✉ 學校郵箱
wjliang@cityu.mo
☎ 辦公室電話
+853-85902832
學歷
2020 PhD in English Language Education, The University of Hong Kong, China
2016 Master of Arts in Teaching English to Speakers of other Languages, The University of Hong Kong, China
2015 Bachelor of Arts in English Language and Literature, Shantou University, China
現任
澳門城市大學應用語言學助理教授
曾任教科目
BOE109 English Writing II
BOE206 English Writing IV
BOE316 Curriculum and Teaching Theory
SCG6030 Developing Creativity and Innovation in STEM
MEDD8008 Research Project
MEDD8009 Professional Portfolio
MAES7200 Project by Independent Study
MEDD8811 Classroom Research in General Studies and Liberal Studies
GRSC6008 Transferable Skills
研究方向
Critical Thinking
Applied Linguistics
Technology-enhanced Language Learning
研究及出版
Liang, W. (2023). Towards a set of design principles for technology-assisted critical-thinking cultivation: A synthesis of research in English language education. Thinking Skills and Creativity, 101203. [SSCI Q1, impact factor: 3.652]
Liang, W. (2021). University teachers’ technology integration in teaching English as a foreign language: Evidence from a case study in mainland China. SN Social Sciences. 1, 219.
Liang, T., & Fung, D.C.L. (2021). Fostering critical thinking in English-as-a-second-language classrooms: Challenges and opportunities. Thinking Skills and Creativity. 39, 100769. DOI: 10.1016/j.tsc.2020.100769 [SSCI, impact factor: 3.652]
Liang, W., & Fung, D. (2020). Development and evaluation of a WebQuest-based teaching programme: Students’ use of exploratory talk to exercise critical thinking. International Journal of Educational Research, 104, 101652. DOI: 10.1016/j.ijer.2020.101652 [SSCI, impact factor: 2.845]
Fung, D.C.L., & Liang, T. (2019). Fostering critical thinking through collaborative group work: Insights from Hong Kong. Singapore: Springer Publications. (Total 172 pages, peer-reviewed) [academic monograph]
Liang, W., & Fung, D. (2022). Designing STEM education in small class teaching environments: The Hong Kong experience. The Asia-Pacific Education Researcher, 1-21. DOI: 10.1007/s40299-022-00643-8 [SSCI, impact factor: 2.618]
Liang, T., & Wu, M. (accepted). A scoping review of the literature on Content and Language Integrated Learning assessment. Journal of Immersion and Content-Based Language Education. [ESCI]
Fung, D., & Liang, T. (2018). The legitimacy of curriculum development in post-colonial Hong Kong: Insights from the case of Liberal Studies. Oxford Review of Education, 44(2), 171-189. DOI: 10.1080/03054985.2017.1379382 [SSCI, impact factor: 2.414]
Fung, D., & Liang, W. T. (2021). A journey towards collaborative culture development: How to be weightless despite academic gravity. Frontiers of Education in China, 16(1), 79-112. [ESCI]
Fung, D.C.L., & Liang, T. (2022). The effectiveness of collaborative mind mapping in Hong Kong primary science classrooms. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-022-10279-1 [SSCI, impact factor: 2.295]
Harfitt, G., Fung, D., & Liang, T. (Corresponding Author) (2019). Promoting good practice in small classes: Lessons learnt from small class teaching professional development programmes in Hong Kong. International Journal of Educational Research, 96, 173-182. DOI: 10.1016/j.ijer.2018.10.005 [SSCI, impact factor: 2.845]
Fung, D., Lui, W. M., Liang, T., & Su, A. (2017). The way forward for the development of Liberal Studies: How teachers perceive its introduction and implementation in Hong Kong secondary schools. Asia Pacific Education Review, 18(1), 123-134. DOI: 10.1007/s12564-017-9471-z [SSCI, impact factor: 2.093]