Dr Gary Wong

  • Senior Lecturer in Education (Social & Environmental Sustainability)

Biography

Dr Yu Ka Wong, Gary, holds the position of Senior Lecturer in Education at the School of Social and Environmental Sustainability at the University of Glasgow. He graduated with a BA in Chinese Language and Literature and has an extensive background in the field of education. His professional journey includes serving as a Chinese language teacher at a secondary school and working as a curriculum officer at the Education Bureau in Hong Kong. Gary pursued further education, obtaining an MA in Education and a Doctor of Education, specialising in Educational Psychology.

Before joining the University of Glasgow, he was affiliated with the Department of Curriculum and Instruction at the Chinese University of Hong Kong, where he started as an Assistant Professor and later earned tenure as an Associate Professor. Gary's research focus lies in the realm of language and literacy studies, with a specific emphasis on Chinese as a second language (CSL) learners' literacy acquisition and development. With a background in educational psychology and extensive experience in classroom teaching and curriculum development, Gary is dedicated to advancing our understanding of language acquisition and development, as well as promoting effective language learning and teaching practices.

Research interests

Gary's research interests lie within the field of language and literacy studies, with a specific emphasis on the literacy development of Chinese as a second language (CSL) learners. His research investigates literacy acquisition in Chinese, a non-alphabetic writing system, using developmental models like the Simple View of Reading (SVR) and Simple View of Writing (SVW). His work reveals unique developmental trajectories in non-alphabetic scripts compared to alphabetic languages, particularly English. Gary's ongoing research explores how metalinguistic awareness, including phonological, morphological, and orthographic skills, influences Chinese word reading, spelling, reading comprehension, and text writing abilities. Notably, his findings highlight distinct patterns in metalinguistic skills for CSL learners.

In addition to literacy, Gary delves into the motivation of second language learners, using the L2 Motivational Self System (L2MSS) model. His research uncovers how self-identity, social expectations, and motivation interact and influence achievement and self-perceived proficiency in CSL. As a former teacher, Gary's research is driven by a passion for effective classroom learning. He has led funded longitudinal projects focusing on interventions for young ethnic-minority CSL learners in Hong Kong, resulting in evidence-based interventions that positively impact language acquisition and literacy development.

Proficient in quantitative research methods and longitudinal designs, Gary uses statistical techniques such as structural equation modelling to analyse multi-year datasets, providing comprehensive insights into the relationships between various factors and their impact on outcomes. His expertise allows for exploring complex interdependencies among variables, shedding light on underlying mechanisms.

Publications

List by: Type | Date

Jump to: 2023 | 2022 | 2020 | 2018
Number of items: 7.

2023

Wong, Y. K. , Zang, X. and Inoue, T. (2023) Promoting foundational linguistic skills for reading development in young Chinese language learners: A 1‐year intervention study. Journal of Research in Reading, 46(3), pp. 247-277. (doi: 10.1111/1467-9817.12423)

Wong, Y. K. , Bai, B., McBride, C., Shum, M. S. K. and Zhou, Y. (2023) Role of transcription skills in young Chinese language learners’ sentence writing: a one year longitudinal study. Reading and Writing, (doi: 10.1007/s11145-023-10415-5) (Early Online Publication)

2022

Wong, Y. K. and Zhou, Y. (2022) Effects of metalinguistic awareness on Chinese as a second language spelling through the mediation of reading and copying. Reading and Writing, 35, pp. 853-875. (doi: 10.1007/s11145-021-10167-0)

2020

Wong, Y. K. (2020) The relationship between orthographic awareness and Chinese reading in Hong Kong’s young CSL learners. ECNU Review of Education, 3(4), pp. 678-693. (doi: 10.1177/2096531120930485)

Wong, Y. K. (2020) Effects of language proficiency on L2 motivational selves: a study of young Chinese language learners. System, 88, 102181. (doi: 10.1016/j.system.2019.102181)

2018

Wong, Y. K. (2018) Exploring the reading–writing relationship in young Chinese language learners’ sentence writing. Reading and Writing, 31, pp. 945-964. (doi: 10.1007/S11145-018-9820-2)

Wong, Y. K. (2018) Structural relationships between second-language future self-image and the reading achievement of young Chinese language learners in Hong Kong. System, 72, pp. 201-214. (doi: 10.1016/j.system.2017.12.003)

This list was generated on Mon Jul 15 23:16:38 2024 BST.
Jump to: Articles
Number of items: 7.

Articles

Wong, Y. K. , Zang, X. and Inoue, T. (2023) Promoting foundational linguistic skills for reading development in young Chinese language learners: A 1‐year intervention study. Journal of Research in Reading, 46(3), pp. 247-277. (doi: 10.1111/1467-9817.12423)

Wong, Y. K. , Bai, B., McBride, C., Shum, M. S. K. and Zhou, Y. (2023) Role of transcription skills in young Chinese language learners’ sentence writing: a one year longitudinal study. Reading and Writing, (doi: 10.1007/s11145-023-10415-5) (Early Online Publication)

Wong, Y. K. and Zhou, Y. (2022) Effects of metalinguistic awareness on Chinese as a second language spelling through the mediation of reading and copying. Reading and Writing, 35, pp. 853-875. (doi: 10.1007/s11145-021-10167-0)

Wong, Y. K. (2020) The relationship between orthographic awareness and Chinese reading in Hong Kong’s young CSL learners. ECNU Review of Education, 3(4), pp. 678-693. (doi: 10.1177/2096531120930485)

Wong, Y. K. (2020) Effects of language proficiency on L2 motivational selves: a study of young Chinese language learners. System, 88, 102181. (doi: 10.1016/j.system.2019.102181)

Wong, Y. K. (2018) Exploring the reading–writing relationship in young Chinese language learners’ sentence writing. Reading and Writing, 31, pp. 945-964. (doi: 10.1007/S11145-018-9820-2)

Wong, Y. K. (2018) Structural relationships between second-language future self-image and the reading achievement of young Chinese language learners in Hong Kong. System, 72, pp. 201-214. (doi: 10.1016/j.system.2017.12.003)

This list was generated on Mon Jul 15 23:16:38 2024 BST.

Grants

Principal Investigator, “Facilitating non-Chinese speaking (NCS) students’ Chinese literacy development: An evidence–based approach.” Standing Committee on Language Education and Research (SCOLAR) Research and Development Projects, 2021-2023, HK$ 1,622,928 (GBP£ 151,893).

Principal Investigator, “Role of transcription skills in young Chinese language learners’ writing development.” Research Grants Council General Research Fund for 2020/21, HK$ 633,800 (GBP£ 59,318).

Principal Investigator, “The development of Chinese literacy proficiency and its relationship with learning motivation in ethnic-minority primary school students.” Public Policy Research Funding Scheme by the Policy Innovation and Co-ordination Office of HKSAR, 2020-2021, HK$ 473,812 (GBP£ 44,345).

Principal Investigator, “Investigating linguistics and metalinguistic correlates of young L2 Chinese learners’ reading and spelling development.” CUHK Direct Grant for Research, 2019-2020, HK$ 62,000 (GBP£ 5,802).

Principal Investigator, “Foundational Chinese literacy skills for non-Chinese speaking (NCS) students: An intervention research.” Standing Committee on Language Education and Research (SCOLAR) Research and Development Projects, 2018-2020, HK$ 1,445,205 (GBP£ 135,259).

Principal Investigator, “Relationships between Chinese oral language and literacy development in primary ethnic minority students in Hong Kong.” CUHK Direct Grant for Research, 2017-2019, HK$ 32,322 (GBP£ 3,025).

Principal Investigator, “The Chinese literacy development of upper-primary ethnic minority students in Hong Kong: A longitudinal study.” CUHK Direct Grant for Research, 2016-2017, HK$ 40,000 (GBP£ 3,743).

 

Supervision

  • ZHANG, Mingyue
    Comparing Processing Instruction and Traditional Instruction on the acquisition of English grammar
  • Zhou, Yingying
    Why do the highest achieving students not choose to take up STEM careers? A mixed method comparison between the UK and China.

Additional information

Adjunct Associate Professor at the Department of Curriculum and Instruction of the Chinese University of Hong Kong

Voting member of the Society for the Scientific Study of Reading (SSSR)