SarahChong-2-min

Sarah Chong

Lecturer

Contact Information

Telephone: 6601 3919
Email: elcchon@nus.edu.sg
Office: CELC #02-22 (10 Architecture Drive, Singapore 117511)

Sarah CHONG is a lecturer at the Centre for English Language Communication. She holds a master’s degree in Teaching English to Speakers of Other Languages (TESOL) from Monash University, and has designed and taught professional communication and academic writing courses to a broad range of learners across different countries, age groups, and profiles. Besides regular in-person programmes, she has also developed online and blended ones. Sarah has a keen interest in languages and intercultural communication. She has been in the education field for more than 20 years, and remains passionate about teaching and learning, curriculum design, material development, and rhetoric. 

Recent Courses Taught and/or Coordinated

  • ENV1202 Communications for Environmental Studies
  • ENV2302 Communications for Environmental Studies
  • ES1103 English for Academic Purposes
  • ES1601 Professional and Academic Communication
  • ES2361 Critique and Communication in Thinking and Design

Awards & Recognition

  • CELC Commendation for Teaching Excellence, AY2019-2020

Grant projects

  • NUS CDTL Teaching Enhancement Grant AY2015/2016 -- Evaluating the impact of a communication skills module on computing students' speaking and writing skills.

Selected Presentations (since 2019)

  • Chong, S. (2022, May 30-31). Dialogic feedback for academic writing: a study on perceptions and efficacy. [Paper presentation]. 6th CELC Symposium, National University of Singapore, Singapore.
  • Norhayati, I., Lam, A. W., & Chong, S. P. M. (2022, May 30-31). Professional Communication Curriculum: Staying Relevant with Industry Insights. [Paper presentation]. 6th CELC Symposium, National University of Singapore, Singapore.

Selected Publications (since 2019)

  • Lam, A. W. L., Luu, T. H. L., & Chong, S. P. M. (2020). Lessons in online course design and implementation. Asian Journal of the Scholarship of Teaching and Learning, 10(2). 245-255.
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