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Publications

You can find accepted or published version of most my publications on the University of St Andrews repository. If not, feel free to email me and I will send you a copy.

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Live Repository of Early Career Researcher Peer Reviewers

This is a list of early career researchers (ECRs) (including doctoral students) who are interested in peer reviewing for journals in education & applied linguistics.

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Published work

Published work – journal articles
  1. Nie, D., Liu, Q., & Chong, S. W. (2025). Launching a New Initiative: A Living Database of Research Syntheses in Applied Linguistics. Research Synthesis in Applied Linguistics, 1–11.
  2. Stringer, T., Hopkyns, S., Chong, S. W., Ngo, X. M., & Jordan, E. (2025). St Andrews Journal of International and Language Education Forum: Our Voices. St Andrews Journal of International and Language Education, 1(1), Article 2954. 
  3. Chong, S. W., & Chan, S. (2025). Research Synthesis in Applied Linguistics: More than Methodologies. Research Synthesis in Applied Linguistics, 1–4.
  4. Curtis, K., Chong, S. W., & Kong, M. S. (2025). A qualitative synthesis of research into the use of exemplars in the English for academic purposes context to develop student feedback literacy. Research Synthesis in Applied Linguistics.
  5. Yun, J., & Chong, S. W. (2025). An Advising Approach to Language Teaching for Improving Learner Autonomy. Studies in Self-Access Learning Journal.
  6. Chong, S. W. (2025). Synthesis Methods and Reporting Tool (SMART) for Research Syntheses in Applied Linguistics. Research Synthesis in Applied Linguistics.
  7. Reinders, H., Chong, S. W., & Liu, Q. (2025). Conceptualisation of and research on language teacher leadership: a scoping review. TESOL Journal.  (IF: 1.3)
  8. Sato, M., Chong, S. W., Aktar, T., Cowell, J., Goughari, M. S., & Kong, M. S. (2024). Collaborative reflections on engaging in researcher-practitioner dialogues: The case of TESOLGraphics. Innovation in Language Learning and Teaching. (IF: 3.1)
  9. Masaon, S., Frick, L., Castello, M., Cheng, W., Chong, S. W., Villaba, L. D., Garcia-Morante, M., Kong, M. S., Sakurai, Y., Shojaeian, N., Spronken-Smith, R., & Weise, C. (2024). What makes a Thesis by Publication? An international study of policy requirements and restrictions. Journal of Higher Education Policy and Management. (IF: 2.7)
  10. Masaon, S., Frick, L., Castello, M., Cheng, W., Chong, S. W., Villaba, L. D., Garcia-Morante, M., Kong, M. S., Sakurai, Y., Shojaeian, N., Spronken-Smith, R., & Weise, C. (2024). Prominence, promotion and positioning of the “Thesis by Publication” in six countries. Higher Education Policy. (IF: 1.6)
  11. Chong, S. W., Bergdahl, N., Bond, M., Miller, S., & Wong, A. W. Y. (2024). Re-imagining “openness” in Review of Education: Methodological standards, open science, and nurturing the next generation of researchers. Review of Education. (IF: 2.4)
  12. Bond, M., Khosravi, H., de Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P., Chong, S. W., & Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education. (IF: 8.6)
  13. Wong, W. Y. A., Gormley, G. J., Haughey, S., Chong, S. W., Wilson, C. B. (2023). Better together: An assessor support roadmap. The Clinical Teacher. (IF: 1.8)
  14. Yun, J., & Chong, S. W. (2023). Task-based language teaching in one-on-one English language teaching classrooms. Modern English Teacher.
  15. Kong, M. S., Carr, M., & Chong, S. W. (2023). Cross-linguistic influence in Hong Kong ESL learners’ acquisition of accurate use of conjunctions. Fudan Journal of  the Humanities and Social Sciences. (IF: 2.0)
  16. Chong, S. W., & Lin, T. J. (2023). Feedback in journal peer-review: A systematic literature review. Assessment & Evaluation in Higher Education. (IF: 4.440)
  17. Chong, S. W., & Isaacs, T. (2023). An ecological perspective on classroom-based assessment. TESOL Quarterly. (IF: 3.410)
  18. Chong, S. W., & Plonsky, L. (2023). A typology of research synthesis in applied linguistics. Applied Linguistics Review. (IF: 3.063) [read preprint here]
  19. Chong, S. W., Bond, M., & Chalmers, H. (2023). Opening the methodological black box of research synthesis in language education: Where are we now and where are we heading?. Applied Linguistics Review. (IF: 3.063)
  20. Qi, L., & Chong, S. W. (2023). A qualitative synthesis of research on bilingual education in China: Models and perceptions. Applied Linguistics Review. (IF: 3.063)
  21. Meng, L., Chong, S. W., Marsden, E., McManus, K., Morgan-Short, K., Al-Hoorie, A. H., Plonsky, L., Bolibaugh, C., Hiver, P., Winke, P., Huensch, A., & Hui, B.  (2022). Open scholarship in applied linguistics: What, why, and how. Language Teaching. Advanced online publication. (IF: 4.769)
  22. Chong, S. W., Isaacs, T., & McKinley, J. (2022). Ecological Systems Theory and L2 research. Language Teaching. Advanced online publication. (IF: 4.769)
  23. Chong, S. W. (2022). The role of feedback literacy in written corrective feedback research: From feedback information to feedback ecology. Cogent Education, 9(1), 2082120. (CiteScore: 2.0)
  24. Shen, R., & Chong, S. W. (2022). Learner engagement with written corrective feedback in ESL and EFL contexts: A qualitative research synthesis using a perception-based framework. Assessment & Evaluation in Higher Education, Advanced online publication. (IF: 4.440)
  25. Mason, S., & Chong, S. W. (2022). Bringing light to a hidden genre: The peer review report. Higher Education Research & Development, Advanced online publication. (IF: 2.849)
  26. Chong, S. W., Khan, M. A., & Reinders, H. (2022). A critical review of design features of LMOOCs. Computer Assisted Language Learning. Advanced online publication. (IF: 5.964)
  27. Chong, S. W., & Reinders, H. (2022). Autonomy of English language learners: A scoping review of research and practice. Language Teaching Research. Advanced online publication. (IF: 3.401).
  28. Ma, H., & Chong, S. W. (2022). Predictability of IELTS in a high-stakes context: A mixed methods study of Chinese students’ perspectives on test preparation. Language Testing in Asia, 12, 2(2022). (CiteScore: 2.7)
  29. Chong, S. W., Lin, T., & Chen, Y. (2022). A methodological review of systematic literature reviews in higher education: Heterogeneity and homogeneity. Educational Research Review, 35(2022), 100426. (IF: 10.207)
  30. Chong, S. W., & Reinders, H. (2021). A methodological review of qualitative research synthesis in CALL: The state-of-the-art. System, 103(2021), 102646. (IF: 4.518)
  31. Chong, S. W., & Plonsky, L. (2021). A primer on qualitative research synthesis in TESOL. TESOL Quarterly, 55(3), 1024-1034. (IF: 3.410)
  32. Chong, S. W. (2021). BAAL/CUP Seminar on research synthesis in applied linguistics: Facilitating research-pedagogy dialogue. Language Teaching. Advanced online publication. (IF: 4.769)
  33. Chong, S. W., & Plonsky, L. (2021). A typology of secondary research in Applied Linguistics. [Preprint]
  34. Chong, S. W. (2021). Demystifying commentary guidelines of PhD by published work in the UK: Insights from genre analysis. Innovations in Education and Teaching International. Advanced online publication. (IF: 2.027)
  35. Chong, S. W. (2021). Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Education, 46(1), 92-104. (IF: 4.440)
  36. Chong, S. W. (2021). Improving peer-review by developing reviewers’ feedback literacy. Learned Publishing, 34(3), 461-467. (IF: 2.711)
  37. Chong, S. W., & Mason, S. (2021). Demystifying the process of scholarly peer-review: An autoethnographic investigation of feedback literacy of two award-winning peer reviewers. Humanities and Social Sciences Communications, Article 8, 266(2021). (IF: 2.731)
  38. Chong, S. W. (2021). University students’ perceptions towards using exemplars dialogically to develop evaluative judgement: The case of a high-stakes language test. Asian-Pacific Journal of Second and Foreign Language Education, 6, Article 12. (CiteScore: 2.0)
  39. Chong, S.W., & Reinders, H. (2021). Technology-mediated task-based language teaching: A qualitative research synthesis. OASIS Summary of Chong, S.W. & Reinders, H. (2020) in Language Learning and Technology.
  40. Chong, S. W. (2020). PhD by published work and “doctorateness”: My experience at a UK university. Innovative Practice in Higher Education, 4, 1.
  41. Chong, S. W., & Reinders, H. (2020). Technology-mediated task-based language teaching: A qualitative research synthesis. Language Learning & Technology, 24(3), 70-86. (IF: 4.694)
  42. Chong, S. W. (2020). The role of research synthesis in facilitating research-pedagogy dialogue. ELT Journal, 74(4), 484-487. (IF: 2.481)
  43. Chong, S. W. (2020). Written corrective feedback practices of an experienced ESL primary teacher: An ecological perspective. TESOL Journal, 11(3), e00509. (CiteScore: 1.7)
  44. Chong, S. W. (2019). Academic writing skills for postgraduate students. Academe: First Forays into Academic Writing, 2(1), 45-60.
  45. Chong, S. W. (2019). A research report: Theorizing ESL community college students’ perception of written feedback. Community College Journal of Research and Practice, 44(6), 463-467. (CiteScore: 1.3)
  46. Chong, S. W. (2019). A systematic review of written corrective feedback research in ESL/EFL contexts. Language Education and Assessment, 2(2), 57-69.
  47. Chong, S. W. (2019). College students’ perception of e-feedback: A grounded theory perspective. Assessment & Evaluation in Higher Education, 44(7), 1090-1105. (IF: 4.440)
  48. Chong, S. W., Mynard, J., & Reinders, H. (2019). Learner autonomy search engine & repository (LASER). Relay Journal, 2(1), 212-217.
  49. Chong, S. W. (2019). The use of exemplars in English writing classrooms: From theory to practice. Assessment & Evaluation in Higher Education, 44(5), 748-763. (IF: 4.440)
  50. Chong, S. W. (2018). A three-stage model for implementing focused written corrective feedback. TESL Canada, 34(2), 71-83.
  51. Chong, S. W. (2018). Giving feedback: An English teacher’s curse or blessing?. English Teaching Professional, 114, 41-42.
  52. Chong, S. W. (2018). Interpersonal aspect of written feedback: A community college students’ perspective. Research in Post-Compulsory Education, 23(4), 499-519. (CiteScore: 1.0)
  53. Chong, S. W. (2018). Three paradigms of classroom assessment: Implications for written feedback research. Language Assessment Quarterly, 15(4), 330-347. (IF: 2.143)
  54. Chong, S. W.* (2018). Interplay among technical, socio-emotional and personal factors in written feedback research. Assessment & Evaluation in Higher Education, 43(2), 185-196. (IF: 4.440)
  55. Chong, S. W.* (2017). Assessment dialogues between teachers and students using e-writing portfolios. TESOL Journal, 8(1), 240-243. (CiteScore: 1.7)
  56. Chong, S. W.* (2017). How students’ ability levels influence the relevance and accuracy of their feedback to peers: A case study. Assessing Writing, 31, 13-23. (IF: 3.164)
  57. Chong, S. W.* (2017). Reconsidering teacher, peer, and computer-generated feedback. TESOL Journal, 8(4), 886-893. (CiteScore: 1.7)
  58. Chong, S. W.* (2017). Teaching students how to write a description with a photo activity. English Teaching Forum, 55(2), 32-37.
  59. Chong, S. W.* (2017). To mark or not to mark, that is the question: Developing English teachers’ readiness to implement focused written corrective feedback. The Teacher Trainer Journal, 31(2), 10-12.
  60. Chong, S. W.* (2016). Fostering students’ metacognitive knowledge through written comments. Humanising Language Teaching, 18(6).
  61. Chong, S. W.* (2016). Pedagogical design capacity and underlying knowledge base of curriculum materials use of a Hong Kong English teacher. English Language Teaching, 9(5), 85-97.
  62. Chong, S. W.* (2016). Promoting peer assessment using Moodle in a public speaking course. Modern English Teacher, 25(4), 52-54. *Author name appears as Chong, I.
Published work – book chapters
  1. Chong, S. W. (2025). Research Syntheses. In M. Kessler (Ed.), Online and internet-based research methods in applied linguistics. John Benjamins. 
  2. Chong, S. W., Gao, A. (2024). Academics’ feedback literacy for journal peer review. In Developing feedback literacy for academic journal peer review: Narratives from researchers in education and applied linguistics. Routledge.
  3. Chong, S. W., Gao, A. (2024). Feedback in journal peer review: the way forward. In Developing feedback literacy for academic journal peer review: Narratives from researchers in education and applied linguistics. Routledge.
  4. Chong, S. W., & Reinders, H. (2024). Innovating language education in partnership: The less-treaded path. In Innovation in language learning and teaching: The case of England, Northern Ireland, Scotland, and Wales. Palgrave Mcmillan.
  5. Chong, S. W., & Reinders, H. (2024). Innovation in language education in the United Kingdom: Voices from the four nations. In Innovation in language learning and teaching: The case of England, Northern Ireland, Scotland, and Wales. Palgrave Mcmillan.
  6. Chong, S. W., & Plonsky, L. (2024). Research synthesis in language education. In Nesi, H., Milin, P., & Chong, S. W. (Eds.), International Encyclopedia of Language and Linguistics (3rd Edition). Elsevier. 
  7. Liu, Q., & Chong, S. W. (2024). Feedback literacy for language teachers and learners. In Nesi, H., Milin, P., & Chong, S. W. (Eds.), International Encyclopedia of Language and Linguistics (3rd Edition). Elsevier. 
  8. Reinders, H., & Chong, S. W. (2023). Computer-assisted language learning (CALL) as a pedagogical framework. In C. Chappell (Ed.), Encyclopedia of Applied Linguistics. Wiley.
  9. Chong, S. W., & Johnson, N. (2022). Introduction: Demystifying the PhD by Publication. In S. W. Chong & N. Johnson (Eds.), Landscapes and narratives of PhD by Publication: Demystifying students’ and supervisors’ Perspectives (pp. 1-9). Springer.
  10. Chong, S. W. (2022). Retrospective PhD by Publication in the UK: A rapid review on educational research commentaries. In S. W. Chong & N. Johnson (Eds.), Landscapes and narratives of PhD by Publication: Demystifying students’ and supervisors’ Perspectives (pp. 47-71). Springer.
  11. Johnson, N., & Chong, S. W. (2022). Demystifying the PhD by Publication and the research road ahead. In S. W. Chong & N. Johnson (Eds.), Landscapes and narratives of PhD by Publication: Demystifying students’ and supervisors’ Perspectives (pp. 215-222). Springer.
  12. Chong, S. W., Reinders, H. (2023). Learning-oriented language assessment: Insights for evidence-based practices. In S. W. Chong & H. Reinders (Eds.), Innovation in learning-oriented language assessment (pp. xx-xx). Palgrave Macmillan.
  13. Chong, S. W. (2023). Language teacher autonomy and written feedback: The case of a Hong Kong elementary English. In S. W. Chong & H. Reinders (Eds.), Innovation in learning-oriented language assessment (pp. xx-xx). Palgrave Macmillan.  
Published work – books and monographs
  1. Chong, S. W., & Gao, A. (Eds.) (2024). Developing feedback literacy for academic journal peer review: Narratives from researchers in education and applied linguistics. Routledge. 
  2. Chong, S. W., & Reinders, H. (Eds.) (2024). Innovation in language learning & teaching: The case of England, Northern Ireland, Scotland, and Wales. Palgrave Macmillan.
  3. Chong, S. W., & Reinders, H. (Eds.) (2023). Innovation in learning-oriented language assessment. Palgrave Macmillan. [Link to UKALTA-funded symposium based on the book] [Book review in Language Assessment Quarterly] [Book review in Journal of Asia TEFL] [Book review in PASAA Journal] 
  4. Chong, S. W., & Johnson, N. (Eds.) (2022). Landscapes and narratives of PhD by Publication: Demystifying students’ and supervisors’ Perspectives. Springer.
  5. Chong, S. W., & Ye, X. (2021). Developing writing skills for IELTS: A research-based approach. Routledge.
  6. Chong, S. W. (2020). Metacognitive mindscapes: Understanding secondary EFL writing students’ systems of knowledge. Routledge.
  7. Chong, S. W., & Chiu, C. (2013). Jockey Club keys to music education programme: Activity book. Hong Kong Philharmonic Orchestra.
Published work – commissioned report
  1. Chong, S. W., Oxley, E., Bond, M., Negrea, V., Smith, E., Ciesielska, M., Mckeown, B., & Dillon, S. (2025). A meta systematic review of effective practices in trainee and in-service teacher professional development. Department for Education, England. 
  2. Chong, S. W., Oxley, E., Bond, M., Negrea, V., Liu, Q., & Kong, M. S. (Feb 2024). Teacher recruitment and retention in schools in socioeconomically disadvantaged areas in England: Review of practice. Education Endowment Foundation.
  3. Liu, M., & Chong, S. W. (2022). Research network statement on open scholarship in applied linguistics (endorsed by International Association of Applied Linguistics). Open Applied Linguistics Research Network.
  4. Chong, S. W. (2022). Researcher’s report for BERA ethical guidelines review. British Educational Research Association. 
Published work – systematic review protocols
  1. Reinders, H., Nie, D., Liu, Q., & Chong, S. W. (2025). Protocol for a Scoping Review on Learning Analytics in Language Education. Research Synthesis in Applied Linguistics, 1–9. https://doi.org/10.1080/29984475.2025.2573451
  2. Liu, X., Chong, S. W., & Li, Y. (2025). Protocol for a Qualitative Research Synthesis on University Teachers’ Use of AI Tools in English Education in China. Research Synthesis in Applied Linguistics, 1–11.
  3. Chong, S. W., Negrea, V., Ciesielska, M., Covernton, P. (2025). Mentoring for school leaders: Protocol for a rapid evidence synthesis. Department for Education.
  4. Chong, S. W., Nie, D., Liu, Q. (2025). A protocol for a meta-review on applied linguistics researchscape. Research Synthesis in Applied Linguistics.
  5. Kong, M. S., Hopkyns, S., & Chong, S. W. (2024). A protocol for a practice review of translanguaging in UK classrooms. International Database of Education Systematic Reviews.
  6. Yun, J., & Chong, S. W. (2024). A protocol for a methodological synthesis of autoethnography in language education research. International Database of Education Systematic Reviews.
  7. Chong, S. W., Oxley, E., Bond, M., Negrea, V., & Smith, E. (2024). Protocol for a meta-review in teacher education and professional development. National Institute of Teaching.
  8. Chong, S. W., Bond, M., & Negrea, V. (2023). Teacher recruitment and retention in schools in socio-economically disadvantaged areas in England : Study plan for a review of practice. Education Endowment Foundation.
  9. Chan, S., & Chong, S. W. (2023). Protocol for a scoping review of L2 learners’ cognitive processes research in language testing. International Database of Education Systematic Reviews.
  10. Kitai, S., Kato, S., & Chong, S. W. (2023). A protocol for a qualitative synthesis of research of technology-mediated task-based language teaching in Japan. International Database of Education Systematic Reviews.
  11. Reinders, H., Chong, S. W., & Qi, L. (2023). A protocol for a scoping review on conceptualisations of and research on language teacher leadership. International Database of Education Systematic Reviews.
  12. Nazer, B., Chong, S. W., & Kong, M. S. (2023). A protocol for a systematic literature review of the interventions used to help EAP students use synthesis when writing from sources. International Database of Education Systematic Reviews.
  13. Yun, J., & Chong, S. W. (2023). A protocol for a scoping review of advising in language education. International Database of Education Systematic Reviews.
  14. Curtis, K., & Chong, S. W., & Kong, M. S. (2023). A protocol for a qualitative synthesis of research into the use of exemplars in the English for academic purposes context to develop student feedback literacy. International Database of Education Systematic Reviews.
  15. Chong, S. W., & Isaacs, T. (2022). A protocol for a scoping review of learning-oriented language assessment in formal and non-formal educational contexts. International Database of Education Systematic Reviews.
  16. Robinson, B., O’Boyle, A., & Chong, S. W. (2022). A protocol for a systematic review of community and volunteer-led initiatives for social integration and language education of asylum seekers and refugees. International Database of Education Systematic Reviews.
Published work – others
  1. Chong, S. W., Bond, M., Ciesielska, M., Covernton, P., Negrea, V. (2025). An evidence brief on mentoring for school leaders. Department for Education, England.
  2. Chong, S. W., & Fox, A. (2024). BERA’s research ethics case studies. British Education Research Association.
  3. National Institute of Teaching. (2023). Teacher recruitment, training and retention. Written evidence submitted to the UK Parliament.
FEATURED
NEWS
Live Repository of Early Career Researcher Peer Reviewers

This is a list of early career researchers (ECRs) (including doctoral students) who are interested in peer reviewing for journals in education & applied linguistics.

Read more

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