Biography

Dr. Yangyu (Shirley) Xiao is now a lecturer in English for Academic Purposes in the School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen. Dr. Yangyu Xiao obtained her PhD degree from The University of Hong Kong and her MA degree from University of Warwick (with distinction).


Before joining CUHK(SZ), she has obtained rich research experience through working as a Senior Research Assistant and a Post-doctoral Fellow at The Education University of Hong Kong, and The Chinese University of Hong Kong, Shatin. She has engaged in various research projects related to English language curriculum, language proficiency tests, and English for Specific Purposes. Dr. Xiao has a good publication record and experience in developing discipline-specific integrated language tests.


Dr. Yangyu Xiao's expertise and research interest lie in academic writing, formative assessment, feedback, academic self-regulation, English language curriculum, and language testing. She is a member of editorial board for Asia EFL Journal and Journal of English as an International Language, and also an invited reviewer for the System Journal, Studies in Higher Education and English Language Teaching Research. 

Research

Editorial board:

Asia EFL Journal 

Journal of English as an International Language


Invited reviewer:

Asia EFL Journal 

Journal of English as an International Language

System (SSCI)

Studies in Higher Education (SSCI)

English Language Teaching Research (SSCI)

Academic Publications

Peer-reviewed journal articles:

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)

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)

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 

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)

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. 

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

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. 

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.

Xiao, Y. & Carless, D. (2013). Illustrating students’ perceptions of English language assessment: Voices from China. RELC Journal, 44 (3) 319-340.

Xiao, Y. (2013). Formative use of summative assessment in the Chinese context. Research Studies in Education, 11, 52-67.

Xiao, Y. (2012). Revisiting the concept of classroom assessment: Bringing formative and summative assessments together. Research Studies in Education, 10, 17-32.

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 

Xiao. Y. & Cheung, H.T. (forthcoming). Supporting EMI students’ summary writing skills in the university context.  In H. T. Cheung (Eds). The practices of EMI in Chinese communities. Routledge. 

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

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)

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

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

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

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

Xiao, Y. 2019. Fostering students' feedback literacy: How can university teachers help students develop ability to uptake feedback. The 17th Asia TEFL conference, Bangkok, June 27th – 29th, 2019. 

Xiao, Y. & Cheung, H.T. 2018. Supporting EMI students' summary writing skills in the university context. The 16th Asia TEFL conference, Macao, June 26th – 29th, 2018.

Xiao, Y. & Yang, M. 2018. Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language education. The 16th Asia TEFL conference, Macao, June 26th – 29th, 2018.

Xiao, Y. & Yang, M. 2017. Formative assessment and self-regulated learning in English language education. The 4th National Conference on Language Assessment. Guangzhou, September 22 – 24th, 2017. 

Yan, Z., Guo, W.Y., & Xiao, Y. 2016. 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, June 11-12, 2016.

Xiao, Y. & Zhi, Y. 2015. How can test practices be more productive in a test-dominated context, The 13th Asian TEFL, Nanjing, Nov.6-8, 2015

Xiao, Y. 2013. Formative use of summative assessment in the Chinese settings. Postgraduate Research Students Conference, the University of Hong Kong, May. 18th, 2013

Xiao, Y. 2013. Formative use of summative assessment: The potential in the East Asian settings. Asian Conference on Language Learning. Osaka, Japan, April 25th- 28th, 2013 

Xiao, Y. 2012. Peer-assessed dictation: Voices from two high schools in China, The 2nd GDUFS Forum on Applied Linguistics, Guangzhou, China, Dec. 7th -9th, 2012.  

Xiao, Y. 2012. Student perspectives of assessment: Insights from student drawings. Postgraduate Research Students Conference, the University of Hong Kong, May. 19th, 2012

Xiao, Y. 2011. Student perspectives of dictation in the Chinese high school context, AEA-Europe, Belfast, UK, Nov. 10th-12th, 2011

Xiao, Y. 2010. Classroom assessments in the Chinese secondary school context, Postgraduate Research Students Conference, the Uni