| Institution: | 1. Faculty of Education, The University of Hong Kong, China;2. School of Education, University of New South Wales, Australia;1. Ferris University, Department of English Literature, 4-5-3 Ryokuen, Izumi-ku, Yokohama 245-8650, Japan;2. International Christian University, English Language Program, 3-10-2 Osawa, Mitaka-shi, Tokyo 181-8585, Japan;1. School of International Studies, Xi’an Jiaotong University, China;2. Faculty of Education, University of Auckland, New Zealand;3. National Institute of Education, Nanyang Technological University, Singapore;1. Center for Research and Educational Development in Higher Education, Kagawa University, 1-1 Saiwai-cho, Takamatsu, Kagawa 760-8521, Japan;2. School of Nursing, Faculty of Medicine, Kagawa University, 1750-1 Ikenobe, Miki-cho, Kita-gun, Kagawa 761-0793, Japan;1. Centre for Applied English Studies, 6.60, Run Run Shaw Tower, The University of Hong Kong, Hong Kong;2. Institute for Positive Psychology and Education, Faculty of Health Sciences, Australian Catholic University, 25A, Barker Road, Locked Bag, 2002, Strathfield, NSW 2135, Australia;3. School of Continuing Education, Hong Kong Baptist University, Franki Center, 320, Junction Road, Kowloon Tong, Hong Kong;1. The Nordic Institute for Studies in Innovation, Research and Education (NIFU), Oslo, Norway;2. Centre for Educational Measurement at University of Oslo (CEMO), Faculty of Educational Sciences, University of Oslo, Norway |
