Xuyan Qiu
Biographic Data
| ID | 3812299 |
|---|---|
| NAME | Xuyan Qiu |
| GIVEN NAMES | Xuyan |
| FAMILY NAME | Qiu |
| SIGNATURE | QIU X |
| AFFILIATIONS | Hong Kong Polytechnic University |
| ORCID | 0000-0003-4368-8039 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
More than the sum? A configurational approach to basic psychological needs, mindset, and buoyancy in EFL engagement
Given the pivotal role of learner engagement in shaping second language (L2) development, identifying its motivational underpinnings is of growing interest. However, research has largely focused on isolated variables, offering limited insight into how multiple learner factors interact. This study addresses this gap by examining how three motivational constructs – basic psychological needs (autonomy, competence, and relatedness), language mindset …
Unraveling the effects of task type and proficiency level on second language learner engagement
This study investigated the impact of task type and proficiency level on second language learners’ task engagement, combing the discourse analytic method with the idiodynamic method. Sixty undergraduate English-as-a-foreign-language learners in China were divided into high- and low-proficiency groups based on their scores on the Oxford Placement Test. The learners were randomly paired with a partner who shared the same proficiency level and compl…
‘Every decision falls back on me’: Ethical dilemmas and professional responses to generative AI among English language teacher educators
This study explores how eight English language teacher educators (LTEs) in Mainland China, Hong Kong, and Macao experienced and worked through the ethical dilemmas and professional tensions emerging from generative artificial intelligence (GenAI) integration. Using a qualitative multiple-case study design, we conducted two rounds of interviews, including scenario-based critical incident prompts, and analysed the data thematically. For English LTE…
Bangladeshi University Students’ Motivation and Translanguaging Ideologies Toward English‐Medium Instruction
This mixed‐methods study explores relationships among university students’ motivation for English‐medium instruction (EMI), beliefs about English‐only practices, and views on translanguaging at a Bangladeshi private university. It also examines whether disciplinary background and previous medium of instruction shape these perspectives. Data came from validated surveys completed by 259 undergraduate students and semi‐structured interviews with 12 …
An exploratory study on second language learner engagement in different types of interactive tasks in video-chat and text-chat communication
This study investigated 48 Hong Kong English as a second language (ESL) learners’ engagement in three types of interactive tasks conducted via video chat or text chat. The learners, paired with their university friends, completed a descriptive task, a narrative task, and a decision-making task. They were randomly assigned to either the video-chat or text-chat group and were interviewed about their emotional engagement in each task immediately aft…
Task type, task elements, and L2 grit: Predictors of ESL learners’ behavioural engagement in computer-mediated oral tasks
Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: A Latent Growth Modeling Perspective
Despite the importance of task-supported language teaching (TSLT) in developing L2 speaking and listening skills, existing literature fails to trace the changes in L2 learners’ affective responses longitudinally during this type of instruction. After collecting three waves of questionnaire data, the present study explores how 60 L2 learners’ English listening- and speaking-related motivation and self-efficacy changed during a nine-week course of …
English-medium instruction (EMI) teachers as ‘curriculum makers’ in Chinese higher education: A textual analysis
Drawing upon a collection of curriculum proposals and reflections and informed by a textual analysis approach, this study investigated how 234 university teachers planned to enact and reform their English-medium instruction courses (n = 66) in an English as a foreign language (EFL) university context. Results reveal that the teachers tend to adopt a student-centered teaching approach with a focus on content learning. Teacher collaboration and tec…
Study abroad experiences count: Motivational profile of EFL listeners and its impact on top-down and bottom-up processing
Effective listening strategy use is crucial for second language (L2) learners as it facilitates listening comprehension. Although strategy use can be boosted from various ways (e.g. explicit instruction), we are uncertain whether L2 listening motivation can affect learners’ listening strategy use. The present study aims at examining the relationship between L2 listening motivation and L2 listening strategy use of learners with and without oversea…
Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college
Assessing content knowledge through L2: Mediating role of language of testing on students’ performance
As the content knowledge of English language learners and immigrant students is assessed in their less proficient language, the validity and fairness of assessments related to those students have been widely discussed. However, such assessment issues have not received much attention in rapidly expanding bilingual education programmes, where students learn content subjects through a second/foreign/additional language (L2) and are often assessed in…
Students’ attitudes toward language learning and use in English-medium instruction (EMI) environments: A mixed methods study
Informed by a mixed methods research design, the study investigates the interrelations between students’ attitudes toward English learning, English-medium instruction (EMI), and the use of their first language (i.e. code-switching) in relation to a range of biographic and contextual factors in their situated EMI programmes. The quantitative analysis revealed a positive correlation between students’ language learning attitudes and EMI attitudes du…
Necessary but problematic: Chinese university English teachers’ perceptions and practices of assessing class participation
Assessment of class participation (ACP) has been widely adopted in higher education because, presumably, it motivates students and facilitates active learning. Despite its popularity, evidence regarding how teachers perceive and implement ACP has remained largely anecdotal. This study explored teachers’ perceptions and practices of ACP based on a survey administered to 1036 university English teachers and a case study of three participants in Chi…
The effects of task types on L2 oral production and learner engagement
In task-based language teaching, various types of tasks are developed from different scenarios in daily communication. Different kinds of tasks encourage oral production of different generic features and can impose different degrees of information-processing pressure on second language (L2) learners. Therefore, the functions and nature of task types are worth considering when designing tasks. Although the effects of task types on L2 oral output h…
These findings are very astonishing”: Hyping of disciplinary research in 3MT presentations and thesis abstracts
The changing landscape of scientific communication raises new academic contexts in which research postgraduate students are exposed to diversified forms of interaction and a less predictable audience. Against this backdrop Three Minute Thesis (3MT) presentations have emerged, although we have not yet developed sufficient knowledge about how students present their research work to diverse audiences. In this study, we compared 80 students’ hyping p…
Development of L2 disciplinary literacy: A multidimensional analysis
Listening should be done communicatively: Do task-supported language teaching and post-task self-reflection facilitate the development of L2 listening proficiency
Communicating disciplinary knowledge to a wide audience in 3MT presentations: How students engage with popularization of science
3MT (Three-minute thesis) presentations, in which students communicate their theses to non-specialist audiences within three minutes, have emerged as an important academic genre, echoing current practices in scientific communication where researchers report their research work to a heterogeneous audience. Although increasing attention has been paid to 3MT presentations, we still lack sufficient knowledge of how presenters should communicate disci…
Stance and engagement in 3MT presentations: How students communicate disciplinary knowledge to a wide audience
Lexical Coverage and Readability of Science Textbooks for English-Medium Instruction Secondary Schools in Hong Kong
Textbooks are an important source of knowledge input on which the transmission of academic knowledge often relies, especially in the early stages of academic learning. Adopting a corpus-based approach, this study evaluates the text difficulty of science textbooks used in secondary English-medium instruction schools in Hong Kong, with a focus on their lexical coverage and readability. It compares the English language used in English-medium science…
Defining Oracy: Second Language Listening and Speaking Motivation in Higher Education and the Role of Demographic Factors
Since listening and speaking are two integral skills for effective second language (L2) communication, enhancing learners' motivation to listen to and speak in the target language will engage them in the learning process, eventually leading to improvements in these two skills. Yet despite its importance, L2 listening and speaking motivation is underexplored in the current literature. Drawing on self-determination theory, this study adapted, valid…
Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports
Creating an effective English-Medium Instruction (EMI) classroom: Chinese undergraduate students’ perceptions of native and non-native English-speaking content teachers and their experiences
The globalisation of higher institutions has led to the emergence of EMI courses offered by faculty with diverse cultural and linguistic backgrounds. Existing literature has revealed that the cultural and linguistic backgrounds of English language teachers affect their teaching behaviour. However, this issue is relatively under-explored among EMI content teachers. This study explored 101 Chinese undergraduate students’ perceptions of two categori…
Assessing content knowledge through L2: Mediating role of language of testing on students’ performance
As the content knowledge of English language learners and immigrant students is assessed in their less proficient language, the validity and fairness of assessments related to those students have been widely discussed. However, such assessment issues have not received much attention in rapidly expanding bilingual education programmes, where students learn content subjects through a second/foreign/additional language (L2) and are often assessed in…
Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports
Listening should be done communicatively: Do task-supported language teaching and post-task self-reflection facilitate the development of L2 listening proficiency
English-medium instruction (EMI) teachers as ‘curriculum makers’ in Chinese higher education: A textual analysis
Drawing upon a collection of curriculum proposals and reflections and informed by a textual analysis approach, this study investigated how 234 university teachers planned to enact and reform their English-medium instruction courses (n = 66) in an English as a foreign language (EFL) university context. Results reveal that the teachers tend to adopt a student-centered teaching approach with a focus on content learning. Teacher collaboration and tec…
Students’ attitudes toward language learning and use in English-medium instruction (EMI) environments: A mixed methods study
Informed by a mixed methods research design, the study investigates the interrelations between students’ attitudes toward English learning, English-medium instruction (EMI), and the use of their first language (i.e. code-switching) in relation to a range of biographic and contextual factors in their situated EMI programmes. The quantitative analysis revealed a positive correlation between students’ language learning attitudes and EMI attitudes du…
Communicating disciplinary knowledge to a wide audience in 3MT presentations: How students engage with popularization of science
3MT (Three-minute thesis) presentations, in which students communicate their theses to non-specialist audiences within three minutes, have emerged as an important academic genre, echoing current practices in scientific communication where researchers report their research work to a heterogeneous audience. Although increasing attention has been paid to 3MT presentations, we still lack sufficient knowledge of how presenters should communicate disci…
These findings are very astonishing”: Hyping of disciplinary research in 3MT presentations and thesis abstracts
The changing landscape of scientific communication raises new academic contexts in which research postgraduate students are exposed to diversified forms of interaction and a less predictable audience. Against this backdrop Three Minute Thesis (3MT) presentations have emerged, although we have not yet developed sufficient knowledge about how students present their research work to diverse audiences. In this study, we compared 80 students’ hyping p…
Development of L2 disciplinary literacy: A multidimensional analysis
Creating an effective English-Medium Instruction (EMI) classroom: Chinese undergraduate students’ perceptions of native and non-native English-speaking content teachers and their experiences
The globalisation of higher institutions has led to the emergence of EMI courses offered by faculty with diverse cultural and linguistic backgrounds. Existing literature has revealed that the cultural and linguistic backgrounds of English language teachers affect their teaching behaviour. However, this issue is relatively under-explored among EMI content teachers. This study explored 101 Chinese undergraduate students’ perceptions of two categori…
Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports
Stance and engagement in 3MT presentations: How students communicate disciplinary knowledge to a wide audience
Lexical Coverage and Readability of Science Textbooks for English-Medium Instruction Secondary Schools in Hong Kong
Textbooks are an important source of knowledge input on which the transmission of academic knowledge often relies, especially in the early stages of academic learning. Adopting a corpus-based approach, this study evaluates the text difficulty of science textbooks used in secondary English-medium instruction schools in Hong Kong, with a focus on their lexical coverage and readability. It compares the English language used in English-medium science…
Defining Oracy: Second Language Listening and Speaking Motivation in Higher Education and the Role of Demographic Factors
Since listening and speaking are two integral skills for effective second language (L2) communication, enhancing learners' motivation to listen to and speak in the target language will engage them in the learning process, eventually leading to improvements in these two skills. Yet despite its importance, L2 listening and speaking motivation is underexplored in the current literature. Drawing on self-determination theory, this study adapted, valid…
Necessary but problematic: Chinese university English teachers’ perceptions and practices of assessing class participation
Assessment of class participation (ACP) has been widely adopted in higher education because, presumably, it motivates students and facilitates active learning. Despite its popularity, evidence regarding how teachers perceive and implement ACP has remained largely anecdotal. This study explored teachers’ perceptions and practices of ACP based on a survey administered to 1036 university English teachers and a case study of three participants in Chi…
The effects of task types on L2 oral production and learner engagement
In task-based language teaching, various types of tasks are developed from different scenarios in daily communication. Different kinds of tasks encourage oral production of different generic features and can impose different degrees of information-processing pressure on second language (L2) learners. Therefore, the functions and nature of task types are worth considering when designing tasks. Although the effects of task types on L2 oral output h…
These findings are very astonishing”: Hyping of disciplinary research in 3MT presentations and thesis abstracts
The changing landscape of scientific communication raises new academic contexts in which research postgraduate students are exposed to diversified forms of interaction and a less predictable audience. Against this backdrop Three Minute Thesis (3MT) presentations have emerged, although we have not yet developed sufficient knowledge about how students present their research work to diverse audiences. In this study, we compared 80 students’ hyping p…
Development of L2 disciplinary literacy: A multidimensional analysis
Listening should be done communicatively: Do task-supported language teaching and post-task self-reflection facilitate the development of L2 listening proficiency
Communicating disciplinary knowledge to a wide audience in 3MT presentations: How students engage with popularization of science
3MT (Three-minute thesis) presentations, in which students communicate their theses to non-specialist audiences within three minutes, have emerged as an important academic genre, echoing current practices in scientific communication where researchers report their research work to a heterogeneous audience. Although increasing attention has been paid to 3MT presentations, we still lack sufficient knowledge of how presenters should communicate disci…
Study abroad experiences count: Motivational profile of EFL listeners and its impact on top-down and bottom-up processing
Effective listening strategy use is crucial for second language (L2) learners as it facilitates listening comprehension. Although strategy use can be boosted from various ways (e.g. explicit instruction), we are uncertain whether L2 listening motivation can affect learners’ listening strategy use. The present study aims at examining the relationship between L2 listening motivation and L2 listening strategy use of learners with and without oversea…
Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college
Assessing content knowledge through L2: Mediating role of language of testing on students’ performance
As the content knowledge of English language learners and immigrant students is assessed in their less proficient language, the validity and fairness of assessments related to those students have been widely discussed. However, such assessment issues have not received much attention in rapidly expanding bilingual education programmes, where students learn content subjects through a second/foreign/additional language (L2) and are often assessed in…
Students’ attitudes toward language learning and use in English-medium instruction (EMI) environments: A mixed methods study
Informed by a mixed methods research design, the study investigates the interrelations between students’ attitudes toward English learning, English-medium instruction (EMI), and the use of their first language (i.e. code-switching) in relation to a range of biographic and contextual factors in their situated EMI programmes. The quantitative analysis revealed a positive correlation between students’ language learning attitudes and EMI attitudes du…
English-medium instruction (EMI) teachers as ‘curriculum makers’ in Chinese higher education: A textual analysis
Drawing upon a collection of curriculum proposals and reflections and informed by a textual analysis approach, this study investigated how 234 university teachers planned to enact and reform their English-medium instruction courses (n = 66) in an English as a foreign language (EFL) university context. Results reveal that the teachers tend to adopt a student-centered teaching approach with a focus on content learning. Teacher collaboration and tec…
Task type, task elements, and L2 grit: Predictors of ESL learners’ behavioural engagement in computer-mediated oral tasks
Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: A Latent Growth Modeling Perspective
Despite the importance of task-supported language teaching (TSLT) in developing L2 speaking and listening skills, existing literature fails to trace the changes in L2 learners’ affective responses longitudinally during this type of instruction. After collecting three waves of questionnaire data, the present study explores how 60 L2 learners’ English listening- and speaking-related motivation and self-efficacy changed during a nine-week course of …
More than the sum? A configurational approach to basic psychological needs, mindset, and buoyancy in EFL engagement
Given the pivotal role of learner engagement in shaping second language (L2) development, identifying its motivational underpinnings is of growing interest. However, research has largely focused on isolated variables, offering limited insight into how multiple learner factors interact. This study addresses this gap by examining how three motivational constructs – basic psychological needs (autonomy, competence, and relatedness), language mindset …
Unraveling the effects of task type and proficiency level on second language learner engagement
This study investigated the impact of task type and proficiency level on second language learners’ task engagement, combing the discourse analytic method with the idiodynamic method. Sixty undergraduate English-as-a-foreign-language learners in China were divided into high- and low-proficiency groups based on their scores on the Oxford Placement Test. The learners were randomly paired with a partner who shared the same proficiency level and compl…
‘Every decision falls back on me’: Ethical dilemmas and professional responses to generative AI among English language teacher educators
This study explores how eight English language teacher educators (LTEs) in Mainland China, Hong Kong, and Macao experienced and worked through the ethical dilemmas and professional tensions emerging from generative artificial intelligence (GenAI) integration. Using a qualitative multiple-case study design, we conducted two rounds of interviews, including scenario-based critical incident prompts, and analysed the data thematically. For English LTE…
Bangladeshi University Students’ Motivation and Translanguaging Ideologies Toward English‐Medium Instruction
This mixed‐methods study explores relationships among university students’ motivation for English‐medium instruction (EMI), beliefs about English‐only practices, and views on translanguaging at a Bangladeshi private university. It also examines whether disciplinary background and previous medium of instruction shape these perspectives. Data came from validated surveys completed by 259 undergraduate students and semi‐structured interviews with 12 …
An exploratory study on second language learner engagement in different types of interactive tasks in video-chat and text-chat communication
This study investigated 48 Hong Kong English as a second language (ESL) learners’ engagement in three types of interactive tasks conducted via video chat or text chat. The learners, paired with their university friends, completed a descriptive task, a narrative task, and a decision-making task. They were randomly assigned to either the video-chat or text-chat group and were interviewed about their emotional engagement in each task immediately aft…
EFL/ESL Teaching and Learning (16 works) · Psychology (15 works) · Second Language Learning and Teaching (15 works) · Mathematics education (13 works) · Computer Science (12 works) · Sociology (10 works) · Pedagogy (9 works) · Linguistics (7 works) · Social Psychology (6 works) · Discipline (5 works)