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  • Journal Articles

    1. Reading engagement and reading literacy performance: Effective policy and practices at home and in school
    Document Type: Journal Articles
    Source: Journal of Research in Reading, 41(4), 657-679, 2018
    Year published: 2018
    Publisher: John Wiley & Sons, Ltd.
    Based on the data of Program for International Student Assessment 2009, this paper examines how various aspects of home literacy environment, school climate and students' reading engagement related to their reading performance. A profile of Hong Kong students' three indices of reading engagement - namely, reading enjoyment, reading diversity and online reading - relative to other East Asian societies is first presented. The relative contributions of different family-level and classroom-level factors on Hong Kong students' reading engagement are then examined by using hierarchical linear modelling. Assessment of the relative impact of the three engagement indices on reading performance shows that reading enjoyment is the strongest predictor. That home-school cooperation in cultivating a positive reading climate, nurturing a good reading habit for all students and enhancing the classroom and teaching climate appear to be promising avenues for improving students' reading engagement and performance may be of importance for shaping future policy and practice.
    [Copyright of Journal of Research in Reading is the property of John Wiley & Sons, Ltd.]
  • Journal Articles

    2. Hong Kong senior secondary students' reading motivation and classical Chinese reading comprehension
    Document Type: Journal Articles
    Year published: 2019
    Publisher: Springer Netherlands
    This study investigated Hong Kong secondary students' Classical Chinese (CC) reading comprehension, reading motivation, and the effects of different types of motivation on CC reading. Four hundred forty-eight seniors from four secondary schools in Hong Kong voluntarily completed a CC reading comprehension test and a reading motivation questionnaire. Findings indicated that students' CC reading performance was unsatisfactory. They had poor self-efficacy and intrinsic motivation in CC reading and read CC texts mainly for extrinsic reasons. While high-achievers had better CC reading comprehension performance and higher extrinsic motivation than low-achievers, they had lower intrinsic motivation. Unlike many previous studies in which intrinsic motivation has been found to be the most optimal type of reading motivation, structural equation modeling indicated that only self-efficacy and extrinsic motivation were significant predictors of students' CC reading comprehension performance after controlling for achievement level. The relation between CC reading and different types of motivation is discussed in light of the special nature of CC and the learning context of Hong Kong.
    [Copyright of Reading and Writing: An Interdisciplinary Journal is the property of Springer Netherlands.]
  • Journal Articles

    3. Classical Chinese reading instruction: Current practices and their relationship with students' strategy use and reading motivation
    Document Type: Journal Articles
    Source: Teaching & Teacher Education, 64, 175-186, 2017
    Year published: 2017
    Publisher: Pergamon Press
    The study examined current practices in Classical Chinese (CC) reading instruction in Hong Kong and the relationship between different instructional practices and students' strategy use and motivation in CC reading. A total of 519 secondary students voluntarily responded to a questionnaire that measured their perception of CC reading instruction, strategy use, and motivation. The findings indicate while teachers frequently teach both the language and content aspects of CC reading, the teacher-centered approach they are now adopting is ineffective in facilitating students' CC reading development. Relations between different instructional approaches and students' strategy use and motivation in CC reading are discussed.
  • Journal Articles

    4. Instructional practices and self-regulated learning in Chinese language classes
    Document Type: Journal Articles
    Source: Educational Psychology, 32(4), 427-450, 2012
    Year published: 2012
    Publisher: Routledge
    This study investigated the relation between teachers' instructional practices and students' self-regulated learning (SRL) in Hong Kong Chinese language classes using quantitative and qualitative methods. Participants were 1121 Grade 10 students from six secondary schools in Hong Kong. A Chinese reading comprehension (RC) test was used to assess the students' reading performance and a self-reported questionnaire measured their perception of reading instruction, strategy use and reading motivation. Classroom observations and in-depth interviews were conducted in one class at each school to explore what and how instructional practices supported or impeded SRL in real contexts. The findings of this study generally support the positive relation between SRL-based instruction and Chinese students' SRL. Among the four instructional variables, instrumental support from teachers showed the strongest relation with students' strategy use, motivation and RC. The degree of autonomy was low in Chinese language classes and was associated with students' negative reading behaviours.
    [Copyright of Routledge. Full article may be available at the publisher's website:
    http://dx.doi.org/10.1080/01443410.2012.674634]
  • Journal Articles

    5. Chinese language teachers' perception and implementation of self-regulated learning-based instruction
    Document Type: Journal Articles
    Source: Teaching and Teacher Education, 31, 56-66, 2013
    Year published: 2013
    Publisher: Pergamon
  • Journal Articles

    6. Construction and validation of a Chinese SRL-based reading instruction questionnaire
    Document Type: Journal Articles
    Source: Educational Research & Evaluation, 18(5), 489-509, 2012
    Year published: 2012
    Publisher: Routledge
    The purpose of the study is to construct and validate a Chinese self-regulated learning (SRL)-based reading instruction questionnaire (CSRIQ) and to examine the relationship between Chinese reading instruction and Hong Kong students' reading development from the SRL perspective. A total of 339 Grade 10 students completed the initial CSRIQ in Study 1. Exploratory factor analysis and reliability analyses were used to assess the psychometric quality of the questionnaire, and the original CSRIQ subscales were then revised. Study 2 comprised 1,121 Grade 10 students. The factor structure of the revised CSRIQ was supported by the findings of confirmatory factor analysis. The findings of structural equation modelling indicated significant relations between SRL-based instruction and various reading-related variables. Among the four aspects of instruction, teacher support was the most positive factor facilitating Chinese students' reading development, whereas student autonomy seemed less favourable. Cultural and curricula factors affecting Chinese reading instruction in Hong Kong were discussed.
    [Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website:
    http://dx.doi.org/10.1080/13803611.2012.689730]
  • Journal Articles

    7. Collaborating with front-line teachers to incorporate self-regulated learning in Chinese language classes
    Document Type: Journal Articles
    Source: Educational Research & Evaluation, 17(1), 47-66, 2011
    Year published: 2011
    City published: London
    Publisher: Routledge
    This study aimed to initially explore the possibility of helping front-line teachers to integrate the principles of self-regulated learning (SRL) into Chinese reading instruction in a 1-year collaborative project. A total of 197 Secondary 3 students and 6 Chinese language teachers from a secondary school in Hong Kong participated in the study. The findings of quantitative and qualitative data in this study generally support the feasibility of incorporating the elements of SRL in Chinese reading instruction. Students improved their comprehension performance, intrinsic motivation, strategic knowledge, and strategy use after this learning experience. Teachers also expressed positive attitudes towards the new instruction and made constructive changes on the instructional materials and activities. However, the study found teachers' traditional beliefs might affect theimplementation of SRL instruction. The implications of these findings for understanding Chinese students' capacity for SRL and planning effective reading instruction to enhance their SRL abilities are discussed.
    [Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
    http://dx.doi.org/10.1080/13803611.2011.589985]
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  • Journal Articles

    10. Grade differences in reading motivation among Hong Kong primary and secondary students
    Document Type: Journal Articles
    Source: British Journal of Educational Psychology, 79(4), 713-733, 2009
    Year published: 2009
    Publisher: British Psychological Society
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