Prof. LAU Kit-ling, Dinky

Introduction

Professor Dinky Lau is an experienced scholar and educator in Chinese language education in Hong Kong. Currently, she holds a position as a Professor in the Department of Curriculum and Instruction at the Chinese University of Hong Kong. She is one of the few active researchers who apply educational psychology theories to the teaching and learning of Chinese. Her areas of research interest encompass Chinese reading instruction, reading motivation, cognitive strategy instruction, self-regulated learning, classical Chinese reading, and technology-enhanced language learning.

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Research Areas

Research interests include Chinese reading instruction, reading motivation, cognitive strategy instruction, self-regulated learning, classical Chinese reading, technology enhanced language learning.

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Recent Publications (Selected)

1. Lau, K. L., Qian, Q., & Chiu, T. K. F. (2024). Effects of instructional factors on students’ acceptance of and participation in flipped language learning. Interactive Learning Environments, 1–15. https://doi.org/10.1080/10494820.2024.2375642
2. Qian, Q., & Lau, K. L. (2024). Students’ perceived classroom goal structure and its relations with their achievement goals in Chinese reading classrooms. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2024.2371114
3. Zang, X., Wong, Y. K., & Lau, K. L. (2024). Predictors of Chinese reading in Chinese monolingual and Chinese-English bilingual children in mainland China. Reading and Writing. https://doi.org/10.1007/s11145-024-10552-5
4. Lau, K. L., & Qian, Q. (2024). Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program. Reading and Writing. https://doi.org/10.1007/s11145-024-10516-9
5. Gu, Y. & Lau, K. L. (2023). Reading instruction and reading engagement and their relationship with Chinese students' PISA reading performance: Evidence from B-S-J-Z, Hong Kong, and Chinese Taipei. International Journal of Educational Research, 120, Article 102202. https://doi.org/10.1016/j.ijer.2023.102202
6. Guo W. J., Lau, K. L., Wei, J., Bai, B. (2023). Academic subject and gender differences in high school students’ self-regulated learning of language and mathematics. Current Psychology, 42, 7965–7980. https://doi.org/10.1007/s12144-021-02120-9
7. Lau, K. L., & Jong, M. S. Y. (2023). Acceptance of and self-regulatory practices in online learning and their effects on the participation of Hong Kong secondary school students in online learning. Education and Information Technologies, 28, 8715–8732. https://doi.org/10.1007/s10639-022-11546-y
8. Lau, K. L. (2022). Exploring achievement-level differences in implementing self-regulated learning instruction in a classical Chinese reading intervention program. Frontiers in Education, Educational Psychology section, 7, Article 948650. https://doi.org/10.3389/feduc.2022.948650
9. Qian, Q., Lau, K. L., & Chen, P. (2022). Development and Validation of a Dichotomous Classroom Goal Structure Questionnaire Using the TARGET Framework. Journal of Psychoeducational Assessment, 40 (7), 839-852. https://doi.org/10.1177/07342829221103180
10. Lau, K. L. (2022). Adaptation and validation of a Chinese online self-regulated learning questionnaire. Journal of Psychoeducational Assessment, 40 (3), 438-444. https://doi.org/10.1177/07342829211059979
11. Qian, Q., & Lau, K. L. (2022). The effects of achievement goals and perceived reading instruction on Chinese student reading performance: Evidence from PISA 2018. Journal of Research in Reading, 45 (1), 137-156. https://doi.org/10.1111/1467-9817.12388
12. Ng, C., Graham, S., Liu, X. H., Lau, K. L., & Tang, K. T. (2021). Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: Path models and cluster analyses. Reading and Writing, 35, 27–455. https://doi.org/10.1007/s11145-021-10190-1
13. Gu, Y. & Lau, K. L. (2021). Examining the effects of integrated instruction on Chinese sixth-graders’ reading comprehension, motivation, and strategy use in reading fiction books. Reading and Writing, 34, 2581–2602. https://doi.org/10.1007/s11145-021-10161-6
14. Ng, C., Graham, S., Lau, K. L., Liu, X. H., & Tang, K. T. (2021). Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong: Measurement invariance and multigroup structural equation analyses. International Journal of Educational Research, 107, 10751. https://doi.org/10.1016/j.ijer.2021.101751
15. Lau, K. L. (2020). The effectiveness of self-regulated learning instruction on students’ classical Chinese reading comprehension and motivation. Reading and Writing, 33, 2001-2027. https://doi.org/10.1007/s11145-020-10028-2
16. Lau, K. L. (2019). Relationships between different instructional approaches and students’ classical Chinese reading comprehension and motivation. Journal of Research in Reading, 42, 523-540. https://doi.org/10.1111/1467-9817.12282
17. Guo W. J., Lau, K. L., & Wei, J. (2019). Teacher feedback and students’ self-regulated learning in Mathematics: A comparison between a high-achieving and a low-achieving secondary schools. Studies in Educational Evaluation, 63, 48-58. https://doi.org/10.1016/j.stueduc.2019.07.001
18. Lau, K. L. (2019). Hong Kong senior secondary students' reading motivation and Classical Chinese reading comprehension. Reading and Writing, 32, 963–982. https://doi.org/10.1007/s11145-018-9897-7
19. Ho, E. S. C., & Lau, K. L. (2018). Reading engagement and reading literacy performance: Effective policy and practices at home and in school. Journal of Research in Reading, 41, 657-679. https://doi.org/10.1111/1467-9817.12246
20. Lau, K. L. (2018). Language skills in classical Chinese text comprehension. Journal of Psycholinguistic Research, 47, 139–157. https://doi.org/10.1007/s10936-017-9520-0
21. Lau, K. L. (2017). Classical Chinese reading instruction: Current practices and their relationship with students' strategy use and reading motivation. Teaching and Teacher Education, 64, 175-186. https://doi.org/10.1016/j.tate.2017.02.007
22. Lau, K. L. (2017). Strategy Use, listening problems and motivation of high- and low-proficiency Chinese listeners. Journal of Educational Research, 110, 503-514. https://doi.org/10.1080/00220671.2015.1134421
23. Lau, K. L. (2016). Within-year changes in Chinese secondary school students’ perceived reading instruction and intrinsic reading motivation. Journal of Research in Reading, 39, 153-170. https://doi.org/10.1111/1467-9817.12035
24. Lau, K. L. & Ho, E. S. C. (2016). Reading performance and self-regulated learning of Hong Kong students: What we learnt from PISA 2009. The Asia-Pacific Education Researcher, 25, 159-171. https://doi.org/10.1007/s40299-015-0246-1
25. Lau, K. L. & Chen, X. B. (2013). Perception of reading instruction and self-regulated learning: A comparison between Chinese students in Hong Kong and Beijing. Instructional Science, 41, 1083-1101. http://dx.doi.org/10.1007/s11251-013-9265-6
26. Lau, K. L. (2013). Chinese language teachers’ perception and implementation of self-regulated learning-based instruction. Teaching and Teacher Education, 31, 56-66. http://dx.doi.org/10.1016/j.tate.2012.12.001

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Recent Research Projects

Funding Year	Project Title	PI/ Co-I	Sponsoring Body
2024- 2027	Provision of services for support programme on fostering communities of practice to enhance small class teaching	PI	Education Bureau
2023- 2024	The support programme on fostering communities of practice to enhance small class teaching	Co-PI	Education Bureau
2022- 2023	Hong Kong students’ acceptance of using flipped classroom in Chinese language subject and influencing factors	PI	Standing Committee on Language Education and Research
2021- 2023	Enhancing students’ classical Chinese reading comprehension and motivation through self-regulated learning-based instruction: A longitudinal and holistic design	PI	Research Grant Council – GRF
2018- 2019	The effectiveness of self-regulated learning-based instruction on students’ Classical Chinese reading comprehension and motivation	PI	Research Grant Council – GRF
2016- 2018	Hong Kong senior secondary students’ problems in reading Classical Chinese texts and the effectiveness of current Classical Chinese reading instruction	PI	Standing Committee on Language Education and Research
2019- 2024	Programme for International Student Assessment 2021 in Hong Kong	Co-I	Education Bureau
2015- 2021	Programme for International Student Assessment 2018 in Hong Kong	Co-I	Education Bureau
2013- 2019	Programme for International Student Assessment (PISA) 2015 in Hong Kong	Co-I	Education Bureau