Prof. LAU Kit-ling, Dinky

BA, DipEd, MPhil, PhD (CUHK)

Associate Professor

Introduction
Served as teacher in secondary schools, instructor at the Hong Kong Baptist University, and project officer at Education and Manpower Bureau. Courses taught include Subject Curriculum and Teaching (Chinese language), Theories of Listening and Reading in Chinese language teaching, Teaching Thinking in Chinese Language Education, Classroom Research in Chinese Language Teaching, etc.
Research Areas
Research interests include Chinese language instruction, Chinese language curriculum, reading process and instruction, cognitive strategy instruction, self-regulated learning, and achievement motivation.
Recent Publications (Selected)
Referred journal articles
  1. Ho, E. S. C., & Lau, K. L. (in press). Reading engagement and reading literacy performance: Effective policy and practices at home and in school. Journal of Research in Reading. DOI: 10.1111/1467-9817.12246
  2. Lau, K. L. (2018). Language Skills in Classical Chinese Text Comprehension. Journal of Psycholinguistic Research, 47, 139–157. DOI: 10.1007/s10936-017-9520-0
  3. Lau, K. L., & Gu, Y. (2017). Hong Kong senior secondary students’ performance and difficulties in reading Classical (in Chinese). Education Journal, 65(2), 161-181.
  4. 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. DOI: 10.1016/j.tate.2017.02.007
  5. Guo W. J., & Lau, K. L. (2017). Constructing key competencies: From the perspective of self-regulated learning (in Chinese). Global Education, 46(3), 16-28.
  6. Lau, K. L. (2017). Strategy Use, listening problems and motivation of high- and low-proficiency Chinese listeners. The Journal of Educational Research, 110, 503-514. DOI:10.1080/00220671.2015.1134421
  7. Lau, K. L. (2016). Within-year changes in Chinese secondary school students' perceived reading instruction and intrinsic reading motivation. Journal of Research in Reading39, 153-170. DOI: 10.1111/1467-9817.12035
  8. 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.DOI: 10.1007/s40299-015-0246-1
  9. Lau, K. L. (2015). Implications from Hong Kong students' reading performance in Programme for International Student Assessment on the Chinese language curriculum and teaching (in Chinese). Education Journal, 43(1), 59-83.
  10. Lau, K. L. (2014). Possibilities and challenges of implementing self-regulatory instruction in Hong Kong Chinese language classes. Asia Pacific Journal of Educational Development, 3(2), 15-24
  11. 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.
  12. Lau, K. L. (2013). Chinese language teachers' perception and implementation of self-regulated learning-based instruction. Teaching and Teacher Education, 31, 56-66.
  13. Lau, K. L. (2012). Instructional practices and self-regulated learning in Chinese language classes. Educational Psychology, 32, 427-450.
  14. Lau, K. L. (2012). Construction and validation of a Chinese SRL-based reading instruction questionnaire. Educational Research and Evaluation, 18, 489-509.
  15. Lau, K. L. (2011). Reflection on the Results of the Program for International Student Assessment (PISA): Chinese Language Curriculum, Teaching, and Hong Kong Students' Reading Literacy (in Chinese). Curriculum and Instruction Quarterly, 14(4), 49-72.
  16. Lau, K. L. (2011). Collaborating with front-line teachers to incorporate self-regulated learning in Chinese language classes. Educational Research and Evaluation, 17, 47-66.
  17. Lau, K. L. (2010). Conceptual and pedagogical changes of Chinese language teachers' reading instruction in a school-based collaboration project (in Chinese). Educational Research Journal, 25(2), 287-324.
  18. Lau, K. L. (2009). Reading motivation, perceptions of reading instruction and reading amount: A comparison of junior and senior secondary students in Hong Kong. Journal of Research in Reading32, 366-382.
  19. Lau, K. L. (2009). Grade differences in reading motivation among Hong Kong primary and secondary students. British Journal of Educational Psychology79, 713-733.
  20. Lau, K. L. (2009). The reading performance of Hong Kong secondary students in PISA: Insights for the Chinese language curriculum reform (in Chinese).  Journal of research in Education Sciences, 54(2), 85-106.
  21. Lau, K. L. & Lee, J. C. K. (2008). Validation of a Chinese achievement goal orientation questionnaire. British Journal of Educational Psychology, 78, 331-353.
  22. Lau, K. L. & Lee, J. C. K. (2008). Examining Hong Kong students' achievement goals and their relations with students' perceived classroom environment and strategy use. Educational Psychology, 28, 357-372.

Other Publications
  1. Ho, E. S., & Lau, K. L. (2017). Learning strategies, reading engagement, learning environment and students' reading performance in East Asian societies. In E. S. Ho (Ed.), What we learned from PISA: The outstanding performance of students in Hong Kong and East Asia (pp.263-300). Hoboken, NJ: World Scientific Publishing Co.
  2. Lau, K. L. (2017). Reading motivation and strategy use of Hong Kong students: The role of reading instruction in Chinese language classes. In C. Ng & B. Bartlett (Eds.), Improving reading and reading engagement in the 21st century(pp.167-186). Singapore: Springer Nature.
  3. Lau, K. L. (2015). Reading performance of Hong Kong's 15-year-old students in PISA 2012. In The fifth HKPISA report: PISA 2012 (pp.124-173). Hong Kong: HKPISA Centre, HKIER, CUHK.
  4. Lau, K. L. (2011, December). Factors affecting Chinese language teachers' instructional change: A case of implementing self-regulatory instruction in a collaborative project (in Chinese).Paper presented at the 13th Cross-strait Regional Conference on Curriculum Theory, organized by the Chinese University of Hong Kong, Hong Kong.
  5. Ho, S. S., & Lau, K. L. (2011). Reading engagement and reading literacy performance: What we learned from PISA2000+ to PISA2009. In The fourth HKPISA report: PISA 2009 (pp.154-172). Hong Kong: HKPISA Centre, HKIER, CUHK.
  6. Ho, S. S., & Lau, K. L. (2011). Learning strategies, learning environment and students' literacy performance in Hong Kong. In The fourth HKPISA report: PISA 2009(pp.173-194). Hong Kong: HKPISA Centre, HKIER, CUHK.
  7. Lau, K. L. (2011, May/June). Instructional practices and self-regulated learning in Chinese language classes.  Paper presented at the 4th Redesigning Pedagogy International Conference, organized by National Institute of Education, Nanyang Technological University, Singapore.
  8. Lau, K. L. (2011). Reading performance of Hong Kong's 15-year-old students in PISA2000+ to PISA2006 (in Chinese). In S. H. Ho & N. K. Lo (Eds), Analysing the quality and equality of educational systems from an international perspective: Insights from PISA(pp.39-71). Beijing: Educational Science Publishing House.
  9. Lau, K. L. (2009, June). Changes in Chinese language teachers' conception and instructional practices in a school-based collaboration project (in Chinese).  Paper presented at the International Conference on the Practical Curriculum, organized by the College of Education, Capital Normal University, Beijing, China.
  10. Lau, K. L. (2009). Reading performance of Hong Kong's 15-year-old students in PISA 2006. In The third HKPISA report: PISA 2006 (pp.87-116). Hong Kong: HKPISA Centre, HKIER, CUHK.
  11. Lau, K. L. (2008, September). Changes of the Chinese language textbooks and teachers' use of textbooks under the curriculum reform in Hong Kong (in Chinese). Paper presented at the International Conference on the Studies of Chinese Language Textbooks, organized by the National Taiwan Normal University, Taipei, Taiwan.
  12. Lau, K. L. (2008). Reflection on the concepts and implementation of the new Chinese language curriculum in Hong Kong from the perspective of curriculum reform in mainland and Hong Kong (in Chinese). In P. K. Fok et al. (Eds), Curriculum and instruction: The journal of research and practice (pp.264-272). Chung Qing: Chung Qing University Press.
  13. Lau, K. L. (2008, July). Hong Kong Chinese language teachers' decision making in reading instruction under the implementation of the new curriculum (in Chinese). Paper presented at the 10th Curriculum Theory Conference: Curriculum Decision, organized by the Chinese University of Hong Kong, Hong Kong.


Recent Research Projects

Funding Year

Project Title

PI/ Co-I

Sponsoring Body

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

2012- 2013

Research and development project on developing students’ listening competency in Chinese language education at the secondary level

PI

Education Bureau

2011- 2012

Research and development project on promoting listening competency in Chinese language education at the secondary level

PI

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

2010- 2014

Programme for International Student Assessment (PISA) 2012 in Hong Kong

Co-I

Education Bureau