Prof. BAI Barry

D.BIT (TP), M.A. (USYD), Ph.D. (NIE/NTU)

Associate Professor
Prof. BAI Barry

Prof. BAI Barry

Associate Professor

HTB Rm. 413
3943 1306


Introduction
Formerly served as Lecturer at Nanyang Technological University, Singapore. Courses taught include Academic Writing, Research Methods, Subject Curriculum and Teaching (English), ELT Techniques, Enrichment Activities for ELT, and ELT Curriculum Theory and Design.
Faculty of Education Exemplary Teaching Award 2014
CAERDA Best Dissertation Award 2014
Other positions
Associate Editor, Asia Pacific Journal of Education
ExCo Member of Hong Kong Association for Applied Linguistics
Member of the Editorial Board of Educational Psychology
Member of the Editorial Board of Thinking Skills and Creativity
Research Areas
Self-regulated learning, writing motivation, second language writing, e-learning, social and emotional learning, writing strategies, and teacher professional development
Selected Publications
Refereed Journal articles
  1. Wang, J., & Bai, B., (2022). Whose goal emphases play a more important role in ESL/EFL learners’ motivation, self-regulated learning and achievement?: Teachers’ or parents’. Research Papers in Education, 1-22. doi:10.1080/02671522.2022.2030395.
  2. Guo, W. J., Lau, K. L., Wei, J., & Bai, B. (2021). Academic subject and gender differences in high school students’ self-regulated learning of language and mathematics. Current Psychology, 1-16. doi: 10.1007/s12144-021-02120-9.
  3. Guo, W. J., Bai, B, & Song, H. (2021). Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing. System, 1-11. doi: 10.1016/j.system.2021.102578.
  4. Bai, B., Shen, B., & Wang, J. (2021). Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools. Language Teaching Research, 1-25. doi: 10.1177/13621688211021736.
  5. Wang, J., Bai, B., & Song, H. (2021). Primary school students’ acceptance of computer-mediated collaboration in English writing: The role of peer and teacher support. Computer Assisted Language Learning, 1-24. doi: 10.1080/09588221.2021.1881974.
  6. Bai, B., & Wang, J. (2021). Hong Kong secondary school students’ self-regulated language learning strategy use and English writing competence: Influences of motivational beliefs. System, 96, 1-14. doi: 10.1016/j.system.2020.102404.
  7. Bai, B., Wang, J., & Zhou, H. X. (2020). An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong. Computer Assisted Language Learning, 1-26. doi:10.1080/09588221.2020.1871030.
  8. Bai, B., & Wang, J. (2020). Conceptualizing self-regulated reading-to-write in ESL/EFL writing and its relationships to motivation and writing competence. Language Teaching Research, 1-24. doi: 10.1177/1362168820971740.
  9. Yuan, R., Bai, B., & Hou, S. M. (2020). Unpacking vulnerability in academic writing and publishing: A tale of two NNES scholars in China. Higher Education Research & Development, 1-16. doi: 10.1080/07294360.2020.1865282.
  10. Bai, B. & Wang, J. (2020). Growth mindset, self-efficacy and intrinsic value: How self-regulated learning mediates the role of motivational beliefs in English language learning achievements in an Asian context. Language Teaching Research, 1-22. doi:10.1177/1362168820933190.
  11. Shen, B., Bai, B., & Park, M. Y. (2020). Exploring Hong Kong primary school students’ writing motivation: Relationships between writing self-efficacy and task value. Journal of Multilingual and Multicultural Development, 1-15. doi:10.1080/01434632.2020.1823397.
  12. Bai, B., Wang, J., Nie, Y.Y. (2020). Self-efficacy, task values, and growth mindset: What has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? Cambridge Journal of Education, 1-20. doi: 10.1080/0305764X.2020.1778639.
  13. Shen, B., Bai, B., & Xue, W. H. (2020). The effects of peer assessment on learner autonomy: An empirical study in a Chinese college English writing class. Studies in Educational Evaluation, 64, 1-10. doi: 10.1016/j.stueduc.2019.100821.
  14. Lee, A. N., Nie, Y. Y., & Bai, B. (2020). Teachers’ perceived principal’s support for professional learning and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behavior. Teaching and Teacher Education, 93, 1-11. doi:10.1016/ j.tate.2020.103076.
  15. Bai, B., Shen, B., & Mei, H. (2020). Hong Kong primary students' self-regulated writing strategy use: Influences of gender, grade level, and writing proficiency. Studies in Educational Evaluation, 65, 1-11. doi: 10.1016/j.stueduc.2020.100839.
  16. Bai, B., Nie, Y. Y., & Lee, A. N. (2020). Academic self-efficacy, task importance and interest: Relations to English language learning in an Asian context. Journal of Multilingual and Multicultural Development, 1- 14. doi:10.1016/ j.tate.2020.103076.
  17. Bai, B., Wang, J., & Chai, C. S. (2019). Understanding Hong Kong primary school English teachers’ ccontinuance intention to teach with ICT. Computer Assisted Language Learning, 1-24. doi: 10.1080/09588221.2019.1627459.
  18. Bai, B., Song, H., & Zhang, Q. (2019). Catering for teachers' individual teaching differences in China - The case of forming reciprocal coaching circles supported by university-based teacher educators. Journal of Education for Teaching, 45,214-218. doi: 10.1080/02607476.2018.1548175.
  19. Bai, B. & Guo, W. J. (2019). Motivation and self-regulated learning strategy use: Relationships to primary school students’ English writing competence in Hong Kong. Language Teaching Research, 1-22. doi:10.1177/1362168819859921.
  20. Guo, W. J. & Bai, B. (2019). Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools. Applied Linguistics Review, 1-23. doi:10.1515/applirev-2018-0085.
  21. Bai, B. & Yuan, R. (2019). EFL teachers' beliefs and practices about pronunciation teaching. ELT Journal, 73, 134-143.
  22. Shen, B. & Bai, B. (2019). Facilitating university teachers’ continuing professional development through peer-assisted research and implementation team work in China. Journal of Education for Teaching, 45, 476-480. doi: 10.1080/02607476.2019.1639265.
  23. Bai, B., Chao, C. N. G., & Wang, C. (2019). The relationship between social support, self-efficacy and English language learning achievement in Hong Kong. TESOL Quarterly, 53, 208-221.
  24. Bai, B. & Guo, W. J. (2018). Influences of self-regulated learning (SRL) strategy use on self-efficacy in primary school students’ English writing in Hong Kong. Reading & Writing Quarterly, 34, 523-536.
  25. Bai, B. (2018). Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols. System, 78, 15-26.
  26. Bai, B. & Lo, C. K. (2018). The barriers of technology integration in Hong Kong primary school English education: Preliminary findings and recommendations for future practices. International Journal of Literature, Language and Linguistics,4, 290-297.
  27. Wang, C. & Bai, B. (2017). Validating the instruments to measure ESL/EFL learners' self-efficacy beliefs and self-regulated learning strategies. TESOL Quarterly, 51, 931-947.
  28. Bai, B. (2015). An intervention study of writing strategies in Singapore primary schools. System, 53, 96-106.
  29. Bai, B., Hu, G. W., & Gu, Y. (2014). The relationship between writing strategies and English proficiency in Singapore primary schools. The Asia-Pacific Education Researcher, 23, 355-365.
  30. Bai, B. (2014). Enhancing in-service teachers’ professional learning through a school-based professional development programme in Hong Kong. Journal of Education for Teaching, 40, 434-436.

Book chapters
  1. Bai, B., Hu, G. W., & Lee, I. (2021). Influences on teachers’ professional development: The case of using drama as pedagogy. In Y. N. Leung (ed.) Reflections on the English language teaching and learning in the global and diversified world (pp. 118-136). Taipei: Crane Publisher.
  2. Bai, B. (2021). School writing in Hong Kong: Current status and issues. In J. V. Jeffery and J. Parr (Eds.) International perspectives on writing curricula and development: A cross-case comparison (pp. 58-77). Abingdon: Routledge.

Scholarly books
  1. Bai, B. (2016). Writing strategies and strategy-based instruction in Singapore primary schools.Newcastle: Cambridge Scholars Publishing.

Resource books/packages
  1. Bai, B. (Ed.). (2021). A resource package for Using e-Learning to develop primary school students’ 21st century skills (critical thinking, creativity, collaboration and self-regulation) in English language learning and teachers’ assessment literacy. Quality Education Fund 2020/2021 Project. Hong Kong: Centre for Language Education and Multiliteracies Research, the Chinese University of Hong Kong.
  2. Bai, B. (Ed.). (2020). A resource package for Enhancing secondary students’ English writing through 3C-based (collaboration, creativity and critical thinking) activities, self-regulation strategies and e-Learning tools. Quality Education Fund 2019/2020 Project. Hong Kong: Centre for Language Education and Multiliteracies Research, the Chinese University of Hong Kong.  
  3. Bai, B. (Ed.). (2019). A resource package for the Read to write. Quality Education Fund 2018/2019 Project. Hong Kong: Centre for Enhancing English Learning and Teaching, the Chinese University of Hong Kong.  
  4. Bai, B. (2018). My Project Writing Strategy Book. Hong Kong: Centre for Enhancing English Learning and Teaching, the Chinese University of Hong Kong.  
  5. Bai, B., Song, H., & Zhang, Q. (Eds.). (2018). A resource package for the Quality Education Fund Thematic Network (QTN) on English language (Primary): Project Writing and Drama Modules. Hong Kong: Centre for Enhancing English Learning and Teaching, the Chinese University of Hong Kong.

Selected Research and Development Projects
  1. 2021-22 Quality Education Fund (QEF), Education Bureau, Hong Kong,  HKD1,925,800 (The Chinese University of Hong Kong, Principal Investigator), Promoting primary school English teachers’ assessment literacy: developing primary students’ ability to assess and improve their learning of English and 21st century skills supported with e-learning tools
  2. 2021-23 Standing Committee on Language Education and Research (SCOLAR), English Alliance Projects, Hong Kong, HKD1,847,265 (The Chinese University of Hong Kong, Principal Investigator), E-writing with 21st century skills (for KS2) and experiencing 21st century English writing with e-learning tools (for KS3)
  3. 2021-2024 Chinese National Social Sciences Fund (Education) for Young Scholars, RMB 200,000. Project leader: Professor Jing Wang, Faculty of Education, Zhejiang University. Co-PIs: Barry Bai, The Chinese University of Hong Kong, Professor Yan Li, Faculty of Education, Zhejiang University, and Professor Gaowei Chen, Faculty of Education, The University of Hong Kong, Students' self-regulated learning and support from teachers and parents in the digital era
  4. 2021-23 Quality Education Fund (QEF), Education Bureau, Hong Kong,  HKD1,903,400 (Baptist University of Hong Kong, Principal Investigator: Lisa Liping Deng, Co-PIs: Barry Bai, The Chinese University of Hong Kong, Professor Allan Yuen, Yew Chung College of Early Childhood Education, and Dr. Chan Chi-keung, Department of Counselling and Psychology, Shue Yan University), Promoting self-regulation and personalized online learning through supporting teachers, students, and parents
  5. 2020-21 Quality Education Fund (QEF), Education Bureau, Hong Kong,  HKD3,641,000 (The Chinese University of Hong Kong, Principal Investigator), Using e-Learning to develop primary school students' 21st century skills in English language learning and teachers' assessment literacy
  6. 2019-21 Standing Committee on Language Education and Research (SCOLAR), English Alliance Projects, Hong Kong, HKD1,621,227 (The Chinese University of Hong Kong, Principal Investigator), E-writing in action and learning English with drama fun
  7. 2019-20 Quality Education Fund (QEF), Education Bureau, Hong Kong, HKD1,999,900 (The Chinese University of Hong Kong, Principal Investigator), Enhancing secondary students' English writing through 3C-based activities, self-regulation strategies and e-Learning tools
  8. 2018-21 Hong Kong Research Grants Council (RGC) Competitive Research Funding Schemes (2018/2019, GRF/ECS), Hong Kong, HKD531,828, Hong Kong primary school students' use of self-regulated writing strategies and effects of a strategy-based writing intervention
  9. 2018-2019 Quality Education Fund (QEF), Education Bureau, Hong Kong, HK$1,920,000 (The Chinese University of Hong Kong, Principal Investigator), Read to write – An intervention to improve students’ English writing competence through teaching self-regulated reading and writing strategies, facilitated by e-Learning resources in primary schools
  10. 2017-18 Quality Education Fund Thematic Network (QTN) on English Language (Primary) 2017/2018 of QEF, Education Bureau, Hong Kong, HKD2,960,000 (The Chinese University of Hong Kong, Principal Investigator),  Focusing on drama, project writing, and e-learning

Project website: https://www.clemr.fed.cuhk.edu.hk/about-us