Prof. LAU Kit Ling, Dinky

BA, DipEd, MPhil, PhD (CUHK)

Professor, Department of Curriculum and Instruction
Associate Director, Office of University General Education

Prof. LAU Kit Ling, Dinky

Prof. LAU Kit Ling, Dinky

Professor

HTB Rm. 319
3943 6714


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.
Research Areas
Research interests include Chinese reading instruction, reading motivation, cognitive strategy instruction, self-regulated learning, classical Chinese reading, technology enhanced language learning.
Recent Publications (Selected)
  1. Lau, K. L., Wong, Y. K. & Chiu, T. K. F. (2026). Using generative artificial intelligence to support secondary students’ cognitive processes in writing. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70320
  2. Qian, Q., & Lau, K. L. (2026). Student-perceived multiple classroom goal structure profiles in reading classrooms and their associations with individual achievement goals, self-efficacy, and reading performance. Reading & Writing Quarterly, 1-18. https://doi.org/10.1080/10573569.2026.2683600
  3. Tang, M., Lau, K. L., & Du, Y. (2026). Effects and moderators of dialogic reading on children’s reading literacy: A three-level meta-analysis on studies from 2000 to 2025. International Journal of Educational Research, 137, 102963. https://doi.org/10.1016/j.ijer.2026.102963
  4. Lau, K. L., & Li, N. (2025). Effects of self-efficacy and technological perceptions on behavioral intention to use flipped classroom among language teachers. Sage Open, 15(4), 1-13. https://doi.org/10.1177/21582440251408276
  5. Lau, K. L., Qian, Q., & Chiu, T. K. F. (2025). Effects of instructional factors on students’ acceptance of and participation in flipped language learning. Interactive Learning Environments, 33(2), 1755-1769. https://doi.org/10.1080/10494820.2024.2375642.
  6. Li, N., & Lau, K. L. (2025). A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction. The Internet and Higher Education, 66, 101012. https://doi.org/10.1016/j.iheduc.2025.101012
  7. Zang, X., Lau, K. L., Wong, Y. K., & Wang. D. (2025). The association between metalinguistic awareness and Chinese word reading: A three-level meta-analysis. Language Learning, 75(4), 1222-1256. https://doi.org/10.1111/lang.12708
  8. Zang, X., Wong, Y. K., & Lau, K. L. (2025). Predictors of Chinese reading in Chinese monolingual and Chinese-English bilingual children in mainland China. Reading and Writing, 38, 1153–1175. https://doi.org/10.1007/s11145-024-10552-5
  9. Lau, K. L., & Qian, Q. (2025). Enhancing students’ classical Chinese reading through a two-year flipped self-regulated learning intervention program. Reading and Writing, 38, 293-327. https://doi.org/10.1007/s11145-024-10516-9
  10. Li, N., & Lau, K. L. (2024). Factor structure, measurement invariance, and nomological network of teaching presence in online foreign language education. Psychological Reports, https://doi.org/10.1177/00332941241302268
  11. Li, N., Lau, K. L., Liang, Y., & Chai, C. S. (2024). Pre-service foreign language teachers' TPACK preparation for technology integration: What are the profiles and key drivers? Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2024.2415392
  12. Wong, Y. K., Lau, K. L., & Lee, I. (2024). Young Chinese language learners’ L2 motivational self system and learning achievement in Chinese literacy acquisition. Journal of Language, Identity & Education, 1–17. https://doi.org/10.1080/15348458.2024.2379400
  13. 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
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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
  20. 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
  21. 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
  22. 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
  23. 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
  24. 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
  25. 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
  26. 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
  27. 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
  28. 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
  29. 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
  30. 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
  31. 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
  32. 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
  33. 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
  34. 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
  35. 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
External Project Grants (Selected)

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
Services (Selected)
Programme Leadership
  • 9/2007-present: Programme director, Master of Arts in Chinese Language Education
  • 8/2023-7/2026: Programme director, Postgraduate Diploma in Education Programmes
  • 9/2013-8/2016; 9/2023-8/2025: Dean of General Education, S. H. Ho College
  • 9/2022-8/2023: Programme coordinator, B.A. (Chinese Language Studies) and B.Ed. (Chinese Language Education) Co-terminal Double Degree Programme
  • 9/2011-8/2014: Programme coordinator, B.A. and B.Ed. (Chinese Language Education) Co-terminal Double Degree Programme
  • 9/2006-8/2009: Programme coordinator, Postgraduate Diploma in Education Programme (Subject Knowledge and Pedagogy for Chinese Language Teaching)
Service to Department/Faculty
  • 8/2023-7/2025: Associate Dean, Professional Programmes, Faculty of Education
  • 8/2023-7/2025: Member, Executive Committee of the Faculty of Education
  • 8/2024-7/2025: Chairman, Disciplinary Committee of the Faculty of Education
  • 2022-present: Member, Faculty board of the Faculty of Education
  • 8/2015-present: Member, Department Academic Personnel Committee of the Department of Curriculum and Instruction
  • 2013-2021; 2022-present: Member, Executive Committee of the Department of Curriculum and Instruction
Service to College/University
  • 9/2013-8/2016; 9/2023-present: Member, the Assembly of Fellows, S. H. Ho College
  • 9/2013-8/2016; 9/2023-8/2025: Dean of General Education, S. H. Ho College
  • 9/2013-8/2016; 9/2023-8/2025: Member, the Cabinet, S. H. Ho College
  • 7/2022-present: Member, Alumni Affairs Committee, S. H. Ho College
  • 9/2009-present: Member, General Education Committee, S. H. Ho College
  • 8/2026-present: Associate Director, Office of University General Education
  • 8/2023-7/2026: Member, Senate
  • 9/2023-7/2026: Member, Senate Committee on Language Enhancement
  • 9/2013-8/2016; 9/2023-8/2025: Member, Senate Committee on General Education
Service to the Community
  • 8/2023-present: Independent manager, the incorporated management committee of Tin Ka Ping Secondary School.
  • 9/2024-8/2026: Chairman, HKDSE Chinese Language subject committee, Hong Kong Examinations and Assessment Authority.
  • 9/2023-8/2026: Consultant, Jockey Club Project “Reading classical Chinese in fun: A project in drama education” (賽馬會趣看文言：戲劇教育計劃), led by Class 7A Drama Group.
  • 9/2021-8/2022: Member, Working Group on Development of a Guiding Framework for Primary and Secondary Teacher Education Programmes, Hong Kong Educational Bureau.
  • 9/2020-8/2021: Chairperson, Focus Group on Fine-tuning of Assessment Tasks and Questions for the Chinese Language Subject, Hong Kong Educational Bureau.
  • 2024-2025; 2009-2010: Member, Examination Panel of Chief Executive’s Award for Teaching Excellence Chinese Language Education Key Learning Area, Hong Kong Educational Bureau.
  • 9/2011-8/2023: Independent manager, the incorporated management committee of the Church of Christ in China Wanchai Church Kei To Primary School.