肖扬羽

学术著作：

书籍章节：

Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in english language learning. System, 81, 39-49. doi:https://doi.org/10.1016/j.system.2019.01.004

Coniam, D., Falvey, P., & Xiao, Y. (2018). LPATE – A quantitative investigation of stakeholder perceptions. In D. Coniam & P. Falvey (Eds.) High-Stakes Testing: The Impact of the LPATE on English Language Teachers in Hong Kong (pp.367 - 390). Singapore: Springer

Coniam, D., Falvey, P., & Xiao, Y*. (2018). LPATE – A qualitative interpretation of the impact of the LPATE on key stakeholders. In D. Coniam & P. Falvey (Eds.) (pp.391 - 418)

Mak, B. & Xiao, Y. (2018). LPATE training courses – An initiative to improve teacher language proficiency. In D. Coniam & P. Falvey (Eds.) (pp.169 - 190)

Mak, B. & Xiao, Y. (2018).The CUHK LPATE training courses - Reading and Listening. In D. Coniam & P. Falvey (Eds.) (pp.191 - 220)

Mak, B. & Xiao, Y. (2018). The CUHK LPATE training courses - Writing, Speaking and Classroom Language. In D. Coniam & P. Falvey (Eds.) (pp.221 - 256)

 

学术期刊：

Coniam, D., Falvey, P., & Xiao, Y. (2018). A qualitative inquiry into the impact of the LPATE over the past 15 years: Changes and challenges. Language Assessment Quarterly.

Zhao, W., Coniam, D. & Xiao, Y. (2017). English language curricula: A comparison of university English departments in a province in mainland China. China Journal of Applied Linguistics, 40 (2), 125-144

Xiao, Y. (2017). Formative assessment in a test-dominated context: How test practice can become more productive. Language Assessment Quarterly, 14(4), 295-311.

Coniam, D., Falvey, P., & Xiao, Y. (2017). An investigation of the impact on Hong Kong's English language teaching profession of the language proficiency assessment for teachers of English (LPATE). RELC Journal, 48(1), 115-133.

Coniam, D., Zhao, W., Xiao, Y.. & Falvey, P. (2017). Researching and publishing in the English departments of Chinese tertiary institutions: Status and challenges. Asian EFL Journal, 19(2) 111-140

Xiao, Y. & Zhao, W. (2017) Oral presentations in the Chinese high school classrooms: Formative assessment or pedagogical activities. Foreign Language Education Research, (1). 13-22.

Xiao, Y. (2014) Exploring the learning potential of peer-assessed dictation in the Chinese context. Journal of English as an International Language, 9(3), 57-71.

Xiao, Y. & Carless, D. (2013). Illustrating students’ perceptions of English language assessment: Voices from China. RELC Journal, 44 (3) 319-340.

Xiao, Y. (2013). Formative use of summative assessment in the Chinese context. Research Studies in Education, 11, 52-67.

Xiao, Y. (2012). Revisiting the concept of classroom assessment: Bringing formative and summative assessments together. Research Studies in Education, 10, 17-32.

Xiao, Y., Sharpling, G., & Liu, H. (2011). Washback of National Matriculation English Test on students' learning in the Chinese secondary school context. Asian EFL Journal, 13(3), 103-129.

 

会议论文集：

Yan, Zi., Guo, W. & Xiao, Y. (2016) Like it or not? Hong Kong primary school students’ attitudes towards formative assessment. Proceedings of Asian Studies, 2016, 185-191. Canada: Unique Conferences Canada.

 

会议报告：

Xiao, Y. & Cheung, H.T. 2018. Supporting EMI students' summary writing skills in the university context. The 16th Asia TEFL conference, Macao, June 26th – 29th, 2018.

Xiao, Y. & Yang, M. 2018. Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language education. The 16th Asia TEFL conference, Macao, June 26th – 29th, 2018.

Xiao, Y. & Yang, M. 2017. Formative assessment and self-regulated learning in English language education. The 4th National Conference on Language Assessment. Guangzhou, September 22 – 24th, 2017.

Yan, Z., Guo, W.Y., & Xiao, Y. 2016. Like it or not? Hong Kong primary school students’ attitudes towards formative assessment. Paper presented at the Fourth International Conference on Asian Studies, Toronto, Canada, June 11-12, 2016.

Xiao, Y. & Zhi, Y. 2015. How can test practices be more productive in a test-dominated context, The 13th Asian TEFL, Nanjing, Nov.6-8, 2015

Xiao, Y. 2013. Formative use of summative assessment in the Chinese settings. Postgraduate Research Students Conference, the University of Hong Kong, May. 18th, 2013

Xiao, Y. 2013. Formative use of summative assessment: The potential in the East Asian settings. Asian Conference on Language Learning. Osaka, Japan, April 25th- 28th, 2013

Xiao, Y. 2012. Peer-assessed dictation: Voices from two high schools in China, The 2nd GDUFS Forum on Applied Linguistics, Guangzhou, China, Dec. 7th -9th, 2012. 

Xiao, Y. 2012. Student perspectives of assessment: Insights from student drawings. Postgraduate Research Students Conference, the University of Hong Kong, May. 19th, 2012

Xiao, Y. 2011. Student perspectives of dictation in the Chinese high school context, AEA-Europe, Belfast, UK, Nov. 10th-12th, 2011

Xiao, Y. 2010. Classroom assessments in the Chinese secondary school context, Postgraduate Research Students Conference, the University of Hong Kong, Dec. 11th, 2010

Xiao, Y. 2010. Student perspectives of the classroom assessment, Annual Meeting of China English Language Education Association, Shandong Province, China Oct. 28th - Oct 31st, 2010

Xiao, Y. 2008. Researching into teachers’ questions: Functions of questions in language classroom, roles in promoting students’ participation and implication for language teaching, 11th Warwick Postgraduate Conference in Applied Linguistics 2008, University of Warwick, UK, June 18th, 2008

 

编辑委员会：

Research Studies in Education (Editor - 2013)

Asian EFL Journal

Journal of English as an International Language System