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Biography

Dr. Xiaohua Liu is Assistant Professor (Teaching) in English for Academic Purposes at the School of Humanities and Social Science (HSS), The Chinese University of Hong Kong, Shenzhen. He holds a PhD in applied linguistics from the University of Auckland in New Zealand, specialising in language testing and assessment. Before joining CUHK-SZ, he was a postdoctoral research fellow at Guangdong University of Foreign Studies. His main areas of research include language testing and assessment (with a particular focus on diagnostic assessment), academic literacy, teaching and learning English as a foreign language, as well as the interfaces between these areas. 

Research

Language testing and assessment; English for Academic Purposes; academic literacy; learning motivation

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Awards and honors
  • 2024
  • 2023
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  • 01

    2024

    Guangdong Province Philosophy and Social Science Research Fund (Ref. GD24CWY04; principal investigator)

  • 02

    2024

    Shenzhen Municipality Peacock Talent Scheme Research Fund

  • 03

    2023

    The Chinese University of Hong Kong (Shenzhen) Teaching Innovation Grant (Ref. I10120230444; investigator)

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Publications
  • Book
  • Liu, J., Liu, X., & He, M. (2021). Advances in Validity and Validation of Language Testing and Assessment. Beijing: Tsinghua University Press. ISBN: 978-7-302
          • Book chapters (*Corresponding author)
  • Read, J*., & Liu, X. (forthcoming). Assessing reading comprehension: From theory to format. In Nassaji, Hossein & Kartchava, Eva (eds.) Language Assessment in Second Language Teaching and Learning. Bloomsbury.
  • Liu, X*., & Read, J. (2023). Designing a new diagnostic reading assessment for a local post-admission assessment program: A needs-driven approach. In Yan, Xun., Dimova, Slobodanka. & Ginther, April (eds.) Local Language Testing: Practice across contexts (pp. 83-102). Springer. https://doi.org/10.1007/978-3-031-33541-9_5

        Journal articles (*Corresponding author)
  • Liu, X., & Xiao, Y*. (2024). Chinese university teachers’ engagement with generative AI in different stages of foreign language teaching: A qualitative enquiry through the prism of ADDIE. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13117-9
  • Xu, L., Liu, X., & Xiao, Y*. (2024). Language teachers’ emotions in online classrooms: Relations among teachers’ appraisals of classroom events, emotional responses, and instructional practices.  Asian-Pacific Journal of Second and Foreign Language Education. 9, 72. https://doi.org/10.1186/s40862-024-00301-0
  • Liu, X*. (2024). Navigating uncharted waters: Teachers’ perceptions of and reactions to AI-induced challenges to assessment. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-024-00890-x
  • Xiao, Y., Liu, X*., & Zhu, Y. (2024). Disentangling the mechanism of student engagement in online language classrooms from the perspective of Community of Inquiry. Heliyon. https://doi.org/10.1016/j.heliyon.2024.e31934
  • Greenier, V., Liu, X*., & Xiao Y. (2023). Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom. Applied Linguistics Review. https://doi.org/10.1515/applirev-2023-0085
  • Liu, X., & Dong, M*. (2023). Exploring the relative contributions of learning motivations and test perceptions to autonomous English as a foreign language learning and achievement. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2023.1059375
  • Dong, M., & Liu, X*. (2022). Impact of learners' perceptions of a high-stakes test on their learning motivation and learning time allotment. Heliyon. https://doi.org/10.1016/j.heliyon.2022.e11910
  • Liu, X*., & Read, J. (2021). Investigating the skills involved in reading test tasks through expert judgement and verbal protocol analysis: Convergence and divergence between the two methods. Language Assessment Quarterly.  https://doi.org/10.1080/15434303.2021.1881964
  • Liu, X*., & Yu, J. (2021). Relationships between learning motivations and practices as influenced by a high-stakes language test: The mechanism of washback on learning. Studies in Educational Evaluation, 68: 1-10. https://doi.org/10.1016/j.stueduc.2020.100967
  • Liu, X*., & Read, J. (2020). General skill needs and challenges in university academic reading: Voices from undergraduates and language teachers. Journal of College Reading and Learning, 50(2): 70-93. https://doi.org/10.1080/10790195.2020.1734885
  • Liu, X*., & Brown, G. (2019). Investigating students’ perceived cognitive needs in university academic reading: A latent variable approach. Journal of Research in Reading, 42(2): 411-431. https://doi.org/10.1111/1467-9817.12275
  • Conference presentations
  • Liu, X. (2024, Jul). Navigating uncharted waters: Teachers’ perceptions of and reactions to AI-induced challenges to assessment. Paper presented at the Comparative Education Society in Europe XXIX Conference 2024, Aristotle University of Thessaloniki, Greece. 
  • Liu, X. (2024, May). Teachers’ initial engagement with generative AI in tertiary EFL instruction: Practices, reactions and implications. Paper presented at the Redesigning Pedagogy Conference 2024, National Institute of Education (NIE)/Nangyang Technological University, Singapore.
  • Liu, X. (2019). Investigating Chinese university students’ skill needs in EGAP reading. Paper presented at The 3rd Annual Conference of Asia ESP & the 8th Chinese National Symposium on ESP, Chongqing, China.

  • Liu, X. (2018). Designing a diagnostic assessment of EAP reading: A needs-driven approach. Paper presented at the 40th Language Testing Research Colloquium (LTRC), Auckland, New Zealand.

  • Liu, X. (2017). Qualitative analyses of reading test tasks: Implications for developing tasks to measure different reading abilities. Paper presented at the 4th International Conference of the Asian Association for Language Assessment, Taipei, Taiwan, China.
  • Liu, X. (2016). Analysing existing reading test tasks: Implications for developing tasks to measure different reading abilities. Paper presented at the ALTAANZ (the Association for Language Testing and Assessment of Australia and New Zealand) Conference 2016, Auckland, New Zealand.
  • Liu, X. (2016). Analysing reading test tasks: What does a university reading test measure? Paper presented at the 3rd CLL Postgraduate Symposium, University of Auckland, Auckland, New Zealand.
  • Liu, X. (2015). Developing a diagnostic assessment of EAP reading. Poster presented at The 2nd Asian Association for Language Assessment Conference, Bangkok, Thailand.


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