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Prof. Guangwei Hu
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Prof. Guangwei Hu

Associate Dean of Faculty of Humanities and Professor

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Biography

I am an applied linguist by training and specialize in language and literacy education. My research consists of three related strands. The first strand centers on second language literacy education in English-as-a-foreign-language contexts and has its roots in my PhD work, which was situated at the intersection of psycholinguistics, language acquisition, and second language writing. The second strand investigates biliteracy acquisition in bilingual and English-as-a-second-language (ESL) contexts, especially such biliteracy development in the early years. My third strand of inquiry focuses on academic literacy. In this work, I have drawn on various linguistic and epistemological theories to examine how knowledge-making practices and social relations may shape the rhetorical and discourse strategies used by members of academic communities to construct and communicate scientific knowledge. My research on academic literacy aims to capture the diversity and complexity of academic literacy practices and offer pedagogical insights and strategies for enhancing the disciplinary literacy of students at various levels of education.

I am interested in supervising graduate projects in the areas of academic discourse, academic literacy, English medium instruction, language assessment, bilingual acquisition in school and home, language-in-education policy, second language writing, and the psychology of second language learning and use. I am open to quantitative, qualitative, and mixed-methods approaches to investigating the complexity of language and literacy development.

Research Overview

I am an applied linguist by training and specialize in language and literacy education. My research consists of three related strands. The first strand centers on second language literacy education in English-as-a-foreign-language contexts and has its roots in my PhD work, which was situated at the intersection of psycholinguistics, language acquisition, and second language writing. The second strand investigates biliteracy acquisition in bilingual and English-as-a-second-language (ESL) contexts, especially such biliteracy development in the early years. My third strand of inquiry focuses on academic literacy. In this work, I have drawn on Halliday and Matthiessen’s Systemic Functional Linguistics, Bernstein’s theorizing on knowledge structures, Maton’s Legitimation Code Theory, and Bakhtin’s Dialogism to examine how epistemological practices and social relations may shape the rhetorical and discourse strategies used by members of academic communities to construct and communicate scientific knowledge. My research on academic literacy aims to capture the diversity and complexity of academic literacy practices and offer pedagogical insights and strategies for enhancing the disciplinary literacy of students at various levels of education.

I am interested in supervising graduate projects in the areas of academic discourse, academic literacy, English medium instruction, language assessment, bilingual acquisition in school and home, language-in-education policy, second language writing, and the psychology of second language learning and use. I am open to quantitative, qualitative, and mixed-methods approaches to investigating the complexity of language and literacy development.

Education and Academic Qualifications

  • Doctor of Philosophy, Nanyang Technological University

Teaching Areas

  • Language and literacy education
  • Language testing and assessment
  • Research methodology in applied linguistics
  • Second language acquisition

Research Interests

  • Academic discourse
  • Academic literacy
  • (Early) biliteracy acquisition
  • Language assessment
  • Language policy
  • Language and literacy education
  • Research methods and methodologies
  • Second language acquisition
  • Second language writing

Research Output

  1. Liontas, J. I. (Series Ed.), Renandya, W., Hu, G., Christison, M., & Broady, C. (Vol. Eds.). (2018). The TESOL encyclopedia of English language teaching: Vol.3. Teaching listening & Teaching speaking and pronunciation. Malden, MA: Wiley-Blackwell.

  2. Alsagoff, L., McKay, S. L., Hu, G., & Renandya, W. A. (Eds.). (2012). Principles and practices for teaching English as an international language. New York: Routledge.

  3. Gu, Y., Hu, G., Zhang, J., & Bai, R. (2011). Strategies-based instruction: Focusing on reading and writing. Beijing: Foreign Language Teaching and Research Press.

  4. Silver, R. E., Hu, G., & Iino, M. (2002). English language education in China, Japan, and Singapore. Singapore: National Institute of Education.

  1. Hu, G., & Shen, Y. (in press). Chinese university teachers’ perceptions and practices regarding plagiarism: Knowledge, stance, and intertextual competence. Ethics & Behavior.

  2. Neupane Bastola, M., & Hu, G. (in press). Supervisory feedback across disciplines: Does it meet students’ expectations? Assessment & Evaluation in Higher Education.

  3. Hu, G., & Xu, S. B. (in press). Agency and responsibility: A linguistic analysis of culpable acts in retraction notices. Lingua.

  4. Chen, L., & Hu, G. (2020). Mediating knowledge through expressing surprises: A frame-based analysis of surprise markers in research articles across disciplines and research paradigms. Discourse Processes, 57, 659-681.

  5. Sun, B., Hu, G., & Curdt-Christiansen, X. (2020). Metalinguistic contribution to reading comprehension: A comparison of Primary 3 students from China and Singapore. Applied Psycholinguistics, 41, 657-684.

  6. Sun, X., & Hu, G. (2020). What do academics know and do about plagiarism: An interview study with Chinese university teachers of English. Ethics & Behavior, 30, 459-479.

  7. Hu, G., & Liu, Y. (2020). Disciplinarity and academic discourse. Foreign Language Education, 41(2), 29-33.

  8. Hu, G. (2019). English-medium instruction in higher education: Lessons from China. Journal of Asia TEFL, 16, 1-11.

  9. Hu, G., & Chen, L. (2019). “To our great surprise…”: A frame-based analysis of surprise markers in research articles. Journal of Pragmatics, 143, 156-168.

  10. Hu, G., & Duan, Y. (2019). Questioning and responding in the classroom: A cross-disciplinary study of the effects of instructional mediums in academic subjects at a Chinese university. International Journal of Bilingual Education and Bilingualism, 22, 303-321.

  11. Lei, J., & Hu, G. (2019). Doctoral candidates’ dual role as student and expert scholarly writer: An activity theory perspective. English for Specific Purposes, 54, 62-74.

  12. Leong, E., & Hu, G. (2019). The construction and evaluation of an English Exam Skills test for primary school students with dyslexia. Asia Pacific Journal of Developmental Differences, 6, 93-114.

  13. Hu, G., & Liu, Y. (2018). Three Minute Thesis presentations as an academic genre: A cross-disciplinary study of genre moves. Journal of English for Academic Purposes, 35, 16-30.

  14. Sun, B., Hu, G., & Curdt-Christiansen, X. L. (2018). Metalinguistic contribution to writing competence: A study of monolingual children in China and bilingual children in Singapore. Reading and Writing: An Interdisciplinary Journal, 31, 1499-1523.

  15. Li, Y., & Hu, G. (2018). Collaborating with management academics in a new economy: Benefits and challenges. Publications, 6(1), 1-17.

  16. Li, Y., & Hu, G. (2018). Supporting students’ assignment writing: What lecturers do in a Master of Education programme. Assessment & Evaluation in Higher Education, 43, 1-13.

  17. Xu, S., & Hu, G. (2018). Retraction notices: Who authored them? Publications, 6(1), 1-18.

  18. Weninger, C., Hu, G., & Choo, S. (2017). The influence of individual and contextual variables on teachers’ understanding and classroom practice of media literacy. Teaching and Teacher Education, 67, 429-439.

  19. Hu, G. (2017). Authorship of retraction notices: “If names are not rectified, then language will not be in accord with truth.” Publications, 5(2), 1-3.

  20. Yu, S., & Hu, G. (2017). Understanding university students’ peer feedback practices in EFL writing: Insights from a case study. Assessing Writing, 33, 25-35.

  21. Hu, G., & Sun, X. (2017). Institutional policies on plagiarism: The case of eight Chinese universities of foreign languages/international studies. System, 66, 56-68.

  22. Li, Y., Hyland, F., & Hu, G. (2017). Prompting MEd students to engage with academia and the professional world through feedback.  Journal of English for Academic Purposes, 26, 52-65.

  23. Li, Y., & Hu, G. (2017).  Chinese management academics’ English-medium scholarly experience: Comparative perspectives on overseas-trained and home-trained scholars. Iberica, 33, 71-96.

  24. Yu, S., & Hu, G. (2017). Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback? Teaching in Higher Education, 22, 178-192.

  25. Bai, L., & Hu, G. (2017). In the face of fallible AWE feedback: How do students respond? Educational Psychology, 37, 67-81.

  26. Hu, G., & Sun, X. (2016). Chinese university EFL teachers’ knowledge of and stance on plagiarism. Comunicar, 24(3), 29-37.

  27. Hu, G., & Choo, L. L. (2016). The impact of disciplinary background and teaching experience on the use of evaluative language in teacher feedback. Teachers and Teaching: Theory and Practice, 22, 329-349.

  28. Hu, G., & Lei, J. (2016). Plagiarism in English academic writing: A comparison of Chinese university teachers’ and students’ understandings and stances. System, 46, 107-118.

  29. Hu, G. (2015). Dealing with unacceptable intertextuality in Chinese students' writing. Journal of Education for Teaching, 41, 439-441.

  30. Hu, G. (2015). Research on plagiarism in L2 writing: Where to from here? Journal of Second Language Writing, 30, 100-102.

  31. Hu, G., & Cao, F. (2015). Disciplinary and paradigmatic influences on interactional metadiscourse in research article. English for Specific Purposes, 39, 12-25.

  32. Hu, G., & Lei, J. (2015). Chinese university students' perceptions of plagiarism. Ethics and Behavior, 25, 233-255.

  33. Lei, J., & Hu, G. (2015). Chinese university EFL teachers' perceptions of plagiarism. Higher Education, 70, 551-565.

  34. Lei, J., & Hu, G. (2015). Apprenticeship in scholarly publishing: A student perspective on doctoral supervisors' roles. Publications, 3, 27-42.

  35. Renandya, W., Hu, G., & Yu, X. (2015). Extensive reading coursebooks in China. RELC Journal, 46, 255-273.

  36. Bai, R., Hu, G., & Gu, P. (2014). The relationship between use of writing strategies and English proficiency in Singapore primary schools. The Asia Pacific Education Researcher, 23, 355-365.

  37. Cao, F., & Hu, G. (2014). Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences. Journal of Pragmatics, 66, 15-31.

  38. Goh, C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 23, 255-274.

  39. Hu, G., & Lei, J. (2014). English-medium instruction in Chinese higher education: A case study. Higher Education, 67, 551-567.

  40. Hu, G., & Wang, G. (2014). Disciplinary and ethnolinguistic influences on citation in research articles. Journal of English for Academic Purposes, 14, 14-28.

  41. Hu, G., Li, L., & Lei, J. (2014). English-medium instruction at a Chinese university: Rhetoric and reality. Language Policy, 13, 21-40.

  42. Lei, J., & Hu, G. (2014). Chinese ESOL lecturers’ stance on plagiarism: Does knowledge matter? ELT Journal, 68, 41-51.

  43. Lei, J., & Hu, G. (2014). Is English-medium instruction effective in improving Chinese undergraduate students’ English competence? International Review of Applied Linguistics in Language Teaching, 52, 99-126.

  44. Loh, J., & Hu, G. (2014). Subdued by the system: Neoliberalism and the beginning teacher. Teaching and Teacher Education, 41, 13-21.

  45. Ren, L., & Hu, G. (2014). An ethnographic multiple-case study of mother-child interaction strategies in Singapore-based Chinese families. Journal of Asian Pacific Communication, 24, 274-300.

  46. Yang, C., Hu, G., & Zhang, L. J. (2014). Second language research on recasts: A critical review in response to an ongoing debate. Chinese Journal of Applied Linguistics, 37, 411-429.

  47. Yang, C., Hu, G., & Zhang, L. J. (2014). Reactivity of concurrent verbal reporting in second language writing. Journal of Second Language Writing, 24, 51-70.

  48. Hu, G. (2013). Toward a theoretical framework for research on second language production. Contemporary Foreign Language Studies, 396(12), 31-45.

  49. Ren, L., & Hu, G. (2013).  A comparative study of family social capital and literacy practices in Singapore. Journal of Early Childhood Literacy, 13, 98-130.

  50. Ren, L., & Hu, G. (2013). Prolepsis, reciprocity and syncretism in early language and biliteracy practices: A case study of family language policy in Singapore. Language Policy, 12, 63-82.

  51. Hu, G., & Lei, J. (2012). Investigating Chinese university students’ knowledge of and attitudes toward plagiarism from an integrated perspective. Language Learning, 62, 813-850.

  52. Hu, G., & McKay, S. (2012). English language education in East Asia: Some recent developments. Journal of Multilingual and Multicultural Development, 33, 345-362.

  53. Ren, H., & Hu, G. (2012). Peer review and Chinese EFL/ESL student writers. English Australia Journal, 27(2), 3-16.

  54. Hu, G. (2011). Metalinguistic knowledge, metalanguage, and their relationship in L2 learners. System, 39, 63-77.

  55. Hu, G. (2011). A place for metalanguage in the L2 classroom. ELT Journal, 65, 180-182.

  56. Hu, G., & Cao, F. (2011). Hedging and boosting in abstracts of applied linguistics articles: A comparative study of English- and Chinese-medium journals. Journal of Pragmatics, 43, 2795-2809.

  57. Hu, G. (2010). Modernization discourse, academic advocacy, and vested interests: The promotion of English-medium instruction in Chinese schools. International Journal of Educational Reform, 19, 185-204.

  58. Hu, G. (2010). Revisiting the role of metalanguage in L2 teaching and learning. English Australia Journal, 26(1), 61-70.

  59. Hu, G. (2010). New kid on the block: English-medium instruction in Chinese schools. International Journal of Educational Reform, 19, 14-33.

  60. Hu, G., & Alsagoff, L. (2010). A public policy perspective on English medium instruction in China. Journal of Multilingual and Multicultural Development, 31, 365-382.

  61. Hu, G., & Lam, S. T. E. (2010). Issues of cultural appropriateness and pedagogical efficacy: Exploring peer review in a second language writing class. Instructional Science, 38, 371-394.

  62. Hu, G. (2009). The craze for English-medium education in China: Driving forces and looming consequences. English Today, 25(4), 47-54.

  63. Spalding, E., Wang, J., Lin, E., & Hu, G. (2009). Analyzing voice in the writing of Chinese teachers of English. Research in the Teaching of English, 44, 23-51.

  64. Hu, G. (2008). The misleading academic discourse on Chinese-English bilingual education in China. Review of Educational Research, 78, 195-231.

  65. Zhang, L. J., Gu, Y., & Hu, G. (2008). A cognitive perspective on Singaporean primary school pupils’ use of reading strategies in learning to read in English. British Journal of Educational Psychology, 78, 245-271.

  66. Hu, G. (2007). Developing an EAP writing course for Chinese ESL students. RELC Journal, 38, 67-86.

  67. Hu, G., & Chen, B. (2007). A protocol-based study of university-level Chinese EFL learners’ writing strategies. English Australia Journal, 23(2), 37-56.

  68. Rao, Z., Gu, Y., Zhang, L. J., & Hu, G. (2007). Reading strategies and approaches to learning of bilingual primary school pupils. Language Awareness, 16, 243-262.

  69. Hu, G. (2006). Training Chinese ESL student writers for effective peer review. Asian Englishes: An International Journal of the Sociolinguistics of English in Asia/Pacific, 8(2), 64-77.

  70. Gu, Y., Hu, G., & Zhang, L. J. (2005). Investigating language learner strategies among lower primary school pupils in Singapore. Language and Education, 19, 281-303.

  71. Hu, G. (2005). Professional development of secondary EFL teachers: Lessons from China. Teachers College Record, 107, 654-705.

  72. Hu, G. (2005). English language teaching in China: Policies, progress, and problems. Language Policy, 4, 5-24.

  73. Hu, G. (2005). 'CLT is best for China' – an untenable absolutist claim. ELT Journal, 59, 65-68.

  74. Hu, G. (2005). Contextual influences on instructional practices: A Chinese case for an ecological approach to ELT. TESOL Quarterly, 39, 635-660.

  75. Hu, G. (2005). Building a strong contingent of secondary English-as-a-foreign-language teachers in China: Problems and Policies. International Journal of Educational Reform, 14, 454-486.

  76. Hu, G. (2005). Reforms of basic English language education in China: An overview. International Journal of Educational Reform, 14, 140-165.

  77. Hu, G. (2005). Using peer review with Chinese ESL student writers. Language Teaching Research, 9, 321-342.

  78. Hu, G. (2004). Pedagogical practices in Chinese EFL classrooms. Asian Englishes: An International Journal of the Sociolinguistics of English in Asia/Pacific, 7(1), 42-59.

  79. Hu, G. (2003). English language teaching in China: Regional differences and contributing factors. Journal of Multilingual and Multicultural Development, 24, 290-318.

  80. Hu, G. (2002). Psychological constraints on the utility of metalinguistic knowledge in second language production. Studies in Second Language Acquisition, 24, 347-386.

  81. Hu, G. (2002). Recent important developments in secondary English-language teaching in the People's Republic of China. Language, Culture and Curriculum, 15, 30-49.

  82. Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15, 93-105.

  83. Hu, G. (2002). Metalinguistic knowledge at work: The case of written production by Chinese learners of English. Asian Journal of English Language Teaching, 12, 5-44.

  84. Hu, G., & Gu, Y. (2002). An annotated bibliography of selected research on Chinese ELT contexts and EFL/ESL learners. Asian Journal of English Language Teaching, 12, 229-267.

  1. Loh, J., & Hu, G. (2020). Teacher education for a knowledge-based economy: The Singaporean case. In L. Lefty & J. W. Fraser (Eds.), Teaching the world’s teachers (pp. 226-248). Baltimore, MD: Johns Hopkins University Press.

  2. Loh, J., & Hu, G. (2019). The impact of educational neoliberalism on teachers in Singapore. In J. Lampert (Ed.), The Oxford encyclopedia of global perspectives on teacher education. Oxford, UK: Oxford University Press.

  3. Hu, G. (2019). Culture and peer feedback. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (2nd ed.; pp. 45-63). Cambridge, UK: Cambridge University Press.

  4. Loh, J., & Hu, G. (2019). Teacher education in Singapore. In J. Lampert (Ed.), The Oxford encyclopedia of global perspectives on teacher education. Oxford, UK: Oxford University Press.

  5. Hu, G. (2018). Disciplinary knowledge making and academic discourse. In Y., Leung, J., Katchen, S., Hwang, & Y., Chen (Eds.). Reconceptualizing English language teaching and learning in the 21st century (pp.553-573). Taipei, Republic of China: Crane Publishing.

  6. Loh, J., & Hu, G. (2018). STELLAR® (STrategies for English Language Learning and Reading). In J. Liontas (Ed.), The TESOL encyclopedia: Current trends in English teaching. Hoboken, NJ: Wiley-Blackwell.

  7. Renandya, W., & Hu, G. (2018). Introduction to Teaching Listening. In J. I. Liontas (Series Ed.), W. Renandya, G. Hu, M. Christison, & C. Broady. (Vol. Eds.), The TESOL encyclopedia of English language teaching: Vol.3. Teaching listening & Teaching speaking and pronunciation (pp. 1-3). Hoboken, NJ: Wiley-Blackwell.

  8. Hu, G. (2018). The challenges of World Englishes for assessing English proficiency. In E. L. Low & A. Pakir (Eds.), World Englishes: Rethinking paradigms (pp. 78-95). New York: Routledge.

  9. Renandya, W. A., & Hu, G. (2018). L2 listening in China: An examination of current practice. In A. Burns & J. Siegel (Eds.), International perspectives on teaching the four skills in ELT: Listening, speaking, reading, writing (pp. 37-50). Basingstoke, UK: Palgrave MacMillan.

  10. Hu, G., & Ren, L. (2017). Language ideologies, social capital, and interaction strategies: An ethnographic case study of family language policy in Singapore. In J. Macalister & S. H. Mirvahedi (Eds.), Family language policies in a multilingual world: Opportunities, challenges, and consequences (pp. 195-216). New York: Routledge.

  11. Hu, G., & Li, X. (2017). Asking and answering questions in English-medium instruction classrooms: What is the cognitive and syntactic complexity level? In J. Zhao & L. Q. Dixon (Eds.), English-medium instruction in Chinese universities: Perspectives, discourse and evaluation (pp. 184-203). New York: Routledge.

  12. Hu, G. (2016). Research on second language learner strategies: Past, present, and future. In Y. Leung (Ed.), Epoch making in English teaching and learning (pp. 306-335). Taipei, Republic of China: Crane Publishing

  13. Hu, G., & McKay, S. L. (2014). Multilingualism as portrayed in a Chinese English textbook. In J. Conteh & G. Meier (Eds.), The multilingual turn in languages education: Opportunities and challenges (pp. 64-88). Clevedon, UK: Multilingual Matters.

  14. Hu, G. (2012). Contextual influences on instructional practices: A Chinese case for an ecological approach to ELT. In D. Wyse (Ed.), Literacy teaching and education: Vol. 4. Teaching English: Implications for policy (pp. 85-107). London: Sage.

  15. Hu, G. (2012). Chinese-English bilingual education in PRC: Implications for language education for autochthonous ethnic minorities. In G. H. Beckett & G. Postiglione (Eds.), China’s assimilationist language policy: The impact on indigenous/minority literacy and social harmony (pp. 175-189). New York: Routledge.

  16. Hu, G. (2012). Assessing English as an international language. In L. Alsagoff, S. McKay, G. W. Hu, & W. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 123-143). New York: Routledge.

  17. Hu, G., & Ren, H. (2012). The impact of experience and beliefs on Chinese EFL student writers’ feedback preferences. In R. Tang (Ed.), Academic writing in a second or foreign language: Issues and challenges facing ESL/EFL academic writers in higher education contexts (pp. 67-87). London: Continuum.

  18. Zhang, Y., & Hu, G. (2010). Between intended and enacted curricula: Three teachers and a mandated curricular reform in mainland China. In K. Menken & O. García (Eds.), Negotiating language policies in schools: Educators as policymakers (pp. 123-142). New York: Routledge.

  19. Gu, P., Hu, G., & Zhang, L. J. (2009). Listening strategies of Singaporean primary pupils. In R. E. Silver, C. C. M. Goh, & L. Alsagoff (Eds.), Language learning in new English contexts: Studies of acquisition and development (pp. 55-74). London: Continuum.

  20. Hu, G. (2009). Borrowing ideas across borders: Lessons from the academic advocacy of “Chinese-English bilingual education” in China. In J. Fegan & M. H. Field (Eds.), Education across borders: Politics, policy and legislative action (pp. 115-136). London: Springer.

  21. Hu, G. (2007). The juggernaut of Chinese-English bilingual education. In A. W. Feng (Ed.), Bilingual education in China: Practices, policies and concepts (pp. 94-126). Clevedon, UK: Multilingual Matters.

  22. Hu, G. (2005). Basic English language education in China: An overview. In P. F. Kwah & M. Vallance (Eds.), Teaching English to Chinese ESL students: Classroom practices (pp. 1-29). Singapore: Pearson Education.

  23. Hu, G. (2005). Academic writing skills: Curriculum design. In P. F. Kwah & M. Vallance (Eds.), Teaching English to Chinese ESL students: Classroom practices (pp. 116-135). Singapore: Pearson Education.

  24. Hu, G. (2005). Making peer review work in AWS for Chinese ESL learners. In P. F. Kwah & M. Vallance (Eds.), Teaching English to Chinese ESL students: Classroom practices (pp. 136-147). Singapore: Pearson Education.

  25. Gu, Y., & Hu, G. (2003). Cihui xuexi celue, cihuiliang yu yingyu chengji de bianhua [Vocabulary learning strategies, vocabulary size, and English proficiency: Focusing on change]. In Q. Wen & L. Wang (Eds.), Yingyu xuexi celue shizheng yanjiu (pp. 388-409). Xi'an, China: Shaanxi Normal University Press.

  26. Hu, G. (2002). English language teaching in the People's Republic of China. In R. E. Silver, G. Hu, & M. Iino (Eds.), English language education in China, Japan, and Singapore (pp. 1-77). Singapore: National Institute of Education.

Others

  • Co-Investigator, Linking the academic and professional worlds: Written assignments and feedback in a Master-level postgraduate professional development programme (2017-2020); Hong Kong Research Grants Council’s General Research Fund (HK$577,092; PI: Yongyan Li)

  • Co-Principal Investigator, Cognitive diagnostic assessment system (CoDiAS) for Singapore’s secondary schools: Toward individualized learning and assessment in language education (2017-2020); MOE Academies Fund (S$ 99,102; PI: Vahid Aryadoust)

  • Co-Investigator, English academic writing (EAW) instruction to graduate students at Chinese universities: A mixed-methods investigation (2017-2019); University of Hong Kong Seed Fund for Basic Research (HK$77,570; PI: Yongyan Li)

  • Co-Investigator, Understanding the nature and impact of teacher and peer feedback on student translations in Chinese EFL context: A multiple case study (2016-2019); University of Macau Multi-Year Research Grant (MOP$420,000; PI: Shulin Yu)

  • Co-Investigator, Pluralizing academic discourses in social sciences: Institutional change in the management research in an emerging economy (2015-2016); University of Hong Kong Faculty Research Fund (HK$29,920; PI: Yongyan Li)

  • Co-Principal Investigator, Investigating the effectiveness of language awareness approaches to English language teaching in Singapore secondary schools (2015-2018); Education Research Funding Program of Singapore’s Ministry of Education (S$249,610; PI: Warren Liew)

  • Co-Principal Investigator, Reforming the language curriculum in Singapore: An implementation perspective (2015-2018); Education Research Funding Program of Singapore’s Ministry of Education (S$249,985; PI: Jason Loh)

  • Collaborator, Media literacy in the teaching of English in Singapore (2013-2016); Education Research Funding Program of Singapore’s Ministry of Education (S$214,935; PI: Csilla Weninger)

  • Principal Investigator, Biliteracy development: Metalinguistic knowledge and bilingual academic performance (2010-2014); Education Research Funding Program of Singapore’s Ministry of Education (S$249,976)

  • Validation Team Leader, MOE’s English language entrance proficiency test development project (2010-2012); Singapore’s Ministry of Education (S$958,247)

  • Co-Investigator, A tale of two countries: A comparative study of bilingual children’s literacy transfer in Singapore and France (2008-2010); Merlion Franco-Singaporean Research Grant (S$60,000; PI: Xiaolan Curdt-Christiansen)

  • Principal Investigator, English language learning strategies in Singapore primary schools (2003-2009); Education Research Funding Program of Singapore’s Ministry of Education (S$146,400)

  • Principal Investigator, Styles and strategies for success: English language learning in Singapore (2002-2008); Education Research Funding Program of Singapore’s Ministry of Education (S$206,466)

  • Collaborator, Pedagogical practices in English language education (1997-2002; part of the Six-Nation Education Research Project [SNERP]); NIE Academic Research Fund (S$13,795; PI: Rita Skuja-Steele)

  • Hu, G. (2018, 24-25 November). Classroom discourse in Chinese EMI programs: Implications for teacher competencies. Keynote speech delivered at the International Conference on English Medium Instruction, South China Normal University, Guangzhou, China.

  • Hu, G. (2018, August 2-4). A testing time for testing L2 writing: A proposal for a construct redefinition. Plenary speech to be delivered at the Symposium on Second Language Writing, Simon Fraser University, Vancouver, Canada.

  • Hu, G. (2018, June 27-29). Cultural influences on EFL/ESL learning: The case of peer feedback. Invited speech to be delivered at the 16th Asia TEFL International Conference, University of Macau, Macau SAR, China.

  • Hu, G. (2017, July 13-15). English-medium instruction in Asian higher education: Lessons from China. Plenary speech delivered at the 15th Asia TEFL International Conference and the 64th TEFLIN International Conference, Yogyakarta, Indonesia.

  • Hu, G. (2017, May 19-21). Disciplinary influences on English for academic purposes. Keynote speech delivered at the 3rd China EAP Association Annual Conference & the 2nd International Symposium on EAP in Asia, Wuhan, China.

  • Hu, G. (2016, November 11-13). Research on second language learner strategies: Past, present, and future. Invited speech delivered at the 2016PAC/25th International Symposium and Book Fair on English Teaching, Taipei, Taiwan.

  • Hu, G. (2016, August 16-18). Teaching and learning English as an international language: What does a Chinese English textbook reveal? Plenary speech delivered at the 9th Malaysia International Conference on Languages, Literatures and Cultures, Tanjung Bungah, Malaysia.

  • Hu, G. (2016, June 11). ELT in the multicultural and multilingual era: Lessons from a popular English textbook. Keynote speech delivered at the International Conference of the English Teachers Association in Korea, Daegu, Korea.

  • Hu, G. (2015, October 29-30). The teaching of English for academic purposes. Invited panelist for the panel session “ESP: Needs, pedagogy, and assessment” at CULI International Conference 2015, Bangkok, Thailand.

  • Hu, G. (2015, October 29-30). Disciplinarity and English for academic purposes. Plenary speech delivered at the CULI International Conference, Bangkok, Thailand.

  • Hu, G. (2015, May 20-21). Disciplinary culture and academic discourse. Keynote speech delivered at the 2015 International Conference on English for Specific Purposes, Tainan, Taiwan.

  • Hu, G. (2015, May 20-21). Challenges and opportunities for teaching academic writing. Invited panelist for the plenary discussion “Reflections on ELT from an ESP perspective” at the 2015 International Conference on English for Specific Purposes, Tainan, Taiwan.

  • Hu, G. (2013, November 8-10). What factors shape teachers’ use of evaluation in their feedback on student work? Invited speech delivered at the 22nd International Symposium and Book Fair on English Teaching, Taipei, Taiwan.

  • Hu, G. (2013, May 28-30). Assessing English as an international language: Challenges, changes, and choices. Plenary speech delivered at the 22nd Malaysian English Language Teaching Association International Conference, Johor Bahru, Malaysia.

  • Hu, G. (2012, May 19-20). Chinese EFL student writers and plagiarism: A crosscultural perspective. Invited speech delivered at the 29th International Conference on English Teaching and Learning in the R.O.C., Taipei, Taiwan.

  • Hu, G. (2012, May 19-20). Challenges for assessing English as an international language. Invited panelist for the panel discussion “Interaction in the Asian context: Challenges and opportunities” at the 29th International Conference on English Teaching and Learning in the R.O.C., Taipei, Taiwan.

  • Hu, G. (2011, May 20). Do writing strategies and strategy-based instruction matter? Keynote speech presented at the 2011 International Conference on Applied Linguistics, Tainan, Taiwan.

Esteem Measures

  • Yunshan Chair Professor (Visiting Professorship since 2016)

  • School of English and Education, Guangdong University of Foreign Studies, China

  • Asia TEFL representative of Hong Kong (2018-present)

  • Asia TEFL representative of Singapore (December 2015-December 2017)

  • Member of the Asia TEFL Research Networks Committee (2018-present)

  • Member of the International Advisory Board of the China English for Academic Purposes Association (2017-present)

 

  • Co-Editor-in-Chief, Journal of English for Academic Purposes (2019-present)

  • Associate Editor, Journal of English for Academic Purposes (2017-2018)

  • Routledge Advances in Teaching English as an International Language (Routledge book series)

  • Asian Journal of English Language Teaching (The Chinese University Press)

  • English for Specific Purposes (Elsevier)

  • Frontiers of Education in China (Springer)

  • Journal of English for Research Publication Purposes (John Benjamins)

  • Language, Culture and Curriculum (Taylor & Francis)

  • Publications (MDPI)

  • TEFLIN Journal (Association for the Teaching of English as a Foreign Language in Indonesia)

  • 2016 Best Article Award of the Journal of English for Academic Purposes

  • Excellence in Teaching Commendation (2016)
    National Institute of Education, Nanyang Technological University, Singapore

  • Excellence in Teaching Commendation (2015)
    National Institute of Education, Nanyang Technological University, Singapore

  • Excellence in Teaching Commendation (2010)
    National Institute of Education, Nanyang Technological University, Singapore

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