Kit‐ling Lau
Biographic Data
| ID | 1692567 |
|---|---|
| NAME | Kit‐ling Lau |
| GIVEN NAMES | Kit‐ling |
| FAMILY NAME | Lau |
| SIGNATURE | LAU K L |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0002-6696-6524 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 21 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Student-Perceived Multiple Classroom Goal Structure Profiles in Reading Classrooms and Their Associations with Individual Achievement Goals, Self-Efficacy, and Reading Performance
This study explored students’ perceptions of multiple combinations of mastery-oriented and performance-oriented classroom goal structure (CGS) profiles based on specific instructional dimensions (i.e., task, autonomy/time, group, and recognition/evaluation) in reading classes and examined the associations between these profiles and trichotomous achievement goals, self-efficacy, and reading performance. The participants included 843 eighth-grade s…
Effects and moderators of dialogic reading on children’s reading literacy
Dialogic reading (DR) interventions affect children’s literacy development. • We report DR’s large effect on decoding and comprehension. • Child and methodological factors, age, and measurement type were robust moderators. • Effects were greater for researcher-developed measures and school-age children. • Developmental readiness and assessment sensitivity are key sources of variation. Dialogic reading (DR) is a well-established reading interventi…
Students’ perceived classroom goal structure and its relations with their achievement goals in Chinese reading classrooms
Previous studies on achievement goals have rarely comprehensively discussed specific instructional dimensions of classroom goal structure. This study examined the relationships between different instructional dimensions of classroom goal structure and achievement goals among 833 eighth-grade students in a Chinese reading classroom context. The descriptive statistics indicated that students adopted high levels of trichotomous achievement goals and…
Effects of Self-Efficacy and Technological Perceptions on Behavioral Intention to Use Flipped Classroom Among Language Teachers
Given the crucial role that teachers play in the acceptance and implementation of the flipped classroom (FC) instruction, this study investigated teachers’ instructional practices and the effects of self-efficacy and technological perceptions on their behavioral intention to adopt this new instructional approach in the context of Chinese language teaching, which has traditionally been dominated by teacher-centered instruction. A total of 130 Chin…
A two-staged SEM-ANN approach to predict learning presence in online foreign language education
The Association Between Metalinguistic Awareness and Chinese Word Reading
This study involved a three-level meta-analysis on the correlations between metalinguistic awareness (i.e., orthographic, phonological, and morphological awareness) and Chinese word reading. Based on 16,823 individuals from 81 studies, the results revealed moderate associations between all three metalinguistic skills and Chinese word reading. Additionally, location, grade, and measurement type moderated these relationships. Orthographic awareness…
Effects of instructional factors on students’ acceptance of and participation in flipped language learning
Based on a systematic review of flipped learning (FL) instructional principles and the technology acceptance model, this study examined the effects of instructional factors on students’ acceptance of and participation in FL activities in learning Chinese as the native language. The participants were 2684 primary and secondary school students in Hong Kong. Two questionnaires were used to measure students’ perceptions of FL instructional design and…
Pre-service foreign language teachers’ TPACK preparation for technology integration
Technological Pedagogical and Content Knowledge (TPACK) denotes teachers’ professional knowledge to teach specific subjects in the age of information and communication technology. Though the TPACK framework has received extensive research attention in the educational technology field, little effort has been devoted to the profiles of TPACK and technology integration from an intraindividual perspective. Also, the role of TPACK in facilitating tech…
Factor Structure, Measurement Invariance, and Nomological Network of Teaching Presence in Online Foreign Language Education
Though online learning has gained popularity in foreign language (FL) education, there is a lack of measurement tools with robust psychometric properties to comprehensively assess the quality of online FL instruction. This study explored the factor structure and measurement invariance of teaching presence in the framework of Community of Inquiry (CoI), a critical construct to understand instructors' responsibilities in precipitating and facilitat…
Young Chinese Language Learners’ L2 Motivational Self System and Learning Achievement in Chinese Literacy Acquisition
This study investigated the impact of young Chinese second language learners’ motivation on their Chinese literacy acquisition. Based on the L2 Motivational Self System (L2MSS), 188 Grade 5 ethnic minority students in Hong Kong were assessed. They completed an L2MSS questionnaire, a Chinese oral vocabulary test, and Chinese literacy measures, which covered Chinese character reading, spelling, reading comprehension, and sentence writing. Structura…
Academic subject and gender differences in high school students’ self-regulated learning of language and mathematics
Reading instruction and reading engagement and their relationship with Chinese students’ Pisa reading performance
Exploring achievement-level differences in implementing self-regulated learning instruction in a classical Chinese reading intervention program
Research on self-regulated learning (SRL) instruction typically treats students as a homogeneous group, without considering the possible effects of students’ prior level of SRL competence on the implementation and effectiveness of SRL instruction. To fill this research gap, this study explored the differences in learning outcomes among students with different achievement levels who received an SRL-based classical Chinese reading instruction progr…
The effects of achievement goals and perceived reading instruction on Chinese student reading performance
Background Research has shown that achievement goals and reading instruction play important roles in students' reading performance. However, little is known about the specific effects of different types of achievement goals and reading instructional practices on reading performance in mainland China. Methods This study used Programme of International Student Assessment (PISA) 2018 data to examine the effects of Chinese students' achievement goals…
Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong
Teacher feedback and students’ self-regulated learning in mathematics
Language Skills in Classical Chinese Text Comprehension
Classical Chinese reading instruction
Chinese language teachers' perception and implementation of self-regulated learning-based instruction
Grade differences in reading motivation among Hong Kong primary and secondary students
Background Most previous studies in Western societies have demonstrated a general decline in school motivation. However, it is not clear whether motivational decline occurs uniformly for all students. The moderating effects of individual and cultural differences on students' motivational decline need to be further explored. Aims This study aimed to examine the grade differences in students' reading motivation, including self‐efficacy, intrinsic m…
Validation of a Chinese achievement goal orientation questionnaire
Background. The mixed findings of previous studies on the nature and effects of performance goals have led to a call for re-examination of the dichotomous framework of achievement goal orientation theory. While the call for a revised achievement goal orientation theory has received considerable discussion in Western studies, it is not clear whether the revised theory can also be applied in other ethnic and cultural contexts.Aims. Our aim was to v…
Grade differences in reading motivation among Hong Kong primary and secondary students
Background Most previous studies in Western societies have demonstrated a general decline in school motivation. However, it is not clear whether motivational decline occurs uniformly for all students. The moderating effects of individual and cultural differences on students' motivational decline need to be further explored. Aims This study aimed to examine the grade differences in students' reading motivation, including self‐efficacy, intrinsic m…
Chinese language teachers' perception and implementation of self-regulated learning-based instruction
Validation of a Chinese achievement goal orientation questionnaire
Background. The mixed findings of previous studies on the nature and effects of performance goals have led to a call for re-examination of the dichotomous framework of achievement goal orientation theory. While the call for a revised achievement goal orientation theory has received considerable discussion in Western studies, it is not clear whether the revised theory can also be applied in other ethnic and cultural contexts.Aims. Our aim was to v…
Language Skills in Classical Chinese Text Comprehension
Validation of a Chinese achievement goal orientation questionnaire
Background. The mixed findings of previous studies on the nature and effects of performance goals have led to a call for re-examination of the dichotomous framework of achievement goal orientation theory. While the call for a revised achievement goal orientation theory has received considerable discussion in Western studies, it is not clear whether the revised theory can also be applied in other ethnic and cultural contexts.Aims. Our aim was to v…
Grade differences in reading motivation among Hong Kong primary and secondary students
Background Most previous studies in Western societies have demonstrated a general decline in school motivation. However, it is not clear whether motivational decline occurs uniformly for all students. The moderating effects of individual and cultural differences on students' motivational decline need to be further explored. Aims This study aimed to examine the grade differences in students' reading motivation, including self‐efficacy, intrinsic m…
Chinese language teachers' perception and implementation of self-regulated learning-based instruction
Classical Chinese reading instruction
Language Skills in Classical Chinese Text Comprehension
Teacher feedback and students’ self-regulated learning in mathematics
Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong
Exploring achievement-level differences in implementing self-regulated learning instruction in a classical Chinese reading intervention program
Research on self-regulated learning (SRL) instruction typically treats students as a homogeneous group, without considering the possible effects of students’ prior level of SRL competence on the implementation and effectiveness of SRL instruction. To fill this research gap, this study explored the differences in learning outcomes among students with different achievement levels who received an SRL-based classical Chinese reading instruction progr…
The effects of achievement goals and perceived reading instruction on Chinese student reading performance
Background Research has shown that achievement goals and reading instruction play important roles in students' reading performance. However, little is known about the specific effects of different types of achievement goals and reading instructional practices on reading performance in mainland China. Methods This study used Programme of International Student Assessment (PISA) 2018 data to examine the effects of Chinese students' achievement goals…
Academic subject and gender differences in high school students’ self-regulated learning of language and mathematics
Reading instruction and reading engagement and their relationship with Chinese students’ Pisa reading performance
Effects of instructional factors on students’ acceptance of and participation in flipped language learning
Based on a systematic review of flipped learning (FL) instructional principles and the technology acceptance model, this study examined the effects of instructional factors on students’ acceptance of and participation in FL activities in learning Chinese as the native language. The participants were 2684 primary and secondary school students in Hong Kong. Two questionnaires were used to measure students’ perceptions of FL instructional design and…
Pre-service foreign language teachers’ TPACK preparation for technology integration
Technological Pedagogical and Content Knowledge (TPACK) denotes teachers’ professional knowledge to teach specific subjects in the age of information and communication technology. Though the TPACK framework has received extensive research attention in the educational technology field, little effort has been devoted to the profiles of TPACK and technology integration from an intraindividual perspective. Also, the role of TPACK in facilitating tech…
Factor Structure, Measurement Invariance, and Nomological Network of Teaching Presence in Online Foreign Language Education
Though online learning has gained popularity in foreign language (FL) education, there is a lack of measurement tools with robust psychometric properties to comprehensively assess the quality of online FL instruction. This study explored the factor structure and measurement invariance of teaching presence in the framework of Community of Inquiry (CoI), a critical construct to understand instructors' responsibilities in precipitating and facilitat…
Young Chinese Language Learners’ L2 Motivational Self System and Learning Achievement in Chinese Literacy Acquisition
This study investigated the impact of young Chinese second language learners’ motivation on their Chinese literacy acquisition. Based on the L2 Motivational Self System (L2MSS), 188 Grade 5 ethnic minority students in Hong Kong were assessed. They completed an L2MSS questionnaire, a Chinese oral vocabulary test, and Chinese literacy measures, which covered Chinese character reading, spelling, reading comprehension, and sentence writing. Structura…
Effects of Self-Efficacy and Technological Perceptions on Behavioral Intention to Use Flipped Classroom Among Language Teachers
Given the crucial role that teachers play in the acceptance and implementation of the flipped classroom (FC) instruction, this study investigated teachers’ instructional practices and the effects of self-efficacy and technological perceptions on their behavioral intention to adopt this new instructional approach in the context of Chinese language teaching, which has traditionally been dominated by teacher-centered instruction. A total of 130 Chin…
A two-staged SEM-ANN approach to predict learning presence in online foreign language education
The Association Between Metalinguistic Awareness and Chinese Word Reading
This study involved a three-level meta-analysis on the correlations between metalinguistic awareness (i.e., orthographic, phonological, and morphological awareness) and Chinese word reading. Based on 16,823 individuals from 81 studies, the results revealed moderate associations between all three metalinguistic skills and Chinese word reading. Additionally, location, grade, and measurement type moderated these relationships. Orthographic awareness…
Student-Perceived Multiple Classroom Goal Structure Profiles in Reading Classrooms and Their Associations with Individual Achievement Goals, Self-Efficacy, and Reading Performance
This study explored students’ perceptions of multiple combinations of mastery-oriented and performance-oriented classroom goal structure (CGS) profiles based on specific instructional dimensions (i.e., task, autonomy/time, group, and recognition/evaluation) in reading classes and examined the associations between these profiles and trichotomous achievement goals, self-efficacy, and reading performance. The participants included 843 eighth-grade s…
Effects and moderators of dialogic reading on children’s reading literacy
Dialogic reading (DR) interventions affect children’s literacy development. • We report DR’s large effect on decoding and comprehension. • Child and methodological factors, age, and measurement type were robust moderators. • Effects were greater for researcher-developed measures and school-age children. • Developmental readiness and assessment sensitivity are key sources of variation. Dialogic reading (DR) is a well-established reading interventi…
Students’ perceived classroom goal structure and its relations with their achievement goals in Chinese reading classrooms
Previous studies on achievement goals have rarely comprehensively discussed specific instructional dimensions of classroom goal structure. This study examined the relationships between different instructional dimensions of classroom goal structure and achievement goals among 833 eighth-grade students in a Chinese reading classroom context. The descriptive statistics indicated that students adopted high levels of trichotomous achievement goals and…
Psychology (18 works) · Mathematics education (13 works) · Pedagogy (9 works) · Social Psychology (8 works) · Computer Science (7 works) · Innovative Teaching and Learning Methods (7 works) · Structural equation modeling (7 works) · Education, Achievement, and Giftedness (6 works) · Linguistics (6 works) · Reading and Literacy Development (6 works)