Profile of Dr LIAO, Xian 廖先 - The Education University of Hong Kong


Associate Professor	Department of Chinese Language Studies

Contact

ORCiD

0000-0002-4470-8436

Phone

(852) 2948 7204

xliao@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=218554&name=LIAO, Xian

Scopus ID

57190947028

Research Interests

Language learning and teaching

Research methods in Education

Educational psychology

Personal Profile

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

Research Interests

Language learning and teaching

Research methods in Education

Educational psychology

Research Outputs


Scholarly Books, Monographs and Chapters Research book or monograph (author) 廖先、張壽洪 (2023)。邁向自主學習：執行功能策略在語文教學中的理論與實踐。中國香港: 紙藝軒出版社。 Chapter in an edited book (author) Liao, X., Zhu, X., Cai, M. (2024). Differences in the Relationships between Executive Functions, Reading Engagement, and Reading Comprehension between Primary Students from Grade 3 and Grade 5.. S. M. S. Lam, J. C. K. Lee, &C. M. Si(Eds)., Learning and Teaching Chinese as a First Language International Perspectives (69-87). London: Routledge. https://doi.org/10.4324/9781003410454-7. 廖先 (2024). 古詩詞學習個性化推薦的思路設計. 載於梁佩雲、何志恒和張連航, 古詩文教學新探：傳承與嬗變 (200-209). 中國香港: 三聯書店（香港）有限公司. 孟慧玲、廖先 (2023)。中學生在多文本閲讀中的策略使用：不同組織關係的影響。輯於何志恒, 陳曙光, 施仲謀，《中國語文教學策略與實踐新探》 (105-125)。香港: 三聯書店肖文利、張連航、廖先 (2023)。主題式漢語教學應用研究：以啟歷學校為例。輯於何志恒, 陳曙光, 施仲謀，《中國語文教學策略與實踐新探》 (279-297)。香港: 三聯書店廖先、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. & Zhao, P. F. (2024). Writing in a second language based on cross-linguistic sources: The language use among undergraduates in Hong Kong. system, 124, 1-16. https://doi.org/10.1016/j.system.2024.103343 Zhao, P. F., Liao, X.&Yao, Y. (2024). Gender differences in critical thinking and strategy use in English writing from sources among Chinese EFL undergraduates. Thinking Skills and Creativity, 52, 1-13. https://doi.org/10.1016/j.tsc.2024.101547 Cai, M. J., & Liao, X. (2024). The relationship between vocabulary depth knowledge, word reading, and reading comprehension in Chinese. Journal of Experimental Child Psychology, 244, 1-18. https://doi.org/10.1016/j.jecp.2024.105951 Liao, X. & Zhao, P. F. (2024). The role of executive function in an integrated writing task. Written Communication, 41(2), 230-259. https://doi.org/10.1177/07410883231222950 Wang,Y. , Luo,W., Liao,X. &Zhao, P. (2023). Exploring the effect of teacher autonomy support on Chinese EFL undergraduates’ academic English speaking performance through the mediation of basic psychological needs and classroom engagement. Frontiers in Psychology, 15 https://doi.org/10.3389/fpsyg.2024.1323713 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 https://doi.org/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 https://doi.org/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. https://doi.org/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. https://doi.org/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. https://doi.org/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。
Conference Papers Refereed conference paper 廖先 (2024, June). 認識雙語綜合寫作中的認知因素：執行功能的作用. 多元世界的華語言傳承國際研討會, 中國香港. 廖先、馬紹鍇 (2024, June). 香港文言经典教育——历史回顾与展望. 2024年国际中文教育的海外高校协作机制研讨会暨第二届粤港澳高校汉语言教育研讨会, 中國深圳. Liao, X. & Cai, M. J. (2023, April). 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, April). 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, June). 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, November). 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, May). 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 Other outputs 梁佩雲、張壽洪、張紫薇、何志恆、廖先、文英玲 (2021)。香港小學生文言作品學習概念初探，香港教育大學中國語文學系—中文學與教協作網絡教研成果交流講座。香港

Projects


From Language Learning to Nurture of Positive Values: Learning Classical Chinese through Multiple-text Reading 從語言學習到價值觀培育：透過多文本閱讀學習文言 Project Start Year: 2024, Principal Investigator(s): LIAO, Xian
Executive Functions in Writing from Cross-Linguistic Sources among College Students Project Start Year: 2024, Principal Investigator(s): LIAO, Xian
A Pilot Study on Relationships between Executive functions and College Students' Language Use in Writing from Cross-Linguistic Sources Project Start Year: 2023, Principal Investigator(s): LIAO, Xian
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
An AI-enhanced Way to Learn Chinese Culture: Starting from Classical Chinese Poetry This project aims to promote learning of classical Chinese poetry by integrating AI technology. We will first set to complete a set of innovative sub-projects, including developing an AI-powered “Fun to Chinese Poetry” (樂遊古詩) application, providing customised support to students’ learning of Chinese poetry with various multimedia learning activities (e.g., animation, games, read to sing). Next, we will conduct various activities such as trial use in schools to promote our products. A series of KT workshops and activities in facilitating the application of AI in Chinese classical poetry learning will also be organized. Relevant research publications will also be generated. It is expected that this project will foster students’ interest in learning classical Chinese poetry and cultivate their recognition of Chinese culture, which will respond to the pressing needs to enhance Chinese culture education in society and strengthen the regional leadership of CRCLE in Chinese language and education. Project Start Year: 2022, Principal Investigator(s): ZHU, Qingzhi (LIAO, Xian as Co-Principal Investigator)
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)