Peer-reviewed journal articles (*corresponding author):

22. Gu, J., Xiao, Y*, and Yan, Z. (2025). Empower students with internal feedback: Unpack the process of internal feedback in language classrooms. The Asia-Pacific Education Researcher. (SSCI, Q1, IF: 3.6)

21. 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 (SSCI)

20. 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. https://doi.org/10.1186/s40862-024-00301-0(ESCI)

19. 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://www.sciencedirect.com/science/article/pii/S2405844024079659(SCI)

1. 18. Xiao Y, & Zhi Y. (2023) An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages. 8(3):212. https://doi.org/10.3390/languages8030212 (ESCI)
2. 17. 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. (SSCI)
3. 16. Xu, L & Xiao, Y. (2023). Students’ perceptions of Native/Non-native English-speaking EMI teachers: Are NS teachers better than NNS teachers? Frontiers in Education. http://doi: 10.3389/feduc.2022.1082600 (ESCI)
4. 15. Xiao, Y., Cai, Y*., Ge, Q., & Yang. Y (2022). The potential of using formative assessment to enhance academic achievement in the Confucian-heritage culture: A comparison between Hong Kong and Shanghai, The Asia-Pacific Education Researcher. (SSCI)
5. 14. Yan, Z., Xiao, Y., Sin, K.-F*., Yang, L., & Guo, W.-Y. (2021). Formative assessment practices in Special School Classrooms with the support of E-Books: A case study. Frontiers in Education, 6(277). https://doi.org/10.3389/feduc.2021.674869 (ESCI)
6. 13. Chen, Q., Hao, C., & Xiao, Y. (2020). When testing stakes are no longer high: Impact on the Chinese college English learners. Language Testing in Asia. (ESCI)
7. 12. 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. (SSCI)
8. 11. Coniam, D., Falvey, P., & Xiao, Y. . (2019). A Qualitative inquiry Into the impact of the Hong Kong LPATE over the past decade and a half: Changes, challenges, and implications. Language Assessment Quarterly, 16(1), 105-124. doi: 10.1080/15434303.2018.1515950 (SSCI)
9. 10. 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 (ESIC)
10. 9. Xiao, Y*. (2017). Formative assessment in a test-dominated context: How test practice can become more productive. Language Assessment Quarterly, 14(4), 295-311. (SSCI)
11. 8. 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. 
12. 7. 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
13. 6. 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. 
14. 5. 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.
15. 4. Xiao, Y.* & Carless, D. (2013). Illustrating students’ perceptions of English language assessment: Voices from China. RELC Journal, 44 (3) 319-340.
16. 3. Xiao, Y.* (2013). Formative use of summative assessment in the Chinese context. Research Studies in Education, 11, 52-67.
17. 2. Xiao, Y.* (2012). Revisiting the concept of classroom assessment: Bringing formative and summative assessments together. Research Studies in Education, 10, 17-32.
18. 1. 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.

Book chapters 

1. Xiao, Y & Coniam, D. (2021). A qualitative Inquiry into student attitudes towards free learning. In R. Parker  & D. Coniam (eds.). Free learning: A student-focused 21st century pedagogy in an Asian context. Routledge.

2. Xiao, Y. & Gu, J. (2021). Fostering student evaluative judgement through assessment as learning in tertiary English language classroom. In Z. Yan & L. Yang (Eds.). Assessment as learning: Maximising opportunities for student learning and achievement. Routledge.

3. Xiao, Y. & Cheung, H. (2021). Supporting students’ summary writing skills in English medium instruction in the university context. In L.I.Su, H.Cheung,& R. W. WU. (eds). Rethinking EMI: Multidisciplinary perspectives from Chinese-speaking regions. Routledge  

4. Coniam, D., Falvey, P., & Xiao, Y. (2018). LPATE – A quantitative investigation of stakeholder perceptions. In D. 5. Coniam, & P. Falvey (Eds.) High-stakes testing: The impact of the LPATE on English language teachers in Hong Kong (pp.367 - 390). Singapore: Springer.

6. 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) (corresponding author)

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

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

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

Invited talks 

Xiao, Y. 2019 Integrating formative assessment into EAP courses – Perspectives from the Chinese University of Hong Kong, Shenzhen. Talk made at Northeastern University, Shenyang, Liaoning Province. July, 2019. 

Xiao. Y. 2019 Conducting qualitative research in language education: Research tools, data analysis and writing up publications. Talk made at Northeastern University, Shenyang, Liaoning Province. July, 2019. 

Conference Presentations

1.      Xiao, Y. (2024, October 18). Students’ experiences of using Generative AI tools in completing an EAP course: Unpacking students’ self-directed engagement with AI tools for feedback. Paper presented at the 2nd International Symposium on Teaching English at Chinese Universities (STECU 2024), Shenzhen MSU-BIT University, China.

2.      Xiao, Y. (2024, August 23–24). Integrating AI tools in language education: Will GenAI tools facilitate the development of students’ assessment literacy. Roundtable discussion presented at The Dialogues Between Artificial Intelligence and General Education Symposium, The Chinese University of Hong Kong, Shenzhen, China.

3.      Xiao, Y. (2024, July 25–28). Students’ experiences of using Generative AI tools in completing an EAP course: Activating students’ agency in productive AI use. Paper presented at the 2024 Global English Education China Assembly, Zhuhai, China.

4.      Zhi, Y., & Xiao, Y. (2024, July 3–5). Unveiling the potential of ChatGPT in technology-enhanced language learning: Perspectives from EFL learners. Paper presented at the International Conference on Technology-Enhanced Language Learning and Teaching & Corpus-Based Language Learning and Teaching (TeLLT & CoLLT 2024), Education University of Hong Kong, Hong Kong.

5.      Xiao, Y., Sun, X., & He, T. (2023, August 17–20). Fostering students’ assessment literacy through active student engagement in a teacher education course. Paper presented at Asian TEFL 2023, Daejeon, South Korea.

6.      Xiao, Y. (2021, January). Foster student learning through assessment as learning: A case study on second-year tertiary students working on their research projects. Paper presented at the HKCPD Hub Virtual International Conference.

7.      Xiao, Y. (2019, July 5–7). Fostering students’ evaluative judgement through formative assessment in EAP courses in higher education. Paper presented at the Fifth International Conference on Language Testing and Assessment & Inaugural Meeting of China Association for Language Testing and Assessment, Guangzhou, China.

8.      Xiao, Y. (2019, June 27–29). Fostering students' feedback literacy: How can university teachers help students develop the ability to uptake feedback? Paper presented at the 17th Asia TEFL Conference, Bangkok, Thailand.

9.      Xiao, Y., & Cheung, H. T. (2018, June 26–29). Supporting EMI students' summary writing skills in the university context. Paper presented at the 16th Asia TEFL Conference, Macao, China.

10.  Xiao, Y., & Yang, M. (2018, June 26–29). Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language education. Paper presented at the 16th Asia TEFL Conference, Macao, China.

11.  Xiao, Y., & Yang, M. (2017, September 22–24). Formative assessment and self-regulated learning in English language education. Paper presented at the 4th National Conference on Language Assessment, Guangzhou, China.

12.  Yan, Z., Guo, W. Y., & Xiao, Y. (2016, June 11–12). 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.

13.  Xiao, Y., & Zhi, Y. (2015, November 6–8). How can test practices be more productive in a test-dominated context. Paper presented at the 13th Asia TEFL Conference, Nanjing, China.

14.  Xiao, Y. (2013, May 18). Formative use of summative assessment in the Chinese settings. Paper presented at the Postgraduate Research Students Conference, The University of Hong Kong, Hong Kong.

15.  Xiao, Y. (2013, April 25–28). Formative use of summative assessment: The potential in the East Asian settings. Paper presented at the Asian Conference on Language Learning, Osaka, Japan.

16.  Xiao, Y. (2012, December 7–9). Peer-assessed dictation: Voices from two high schools in China. Paper presented at the 2nd GDUFS Forum on Applied Linguistics, Guangzhou, China.

17.  Xiao, Y. (2012, May 19). Student perspectives of assessment: Insights from student drawings. Paper presented at the Postgraduate Research Students Conference, The University of Hong Kong, Hong Kong.

18.  Xiao, Y. (2011, November 10–12). Student perspectives of dictation in the Chinese high school context. Paper presented at the AEA-Europe Conference, Belfast, UK.

19.  Xiao, Y. (2010). Classroom assessments in the Chinese secondary school context. Paper presented at the Postgraduate Research Students Conference, The University of Hong Kong, Hong Kong.

Research Projects:

Principle Investigator: 

An investigation of students' assessment literacy development in the Chinese educational context. Funded by Shenzhen Educational Science Planning Project. 2022-2024, 20, 000RMB

The AI-Enhanced Journey: Development of ChatGPT-integrated Content-Based Courses, Teaching Innovation Grant 2023-2025, The Chinese University of Hong Kong, Shenzhen 80, 000 RMB