Academic Profile : Faculty

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Prof Icy Lee
Professor, National Institute of Education - English Language & Literature
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Prior to joining the National Institute of Education, Icy Lee was a Professor in the Faculty of Education at The Chinese University of Hong Kong (CUHK), where she held the positions of Department Chair of Curriculum and Instruction from 2015 to 2021 and Associate Dean of the Faculty of Education from 2020 to 2023. During her time at CUHK, she also served as the Director of the Postgraduate Diploma in Education programme and the MA in English Language Teaching programme.

As a researcher, Icy has gained international recognition for her work in the field of second language writing, with a focus on classroom writing assessment, feedback, and writing teacher development. She has delivered over 200 talks, including invited and plenary conference presentations in Brunei, Hong Kong, Japan, Korea, Macau, Mainland China, New Zealand, Singapore, Spain, Taiwan, Thailand, and the USA. Her international refereed publications, numbering over 150 and comprising books, book chapters, and journal articles, have appeared in more than 20 academic journals, such as Assessing Writing, Journal of Second Language Writing, Language Teaching, Language Teaching Research, System, and TESOL Quarterly. Some of her publications are key academic readings in TESOL / Applied Linguistic programmes around the world. She has been honoured with a number of prestigious research-related awards – namely, the Journal of Second Language Writing Best Paper Award in 2008 and again in 2022, TESOL Award for an Outstanding Paper on NNEST Issues in 2013, and Research Excellence Award at CUHK in both 2011 and 2015. She served as Co-editor of the Journal of Second Language Writing and is currently Principal Associate Editor of The Asia-Pacific Education Researcher.

Icy brings extensive teaching experience to her work, having taught in diverse educational settings such as secondary schools and university-based teacher education programmes in Hong Kong, as well as ESL (English as a second language) courses in Canada. She also has teaching/professorial experience across the globe, having served as Visiting Professor at prestigious institutions such as the Ontario Institute for Studies in Education in Canada, Thammasat University in Thailand, and the University of the Basque Country in Spain. Throughout her career, Icy has exhibited a strong commitment to excellence in teaching and to the preparation of pre-service and in-service teachers. Her dedication to innovative and reflective practice has earned her several awards. At CUHK, where she was a faculty member, she was recognized three times with the Faculty Exemplary Teaching Award. Internationally, she was honoured with the TESOL Award for Excellence in Teaching from TESOL International Association in 2010. As a classroom teacher, Icy firmly believes that teachers should be material designers, and this philosophy is reflected in her work. In 1999, she was recognized by TESOL International Association with the TESOL Award for Excellence in the Development of Pedagogical Materials

At the heart of her teaching and research is Icy's commitment to integrating her Christian faith into her practice. She believes that through teaching, research supervision, and mentoring she can help her students demonstrate their best, just as God brings out the best in us. She organized the Christians in English Language Teaching (CELT) Conference at CUHK in 2012 and delivered a keynote speech at the 2014 CELT Conference in Taiwan. Her presentation, entitled "Living out the Christian faith in the writing classroom," underscored the importance of modelling Christian values while facilitating student learning in the writing classroom.
1. Second language writing
2. Classroom writing assessment and feedback
3. Writing teacher expertise
4. Assessment for/as learning
5. Teacher professional development
 
Awards
1. Journal of Second Language Writing 2022 Best Paper Award - Chen, X., & Lee, I. (2022). Conflicts in peer interaction of collaborative writing: A case study in an EFL context. Journal of Second Language Writing, 58. Article 100910.

2. Journal of Second Language Writing 2021 Best Paper Award – Honourable Mention awarded to: Lee, I., & Yuan, R. (2021). Understanding L2 writing teacher expertise. Journal of Second Language Writing, 52, Article 100755.

3. Faculty Exemplary Teaching Award, Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong (2015)

4. Research Excellence Award, Faculty of Education, The Chinese University of Hong Kong (2015)

5. TESOL Award for an Outstanding Paper on NNEST Issues, awarded by TESOL International Association to: Wong, M., Lee, I., & Gao, X. (2013, March). Harmony, cacophony, or silence: Language teacher collaboration in Hong Kong. Paper presented at TESOL Convention, Dallas, USA.

6. Faculty Exemplary Teaching Award, Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong (2012)

7. Research Excellence Award, Faculty of Education, The Chinese University of Hong Kong (2011)

8. TESOL Award for Excellence in Teaching, awarded by TESOL International Association (2010)

9. Journal of Second Language Writing 2008 Best Paper Award - Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms, Journal of Second Language Writing, 17(2), 69-85.

10. Faculty Exemplary Teaching Award, Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong (2008)

11. TESOL Award for Excellence in the Development of Pedagogical Materials, awarded by TESOL International Association (1999)
 
Fellowships & Other Recognition
1. Advisor, Hong Kong Association for Applied Linguistics, 2021-

2. Distinguished Visiting Professor, School of Foreign Languages and Literature, Shandong University, 2020-2023

3. Visiting Professor, University of the Basque Country, Spain, May 2019

4. Visiting Professor, Thammasat University, Thailand, January 2017

5. Visiting Professor, Ontario Institute for Studies in Education, University of Toronto, May to June 2015

6. Visiting Professor, Fu Jen Catholic University, Taiwan, May 2014

7. Chair, Nonnative English Speakers in TESOL (NNEST) Interest Section, TESOL International Association, 2011-2012

8. President, Hong Kong Association for Applied Linguistics, 2008-2010
 
Courses Taught
ALS10A Academic Discourse Skills
MAE909 Culture and Conventions of Academic Writing
 
Supervision of PhD Students
PhD supervision (CUHK)
Chen Li (2023)
Exploring teacher metacognition in relation to second language writing instruction and assessment

Xuchuan Chen (2022)
A complex systems investigation of conflicts during face-to-face peer interaction in collaborative L2 writing

Zhicheng Mao (2021)
Exploring learner engagement with teacher written feedback on second language writing: Sociocultural perspectives

Lu Wang (2021)
Understanding EFL learners’ agentic engagement in an assessment as learning-focused writing classroom

Min Zou (2019)
Understanding the integration of critical thinking in EFL writing: A naturalistic inquiry

Delin Kong (2018)
Understanding teacher learning as practical knowledge development: A study of two pre-service EFL teachers in in-post volunteer teaching practicum in Mainland China

Zhiyuan Wang (2018)
Understanding Chinese primary EFL teachers' role identities

Rui Yuan (Eric) (2015)
Understanding language teacher educators’ identities in Hong Kong

Shulin Yu (2014)
Understanding Chinese EFL students’ participation in group peer feedback of L2 writing: A sociocultural and activity theory perspective

Miao Yang (2010)
Expansive learning in the genre-based framework of medical English instruction: An intervention study informed by critical needs analysis

Doctor of Education supervision (CUHK)
Becky Cheung (2018)
Fostering self-directed learning outside the classroom through a school-based English learning program: A case study of less able learners in a secondary school in Hong Kong

Allen Ho (2018)
Learning transfer from an English-for-general-academic-purposes (EGAP) course to nursing courses in a Hong Kong university – A case study

Nomura Kazuyuki (2016)
A sociocultural analysis of motivation for learning the Japanese language in contemporary Hong Kong

Alice Yeung (2016)
Efficacy of written corrective feedback on interlingual errors: A case study in a Hong Kong secondary classroom

Daphne Tam (2016)
A case study on primary English teachers’ beliefs and implementation regarding process pedagogy in the writing classroom

Pauline Mak (2014)
Implementing innovative feedback in L2 writing: A sociocultural perspective