Choo Mui Cheong - Academia.edu (original) (raw)
Papers by Choo Mui Cheong
The role of gender differences in the effect of ideal L2 writing self and imagination on continuation writing task performance
Thinking Skills and Creativity
Enhancing Self- and Peer Assessment for Academic Writing: Understanding the Assessment Processes From Students' Perspective
Proceedings of the 2022 AERA Annual Meeting
Effects of L1 single-text and multiple-text comprehension on L2 integrated writing
Assessing Writing
Abstract Integrated writing entails synthesis of information and coordination of language skills.... more Abstract Integrated writing entails synthesis of information and coordination of language skills. It constitutes an integral part of Hong Kong’s language curriculum at the secondary school level. This study explored the relationships between reading comprehension, including single-text and multiple-text comprehension, and integrated writing performance in Chinese (the students’ first language, L1) and English (their second language, L2). 322 students from four secondary schools participated in this study. The results of latent variable path analysis revealed that L1 single-text comprehension directly affected the ability to coordinate multiple texts in the same language. L1 reading comprehension was positively associated with L1 and L2 integrated writing. Cross-language transfer from L1 integrated writing to L2 was also observed with L1 reading comprehension playing a significant role in the transfer. The findings suggest that the ability to write from sources in L2 could capitalize on the ability that have already acquired in L1. This study contributed to existing literature by substantiating the cross-language connection between reading and writing in integrated writing. It also supports the adoption and early implementation of integrative pedagogy of reading and writing to better facilitate the development of L2 integrated writing competence.
Self-assessment complements peer assessment for undergraduate students in an academic writing task
Assessment & Evaluation in Higher Education
Secondary school students’ performance on integrated writing task in Chinese as a first language
Presented at 5th International Conference on Teaching and Learning of Chinese as a Second Language, Sep 11, 2018
Twenty years of L1: The journal and the research community behind it
L1-educational Studies in Language and Literature, Aug 11, 2021
The role of need for cognition (NfC) in the effect of language modalities on integrated writing performance
British Journal of Educational Psychology, 2022
BACKGROUND As a complex cognitive task, integrated writing (IW) requires not only different langu... more BACKGROUND As a complex cognitive task, integrated writing (IW) requires not only different language modalities but also persistent cognitive effort. In practice, varied language modalities are taught together with IW tasks. However, little research has been done to investigate independent and integrated language tasks simultaneously. In addition, the need for cognition (NfC), which plays an important role in cognitive processing, has not been explored in the context of IW. AIMS The present study aims to investigate the influence of different language modalities (i.e., reading and writing) on IW performance and how NfC moderates this influence. SAMPLE A total of 246 Secondary Four students from three schools in Hong Kong. METHODS Measures of reading, writing, NfC and IW performance were obtained. Structural equation modelling was used to explore the relationships between reading, writing and IW and investigate the role of NfC. RESULTS Positive effects of reading and writing on IW performance were observed, and writing played a mediating role in the relationship between reading and IW at the same time. Although NfC negatively moderated the influence of reading on IW, it had no moderating effect on the influence of writing on IW. CONCLUSIONS The teaching of different language modalities enhances IW performance. The negative moderating effect of NfC on the relationship between reading and IW performance implies that differentiated instruction is required due to individual differences in the influence of reading on IW. Regarding pedagogical implication, teachers should integrate the teaching of reading and writing and focus on cultivating students' cognitive needs to enhance their IW performance.
Comparing self-reflection and peer feedback practices in an academic writing task: a student self-efficacy perspective
Teaching in Higher Education, 2022
L1 Educational Studies in Language and Literature, 2021
In 2021, the L1 journal celebrates its 20 th anniversary. The editors take this occasion to have ... more In 2021, the L1 journal celebrates its 20 th anniversary. The editors take this occasion to have a look back to its development and the development of the L1 education research community behind it, and to reflect on prospects for the future. External scholars commented on the paper, and their comments have been published along with it (see Green 2021, Pieper 2021).
The features of naep writing test and its referential values
2013-2014 > Academic research: not refereed > Chapter in an edited book (author
Frontiers in Psychology, 2021
Due to the growing popularity of Assessment for Learning in higher education, self- feedback and ... more Due to the growing popularity of Assessment for Learning in higher education, self- feedback and peer feedback are often highlighted for their role in improving writing performance. In order to provide appropriate support for students' effective implementation of the feedback, teachers must comprehend the differential characteristics of self- and peer feedback. However, empirical research comparing the two remains scarce, particularly when they are used in combination. In this study, 116 Hong Kong undergraduate students participated in an abstract writing task and engaged in self- and peer feedback processes. The amount, types, and implementation of self- and peer feedback and their effects on writing improvement were analyzed and compared. Hierarchical regression analyses indicated that about 25% of the variance in the students' writing improvement was collectively accounted for by the two feedback processes. One form of feedback contributed about 15% of the variance while ...
Psychiatry Research, 2018
The matter of whether different coping styles are correlated with increased Internet addiction or... more The matter of whether different coping styles are correlated with increased Internet addiction or not remains a topic of debate. Most researchers have argued that Internet addiction is linked to low positive coping and high negative coping; however, others have rejected this opinion. Consequently, this meta-analysis examined the link between coping style and Internet addiction to address this controversy. Seventy-seven studies comprising 46,025 Chinese adolescent students were analyzed. The results suggested a medium negative correlation between positive coping and Internet addiction and a medium positive correlation between negative coping and Internet addiction. Furthermore, coping style measures, Internet addiction, region, and gender moderated these links. The link between negative coping and Internet addiction was largest when positive coping was measured with the Coping Style Questionnaire (CSQ), smaller when using the Simplified Coping Style Questionnaire, and smallest when using other measures. The negative correlation between positive coping and Internet addiction was largest when Internet addiction was measured with the Internet Addiction Test, smaller when using revised Chinese Internet Addiction Scale, and smallest when using other measures. For both positive and negative coping and Internet addiction, the correlations were largest in Eastern China, smaller in Central China, and smallest in Western China.
Strategies for Enhancing Effectiveness of School-based Curriculum: Singapore’s Initial Experiences of Implementing Chinese Language School-based Curriculum at Primary Level
2007-2008 > Academic research: refereed > Publication in refereed journalbcm
Sustainability, 2021
Argumentative writing is the most commonly used genre in writing classroom practices and assessme... more Argumentative writing is the most commonly used genre in writing classroom practices and assessments. To draft an argumentative essay in authentic settings, writers are usually required to evaluate and use content knowledge from outside sources. Although source-based argumentation is a sustainable skill that is crucial for students’ academic career, this area remains under-researched. Hence, this paper presents a within-subject study that investigated Hong Kong secondary school students’ argumentation construction in L1 and L2 source-based writing from both product-oriented and process-oriented perspectives. Multiple sources of data were collected, including L1 and L2 source-based argumentative texts, eye-tracking metrics and recorded videos, and stimulated recall interviews. Findings of our study show that the L1 source-based argumentative compositions of the Hong Kong secondary student writers differed greatly from their L2 ones in terms of the argument structure, source use, and ...
Improving Teachers’ Questioning in Teaching of Reading Texts in Chinese Based on the Six Types of Reading Comprehension Processes
Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency
Reading and Writing
Secondary teachers’ conceptions of integrated writing skills: Are teachers’ conceptions aligned with the curriculum objectives
Asia Pacific Education Review
Syntactic development of primary school students in Singapore : analyses of sentence production in Chinese Writing = Xinjiapo xiao xue sheng Hua wen zuo wen de ju zi fa zhan
Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments
Reading and Writing
Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its Formulation
Frontiers in Psychology
The role of gender differences in the effect of ideal L2 writing self and imagination on continuation writing task performance
Thinking Skills and Creativity
Enhancing Self- and Peer Assessment for Academic Writing: Understanding the Assessment Processes From Students' Perspective
Proceedings of the 2022 AERA Annual Meeting
Effects of L1 single-text and multiple-text comprehension on L2 integrated writing
Assessing Writing
Abstract Integrated writing entails synthesis of information and coordination of language skills.... more Abstract Integrated writing entails synthesis of information and coordination of language skills. It constitutes an integral part of Hong Kong’s language curriculum at the secondary school level. This study explored the relationships between reading comprehension, including single-text and multiple-text comprehension, and integrated writing performance in Chinese (the students’ first language, L1) and English (their second language, L2). 322 students from four secondary schools participated in this study. The results of latent variable path analysis revealed that L1 single-text comprehension directly affected the ability to coordinate multiple texts in the same language. L1 reading comprehension was positively associated with L1 and L2 integrated writing. Cross-language transfer from L1 integrated writing to L2 was also observed with L1 reading comprehension playing a significant role in the transfer. The findings suggest that the ability to write from sources in L2 could capitalize on the ability that have already acquired in L1. This study contributed to existing literature by substantiating the cross-language connection between reading and writing in integrated writing. It also supports the adoption and early implementation of integrative pedagogy of reading and writing to better facilitate the development of L2 integrated writing competence.
Self-assessment complements peer assessment for undergraduate students in an academic writing task
Assessment & Evaluation in Higher Education
Secondary school students’ performance on integrated writing task in Chinese as a first language
Presented at 5th International Conference on Teaching and Learning of Chinese as a Second Language, Sep 11, 2018
Twenty years of L1: The journal and the research community behind it
L1-educational Studies in Language and Literature, Aug 11, 2021
The role of need for cognition (NfC) in the effect of language modalities on integrated writing performance
British Journal of Educational Psychology, 2022
BACKGROUND As a complex cognitive task, integrated writing (IW) requires not only different langu... more BACKGROUND As a complex cognitive task, integrated writing (IW) requires not only different language modalities but also persistent cognitive effort. In practice, varied language modalities are taught together with IW tasks. However, little research has been done to investigate independent and integrated language tasks simultaneously. In addition, the need for cognition (NfC), which plays an important role in cognitive processing, has not been explored in the context of IW. AIMS The present study aims to investigate the influence of different language modalities (i.e., reading and writing) on IW performance and how NfC moderates this influence. SAMPLE A total of 246 Secondary Four students from three schools in Hong Kong. METHODS Measures of reading, writing, NfC and IW performance were obtained. Structural equation modelling was used to explore the relationships between reading, writing and IW and investigate the role of NfC. RESULTS Positive effects of reading and writing on IW performance were observed, and writing played a mediating role in the relationship between reading and IW at the same time. Although NfC negatively moderated the influence of reading on IW, it had no moderating effect on the influence of writing on IW. CONCLUSIONS The teaching of different language modalities enhances IW performance. The negative moderating effect of NfC on the relationship between reading and IW performance implies that differentiated instruction is required due to individual differences in the influence of reading on IW. Regarding pedagogical implication, teachers should integrate the teaching of reading and writing and focus on cultivating students' cognitive needs to enhance their IW performance.
Comparing self-reflection and peer feedback practices in an academic writing task: a student self-efficacy perspective
Teaching in Higher Education, 2022
L1 Educational Studies in Language and Literature, 2021
In 2021, the L1 journal celebrates its 20 th anniversary. The editors take this occasion to have ... more In 2021, the L1 journal celebrates its 20 th anniversary. The editors take this occasion to have a look back to its development and the development of the L1 education research community behind it, and to reflect on prospects for the future. External scholars commented on the paper, and their comments have been published along with it (see Green 2021, Pieper 2021).
The features of naep writing test and its referential values
2013-2014 > Academic research: not refereed > Chapter in an edited book (author
Frontiers in Psychology, 2021
Due to the growing popularity of Assessment for Learning in higher education, self- feedback and ... more Due to the growing popularity of Assessment for Learning in higher education, self- feedback and peer feedback are often highlighted for their role in improving writing performance. In order to provide appropriate support for students' effective implementation of the feedback, teachers must comprehend the differential characteristics of self- and peer feedback. However, empirical research comparing the two remains scarce, particularly when they are used in combination. In this study, 116 Hong Kong undergraduate students participated in an abstract writing task and engaged in self- and peer feedback processes. The amount, types, and implementation of self- and peer feedback and their effects on writing improvement were analyzed and compared. Hierarchical regression analyses indicated that about 25% of the variance in the students' writing improvement was collectively accounted for by the two feedback processes. One form of feedback contributed about 15% of the variance while ...
Psychiatry Research, 2018
The matter of whether different coping styles are correlated with increased Internet addiction or... more The matter of whether different coping styles are correlated with increased Internet addiction or not remains a topic of debate. Most researchers have argued that Internet addiction is linked to low positive coping and high negative coping; however, others have rejected this opinion. Consequently, this meta-analysis examined the link between coping style and Internet addiction to address this controversy. Seventy-seven studies comprising 46,025 Chinese adolescent students were analyzed. The results suggested a medium negative correlation between positive coping and Internet addiction and a medium positive correlation between negative coping and Internet addiction. Furthermore, coping style measures, Internet addiction, region, and gender moderated these links. The link between negative coping and Internet addiction was largest when positive coping was measured with the Coping Style Questionnaire (CSQ), smaller when using the Simplified Coping Style Questionnaire, and smallest when using other measures. The negative correlation between positive coping and Internet addiction was largest when Internet addiction was measured with the Internet Addiction Test, smaller when using revised Chinese Internet Addiction Scale, and smallest when using other measures. For both positive and negative coping and Internet addiction, the correlations were largest in Eastern China, smaller in Central China, and smallest in Western China.
Strategies for Enhancing Effectiveness of School-based Curriculum: Singapore’s Initial Experiences of Implementing Chinese Language School-based Curriculum at Primary Level
2007-2008 > Academic research: refereed > Publication in refereed journalbcm
Sustainability, 2021
Argumentative writing is the most commonly used genre in writing classroom practices and assessme... more Argumentative writing is the most commonly used genre in writing classroom practices and assessments. To draft an argumentative essay in authentic settings, writers are usually required to evaluate and use content knowledge from outside sources. Although source-based argumentation is a sustainable skill that is crucial for students’ academic career, this area remains under-researched. Hence, this paper presents a within-subject study that investigated Hong Kong secondary school students’ argumentation construction in L1 and L2 source-based writing from both product-oriented and process-oriented perspectives. Multiple sources of data were collected, including L1 and L2 source-based argumentative texts, eye-tracking metrics and recorded videos, and stimulated recall interviews. Findings of our study show that the L1 source-based argumentative compositions of the Hong Kong secondary student writers differed greatly from their L2 ones in terms of the argument structure, source use, and ...
Improving Teachers’ Questioning in Teaching of Reading Texts in Chinese Based on the Six Types of Reading Comprehension Processes
Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency
Reading and Writing
Secondary teachers’ conceptions of integrated writing skills: Are teachers’ conceptions aligned with the curriculum objectives
Asia Pacific Education Review
Syntactic development of primary school students in Singapore : analyses of sentence production in Chinese Writing = Xinjiapo xiao xue sheng Hua wen zuo wen de ju zi fa zhan
Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments
Reading and Writing
Primary School Teachers’ Conceptions of Reading Comprehension Processes and Its Formulation
Frontiers in Psychology