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General information

• Education: 香港中文大學教育博士
• Research Office: 人科一館三樓DH310
• Extension Number: 3219
• Research interests: 教師專業發展、專業學習社群、英語教學與學習、課程發展與設計
• E-Mail： kenchiang@yuntech.edu.tw
• Personal Website： None

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Experience

• Senior School Development Officer, the Education Bureau of Hong Kong
• Language Support Officer, the Education Bureau of Hong Kong
• Part-time Lecturer, Lingnan University (Lingnan Institute of Further Education)
• Part-time Lecturer, Youth College, Vocational Training Council
• Secondary School English Teacher

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Journal paper

• Tseng, S.-S., Yeh, H.-C., & Chiang, K. M. (2026). Human and AI collaboration in teacher reflection: Roles of educator, peer, and ChatGPT feedback in technology-integrated teaching. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2026.2720628 (SSCI)
• Yeh, H.-C., Yang, S.-H., Lan, Y.-J., & Chiang, K. M. (2026). Supporting graduate EFL proposal writing through a staged NotebookLM-supported workflow. Journal of English for Academic Purposes, 82, Article 101734. https://doi.org/10.1016/j.jeap.2026.101734 (SSCI)
• Cheng, Y.-H., Chiang, K. M., & Lin, P.-H. (2026). English language needs of Taiwanese R&D engineers in a high-tech multinational corporation. Taiwan International ESP Journal, 17(1), 28-61. (Scopus)
• Chang, C.-H., Chiang, K. M., & Lee, I. (2026). A content analysis of YouTube comments on private tutoring in Taiwan. SAGE Open, 16(2). https://doi.org/10.1177/21582440261432419 (SSCI)
• Chiang, K. M., Lee, I., Chang, C.-H., & Yin, H. (2026). Navigating challenges: A critical examination of school-based curriculum development in Hong Kong. Journal of Curriculum Studies. Advance online publication. https://doi.org/10.1080/00220272.2026.2634691 (SSCI)
• Chiang, K. M. (2024). Understanding EFL teacher professional development in professional learning communities from an ecological perspective: A conceptual analysis. Foreign Language Studies, 40, 67–95. (TCI-HSS)
• Chiang, K. M., Yin, H., Lee, I., & Chang, C.-H. (2024). Taking stock of the research into professional learning communities: Paradigms, pathways, and possibilities. Teaching and Teacher Education, 139, 104431. (SSCI)
• Chang, C.-H., & Chiang, K. M. (2024). What can a migrant child gain through linguistic investment in juku? Findings from a longitudinal narrative inquiry study in Japan. Journal of Multilingual and Multicultural Development, 45(5), 1424–1435. (SSCI)
• Chiang, K. M., Chang, C.-H., & Lee, I. (2023). Vocabulary learning strategy instruction in the EFL secondary classroom: An exploratory study. Language Awareness, 32(1), 94–113. (SSCI)
• Chiang, K. M. (2004). An investigation into students' preferences for and responses to teacher feedback and its implications for writing teachers. The Hong Kong Teachers’ Centre Journal, 3, 98–115.

Conference proceeding​

• Chiang, K. M., & Chan, C. W. (1997). Cultural tendency of young people in Hong Kong. In Proceedings of the 1st Hong Kong Conference on Multilingualism and Multiculturalism. University of Hong Kong.

Conference presentation​

• Chiang, K. M., & Lee, I. (2024, November 22–24). Exploring the impact of professional learning communities on EFL teacher professional development in Hong Kong [Paper presentation]. 2024 International Joint Conference of ETRA-Wenshan, Taipei, Taiwan.

Technical Reports

Patent

Book charter

Other work

• Chiang, K. M., Lau, P. S., Ip, L. S., & Lee, S. S. (2023). Our learning journey of promoting reading and reading across the curriculum. In School-based Curriculum Development (Primary) Section (Ed.), Journey on learning in action: Enriching learning and teaching experiences, exploring knowledge from evidence-informed practices. Education Bureau. https://www.edb.gov.hk/attachment/tc/sbcdp_sharing/2023/E02_2023_short.pdf
• Chiang, K. M., Yeung, P. S., Ip, L. S., & Shea, C. H. (2021). Our rewarding journey of promoting reading and reading across the curriculum. In School-based Curriculum Development (Primary) Section (Ed.), Journey on learning in action: Embracing challenges, creating new opportunities for learning. Education Bureau. https://www.edb.gov.hk/attachment/tc/sbcdp_sharing/2021/E02_2021_short.pdf
• Chiang, K. M. (2018). Using age-appropriate games and activities to facilitate grammar learning and teaching. In School-based Curriculum Development (Primary) Section (Ed.), Journey on learning in action: Converging wisdom for deeper learning (pp. 42–47). Education Bureau.
• Chiang, K. M. (2017). Revisiting a vertical framework for the writing curriculum: A closer look at what makes or breaks its implementation. In School-based Curriculum Development (Primary) Section (Ed.), Journey on learning in action: Diversified teaching, ubiquitous learning (pp. 41–45). Education Bureau.
• Chiang, K. M. (2016). Revamping the school-based curriculum in a collaborative approach: A journey of student empowerment and teacher development. In School-based Curriculum Development (Primary) Section (Ed.), Journey on learning in action: Engaging students in the process of learning (pp. 40–44). Education Bureau.
• Chiang, K. M. (2015). Developing students’ higher order thinking skills in reading for a better transition to secondary schooling. In School-based Curriculum Development (Primary) Section (Ed.), Journey on learning in action: From understanding learning to deepening learning. Education Bureau. https://cd1.edb.hkedcity.net/cd/sbcdp/seminar/2015/attachment/abstract/E02E06_abs.pdf
• Chiang, K. M. (2014). Enhancing a smooth interface between Key Stage 2 and Key Stage 3 in English language education. In School-based Curriculum Development (Primary) Section (Ed.), Journey on learning in action: Learning, teaching and assessment (pp. 24–28). Education Bureau.
• Chiang, K. M. (2011). Supporting the literacy development of diverse learners: From theory to practice. In The language teaching album (2009–2011): A collection of school-based practices (pp. 230–239). Education Bureau.
• Chiang, K. M. (2009). Preparing students for the NSS electives through strategic mapping of the junior secondary curriculum. In The language teaching album (2007–2009): A collection of school-based practices (pp. 249–255). Education Bureau.
• Chiang, K. M., & Pang, P. (2009). Reading Pals Programme: A platform for promoting cross-age learning. In The language teaching album (2007–2009): A collection of school-based practices (pp. 182–188). Education Bureau.
• Chiang, K. M. (2007). Preparing junior secondary students for the NSS curriculum through the introduction of reading strategies. In The language teaching album (2006–2007): A collection of school-based practices (pp. 162–166). Education Bureau.
• Chiang, K. M., & Liu, F. (2006). Using school-based assessment to prepare for a smooth interface with the new senior secondary. In The language teaching album (2005–2006): A collection of school-based practices (pp. 232–238). Education and Manpower Bureau.
• Chiang, K. M., Liu, F., & Koah, P. (2006). Integrating readers into textbook units through task-based learning. In The language teaching album (2005–2006): A collection of school-based practices (pp. 128–136). Education and Manpower Bureau.

Honors & Awards​

• Outstanding Graduate Award, Doctor of Education Programme, The Chinese University of Hong Kong
• Professor Wong Hin-wah Scholarship, The Chinese University of Hong Kong
• Outstanding Teacher Award (English Language Teaching), Hong Kong Federation of Education Workers
• Intercultural Studies Graduate Scholarship, Biola University

Social service

• (2012–2014)田家炳基金會廣東省田家炳中學校本英語支援計畫－教師培訓項目義務講師
• (2007–2011) 香港閱讀學會外務秘書