|Academic Profile |
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Dr Lam Tsui Eu Sandra
Lecturer, School of Humanities
|Lam Tsui Eu Sandra holds a Doctor of Philosophy degree in Applied Linguistics from Nanyang Technological University, Singapore; and Master’s degrees in English from Cambridge University, UK and Applied Linguistics from Nanyang Technological University. She currently teaches Scientific Communication I and Engineering Communication I courses at the Language and Communication Centre. Her research interests include academic writing, corrective feedback and the use of peer feedback in L2 writing.|
|Lam Tsui Eu Sandra’s key research interest is in feedback on writing, specifically the use of teacher and peer feedback on writing with L2 learners. Her current research project is a qualitative study on the response to and use of peer and teacher feedback on writing of L2 Chinese learners. The study also focuses on the use of a web-based platform for peer feedback.|
Her other research interests include corrective feedback, teaching methodology and language attitudes towards and use of Singlish in Singapore.
- Lam Tsui Eu Sandra. (2016). Exploring undergraduate Chinese students’ preferences for feedback in a second language writing class. LCC Working Paper Series, (3), 29-39.
- Sandra Tsui Eu Lam. (2014). 4th CELC Symposium Proceedings: A qualitative study of second language writers' response to and use of teacher and peer feedback - a proposal. 2013 Centre for English Language Communication Symposium (pp. 116- 123)Singapore: Centre for English Language Communication, NUS.
- Sandra Tsui Eu Lam. (2011). Global Perspectives, Local Initiatives. Reflections and Practices in ELT: The Pedagogy of a Tertiary-level EFL Teacher in the PRC. Third CELC Symposium for English Language Teachers (pp. 195-208)Singapore: Centre for English Language Communication, National University of Singapore.
- Hu Guangwei and Sandra Tsui Eu Lam. (2010). Issues of cultural appropriateness and pedagogical efficacy: exploring peer review in a second language writing class. Instructional Science, 38(4), 371 - 394.
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