Mr. Edward LI

Associate Director


Edward Li is the Associate Director (Programming) at the Center for Language Education, HKUST, overseeing the development and provision of English, Chinese and Third Languages courses. A language practitioner with over 25 years of teaching, Edward has an interest in educational assessment with expertise in language testing, standard-setting, curriculum alignment and competency-based education. Edward has undertaken various leadership roles and served in committees within and outside the University. Edward has taught at the postgraduate (MBA, EMBA, MIMT), undergraduate and secondary levels. Edward believes in collaboration with colleagues, students and other stakeholders, to spark creativity and promote quality in designing the learning experience for students which best addresses their needs in this ever-changing world.

      Service for University 

  • Member, Committee for University Core Education
  • Member, Working Group for the Review of Common Core Curriculum
  • Member, University Admissions Sub-Committee
  • Chair, Course Review Panel for the Common Core Programme


     Select Leadership Roles at the Center of Language Education 

  • Leader, the Competency Project
  • Deputy Chair, Academic Management Committee
  • Member, Executive Committee
  • Chair, Review Team of the English Communication (E-Comm) Courses for Common Core Programme 


Professional Interests

Edward’s publications and research interests are in the fields of language testing and assessment, standard setting, curriculum alignment and programme evaluation. Edward has served as chair of English language assessment review committees for primary and secondary education, and external examiner of programme validation committees for tertiary institutions. He has also served as paper-setter, chief examiner and chair of review committees for a number of public and professional examinations.


2024 Journal Publication

Student reflections as a catalyst for teacher reflective practice in teaching English for Academic Purposes (EAP)

Jhaveri, Aditi; Li, Siu Leung

Press: Routledge
Source: Reflective Practice, January 2024, p. 1-16
DOI: 10.1080/14623943.2024.2305922

This paper examines a new first-year EAP course in a Hong Kong university. It utilizes teacher and student reflections to understand the course’s strengths and weaknesses, aiming to enhance its design and delivery. The study employed a qualitative approach whereby textual analysis was used to interpret the data collected in the form of written teacher reflections, written student reflections, and notes of teacher reflective dialogue. The thematic categories for coding the data were established based on the course’s main learning outcomes: Effective Learning, Spoken Language, and Written Language. Findings reveal that teachers were more critical of the course compared to learners. Teachers expressed dissatisfaction with the pedagogical approach to Effective Learning unit, insufficient time provided in the course to teach solo speaking, and the inability to cover too many organizational and linguistic features in the writing unit. Students, however, did not have much to reflect on about Effective Learning, had mixed views about Spoken Language with some worried about reading from notes, and wrote extremely positively about their learning of Written Language. Nonetheless, their views provide valuable insights for course improvement. Consequently, the paper advocates for a reflective pedagogy approach to EAP that considers both teacher and student reflections to enhance teaching and learning outcomes. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

2016 Chapter in Edited Volume

The Consequential Validity of a Post-Entry Language Assessment in Hong Kong

Li, Edward Siu Leung

Press: Springer
ISBN: 9783319391908
Source: Post-admission Language Assessment of University Students / Edited by John Read. Switzerland : Springer, 2016, p. 67-86, Ch. 4, Book series: English Language Education, v. 6
DOI: 10.1007/978-3-319-39192-2_4

The launch of the 3 + 3 + 4 education reform in Hong Kong has posed challenges to as well as created opportunities for tertiary institutions. It has invariably led to reviews of the effectiveness of their existing English language curricula and discussions among language practitioners in the tertiary sector as to what kind of English curriculum and assessment would serve the needs and interest of the new breed of senior secondary school graduates, who have had only six years to study English in the new education system as compared with seven years in the old system. This chapter reports on the pedagogical and assessment strategies adopted by the Hong Kong University of Science and Technology (HKUST) to embrace these challenges, and the findings of a pilot study conducted to investigate the consequential validity of a post-entry language assessment used at HKUST. Consequential validity is often associated with test washback. In Messick’s expanded notion of test validity (Messick 1989), the evidential and consequential bases of test score interpretation and test score use are considered as crucial components of validity. It covers not just elements of test use, but also the impact of testing on students and teachers, the interpretation of test scores by stakeholders, and the unintentional effects of the test. This chapter reports the findings of the pilot study and discusses their implications for the use of PELAs.