Journal Publications
Publication in refereed journal
Liao, X., Cai, M. J., & Hung, O.Y.C (2023). The role of executive functions in lexical processing during reading comprehension. Reading Research Quarterly, June, 1-13. https://doi.org/10.1002/rrq.514 Zhao, P. , Zhu, X., Yao, Y. & Liao, X. (2023). Ideal L2 self, enjoyment, and strategy use in L2 integrated writing: A self-regulatory learning perspective. System, 115 Doi:10.1016/j.system.2023.103033. QIAN, Q., ZHENG, G., HUANG, X. & LIAO, X. (2023). Relationship between student-perceived reading strategy instruction and students’ reading comprehension: A serial multiple mediation model. Reading and Writing Quarterly Doi:10.1080/10573569.2023.2165464. 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 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. LOH, K.Y. E., LIAO,X., LEUNG,S.O., & TAM, C.W.L (2021). How do Chinese as a second language (CSL) learners acquire orthographic knowledge: Component, structure and position regularity. Language Awareness, 30(3), 297-316. Doi:10.1080/09658416.2021.1972115. 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。
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Conference Papers
Refereed conference paper
Liao, X. & Cai, M. J. (2023, 4). Effects of Executive Function on Word Reading Among Learners With Chinese as a Second Language. 2023 Annual Meeting of American Educational Research Association: "Interrogating Consequential Education Research in Pursuit of Truth", Chicago. Zhu, X., Yao, Y., Liao, X., Zhao, P., Xu, W., & Jiang, Y. (2023, 4). Examining L1-L2 strategy transfer underlying integrated writing of a group of Chinese university students. Paper presented at 2023 Annual Meeting of American Educational Research Association: "Interrogating Consequential Education Research in Pursuit of Truth", Online. 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.
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