Zachary Chai
- Email: edzfc@leeds.ac.uk
- Thesis title: Malaysian Primary School English Teachers' Cognition and Teaching Practices of Mobile-Assisted Language Learning (MALL)
- Supervisors: Dr Huahui Zhao, Dr Laura Grassick
Profile
Hi, I am a Doctor of Education (EdD) candidate in Language Education. Before starting my EdD at the University of Leeds, I worked as a primary school teacher in Sabah, Malaysia, which is also my hometown. Being away from home has made me reflect deeply on my roots, my community, and the values that shape me as a teacher.
I taught English language to young learners aged seven to twelve and spent those early years helping my pupils not just learn the language, but enjoy it. I love using technology, language arts, a variety of reading materials and encouraging student voice in class. I believe there is no single approach that suits all pupils, as every child learns differently, and good teaching meets them where they are. This belief continues to shape how I teach and think about language education.
I hold a First Class Honours degree in Teaching English as a Second Language (TESL) from the Institute of Teacher Education Malaysia, where I graduated at the top of my class. I then completed a Master of Education in TESL at University Malaysia Sabah. Now, I am continuing my journey at Leeds, focusing on English language education. My doctoral study is fully funded by the Ministry of Education, Malaysia.
Connect with me: LinkedIn
Research interests
My doctoral research explores Mobile-Assisted Language Learning (MALL) in Malaysian primary school context. The idea behind this research is shaped by my experiences using mobile technology with my pupils and collaborating with teachers in the district where I taught previously. Although I was still a novice teacher at the time, I actively worked alongside colleagues and took on leadership roles. These experiences gave me early insights into how teachers approach technology and language teaching in real classroom contexts. I noticed that some teachers embraced digital tools with enthusiasm, while others struggled, hesitated or even resisted to integrate technology into their teaching. This variations in response made me wonder what lay behind those choices. I began to ask myself: Why was I able to use MALL, while other teachers in same or different contexts responded differently?
This question led me to focus on teacher cognition in relation to MALL as the central theme of my research. I ask: What do teachers believe and know about using MALL in the classroom, and how do these understandings influence their teaching practices? I also examine the factors that shape their cognition including schooling, pre-service training, in-service training and everyday classroom experience. In addition, I explore how contextual elements at the macro, meso and micro levels affect teachers’ use of MALL. In short, my research aims to unpack the complex relationship between cognition and practice, and how they interact in real classroom settings.
More broadly, my research interests also include English language teaching for young learners, particularly vocabulary, reading and technology-enhanced language learning. I adopt a range of research methods including surveys, experimental design, interviews, classroom observation and reflective practice.
Learn more about my previous research : Researchgate / ORCiD
Qualifications
- MEd in TESL
- BTeach with Honours in TESL
Research groups and institutes
- Centre for Language Education