X. Liao

发表

Exploring the Relationships Between Independent Listening and Listening-Reading-Writing Tasks in Chinese Language Testing: Toward a Better Understanding of the Construct Underlying Integrated Writing Tasks

Guoxing Yu, C. Cheong, Xinhua Zhu, 2016 .

Developing 21st century skills for the first language classroom: Investigating the relationship between Chinese primary students’ oral interaction strategy use and their group discussion performance

Guoxing Yu, Xinhua Zhu, X. Liao, 2019, Applied Linguistics Review.

Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills

C. Cheong, Xinhua Zhu, X. Liao, 2018 .

Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments

Guoxing Yu, G. Li, C. Cheong, 2020, Reading and Writing.

Strategy Use in Oral Communication with Competent Synthesis and Complex Interaction

C. Cheong, Xinhua Zhu, X. Liao, 2019, Journal of Psycholinguistic Research.

Acquisition of orthographic knowledge: Developmental difference among learners with Chinese as a second language (CSL)

X. Liao, E. K. Loh, S. Leung, 2018, System.

The mediating effects of reading amount and strategy use in the relationship between intrinsic reading motivation and comprehension: differences between Grade 4 and Grade 6 students

Xinhua Zhu, X. Liao, Pengfei Zhao, 2021, Reading and Writing.

Ideal L2 self, enjoyment, and strategy use in L2 integrated writing: A self-regulatory learning perspective

Xinhua Zhu, X. Liao, Yuan Yao, 2023, System.

The Role of Executive Functions in Lexical Processing During Reading Comprehension

C. O. Hung, X. Liao, Mingjia Cai, 2023, Reading Research Quarterly.

Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language

X. Liao, E. K. Loh, Mingjia Cai, 2022, Frontiers in Psychology.

Strategy Use in Oral Communication with Competent Synthesis and Complex Interaction

C. Cheong, Xinhua Zhu, X. Liao, 2019, Journal of Psycholinguistic Research.

How do Chinese as a second language (CSL) learners acquire orthographic knowledge: component, structure and position regularity

X. Liao, E. K. Loh, S. Leung, 2021, Language Awareness.

Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments

Guoxing Yu, G. Li, C. Cheong, 2020, Reading and Writing.

Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency

C. Cheong, Xinhua Zhu, X. Liao, 2021, Reading and Writing.

Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills

C. Cheong, Xinhua Zhu, X. Liao, 2017, Reading and Writing.

Differences in interaction strategy use between L1 and L2 group discussions of primary school students

C. Cheong, Xinhua Zhu, X. Liao, 2024, International Journal of Applied Linguistics.