese and Bilingual Studies, Core Team Member). (KT)
2015
Outstanding Professional Services Awards 2014-15: Most Valued Project Award for the Provision of School-based Support in the Learning of Chinese Language for Non-Chinese Speaking Students at Primary Level, supported by the Education Bureau, PolyU. [Prof. Chan, SD. (PI); Core Team Member]. (KT)
2014
Best paper (the Outstanding Winner). Analyzing Teachers’ Feedback by on Students’ Response to Questions in Reading Instruction: Facilitating Students’ Further Thinking. 2014 International Conference on Understanding and Dialogue: Education of Literature and Language in the Context of Globalization.
2014
Best paper (the Second-Class Award). Analysing the Putonghua Proficiency of HK University Students based on Results of a Large-scale Test”. The Sixth National Conference on Teaching and Assessment of Putonghua. The Center of Teaching and Testing. (Chan, SD., Zhu, X., & Wen, HB.)
2013
Best paper. Development and Change in HK University Student Putonghua Proficiency over the Past Decade: An Analysis Based on Ten Years' Test Results from a University. The Fifth National Conference on Teaching and Assessment of Putonghua. Published in Applied Linguistics (2012) (12, special issue, P58-66). (Zhu, X., Chan, SD., & Wen, HB.)
2012
Distinguished Knowledge Transfer Excellence Awards 2012, Community Excellence –Merit Award. Collaboration with Education Bureau and Schools in Enhancing Teachers’ Professional Development in Assessing Students’ Learning of Chinese Language. PolyU. (KT)
2010
The President's Awards for Excellent Performance/ Achievement 2009/2010: Services. Team award (The Language Testing Unit/ LTU; the Director), PolyU. (KT)
2009
The Faculty/School Awards for Outstanding Performance/Achievement 2009-2010: Services. Team award (The Language Testing Unit/ LTU; the Director), FH, PolyU. (KT)
2009
Outstanding Professional Services and Innovation Awards 2009: Most Active Consultant Award (Winner), PolyU. (KT)
2009
Outstanding Professional Services and Innovation Awards 2009: Highest Growth Award for Consultant (Winner), PolyU. (KT)

^{(Updated as of 30 March 2026)}