Teaching Experience at the K-12 Sector 

Teaching and Research Experience at the Tertiary Sector

Other Work Experience

Areas of Research Interest and Research Expertise

Chinese education; Teaching and learning Chinese as a foreign/second language; Intercultural communication; Teacher education and development; Technology and language education

Journal Publications

1. Gong, Y., Gao, X., & Lai, C. (accepted). Novice teachers’ technology integration and professional identity reframing in the Chinese as an additional language classroom. In K. Sadeghi., & F. Ghaderi (Eds.), Theory and Practice in Second Language Teacher Identity. Switzerland: Springer Nature.
2. Li, W. & Gong, Y. (2022). Agency in the nexus of identity and social network: Understanding the second language socialization experiences of international students in China. Journal of Language, Identity, & Education. https://doi.org/10.1080/15348458.2022.2092484. [SSCI; Impact factor: 1.770]
3. L., & Gong, Y. (2022). Language Teacher Agency: Jian Tao and Xuesong Andy Gao, Cambridge and New York, Cambridge University Press, 2021. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2110322. [SSCI; Impact factor: 1.961]
4. Gong, Y., Lai, C., Gao, X., Li, G., Huang, Y., & Lin, L. (2022). Teacher cognition in teaching intercultural communicative competence: A qualitative study on preservice Chinese language teachers in Hong Kong SAR, China. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.939516. [SSCI; Impact factor: 4.232]
5. Gong, Y., Lai, C., & Gao, X. (2022). Language teachers’ identity in teaching intercultural communicative competence. Language, Culture and Curriculum, 35(2), 134-150. https://doi.org/10.1080/07908318.2021.1954938. [SSCI; Impact factor: 2.214; 11 citations]
6. Lin, L., Gong, Y., & Xu, N. (2021). Online self-regulated learning profiles: A study of Chinese as a foreign language learners. Frontiers in Psychology, 12: 797786. https://doi.org/10.3389/fpsyg.2021.797786. [SSCI; Impact factor: 4.232; 1 citation]
7. Gong, Y., Gao, X., Li, M, & Lai, C. (2021). Cultural adaptation challenges and strategies during study abroad: New Zealand students in China. Language, Culture and Curriculum, 34(4), 417-437. https://doi.org/10.1080/07908318.2020.1856129. [SSCI; Impact factor: 1.439; 39 citations]
8. Gong, Y., Fan, C. W., & Wang, C. (2021). Teacher agency in adapting to online teaching during COVID-19: A case study on teachers of Chinese as an additional language in Macau. Journal of Technology and Chinese Language Teaching, 12(1), 82-101. http://www.tclt.us/journal/2021v12n1/gongfanwang.pdf. [SCOPUS & ECSI; 3 citations]
9. Gong, Y., Gao, X., Li, C. & Xue, L. (2021). Language practice in the multilingual workplace: A Confucius Institute in Macau. Círculo de Lingüística Aplicada a la Comunicación, 86, 43-54. https://doi.org/10.5209/clac.75494. [SSCI; Impact factor: 0.583]
10. Hsiang, T. P., Graham, S., Wang, Z., & Gong, Y. (2021). How Chinese characters are taught: An analysis of three popular textbooks used in Macao. Technology, Knowledge and Learning, 26(2), 355-381. https://doi.org/10.1007/s10758-021-09492-8. [SCOPUS & ECSI; Impact factor: 1.67; 1 citation]
11. Lyu, B., Lai, C., Lin, C-H., & Gong, Y. (2021). Comparison studies of typing and handwriting in Chinese language learning: A synthetic review. International Journal of Educational Research, 106. https://doi.org/10.1016/j.ijer.2021.101740. [SSCI; Impact factor: 1.976; 8 citations]
12. *Gong, Y., Guo, Q., Li, M., Lai, C., & Wang, C. (2021). Developing literacy or focusing on interaction: New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China. System, 98. https://doi.org/10.1016/j.system.2021.102462. [SSCI; Impact factor: 3.167; 29 citations]
13. Tsung, & Gong, Y. (2021). A corpus-based study on the pragmatic use of the Ba construction in early childhood Mandarin Chinese. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.607818. [SSCI; Impact factor: 2.990; 3 citations]
14. Hsiang, T. P., Wang, Z., & Gong, Y. (2020). 雙語教育下小學漢字教學的挑戰與因應: 澳門的研究發現與啟示 (Facing the challenges of teaching Chinese characters in bilingual primary schools: A study of Macao and its implications).臺灣教育評論月刊 (Taiwan Educational Review Monthly), 9(10), 60-70. http://www.ater.org.tw/journal/article/9-10/topic/12.pdf. [In Chinese]
15. Gong, Y., Ma, M., Hsiang, T. P., & Wang, C. (2020). Sustaining international students’ learning of Chinese in China: Shifting motivations among New Zealand students during study abroad. Sustainability, 12(15), 6289-6302. https://doi.org/10.3390/su12156289. [SSCI; Impact factor: 2.576; 24 citations]
16. Gong, Y., Lai, C., & Gao, X. (2020). The teaching and learning of Chinese as a second or foreign language: The current situation and future directions. Frontiers of Education in China. 15(1), 1-13. https://doi.org/10.1007/s11516-020-0001-0. [SCOPUS & ECSI; Impact factor: 0.378; 37 citations]
17. *Gong, Y., Gao, X., & Lyu, B. (2020). Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014-2018). Language Teaching, 53(1), 44-62. https://doi.org/10.1017/S0261444819000387. [SSCI; Impact factor 3.174; 62 citations]
18. Lai, C., Li, Z., & Gong, Y. (2019). Boundary brokering for cross‐cultural professional learning in international school contexts. British Educational Research Journal, 45(6), 1105-1123. https://doi.org/10.1002/berj.3553. [SSCI; Impact factor: 1.364; 7 citations]
19. Hu, X., Gong, Y., Lai, C., & K. S., Leung. (2018). The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. Computers and Education, 125, 1-13. https://doi.org/10.1016/j.compedu.2018.05.021. [SSCI; Impact factor 4.538; 180 citations]
20. Gong, Y., Hu, X., & Lai, C. (2018). Chinese as a second language teachers’ cognition in teaching intercultural communicative competence. System, 78, 224-233. https://doi.org/10.1016/j.system.2018.09.009. [SSCI; Impact factor 1.547; 146 citations]
21. Gong, Y., Lyu, B., & Gao, X. (2018). Research on teaching Chinese as a second or foreign language in and outside mainland China: A bibliometric analysis. The Asia-Pacific Education Researcher, 27(4), 277-289. https://doi.org/10.1007/s40299-018-0385-2. [SSCI; Impact factor 0.576; 70 citations]
22. Gong, Y. & Lai, C. (2018). Technology integration into the language classroom: Development trajectory of beginning teachers. Frontiers of Education in China, 13(1), 1-27. https://doi.org/10.1007/s11516-018-0001-5. [SCOPUS & ECSI; Impact factor 0.221; 16 citations]
23. Gao, X., Tao, J., & Gong, Y. (2018). 課程改革中的教師能動性與教師身份認同——社會文化理論視野 (A sociocultural inquiry on teacher agency and professional identity in curriculum reforms). 外語與外語教學 (Foreign Languages and Their Teaching), 1(1), 19-28. [CSSCI; In Chinese; 4 citations]
24. Gong, Y. & Qi, X. (2017). 對外漢語課堂中的跨文化教學：泰國國際漢語教師跨文化教學意識研究 (Teaching intercultural communicative competence in the foreign language classroom: A study on Chinese language teachers’ cognition in Thailand). 華語文教學研究 (Journal of Chinese Language Teaching), 14(2), 89-112. [TSSCI; In Chinese]
25. Ma, X., Gong, Y., Gao, X., & Xiang, Y. (2017). The teaching of Chinese as a second or foreign language: A systematic review of the literature 2005-2015. Journal of Multilingual and Multicultural Development, 38(9), 815-830. https://doi.org/10.1080/01434632.2016.1268146. [SSCI; Impact factor 1.015; 78 citations]
26. Gong, Y. (2016). What researchers need to know: Factors affecting second/foreign language teachers’ cognition of intercultural teaching. Research Studies in Education, 14, 2-11.
27. Lai, C., Li, Z., & Gong, Y. (2016). Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese language teachers from international schools in Hong Kong. Teaching and Teacher Education, 54, 12-21. https://doi.org/10.1016/j.tate.2015.11.007. [SSCI; Impact factor 2.183; 141 citations]
28. Gong, Y. (2015). Teaching intercultural communicative competence: A mixed-method study of Chinese language teachers’ cognition in Thailand. Research Studies in Education, 13, 79-113.
29. Gong, Y. (2012). 也說“床前明月光”的“床” (Interpreting the meaning of ‘Chuang’ in Li Po’s poems with a sociocultural perspective). 美與時代 (Journal of Aesthetics), 2, 88-90. doi: 10.16129/j.cnki.mysdx.2012.02.018. [In Chinese; 1 citation]
30. Gong, Y. (2011). 《詩經》量詞及數量表示法 (A cognitive analysis of quantifiers’ utilization in The Book of Songs). 語文知識 (Journal of Chinese Knowledge), 4, 105-106. doi: 10.13513/j.cnki.41-1041/h.2011.04.040. [In Chinese; 1 citation]
31. Gong, Y. (2007). 漢語“數量名”結構產生芻議 (The formation of “Numeral + Quantifier + Noun” structure in ancient Chinese). 語文知識 (Journal of Chinese Knowledge), 4, 83-85. [In Chinese; 3 citations]

Note: * Highly Cited Paper in the Web of Science

Conference Presentations

1. Gong Y. (Aug. 22, 2022). The Sociocultural turn in overseas research on international Chinese teaching. Invited Keynote Speaker. (South China Normal University, Guangzhou, China.
2. Gong Y. (Feb. 25, 2022). Language teachers’ identity in teaching intercultural communicative competence. Invited Keynote Speaker. (Hong Kong Metropolitan University, Hong Kong, China)
3. Gong Y. (Dec. 16, 2021). Language teachers’ identity in teaching intercultural communicative competence. Invited Keynote Speaker. (Institute for International Students, Najing University, Nanjing, China)
4. Gong Y. (Dec. 3-4, 2021). Reflection on research experiences over the past six years. The 2^nd Macau Roundtable Symposium on Linguistics. Invited Keynote Speaker. (Faculty of Arts and Humanities, University of Macau, Macau SAR, China)
5. Gong Y. (Nov. 29, 2021). How to publish studies on teaching and learning Chinese as a second/foreign language in SSCI indexed journals. Invited Keynote Speaker. (Renmin University of China, Suzhou Campus, China)
6. Gong, Y. (Aug. 25, 2021). Teacher agency in adapting to online teaching during COVID-19. Paper presented at Greater China MOOC Symposium Macao (GCMS) 2021. (University of Macau, Macau SAR, China)
7. Gong, Y. (July 04, 2020). Cultural adaptation challenges and strategies during study abroad: New Zealand students in China. Invited Keynote Speaker. (Southeast University, Nanjing, China)
8. Gao, X., & Gong, Y. (Dec. 21, 2019). Teacher identity as a lens to understand Chinese as an additional language teachers’ practice. Paper presented at International Symposium on Intercultural Communication and Language Capacity Development under the Belt and Road Initiative. (Shanghai University of Finance and Economics, Shanghai, China)
9. Gong, Y. (Oct. 14-16, 2019). Language learning strategies in the context of learning Chinese as a foreign/second language. Paper presented at The Third International Conference on Situating Strategy Use. (Osaka, Japan)
10. Gong, Y. (May 18-19, 2018). The interaction between Chinese language teachers’ identity and their enactment of intercultural teaching. Paper presented at the Postgraduate Research Conference. (University of Hong Kong, Hong Kong SAR, China)
11. Gong, Y. (Dec. 08-09, 2017). All roads lead to Rome: A review of studies on teaching Chinese as a second or foreign language in and outside China. Paper presented at the Postgraduate Research Conference. (University of Hong Kong, Hong Kong SAR, China)
12. Gong, Y. (May 19-20, 2017). The teaching Chinese as a second or foreign language. Paper presented at the Postgraduate Research Conference. (University of Hong Kong, Hong Kong SAR, China)
13. Gong, Y., Zhang, J, & Huang, J. (Apr. 10, 2017). On-line improvement community: Its impact on Chinese technical students’ verbal skills in the job-interview setting. Paper presented at the HKU Interdisciplinary Research Competition. (University of Hong Kong, Hong Kong SAR, China)
14. Gong, Y. (Dec. 09-10, 2016). The impact of working settings on teacher intercultural teaching cognition. Paper presented at the Postgraduate Research Conference. (University of Hong Kong, Hong Kong SAR, China).
15. Gong, Y. (Oct. 08-09, 2016). Achievement goals in adult learners: An exploratory study in the Chinese as a foreign language classroom in Hong Kong. Paper presented at the International conference on Business, Economics, Social Science & Humanities-BESSH 2016. (Sydney, Australia)
16. Gong, Y. (May 20-21, 2016). Adult learner identity and Mandarin Chinese learning in Hong Kong. Paper presented at the Postgraduate Research Conference. (University of Hong Kong, Hong Kong SAR, China)
17. Gong, Y. (May 14-15, 2016). Adult learner identity and learning Chinese as a foreign language. Paper presented at the Thirteenth National Doctoral Forum on Foreign Linguistics and Applied Linguistics. (Guangdong University of Foreign Studies, Guangzhou, China)
18. Gong, Y. (Dec. 11-12, 2015). ‘I am mainly a language teacher’: Understanding teachers’ professional identity in integrating culture with Chinese language teaching in Hong Kong. Paper presented at the Postgraduate Research Conference. (University of Hong Kong, Hong Kong SAR, China)
19. Gong, Y. (Dec. 03-05, 2015). Struggling in the ambivalence: Pre-service Chinese language teachers’ belief and practice in teaching intercultural communicative competence. Paper presented at the Third International School Chinese Language Education Conference. (University of Hong Kong, Hong Kong SAR, China)
20. Gong, Y. (June 07-11, 2015). Pre-service teachers’ and in-service teachers’ cognition in teaching intercultural communicative competence: A comparative study in the Chinese as a foreign language classroom in Hong Kong. Paper presented at the 2015 International Education Conference. (London, UK)
21. Gong, Y. (May 15-16, 2015). Chinese language teachers’ cognition in teaching intercultural communicative competence in Thailand. Paper presented at the Postgraduate Research Conference. (University of Hong Kong, Hong Kong SAR, China)
22. Gong, Y., Da, W., & Rao, L. (Apr. 11-12, 2015). Chinese traditional culture and modern t Paper presented at the “One Forum” Conference. (Chinese University of Hong Kong, Hong Kong SAR, China)
23. Gong, Y. (Mar. 14-Apr. 19, 2015). Undergraduate students’ understanding of intercultural communicative competence: A belief to make a more peaceful w Paper presented at Future Ideas: Worldwide Academic Competition 2015.
24. Gong, Y. (Dec. 10, 2014). Foreign language teachers’ perception and practice in teaching intercultural communicative competence: A systematic review of the literature. Paper presented at the Postgraduate Research Conference. (University of Hong Kong, Hong Kong SAR, China)

Teaching

Academic Year 2019-2020

EDUC2017: Teaching Writing and Chinese Culture (Undergraduates)

EDUC3017: Modern and Contemporary Chinese Literature and Its Teaching (Undergraduates)

Academic Year 2020-2021

EDUC1002-001: History of Chinese literature and its teaching (Undergraduates)

EDUC2017: Teaching Writing and Chinese Culture (Undergraduates)

EDUC3010: History of Chinese Thoughts and Education (Undergraduates)

EDUC8006: Introducing Qualitative Research (PhD students)

Academic Year 2021-2022

EDUC3010: History of Chinese Thoughts and Education (Undergraduates)

EDUC8006: Introducing Qualitative Research (PhD students)

EDUC8102: Research Methods in Education (EdD students)

Academic Year 2022-2023

EDUC3010: History of Chinese Thoughts and Education (Undergraduates)

EDUC8006: Introducing Qualitative Research (PhD students)

EDUC8102: Research Methods in Education (EdD students)

Supervision of Student Research

Master Students

1. Research on pedagogical content knowledge of non-education-major novice Chinese teachers (Ms. Liang Qianyi, Master thesis, Completed in 2020)
2. Task-based language teaching in the Chinese as an additional language classroom: A case study on Chinese teachers in the Confucius Institute (Ms. Liao Tiemiao, Master thesis, Completed in 2022)
3. A comparative study on pedagogical content knowledge between normal-major and non-normal-major novice primary Chinese teachers (Ms. Fang Jingyin, Master thesis, Completed in 2022)
4. A study on global citizenship building in Chinese as an additional language textbooks (Ms. He Yanxiang, Master thesis, Ongoing)
5. A study on teachers’ strategies of teaching tones in the Chinese as a foreign language classroom (Ms. Zhai Siyu, Master thesis, Ongoing)
6. Family language policy and child language development (Ms. Lei Siyu, Master thesis, Ongoing)
7. A study on teacher-student interaction in online one-to-one Chinese language teaching (Ms. Pang Qiaowen, Master thesis, Ongoing)

PhD Students

1. Language policy and planning at the Confucius Institute in Macau: A linguistic ethnography (Mr. Li Wendong, PhD thesis, Ongoing)
2. Researcher identity and research engagement: A mix methods study on university CSL teachers in mainland China (Ms. Zhang Luyao, PhD thesis, Ongoing)
3. International students’ investment in Chinese language learning (Ms. An Ziyi, PhD thesis, Ongoing)
4. The effect of modality on writing performance of Chinese as a second language Learners: A comparison between handwriting and typewriting (Ms. Zhang Huichao, PhD thesis, Ongoing)

EdD Students

1. Professional development of early childhood teachers (Ms. Li Shujing, EdD thesis, Ongoing)
2. Teacher professional development in Macau (Mr. Hoi Kong Hong, EdD thesis, Ongoing)

Supervision of Student Teaching Practice

Academic Year 2019-2020

9 students teaching in primary and secondary schools

Academic Year 2020-2021

8 students teaching in primary and secondary schools

Academic Year 2021-2022

12 students teaching in primary and secondary schools

1. Gong, Y. (PI, 2022-2023). Prepare College Students for Global Citizenship and Multicultural Awareness: An Exploratory Study in the Guangdong-Hong Kong-Macao Greater Bay Area of China [Grant number: HSS-UMAC-2021-14]. Macao Higher Education Institutions in the Area of Research in Humanities and Social Sciences of Higher Education Fund, Macau SAR, China.

2. Gong, Y. (PI, 2022-2023). Strategic responses to cultural adaptation challenges during study abroad: The case of Chinese as a foreign/second language learners in China [Grant number: MYRG2020-00088-FED]. University of Macau, Macau SAR, China.

3. Gong, Y. (Co-PI, 2022-2023). What kind of citizen? Whose identity? An interdisciplinary content analysis of textbooks of five subjects in Macau primary schools [Grant number: MYRG2020-00143-FED]. University of Macau, Macau SAR, China.

4. Gong, Y. (PI, 2019-2022). Prepare college students for global citizenship and multicultural awareness: An exploratory study in the Guangdong-Hong Kong-Macao Greater Bay Area of China [Grant number: 10/DSESHSS-UM/2019]. Macao Higher Education Institutions in the Area of Research in Humanities and Social Sciences of Higher Education Bureau, Macau SAR, China.

5. Gong, Y. (PI, 2020-2023). Non-Chinese learners’ identity and their Chinese language learning [Grant number: SRG2020-00001-FED]. University of Macau, Macau SAR, China.

6. Gong, Y. (Co-PI, 2019-2021). The effectiveness of pragmatic teaching for international students in China [Grant number: 19YJC740057]. Ministry of Education of China, China.

7. Gong, Y. (Co-PI, 2018-2020). The teacher knowledge and professional identity of EAP teachers in Chinese higher education [Grant number: 18CYY025]. National Social Sciences Foundation of China, China.

8. Gong, Y. (Co-PI, 2018-2020). Understanding the relationship of language teachers’ identity with their technology integration for instruction. Seed Fund for Basic Research, University of Hong Kong, Hong Kong SAR, China.

9. Gong, Y. (PI, 2015-2016). Exploring the relationship of CSL/CFL teachers’ identity with their teaching of intercultural communicative competence. Faculty Research Fund, Faculty of Education, University of Hong Kong, Hong Kong SAR, China.

10. Gong, Y. (PI, 2014-2015). Chinese language teachers’ cognition in teaching intercultural communicative competence. Faculty Research Fund, Faculty of Education, University of Hong Kong, Hong Kong SAR, China.

Internal

External

1. Top 1% highly cited paper in 2021 (Web of Science): Developing literacy or focusing on interaction: New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China
2. Top 1% highly cited paper in 2020 (Web of Science): Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014-2018)

 Editorial Board Membership

1. Editorial Board              2022 to present
   Language, Culture and Curriculum (SSCI)

2. Associate Editor             2021 to present
   Frontiers in Psychology (Educational Psychology section; SSCI)

3. Consulting Editor           2020 to present
   SAGE Open (SSCI)

Guest Editors

1. Guest Special Issue Editor        2021 to present
   Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective, Frontiers in Psychology (Educational Psychology section; SSCI)

2. Special Issue Chief Editor          Jan. 2019-Mar. 2020
   The Teaching and Learning of Chinese as a Second or Foreign Language: The Current Situation and Future Directions, Frontiers of Education in China (Scopus & ESCI)

 Invited Reviewer

Journal reviewer: Language Teaching (SSCI), Teachers and Teaching (SSCI), International Review of Applied Linguistics in Language Teaching (SSCI), Journal of Teacher Education (SSCI), System (SSCI), Language, Culture and Curriculum (SSCI), Learning and Individual Differences (SSCI), Computers and Education (SSCI), The Asia-Pacific Education Researcher (SSCI), Current Issues in Language Planning (SSCI), Reading and Writing (SSCI), Journal of Multilingual and Multicultural Development (SSCI), Educational Studies (SSCI), Frontiers in Psychology (SSCI), SAGE Open (SSCI), TESOL Journal (Scopus & ESCI), Higher Education Pedagogies (Scopus & ESCI), and Frontiers of Education in China (Scopus & ESCI)

Conference reviewer: American Educational Research Association Annual Meeting (AERA 2020, 2021, 2022), and American Association for Applied Linguistics (AAAL 2022, 2023)

Book proposal reviewer: Taylor & Francis, Palgrave Macmillan, and Springer Nature

Service to the Faculty/University/Community

Faculty Level

Academic Year 2019-2020

1. Serving as Chair or Committee Member of 8 MEd Oral Defences
2. Serving as Chair, Committee Member, or Working Sectary of 4 PhD Oral Defences

Academic Year 2020-2021

1. Selection Panel Member for Recruitment of Part-Time Instructor for the Course: Appreciation and Teaching of Chinese Literature and Subject-Based Teaching Methods II (Chinese)
2. Selection Panel Member for Recruitment of Part-Time Instructor for the Course: Chinese History Curriculum and Teaching II, World History Curriculum and Teaching, and Teaching of Macao History
3. Steering Committee Member for the First Annual Faculty of Education Postgraduate Research Symposium   Sep. 22, 2020
4. Serving as Chair or Committee Member of 16 MEd Oral Defences
5. Serving as Chair, Committee Member, or Working Sectary of 11 PhD Oral Defences

University Level

Academic Year 2019-2020

Advisor of “Dream Building Team” (DBT, 築夢小隊), Shiu Pong College

Academic Year 2020-2021

1. Library Committee Representative (LC), FED Representative, 2020/2021
2. Staff-Student Consultative Committee, FED Representative, 2020/2021
3. Advisor of “Dream Building Team” (DBT, 築夢小隊), Shiu Pong College

Community Level

Academic Year 2019-2020

Teaching Plan Reviewer and Assessor for the 2018/2019 Reward Program of Teaching Plan Design hosted by the Education and Youth Affairs Bureau of Macau (2018/2019學年教學設計獎勵計劃評審) Nov. 21, 2019-Jan. 20, 2020

Academic Year 2020-2021

1. Teaching Plan Reviewer and Assessor for the 2018/2019 Reward Program of Teaching Plan Design hosted by the Education and Youth Affairs Bureau of Macau (2019/2020學年教學設計獎勵計劃公開課評審) Mar. 27, 2021
2. Teaching Plan Reviewer and Assessor for the 2018/2019 Reward Program of Teaching Plan Design hosted by the Education and Youth Affairs Bureau of Macau (2019/2020學年教學設計獎勵計劃評審) Mar. 15, 2021-Apr. 23, 2021
3. Instructor and Advisor, Integrating Information Technology into Education: Course Design (Language), 2021 DSEJ ICT Training Program (Unit 2) Mar. 27, 2021
4. Instructor and Advisor, Curriculum and Instruction, 2021 DSEJ School Leisure Activities Training Program (Unit 4) Oct. 27, October 2020-Mar. 01, 2021