Susan Yue Hua Sun 孙悦华

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Senior Lecturer

Phone: +64 9 921 9999 ext 6806



  • Master of Arts (Hons) in Language Learning and Teaching — University of Auckland
  • Postgraduate Diploma in Educational Studies — Victoria University of Wellington
  • Bachelor of Arts in Chinese Language and Literature — Guangzhou University, China.

Memberships and Affiliations:

  • Reviewer, Distant Education
  • Reviewer, Computer Assisted Language Learning (CALL)
  • International Association of Chinese Linguistics (Life member)
  • New Zealand Association of Language Teachers
  • New Zealand Chinese Language Association
  • New Zealand Asian Studies Society.

Teaching Areas:

  • Bachelor of Arts (Chinese), papers at all levels
  • Diploma in Chinese, papers at all levels.

Research Areas:

  • Design for language learning
  • Design for CALL
  • Student configuration
  • Student place-making
  • Technology-enhanced language learning
  • Design patterns and pattern language
  • Epistemic pattern and design

Current Research Projects:

Towards a pattern language for CALL design


The ever-advancing digital technology (in particular, the information and communication technologies, and social media) in the past two to three decades has resulted in a deeply technology-entrenched educational landscape. Learners have become more autonomous and are having greater control over choices of what, why, how, where and when they learn.

This has not only resulted in significant pedagogical shifts (e.g. from teacher-centred to learner-centred), but also the re-thinking and re-designing of contemporary learning spaces. Design of new learning spaces is gradually being recognized as a joint adventure by all its stakeholders – the professional designers, teachers, learners and researchers, architects, online developers and so on.

This study introduces the idea of educational design patterns and pattern languages in an attempt to connect CALL epistemic design to the pattern-based design approach. The pattern-based approach is a design paradigm responding to the changed learning context. The purpose is to enable and support conversations among all participants in the design process and help people understand and take more control in educational design. Apart from communicating design ideas and experience with various participants, pattern-based approach researchers also share a strong desire to not 're-invent the wheel'. They do this by systematically capturing, codifying design experiences and making good designs explicit, comprehensible and sharable in and across disciplines, and beyond.

Drawing on the approach, this study examines cases of CALL task design found in the CALL literature and two others from a fully online language (Mandarin) course. Extending the already well researched CALL task design, e.g., technology-mediated task-based language teaching (TBLT), various frameworks for describing a task, task specification, pedagogic task sequencing, to name but a few, this study also aims to propose an initial set of design patterns and pattern language for CALL.


  • Sun, S. Y. H. (2018). Student configuration and place-making in fully online language learning. Computer Assisted Language Learning. doi: 10.1080/09588221.2018.1466808. View paper on
  • Susan Y. H. Sun (2017). Design for CALL – possible synergies between CALL and design for learning. Computer Assisted Language Learning, 30(6).
  • Sun, S. Y. H. (2017). Design for CALL - Possible Synergies between CALL and Design-for-Learning.. In J. Colpaert, A. Aerts, & M. Kaiser (Eds.), CALL in CONTEXT (pp. 688-697). Berkeley, University of California, USA.
  • Susan Y. H. Sun (2016). Learntime and learning place-focused forward-oriented design for learning in technology-enhanced classrooms. Distance Education, 37(3). DOI: 10.1080/01587919.2016.1233051
  • Susan Y. H. Sun (2014). Learner perspectives on fully online language learning. Distance Education, 35 (1). DOI: 0.1080/01587919.2014.891428.
  • Sun, Susan Yue Hua (2011) 'Online Language Teaching: The Pedagogical Challenges', Knowledge Management & E-Learning: an International Journal, Volume 3, Issue 3. May. 3(3), 428-447.
  • English: Victim of Its Own Success? (Jan 17 2007). New Zealand Education Review.
  • Teaching Chinese as 2nd Language "Media Studies" Material Development — a New Zealand Case Study. (Dec 2006). Proceedings of the 8th World Chinese Language Conference, Book 3, pp236-276, The World Chinese Language Press, Taipei, Taiwan. ISBN – 13: 978-957-8505-43-8.
  • Foreign Languages Boost Life Learning. (Oct 30 2006). Page A13, The New Zealand Herald.
  • New Year Nostalgia time Again. (Jan 23 2006). Page A11, The New Zealand Herald.
  • The New Zealand-born Chinese community of Auckland: aspects of language maintenance and shift. (1999). Hong Kong Journal of Applied Linguistics 4(2), 1-14 (Refereed Journal article).


  • Design for Computer Assisted Language Learning. School of Education, the University of Sydney, 18 October 2017, Sydney, Australia. Retrieved from
  • Design for CALL - Possible Synergies between CALL and Design-for-Learning. In 18th International CALL Conference: CALL in Context, 7-9 July 2017, UC Berkeley, USA
  • Design for fully online language learning — in search of the nexus of learning theory, disciplinary characteristics, and classroom realities. In ALANZ Symposium, 29 November, 2014, Auckland, New Zealand.
  • Design for online language learning — connecting learning theory to classroom realities. In Annual Conference on Education Innovation (ACEI), 21-23 November, 2014, Taipei, Taiwan.
  • The development of students' oral/spoken skills in two fully-online language courses. Presented at the CreateWorld 2012 Conference, 5-7 December, Brisbane, Australia.
  • Online Language Learning: a Learner Perspective. Presented at the 4th Asian Conference on Education (ACE 2012), 24-28 October, 2012, Osaka, Japan.
  • Chinese Teaching and Learning — blended and/or fully online. Keynote speaker at the Auckland Confucius Institute's 2nd Symposium on Chinese Teaching, 26 Aug 2012, University of Auckland.
  • Online Language Teaching — the Pedagogical Challenges. Presented at the Asia-Pacific Conference on Technology Enhanced Learning 2010 (APTEL2010) , 24-26 Sept, Kansai University, Osaka, Japan.
  • Chinese Taught Completely Online: striving after fashion or tomorrow's fait accompli? Presented at the Chinese Studies Association of Australia's 2009 Conference: Jiu, 9-11 July 2009, Sydney, Australia.
  • Teaching Chinese as 2nd Language "Media Studies" Material Development – a New Zealand Case Study. Presented at the World Chinese Language Association’s 8th Conference, 28-30 Dec 2006, Taipei, Taiwan.
  • Changing the landscape of Asian Studies in America: the success story of the novel The Joy Luck Club. Presented at the 16th NZ Asian Studies Society International Conference, 21-23 Nov 2005, Hamilton, New Zealand.
  • Chinese Speech Competitions and its Role in the Promotion of Teaching of Chinese — A report on the Chinese speech competitions in Greater Auckland in the past ten years. Co-writer of paper presented at the 8th International Symposium on Chinese Language Teaching, 23-25 July 2005, Beijing, China.
  • The New Zealand-born Chinese community of Auckland: aspects of Language maintenance and shift. Presented at the Applied Linguistics Association of Australia's 24th Annual Congress, 26-29 Sept 1999, Perth, Australia.
  • The under-representation of the Mandarin Chinese Ba structure in the L1English-L2Chinese interlanguage.  Presented at the Applied Linguistics Association of Australia's 24th Annual Congress, 26-29 Sept 1999, Perth, Australia.
  • The acquisition problems of the Mandarin Chinese BA structure.  Presented at the Association of Auckland Language Teachers' Langsem Conference, Jun 1999, Auckland.
  • Confucius and Communicative Language Teaching. Paper presented at AIT's School of Languages Staff Development Day, November 1998.
  • "Dragon's Tongue" — a true communicative teaching course. Presented at the New Zealand Association of Language Teachers annual conference, May 1995, Auckland.