Prof. LAU Kit-ling, Dinky

Introduction

Dinky Lau has graduated from the Department of Chinese Language and Literature and received her graduate training in the Department of Educational Psychology from the Chinese University of Hong Kong. She has worked in secondary schools, Baptist University of Hong Kong, and Hong Kong Curriculum Development Institute. She is now working as a Professor in the Department of Curriculum and Instruction at the Chinese University of Hong Kong. Her research interests include Chinese reading instruction, reading motivation, cognitive strategy instruction, self-regulated learning, and classical Chinese reading. The courses she has 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.

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Research Areas

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

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Recent Publications (Selected)

1. Lau, K. L., & Keung, H. M. (in press). Effectiveness and user acceptance of using out-of-class e-learning activities to support classical Chinese learning. Journal of Chinese Language Teaching.
2. Guo W. J., Lau, K. L, Wei, J., Bai, B. (2021). Academic subject and gender differences in high school students’ self-regulated learning of language and mathematics. Current Psychology. doi: 10.1007/s12144-021-02120-9
3. 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. doi: 10.1007/s11145-021-10190-1
4. 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, doi: 10.1007/s11145-021-10161-6
5. 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. doi: 10.1016/j.ijer.2021.101751
6. 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. doi: 10.1007/s11145-020-10028-2
7. 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. doi: 10.1111/1467-9817.12282
8. 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. doi: 10.1016/j.stueduc.2019.07.001
9. Lau, K. L. (2019). Hong Kong senior secondary students' reading motivation and Classical Chinese reading comprehension. Reading and Writing, 32, 963–982. doi: 10.1007/s11145-018-9897-7
10. 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. doi: 10.1111/1467-9817.12246
11. 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
12. Lau, K. L., & Gu, Y. (2017). Hong Kong senior secondary students’ performance and difficulties in reading Classical Chinese (in Chinese). Education Journal, 65(2), 161-181.
13. 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
14. 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
15. 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. doi: 10.1111/1467-9817.12035
16. 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
17. 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.
18. 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.
19. Lau, K. L. (2013). Chinese language teachers’ perception and implementation of self-regulated learning-based instruction. Teaching and Teacher Education, 31, 56-66.
20. Lau, K. L. (2012). Instructional practices and self-regulated learning in Chinese language classes. Educational Psychology, 32, 427-450.

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Recent Research Projects

Funding Year	Project Title	PI/ Co-I	Sponsoring Body
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
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
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
2010- 2014	Programme for International Student Assessment (PISA) 2012 in Hong Kong	Co-I	Education Bureau