Dr XIE, Qin    謝琴 博士
Assistant Professor
Department of Linguistics and Modern Language Studies
Contact
ORCiD
0000-0001-8528-6092
Phone
(852) 2948 8368
Email
qxie@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
55170841200
Research Interests

Research Interest: Language testing and assessment, Curriculum Innovation, Second/Foreign Language Learner motivation and learning strategies, Structural Equation Modelling, Rasch Modelling

Personal Profile

Dr Xie completed her PhD in the University of Hong Kong and her MA (with Distinction) in the University of Warwick, UK. Her research focused on language assessment and evaluation, especially the relationships between assessment and curriculum. She has published in the related areas of assessment and evaluation, focusing on assessment impact, test validity and reliability, test-taker perceptions, and assessing writing on international peer-reviewed journals such as Language Testing, Language Assessment Quarterly, Assessing Writing and International Journal of Testing. She is interested in Structural Equation Modelling, Rasch measurements, Cognitive Diagnostic Modelling, including their applications in language teaching, learning, and assessment.

Dr. Xie and her research team have recently completed a Teaching Development Project supported by the University's TDG grant (T0178). With the support of the grant, she and her team have constructed a searchable online database (http://assesslang.eduhk.hk) which contains more than three hundreds of English language assessment tasks designed to assess school children's English skills; these assessment tasks were designed by cohorts of undergraduate and postgraduate students enrolled in the courses of Language Assessment and Curriculum & Assessment Course taught by Dr. Xie. The project team has polished the assessment tasks and coded them according to their target test-taker groups, target language skills (and subskills), as well as key features of assessment tasks (e.g. item type, input type, response format). Potential users of the database are pre-service and in-service teachers of English language in primary and secondary schools. Users of the database can search language tasks according to school types (local, mainland), target student grades, target English skills as well as other features of tasks. 

Research Interests

Research Interest: Language testing and assessment, Curriculum Innovation, Second/Foreign Language Learner motivation and learning strategies, Structural Equation Modelling, Rasch Modelling

Research Outputs

Journal Publications
Publication in refereed journal
Zhao, R., Zhuang, Y., Zou, D., Xie, Q. & Yu, P.L.H. (2023). AI-assisted automated scoring of picture-cued writing tasks for language assessment. Education and Information Technologies, 28 (6), 7031-7063. https://doi.org/10.1007/s10639-022-11473-y
Deng, C.R., Wang, X., Lin, S., Wan, X., Xie*, Q. (2022). The effect of coded focused and unfocused corrective feedback on ESL student writing accuracy. Journal of Language and Education, 8(4), 36-57. https://doi.org/10.17323/jle.2022.16039
Wang, Y. M. & Xie, Q. (2022). Diagnostic assessment of novice EFL learners’ discourse competence in academic writing: A case study. Language Testing in Asia, 12 https://doi.org/10.1186/s40468-022-00197-y
Xie, Q. (2022). An online database of English assessment tasks for developing student teachers' assessment literacy. International Journal of Mobile Learning and Organisation, 16(4), 526-545. https://doi.org/10.1504/ijmlo.2022.125993
Lee, J.S., & Xie, Q. (2022). Profiling the affective characteristics of EFL learners’ digital informal learning: A person-centered approach. Innovation in Language Learning and Teaching, 10.1080/17501229.2022.2085713, 1-15.
Wang, Y. M., & Xie*, Q. (2022). Diagnosing EFL undergraduates’ discourse competence in academic writing. Assessing Writing, 53 https://doi.org/10.1016/j.asw.2022.100641
Xie, Q. (2021). The role of parents in the school accountability system: Insights from a Hong Kong case. Studies in Educational Evaluation, 72 https://doi.org/10.1016/j.stueduc.2021.101114
Lee, J. S., Xie, Q., & Lee, K. (2021). Informal digital learning of English and L2 willingness to communicate: Roles of emotions, gender, and educational stage. Journal of Multilingual and Multicultural Development, 10.1080/01434632.2021.1918699, 1-17.
Xie, Q., & Cui, Y. (2021). Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters. Studies in Educational Evaluation, 70, 1-13.
Xie, Q., & Lei, Y. (2021). Diagnostic assessment of L2 academic writing product, process and self-regulatory strategy use with a comparative dimension. Language Assessment Quarterly, online first, 1-34.
Xie, Q. (2021). Developing preservice English teachers’ assessment literacy through design-based research. Journal of Education for Teaching, 47(3), 460-465.
Xie, Q. & Yuan, J. T. (2020). English writing anxiety and preservice teachers’ written corrective feedback. Language Education and Assessment, 3(2), 58-84.
Li, X. M., Wang, W.C., Xie, Q. (2020). Cognitive diagnostic models for rater effects.. The Quantitative Psychology and Measurement section in Frontiers in Psychology, 11, 1-12.
Xie, Q. (2020). Diagnosing linguistic problems in English academic writing of university students: An item bank approach. Language Assessment Quarterly, 17(2), 183-203.
XIE, Q., & Tan, S. (2019). Preparing primary English language teachers: Focusing on language assessment literacy. The Journal of Asia TEFL, 16(2), 653-673.
Xie, Q. (2019). Error analysis and diagnosis of ESL linguistic accuracy: Construct specification and empirical validation. Assessing writing, 41, 47-62.
Xie, Q. & Lei, Y.Q. (2019). Formative assessment in primary English writing classes: A case study from Hong Kong. Asian EFL Journal, 23(5), 55-95.
Xie, Q. & Yeung, C.Y. (2018). An Investigation of Implicit vs. Explicit Oral Corrective Feedback on Chinese Pupils ’ Use of Past Tense. Language Education and Assessment, 1(2), 59-75.
XIE, Q. (2017). Diagnosing university students' academic writing: Is Cognitive Diagnostic Modeling the way forward?. Educational Psychology, 37(1), 26-47.
Fung, H. C., & Xie, Q. (2016). Using a sensory approach to teach in classroom: Does it help L2 vocabulary learning?. Annual International Conference on Education & e-Learning, 2016, 91-99.
Xie, Q. (2016). Book review: Assessing young learners of English: Global and local perspective.. The Journal of Asia TEFL, 13(3), 243-244.
Xie, Q. (2015). "I must impress the raters!" An investigation of Chinese test-takers' strategies to manage rater impressions (DOI: 10.1016/j.asw.2015.05.001). Assessing Writing, 25, 22-37.
Xie, Q. (2015). Do component weighting and test method affect time management and approaches to test preparation? A study on the washback mechanism (DOI: 10.1016/j.system.2015.03.002). System, 50, 56-68.
Xie, Q. (2015). Recent Developments in corpus linguistics and corpus-based research/Department of Linguistics and Modern Language Studies, Hong Kong Insitute of Education (DOI: 10.1017/S0261444814000330). Language Teaching, 48(1), 156-160.
Xie, Q. Zhong, X.L., Wang, W-C, Lim, C.P. (2014). The development of an item-bank to assess generic competence in a higher education institute: A Rasch modelling approach. Higher Education Research and Development, 33(4), 821-835.
Xie, Q. (2013). Corpus linguistics and corpus-based research in Hong Kong: A state-of-art review. English language and literature studies, 3(3), 48-55.
Xie, Q. (2013). Does test preparation work? Implication for score validity. Language Assessment Quarterly, 10(2), 196-218.
Xie, Q., & Andrews, S. (2013). Do test design and uses influence test preparation: Testing a model of wachback with Structural Equation Modeling. Language Testing, 30(1), 49-70.
Xie, Q. (2011). Is test taker perception of assessment related to construct validity?. International Journal of Testing, 11(4), 324-348.
Xie, Q. & Andrews, S. (2010). Research Activities in the Language and Literature Division, Faculty of Education, Hong Kong University. Language Teaching, 43(1), 108-112.
Xie, Q. (2008). Students' perception of the CET4 listening and test preparation practices: Implications for washback. Research Studies in Education, 6, 32-47.

Conference Papers
Invited conference paper
Xie, Q. (2019, November). Prisoner’s dilemma: An analysis of parents’ perceptions of the Hong Kong territory-wide systematic assessment. Paper presented at the Assessing World Languages III Conference
Xie, Q. (2018, November). Construct specification in diagnostic assessment of academic writing in English. the 2nd international conference of Assessing World Languages, Macau.
Fung, H. & Xie, Q. (2016, September). Using a sensory approach to teach in classroom: Does it help L2 vocabulary learning?. Proceedings of the 6th Annual International Conference on Education & e-Learning. doi:10.5176/2251-1814_EeL16.30., Singapore.
Refereed conference paper
Zhao, R., Zou, D., Xie, Q., Yu, L.H. (2022, July). AI-driven automated language assessment of picture writing tasks. Paper presented at The 1st APSCE International Conference on Future Language Learning (ICFULL), Hong Kong.
Xie, Q. (2022, March). Preservice teachers' implementation of formative assessment in English writing classrooms: Mentoring matters. the 43rd Language Testing Research Colloquium, Tokyo, Japan.
Xie, Q. (2021, November). Classroom-based assessment practices to enhance language education. the 7th Annual International Conference of the Asia Association for Language Assessment: Learning-Oriented Language Assessment: Insight, Practice & Research, Seoul, Korea.
Xie, Q. (2021, June). A web-based Assessment Task Database for Enhancing Assessment Literacy among Pre-service English Teachers. 42th Language Testing Research Colloquium (LTRC) 2021 Virtual Conference, Online.
Xie, Q. (2021, June). Enhancing assessment literacy of pre-service English teachers via a web-based task database: a comparison analysis. The English Language Education Department, EDUHK, Online.
Xie, Q. (2018, July). Diagnosing linguistic problems in Chinese university students’ academic writing in English: Construct specification. the 40th Language Testing Research Colloquium, Auckland, New Zealand.
Xie, Q. (2017, November). Developing an Item Bank to Diagnose Linguistic Error in the English Academic Writing of University Students – Construct Specification and Item Development. Paper presented at the International Conference: Assessing World Languages, Macau.
Li, X.-M., Wang, W.-C., & Xie, Q. (2017, August). Accounting for Rater Effects with Facets and Hierarchical Rater Cognitive Diagnostic Model. Paper presented at the International Conference on Education, Psychology, and Learning, Sapporo, Japan.
Xie, Q. (2017, July). Tracking English academic writing: Is Cognitive Diagnostic Modelling the way forward?. 18th World Congress of Applied Linguistics: Innovation and Epistemological Challenges in Applied Linguistics, Rio de Janeiro, Brazil.
Xie, Q. (2017, July). Utilizing corpus-linguistics data for cognitive diagnostic assessment of writing. 18th World Congress of Applied Linguistics: Innovation and Epistemological Challenges in Applied Linguistics, Rio de Janeiro, Brazil.
XIE, Qin (2016, May). Diagnosing academic writing in English: Investigating Q-matrix with Coh-Metrix. The 3rd annual conference of Asia Association of Language Assessment, Bali, Indonesia.
XIE, Qin (2016, May). Diagnosing and tracking university students' academic writing: A Cognitive Diagnostic Modeling approach. the 3rd annual conference of the Asia Association of Language Assessment, Bali, Indonesia.
Xie, Q. (2015, June). "I must impress the raters!" A test-taker perspective towards essay test. CAES International Conference: Faces of English: Theory, Practice and Pedagogy, Hong Kong.
Xie, Q. (2015, June). Diagnosing the academic writing in English of Hong Kong University Students: A Cognitive Diagnostic Modeling approach. CAES International Conference: Faces of English: Theory, Practice and Pedagogy, Hong Kong.
Xie, Q. (2015, April). Investigating test-taker perceptions of impression management strategies for a holistically scored essay test. Conference on Language, Learning, and Culture "Next Generation Assessment", US.
Xie, Q. (2013, September). Changes in test design, impact on test preparation: A study of washback mechanism. Paper presented at the 17th Annual conference of the Japanese Language Testing Association (JLTA), 21-22 Sept 2013., Tokyo, Japan.
Xie, Q. (2013, July). How impressionistic can holistic scoring be? A test-taker perspective. Paper presented at the 35th Language Testing Research Colloquium (LTRC): Broadening horizons: Language assessment, Korea.
Xie, Q. (2013, July). Test-taker perceptions of holistic scoring for timed essay test: Implications for validity.. Presented at the 35th Language Testing Research Colloquium, ILTA, 3-5 July 2013, Seoul, Korea.
Xie, Q. (2012, December). Test preparation and score validity. Paper presented at the 2nd Forum of Applied Linguistics, Guangzhou, China.
Xie, Q., & Zhong, X. L. (2012, September). Developing and validating an item bank for assessing the 21st century competence in a higher education institution. Paper presented at British Education Research Association Annual Conference 2012, United Kingdom.

Projects

Diagnostic Assessment of Academic Writing from Sources in English: Investigating the Mediation Effects of Self-regulatory Control Strategy and Discourse Synthesis via Structural Equation Modeling

Project Start Year: 2022, Principal Investigator(s): XIE, Qin
 
Validating a Prototype Integrated Reading to Write Summary Task for Duolingo English Test: Does Enhanced Construct Representation Provide Better Prediction of Domain Performance?
This project will develop and validate prototype integrated read-to write tasks for the Duolingo English Test, an online English proficiency test, which issues certificates for English-as-Medium-of- Instruction universities to consider in admitting students who speak English as a second or foreign language. The integrated writing tasks will hopefully enhance the validity of DET test scores to predict students' academic performance in university.
Project Start Year: 2021, Principal Investigator(s): XIE, Qin 謝琴
 
Validating a Prototype Integrated Reading to Write Summary Task for Duolingo English Test: Does Enhanced Construct Representation Provide Better Prediction of Domain Performance? (Research Matching Gr
..
Project Start Year: 2021, Principal Investigator(s): XIE, Qin 謝琴
 
Connecting to Key Stakeholders: Developing a Grounded Framework of Language Assessment Literacy for Primary English Language Teachers in Hong Kong
The project investigates the impact of teachers’ language assessment literacy, Territory-wide Systematic Assessment (TSA English subject), and parent factors on the Assessment for Learning practices of primary English language teachers in Hong Kong. It aims at developing a grounded framework of language assessment literacy for the education of pre-service primary English language teachers in Hong Kong.
Project Start Year: 2017, Principal Investigator(s): XIE, Qin 謝琴
 
Working Towards an iClinic: Developing a Suite of Diagnostic Assessment Instrument for Academic Writing in English (DiaWrite)
This UGC funded research project aims at developing a suite of diagnostic instruments to identify and assess first-year undergraduate students' strengths and weaknesses in their academic writing in English. The project will incorporate the strengths of psychometric modeling and corpus linguistics in instrument development and validation.
Project Start Year: 2016, Principal Investigator(s): XIE, Qin 謝琴
 
Diagnostic Assessment of Academic Writing in English: Investigating Q-matrix with Coh-Metrix
Based on an earlier study which investigated the linguistic problems in undergraduate students’ writing, this project develops and validates a fine-grained diagnostic checklist to evaluate academic writing in English of Hong Kong university students. The project utilizes Cognitive Diagnostic Modeling to identify major deficiency patterns in university students’ academic writing and the Coh-Metrix to compute and identify the key textual and linguistic features that differentiate these deficiency patterns.
Project Start Year: 2014, Principal Investigator(s): XIE, Qin 謝琴
 
Working towards an iClinic for Language Learners: A Research into Diagnostic Assessment of Academic Writing in English (DiaWrite)
This project investigates the linguistic problems that first-year Hong Kong university students have encountered when writing up academic essays in English. The project constructs a written corpus with over 1000 academic essays produced by first year university students. 100 essays are selected from the corpus for error analyses, based on which an error-code list is developed for systematic and large scale error tagging.
Project Start Year: 2014, Principal Investigator(s): XIE, Qin 謝琴
 
Embedding Formative Assessment Practices within English Language Enhancement Programs
This project aims to validate the English Language Proficiency Assessment (introduced to HKIEd in 2012 to the double cohort) in terms of its diagnostic potential and con-current validity. Specifically, the project will address two major research questions: Are the language skills necessary for effective communication in English fully represented in ELPA? If not, what are the underrepresented language skills (or sub-skills)? To what extent does students’ performance on ELPA correspond to their performance on A-Level (UE) and DSE (English subject)?
Project Start Year: 2012, Principal Investigator(s): XIE, Qin 謝琴