LOH Kok Khiang Jason

Senior Lecturer

English Language & Literature (ELL)

Office Location

PhD (Sheffield), FCollT (UK)
Certified Jolly Phonics teacher


Office Telephone Number

Research Interests
Curriculum materials enactment, Teacher education/development, Narrative research, Qualitative research, Curriculum implementation, Concerns-Based Adoption Model (CBAM)

  • Jason Loh, PhD (Sheffield), FCollT (London), is a Senior Lecturer and teacher educator at the National Institute of Education, Nanyang Technological University, Singapore (NIE/NTU). He is an instructional researcher who studies teachers and teaching in Primary and Secondary classrooms, largely due to his own experiences as a teacher in primary (English Language, Mathematics & Social Studies) and secondary (English Language & History) education contexts. He held leadership roles in the different schools prior to joining the university, held a Visiting appointment at the London Institute Of Education (IOE) in June 2013, and an Honorary appointment at the Institute Of Education, UCL in June 2015.

    He has published in various journals [Teaching And Teacher Education, The Qualitative Report, Waikato Journal of Education, The Reading Teacher, English Teaching: Practice and Critique, Reading in a Foreign Language, Research and Practice in Technology Enhanced Learning,  European Journal of Applied Linguistics and TEFL, Malaysian Journal of ELT Research, AsTEN (ASEAN Teacher Education) Journal] and contributed to various chapters/entries in different international books on teaching and teacher education [a chapter in International Teacher Education: Promising Pedagogies (edited by Cheryl Craig and Lily Orland-Barak), a chapter in the International Handbook of Teacher Education (edited by John Loughran and Mary Hamilton), a chapter in The handbook of teaching and learning (edited by Gene Hall et. al.), an entry in the TESOL Encyclopedia of English language teaching: Current trends and future directions, two entries in the Oxford Research Encyclopedia of Education, and a chapter in Teaching the World's Teachers: A History, 1970-2017 (edited by James Fraser)].

    In recent years, Loh has served as a member of the EL 2020 Syllabus Review committee for the Reading Strand, was invited as a Keynote speaker for the East Zone Centre of Excellence (Primary) for English Language held at St Hilda’s Primary (July 2018) and for the E2 Teacher Leaders Networking Session held at Temasek Junior College (January 2019), and a member of the Editorial board for NIE’s flagship journal, the Asia Pacific Journal of Education (APJE).

  • I read for a PhD in Education at the University of Sheffield, studying and following beginning teachers over a span of two years. My teaching and research brings together my training and experiences as a classroom teacher, my interest in curriculum implementation and curriculum materials enactment, and a deep fascination with the neoliberal discourse in educational landscapes.


    My research partly draws on the field of curriculum and partly on the field of sociology to render ethnographic/narrative accounts of the teachers in schools; specifically I look at how they are subjected to and influenced by the hegemonic socializing discourse in the system, and how their pedagogies/practices are shaped as a result.

    I was involved in three OER-funded research studies, of which I was the Principal Investigator for the latter two: the first was studying how experienced teachers’ pedagogical beliefs change as a result of a dissonant situation – implementing a mobilized language curriculum; the second was studying the literacy practices of two schools; the third was studying the implementation of the national literacy reform (STrategies for English Language Learning And Reading, STELLAR® for short) across a spectrum of nine schools through two perspectives – the curriculum materials enactment perspective and the concerns-based adoption model (CBAM). Broadly, I look at how sociological factors within the institutional environment mediate with the teachers, and influence their instructional practices.

  • Courses taught

    Masters level courses

    • MAE800: Research Methodology in Applied Linguistics
    • MAE803: Language Curriculum Design & Development 
    • MAE905: Language Curriculum: Theory & Practice
    • MAE829/MEL913: Materials development
    • MEL811: Developing Competence in Writing & Grammar

    Undergraduate level courses

    • AAE448/43Q: Language Curriculum Design & Development
    • AAE23B: Perspectives of Pedagogical Grammar
    • ACE20A: Teaching Reading and Writing in a Multilingual Context (Lower Primary)
    • ACE201: Teaching Reading and Writing 1
    • ACE301: Teaching Reading and Writing 2
    • ACE402: Teaching the Language Skills in the Upper Primary
    • AUE301: Children's Literature

  • The postgraduate research projects I have supervised are situated broadly in the area of Applied Linguistics. I welcome applications for graduate research, particularly in research that broadly uses qualitative research methods, specifically uses narrative inquiry, and/or which focuses on language curriculum matters.

    EdD Supervision

    • Tan Gek Hong, Angela (2020 to Present): To read or not to read: A case study of 12 reluctant readers

    PhD Thesis Advisory Committee

    • Foo Yang Yann (April 2018): Parents’ stories to live by in an educationally competitive landscape
    • Yang Jing (June 2017): Feedback on student writing: Chinese EFL University teachers’ cognition

    Masters Supervision

    March 2018 Sexton, Michael Jude     MEd (EL) Examining the implementation of an English-only communications course in an international school
    January 2012                    Ngan Kwan Teng      MEd (EL) The effect of teaching process writing on creativity in writing  
    Rabita Mas Ayu Abd Rahim   MEd (EL)              Improving reading and writing through learner-designed and learner-evaluated materials in STELLAR classroom
    January 2011
    Sharifah Suwfiya MAAL Perception of Singapore primary school teachers regarding the education system in Singapore
    G. Jayhindy MEd (EL)  Using 1 or 2 comprehension strategies to answer inferential and literal questions
    Lim Lee Joon  MEd (EL)  A reading intervention programme for pupils with weak literacy skills

    • Nominated for Nanyang Award, 2019 for Excellence in Teaching (NTU)
    • Excellence in Teaching Commendation 2018 (NIE)
    • Nominated for Nanyang Award, 2013 for Excellence in Teaching (NTU)
    • Excellence in Teaching Commendation 2012 (NIE)

  • I have been regularly supervising the students in the Teaching Scholars Programme for their Educational Research projects, URECA projects (which is a by-invitation only research programme offered to students who have achieved excellent academic standing based on previous academic year GPA), and Academic Exercise (also known as Final Year Project in other NTU schools). The topics which I have supervised are situated broadly in the area of Applied/Educational Linguistics, with specific emphasis on curriculum implementation and curriculum materials enactment.

    A. Educational Research topics

    1. 2017: The implementation of writing lessons in the STELLAR programme: Exploring the impact of teachers’ concerns
    2.  2017: Examining the teaching of reading: Teachers’ implementation of the STELLAR Programme
    3. 2018: A comparison of the language awareness between student teachers in two teacher education programmes
    4. 2019: STELLAR and the teachers: Investigating teachers’ enactment of a reform-based English lesson
    5. 2019: STELLAR Programme and teacher education: Investigating its impact on the teaching of writing
    6. 2019: Implementation of writing in STELLAR: Does teaching experience matter?

    URECA (Undergraduate Research Experience on CAmpus) topics

    1. 2017: Examining the teaching of vocabulary: Implementation of the STELLAR programme
    2.  2018: Grammar pedagogy in primary schools
    3. 2018: Exploring the enactment of the language arts approach in Singapore: A case study
    4. 2019: STELLAR programme: Impact of teachers’ concerns on the teaching of writing
    5. 2021: School SES & reading Instructions

    C. Academic Exercise (Final Year Project) topics

    1. 2018: The effect of heads of department on the implementation of the STELLAR program
    2.  2019: Examining the effects of teacher experience and beliefs on curriculum enactment and materials adaptation
    3. 2020: Investigating the relation between pedagogical grammar and curriculum materials: A textual analysis
    4. 2021: The Straits Times & its framing of English: Print media as a language planning and policy tool

    • St Margaret’s Primary School: Differentiated Instruction (Apr – Jul 2021)
    • Nan Chiau Primary School: Reading Comprehension (May 2021)
    • Westwood Primary School: Fundamentals of Phonics (Jan to Mar 2021)
    • Poi Ching Primary School: Holistic Assessment for EL teachers (Nov 2019)
    • Poi Ching Primary School: Picture Word Inductive Model for lower primary teachers (Oct-Nov 2019)
    • MOE-ELIS: Professional Learning Programme for EL teacher-leaders (Teaching Reading and Viewing), 2018 & 2019
    • MOE: English Language Syllabus 2020 Review committee (Reading) (Aug 2017 to Jan 2018)
    • MOE: Holistic Assessment-Performance Tasks For Pri 1 & Pri 2 Teachers (Jul’14, Aug’15 & Jul’16)
    • Pei Tong Primary School: Writing workshop - Introduction to various writing strategies (Oct 2014)
    • Nan Chiau Primary School: Introduction to Philosophy for Children (P4C) in Education (Oct 2013)