Dr LIAO, Xian   廖先
Assistant Professor
Department of Chinese Language Studies
Phone No: (852) 2948 7204
Email: xliao@eduhk.hk
Contact
ORCiD
0000-0002-4470-8436
Phone
(852) 2948 7204
Email
xliao@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
57190947028
Research Interest

Language learning and teaching

Research methods in Education

Educational psychology

Personal Profile

PhD (PolyU), Mphil(BNU), BA (BNU)

Research Interest

Language learning and teaching

Research methods in Education

Educational psychology

Selected Output

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
廖先、蔡明佳 (2020)。 正字法意识与中文二语学生字词认读的关系:一项元分析研究。梁源、阮黃英(主編), 第二語言的漢字教與學——理論與實踐 (51-64)。河内,越南: 越南河內國家大學出版社
廖先 (2019)。 新詩教學中的誦讀策略。施仲謀、廖先主編, 《朗誦與朗誦教學新探》 (193-205)。香港: 商務印書館
廖先 (2019). 民國時期語文教科書中的域外游記篇章分析. 載於施仲謀、何志恒主編., 《中國語文教學新探》 (頁34-50). 香港: 商務印書館
Edited book (editor)
施仲謀、廖先主編 (2019)。 朗誦與朗誦教學新探。香港: 商務印書館

Journal Publications
Publication in refereed journal
Liao, X., Zhu, X., & Zhao, P. (2022). The Mediating Effects of Reading Amount and Strategy Use in the Relationship between Intrinsic Reading Motivation and Comprehension: Differences Between Grade 4 and Grade 6 Students. Reading and Writing, 35(5), 1091- 1118 Doi:10.1007/s11145-021-10218-6.
廖先, 祝新華, 溫夏旭 (2022). 〈中學閱讀策略的理念,設計與實施〉. 《語文學習》, 5期, 頁15-21 https://tra.oversea.cnki.net/KCMS/detail/detail.aspx?dbcode=CJFD&dbname=CJFDAUTN&filename=YWXX202205007&uniplatform=OVERSEA&v=l3oj7Fr7Zs0_SLR6BPYyTDWp4BUvuuKiwD2Dkf0kCEBDgMiaOxCVP78BTGD0ajNs
Liao, X., Loh, E.K.Y., & Cai, M. (2022). Lexical Orthographic Knowledge Mediates the Relationship between Character Reading and Reading Comprehension among Learners with Chinese as a Second Language. Frontiers in Psychology, 13, 779905 Doi:10.3389/fpsyg.2022.779905.
Liao, X., Zhu, X., & Cheong, C. M. (2021). Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency. Reading and Writing, E-pub ahead of print, 0-0
廖先和祝新華 (2020)。 提升小四學生高層次閱讀能力:閱讀策略教學的實施及其成效國際中文教育學報8,127-153
Zhu, X., Li, G. Y., Cheong, C. M., Yu, G., & Liao, X. (2020). Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments. Reading and Writing, Online, 1-30
廖先、祝新華 (2019)。 小學低年級學生掌握閱讀策略的實證研究國際中文教育學報6,113-134
祝新華、曾凡懿和廖先 (2019)。 閱讀六層次能力框架在小學閱讀試卷編制中的使用華文學刊17(2),67-91
Zhu, X., Loh, E. K. Y., Yu, G., Tam, L. C. W., & Liao, X. (2019). Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students' oral interaction strategy use and their group discussion performance. Applied Linguistics Review, online., 1-34
Zhu, X., Liao, X.*, & Cheong, C. M. (2019). Strategy use in oral communication with competent synthesis and complex interaction. Journal of Psycholinguistic Research, online version, 1-21
廖先 (2019)。 小學生閱讀策略探究:學理辨析與框架建構語文建設10,28-31
廖先、祝新華 (2019)。 多文本閱讀的課程規劃與實施語文學習5,10-15
Cheong, C. M., Zhu, X., & Liao, X.* (2018). Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills. Reading and Writing, 31(4), 779–811-17
Loh, E. K. Y., Liao, X., & Leung, S. O. (2018). Acquisition of orthographic knowledge: Developmental difference among learners with Chinese as a second language (CSL). System, 74, 206-216
Zhu, X., Li, X., Yu, G., Cheong, C. M., & Liao, X. (2016). Exploring the relationships between independent listening and listening-reading-writing tasks in Chinese language testing: Toward a better understanding of the construct underlying integrated writing tasks. Language Assessment Quarterly, 13(3), 167-185
Zhu, X., Liao, X.*, & Deng, M. (2016). Concerns of secondary school teachers about reforming Chinese language instruction with the use of a comprehension process model of reading in Hong Kong. L1-Educational Studies in Language and Literature, 16, 1-17
廖先 (2013)。 促進閱讀的評估:有效的廣泛閱讀評估策略教育理論與實踐33,48-50
祝新華,廖先 (2013)。 通過主題閱讀提升學生的閱讀素養:理念、策略與實驗探索教育研究6,101-106
廖先,祝新華 (2010)。 從國際閱讀項目的最近發展探討閱讀評估策略Global Education 《全球教育展望》(CSSCI journal)12,53-59

Conference Papers
Refereed conference paper
廖先、祝新華 (2019, 6). 適用於香港少數族裔學生的國際中文考試:測試任務比較與特點分析. 第十五屆國際漢語教學學術研討會, 北京,中國
廖先 (2018, 11). 閱讀策略、廣泛閱讀以及閱讀動機:它們的重要性會隨年級變化嗎?. 第三屆語文教育國際研討會, 香港,中國
Liao, X. (2018, 5). The mediation roles of independent reading and independent listening skills in the relationship between independent writing and integrated writing skills. Paper presented at The Fourth International Seminar on Teaching Chinese as a Second Language, TaiPei

All Other Outputs

Project

Supporting the Implementation of Self-Regulated Learning: Enhancing Chinese Language Teachers’ Knowledge in Executive Function Strategies
The project aims to facilitate the self-regulated learning by enhance Chinese language teachers’ knowledge in executive function strategies.
Project Start Year: 2022, Principal Investigator(s): LIAO, Xian 廖先
 
Study on Transition of Chinese Language Learning and Teaching of Non-Chinese Speaking Children from Kindergarten Education to Primary Education
This project investigate how kindergartens, primary schools and student parents assist non-Chinese speaking (NCS) children to develop their Chinese abilities from the perspective of transitioning from kindergarten education to primary education.
Project Start Year: 2021, Principal Investigator(s): LIANG, Yuan 梁源 (LIAO, Xian 廖先 as Co-Investigator)
 
The Relationship between Executive Functions and Integrated Writing in Chinese (L1) and English (L2) among Secondary Students in Hong Kong
Integrated language skill is important to students’ academic learning and further career development. Executive functions (EF) refers to a set of cognitive processes necessary for performing goal-directed behaviour. This project aims to explore the roles of EF in completing integrated writing tasks in both L1 (Chinese) and L2 (English).
Project Start Year: 2021, Principal Investigator(s): LIAO, Xian 廖先
 
Investigating the Role of Executive Functions in Completing Integrated Writing Tasks in Chinese (L1)
Investigating the Role of Executive Functions in Completing Integrated Writing Tasks in Chinese (L1)
Project Start Year: 2020, Principal Investigator(s): LIAO, Xian 廖先
 
Examining the Effects of Executive Function on Chinese Word Reading among Chinese as a Second Language (CSL) Learners and Chinese Students from a Developmental Perspective
This study aims to investigate the cognitive factors of word reading in CSL and native Chinese-speaking learners.
Project Start Year: 2019, Principal Investigator(s): LIAO, Xian 廖先
 
古文教學學甚麼:香港小學生文言文學習概念探析
本研究嘗試從了解學生需要的角度出發,探究在鼓勵學習文言作品的教學氛圍中香港小學生學習文言作品的概念,進而探求小學生感興趣的古文教學題材和教學途徑。
Project Start Year: 2019, Principal Investigator(s): LEUNG, Pui Wan Pamela 梁佩雲 (LIAO, Xian 廖先 as Co-Investigator)
 
Improving and Enriching the Practice of Teaching Chinese Characters for CSL Teachers in Vietnam
This project proposes a framework of integrating orthographic knowledge with the culture embodied in the formation of Chinese characters to improve and enrich the practice of teaching Chinese characters for CSL teachers in Vietnam, informing Chinese textbook writers as an aid in the creation of a fuller curriculum.
Project Start Year: 2019, Principal Investigator(s): LIANG, Yuan 梁源 (LIAO, Xian 廖先 as Co-Investigator)
 
Document Analysis Research on International Chinese Language Examinations and Qualifications for Chinese as a Second Language (CSL) Learners in Hong Kong
The project will conduct a document analysis research on the international Chinese Language examinations and qualifications for second language learners in Hong Kong.
Project Start Year: 2019, Principal Investigator(s): LIAO, Xian 廖先
 
Investigating the Relationships Between Independent Skills and Integrated Writing Skills among Chinese as L1 Learners
This present study focuses on investigating the relationships between independent skills (i.e., reading, writing and listening) and integrated writing skills.
Project Start Year: 2018, Principal Investigator(s): LIAO, Xian 廖先
 
賽馬會與「文」同樂學習計劃: 探討「初小學童結合『實體教材』與『多媒體教材』學習中國語文,並由此帶動認識中華文化和培養品德情意」學習模式的發展歷程,其可行性和成效
本計畫研究為期三年,配合香港中文教育理念的變化和學習模式轉化的關鍵時期,探討初小學童學習中國語文、中國文化、品德情意的各種表現。計畫將充份利用試點學校實踐本計畫成果所提供的經驗和各種數據,以及多媒體系統所內置的進度紀錄功能──這些實體和虛擬的材料為是項研究提供了非常豐富的「大數據」,使參與計畫的學者能有堅實的基礎,作出宏觀科學分析,從而瞭解初小學童結合「實體」和「多媒體」教材學習中國語文,並由此帶動認識中華文化和培養品德意的發展歷程,及最終所能達到的效益。有了針對此課題的學理分析後,期能以工作坊、研究會、發表學術論文等形式,與學術界及教育界分享成果,提供學理依據,就初小中國語文的教育進一步提出適切的課程規畫與教學指導建議。
Project Start Year: 2017, Principal Investigator(s): FUNG, Chi Wang 馮志弘 (LIAO, Xian 廖先 as Co-Investigator)