Ivy Wong

Dr Ivy Wong serves as a Bowland Research Fellow at the Department of Education, University of York, while concurrently holding an Assistant Professor position at Hong Kong Shue Yan University (currently on sabbatical). Her research program centers on second language acquisition, specifically investigating how cognitive linguistics-inspired instruction enhances grammar learning through innovative digital tools and pedagogical frameworks.

Her academic credentials include:

• PhD in Applied English Linguistics, The Chinese University of Hong Kong (2015-2018)
• MPhil in Applied English Linguistics, The Chinese University of Hong Kong (2013-2015)
• BA in English, The Chinese University of Hong Kong (2011-2013)

Dr Wong's research bridges cognitive theory with practical language pedagogy, specializing in concept-driven grammar instruction for challenging structures like prepositions and conditionals. She pioneers computer-assisted methodologies using animated schematic diagrams and Bayesian statistical modeling to analyze individual learning trajectories. Her work emphasizes open science practices, with research materials publicly accessible via Gorilla platform.

Recent publications reveal a methodological evolution toward Bayesian approaches in replication studies and neurocognitive investigations, while maintaining consistent focus on translating theoretical linguistics into classroom applications. Key themes include technology-enhanced grammar instruction, cross-linguistic influences on L2 acquisition, and evidence-based material development.

Her scholarly recognition includes:

• Bowland Research Fellowship (2023-2025)
• Fulbright Visiting Scholar award (2017-2018)

Dr Wong has secured substantial research funding including the SCOLAR Language Fund (£110,203; 2021-2023) for developing the English Preposition Tutor and the Bowland Fellowship for her current conditional acquisition project. Her teaching portfolio spans undergraduate modules in Psycholinguistics and Second Language Acquisition to postgraduate courses in Cognitive Linguistics, demonstrating comprehensive mentorship across academic levels.

She actively contributes to the Centre for Advanced Studies in Language and Education (CASLE) at York, collaborating on interdisciplinary projects that integrate computational methods with language education research.