Prof. LIN Chin-Hsi (林金錫) is an Associate Professor in the Faculty of Education at The University of Hong Kong (HKU), where he is a key member of the Academic Unit of Language and Literacy Education. An applied linguist by training, his scholarship sits at the cutting edge of language learning and technology. Prior to joining HKU, Dr. Lin built an extensive academic footprint in the United States as an Assistant Professor of Technology and Second Language Education in the College of Education at Michigan State University (MSU). Dr. Lin's primary research interests concern emerging technologies in language education, computer-assisted language learning (CALL), online education, and self-regulated learning. Reflecting his commitment to pedagogical innovation, he has spearheaded multiple funded educational initiatives. He is the Project Leader for the Quality Education Fund (QEF) Thematic Network on “Empowerment and Transition – Supporting Teachers to Promote Multicultural Students’ Chinese Learning in Primary and Secondary Schools,” leading the network across three consecutive school years (2022-23, 2023-24, and 2024-25). Additionally, he has driven key tertiary teaching developments, including the project “Facilitating Peer Review and Reflection through Technology” (funded by the HKU Teaching Development Grant in 2021/22) and “Promoting Pre-service Teachers’ Competencies of Teaching Chinese Reading Online” (funded by the UGC Initiatives for Virtual Teaching and Learning in 2021-2022). Utilizing advanced statistical methodologies such as survival analysis and hierarchical linear modeling (HLM), Dr. Lin rigorously investigates the learning processes and outcomes associated with the use of social networking sites in out-of-school contexts. Furthermore, his work evaluates how teacher pedagogy and distinct learner characteristics affect learning outcomes in online language courses across both K-12 settings and higher education. His secondary research domain centers on the psychology of reading, exploring how first-language and orthographic co-occurrence in the second language structurally affect Chinese learners’ reading acquisition.