Dr. Nick WONG



Educational qualifications and professional accreditation

BA in Linguistics (HK), MA in Linguistics (HK), PhD in Applied Linguistics (Lancaster), CertTESOL (Columbia), Sententia Gamification Surveyor Certification (Level I), Certificate of Teaching and Learning in Higher Education (HK), Senior Fellow of the Higher Education Academy (Advance HE, UK)

Teaching Awards

  • Nominee – Michael G. Gale Medal for Distinguished Teaching, HKUST
  • Honorable Mention – School of Humanities and Social Science Teaching Award, HKUST
  • Award Recipient – CLE Teaching Award, HKUST

Nick Wong is an applied linguist and an experienced English for Specific Purposes (ESP) practitioner. He specializes in teaching English for Academic Purposes (EAP), Business English, and English for medical professionals. He is also a Senior Fellow of the Higher Education Academy (SFHEA) and a Fellow of the Lancaster University China Centre.

Nick Wong's academic career began in 2008 when he started working as a demonstrator at the Department of Linguistics at the University of Hong Kong, where he taught undergraduate courses in General Linguistics, including Cantonese Linguistics, Phonetics, and Languages of the World. After that, he joined Tung Wah College in 2010, where he served as the English curriculum leader of the associate degree programme and led courses in Developing English Language Skills (QF Level 4: common core English course for all year-one students, with over 1000 students enrolling every academic year), Business Communication in English (QF Level 5), and Critical Thinking in English (QF Level 5). Currently, he is the course lead for RMBI4980, and RMBI4990, where he specializes in teaching academic research writing and project planning.

Nick has held various internal and external appointments throughout his academic career. From 2018 to 2020, he was the Residential Fellow at the Dean of Students' Office at HKUST. Additionally, Nick served as an External Examiner at Caritas Institute of Higher Education and Caritas Bianchi College of Careers in 2019-2020. Nick has also served on various committees at Tung Wah College, including as a member of the Programme Committee for BHS in Nursing from 2013-2016, and as a member of the Programme Planning Committee for BSSc in Management and Operations of Non-profit Organisation in 2013. He was also the Project Coordinator of Tung Wah College's "English Smart" Project in collaboration with the British Council in 2013 and an Internal Panel Member of Internal Validation Panel for Bachelor of Professional Accountancy at Tung Wah College. Furthermore, Nick served as the Teaching Representative of all external accreditation and validation exercises at Tung Wah College from 2011-2016.

As the principal investigator, he is currently working on a large-scale research and development project to develop an AI-assisted VR English-speaking programme for secondary and tertiary students ($30,365,700). Over the past decade, he has also secured different grants for research and teaching innovation projects. In particular, as the principal investigator, his funded research project on Kongish has developed a new trend of Kongish research in Hong Kong. He and his team have also been interviewed for the Kongish project in various local and international media:

粵拼專家笑談「港女拼音」. Singtao Daily, 22 August 2019.

“「What 7 you say」你識唔識?實測港人Kongish程度” Apple Daily, 23 July 2017.

“茶餐廳菜單神級英譯 想知瀨尿牛丸點樣譯?”. HK01, 14 January 2017.

“港式英文未必錯 科大研究助教學”. Wenweipo (Education), 26 February 2016.

‘Hongkongers mix English and Cantonese into new language, Kongish’. South China Morning Post (Lifestyle feature), 21 January 2016.

“Laugh L Die Me! Kongish Daily”. 100Most (100毛), 21 January 2016.

“Do you speak Kongish ar?”. Varsity (Lifestyle), 14 December, 2015.

“80後搞專頁教講Kongish 2個月3萬likes”. Next Magazine, 2 November, 2015.

“港式英語-Kongish, who say no good? 聽聽講師怎樣說”. Metro Pop, 2 October, 2015.

“有話說﹕借港式英語學英文?”. Mingpao (lifestyle), 18 August 2015.

“萬六like港語日報 撐Goodest本土英文”. Apple Daily (lifestyle), 9 August, 2015.


Professional Interests

Global Englishes



Technology Enhanced Education



2023 Conference Paper / Presentation

Enhancing language self-efficacy of EFL university students through experiential learning: a study of the learning league project

Ho, Sze Han; Wong, Chun; Li, Wing Chi Angie; Lau, Lo

Press: Universidad Politecnica de Valencia.
ISBN: 9788413960852
Location: Valencia, Spain
Source: International Conference on Higher Education Advances, June 2023, p. 1089-1096
DOI: 10.4995/HEAd23.2023.16219

The Learning League project aims to study the improvement of language self-efficacy among English as a foreign language (EFL) university students in Hong Kong after delivery English language classes to secondary school students in a 12-week programme. The project adopts a blended learning approach, utilizing the learning-by-teaching pedagogy and gamification to enhance students' motivation and English speaking skills. 13 university students were recruited as student tutors. They received teaching training before teaching English to 63 secondary school students. English speaking-related weekly tasks and selected materials were provided to the student tutors to complete and read before they taught. The language self-efficacy of university students were measured using language self-efficacy scale (Wong, 2005). The programme evaluation showed positive results for the university students' English speaking skills and language self-efficacy. © 2023 International Conference on Higher Education Advances. All rights reserved.

2020 Journal Publication

Kongish Daily: Researching Translanguaging Creativity and Subversiveness

Wei, Li; Tsang, Alfred Jones; Wong, Chun; Lok, Pedro

Source: International Journal of Multilingualism, v. 17, (3), July 2020, p. 309-335
DOI: 10.1080/14790718.2020.1766465

This paper analyses Kongish Daily, a Facebook page that trans-scripts local news in Hong Kong into a creative and dynamic mix of Cantonese in traditional Chinese characters, Romanisation and made-up characters, simplified Chinese, pinyin, English, Hong Kong English, other phonetic symbols, emoji and other signs and images. We trace the origin of the site and rationale for the Facebook page, and analyse it as a translanguaging phenomenon. The main objective is to understand the political motivations for the Facebook account and the social critique it offers through its dynamic translanguaging practice. In particular, we want to highlight the subversive nature of the translanguaging practice. Methodologically, it develops the participatory linguistics framework, which transformed our own understandings of the phenomenon as well as the cultural politics of translingualism and social media in Hong Kong. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.

2015 Journal Publication

Learning experience of Chinese nursing students in an online clinical English course: Qualitative study

Tang, A.C.Y.; Wong, Chun; Wong, Thomas K.S.

Source: Nurse Education Today, v. 35, (2), February 2015, p. e61-e66
DOI: 10.1016/j.nedt.2014.11.017

The low English proficiency of Chinese nurse/nursing students affects their performance when they work in English-speaking countries. However, limited resources are available to help them improve their workplace English, i.e. English used in a clinical setting. To this end, it is essential to look for an appropriate and effective means to assist them in improving their clinical English. The objective of this study is to evaluate the learning experience of Chinese nursing students after they have completed an online clinical English course. Focus group interview was used to explore their learning experience. 100 students in nursing programs at Tung Wah College were recruited. The inclusion criteria were: (1) currently enrolled in a nursing program; and (2) having clinical experience. Eligible participants self-registered for the online English course, and were required to complete the course within 3. months. After that, semi-structured interviews were conducted on students whom completed the whole and less than half of the course. One of the researchers joined each of the interviews as a facilitator and an observer. Thematic analysis was used to analyze the data. Finally, 7 themes emerged from the interviews: technical issues, adequacy of support, time requirement, motivation, clarity of course instruction, course design, and relevancy of the course. Participants had varied opinions on the 2 themes: motivation and relevancy of the course. Overall, results of this study suggest that the online English course helped students improve their English. Factors which support their learning are interactive course design, no time constraint, and relevancy to their work/study. Factors which detracted from their learning are poor accessibility, poor technical and learning support and no peer support throughout the course. © 2014.