2025-01-13T17:15:37+08:00

Affiliation

Faculty of Education
University of Macau

Accepting applications from PhD/EdD students

Email

qinxie@um.edu.mo

 

Tel

(853) 8822 4813

Fax

(853) 8822 2402

Office

Room 2022, Faculty of Education,

University of Macau, E33,

Av. da Universidade, Taipa, Macau, China

Research Journal Articles Video

https://www.youtube.com/@Dr.XieQin

Qin XIE 謝琴

Associate Professor
Faculty of Education, University of Macau

Academic Qualifications

  • PhD, Faculty of Education, University of Hong Kong, Hong Kong
  • MA with Distinction, University of Warwick, UK
  • BA (Outstanding Graduate of the Year) , China

Research Area

  • Second and Foreign Language Writing Assessment
  • Language Testing and Assessment

Teaching Area

  • Language Testing and Assessment (Postgraduate)
  • Research methods

Selected Courses Taught

  • Curriculum and Assessment (Post-graduates)
  • Language Assessment
  • Introduction to Linguistics

  • Associate Professor (2024-Present), Faculty of Education, University of Macau, Macau
  • Assistant Professor (2014- 2024), Faculty of Humanities, Education University of Hong Kong, Hong Kong
  • Lecturer (2012 – 2014), Department of Linguistics and Modern Language Studies, Hong Kong Institute of Education, Hong Kong
  • Post-doctoral fellow (2010-2012), Center for Learning, Teaching and Technology, Hong Kong Institute of Education

  • Wang, Y.M. & Xie, Q. (2024). Diagnosing EFL writers’ development of discourse competence in disciplinary writing: An ecological approach. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2024-0046
  • Xie, Q. & Zhang, C. (2024). Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality. Computers & Education, 223 (2024) 105167. https://doi.org/10.1016/j.compedu.2024.105167
  • Xie, Q. (2024). Construct Representation and Predictive Validity of Integrated Writing Tasks: A Study on the Writing Component of the Duolingo English Test. Assessing Writing, 61
  • Xie, Q. (2023). Assessing source use: Summary vs. integrated reading-to-write essay. Assessing Writing, 57
  • Deng, C., Wang, X., Lin, S., Xuan, W., & Xie*, Q. (2022). The Effect of Coded Focused and Unfocused Corrective Feedback on ESL Student Writing Accuracy. Journal of Language and Education, 8(4), 36-57.
  • Zhao, B., Zhuang, Y.P., Zou, D., Xie, Q., Yu*, L.H. (2022). AI-assisted automated scoring of picture-cued writing tasks. Education and Information Technologies.
  • Wang, Y. M. & Xie*, Q. (2022). Diagnostic assessment of discourse competence in L2 learners’ academic essays: A case study of two Chinese undergraduate students. Language Testing in Asia.
  • Xie, Q. (2022). An online database of English assessment tasks for developing student teachers’ assessment literacy. International Journal of Mobile Learning and Organization, 16(4)
  • Lee, J. S. & Xie, Q. (2023). Profiling the affective characteristics of EFL learners’ digital informal learning: A person-centred approach. Innovations in Language Learning and Teaching, 17(3). 552-566.
  • Wang, Y. M. & Xie*, Q. (2022). Diagnosing EFL undergraduates’ discourse competence in academic writing. Assessing Writing, 53, 100641
  • Xie*, Q., & Lei, Y. (2021). Diagnostic assessment of L2 academic writing product, process and self-regulation strategy use with a comparative dimension. Language Assessment Quarterly, 19(3), 231-263
  • Xie, Q. (2021). The role of parents in the school accountability system: Insights from a Hong Kong Case. Studies in Educational Evaluation, Online first, 72, 110-124.
  • Xie*, Q. & Cui, Y. (2021). Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters. Studies in Educational Evaluation, 70,
  • Lee, J. S., Xie, Q., and Lee, K. (2021). IDLE and Willingness to Communicate: Investigating the mediating roles of Enjoyment and Anxiety. Journal of Multilingual and Multicultural Development
  • Xie, Q. (2021). Enhancing preservice English language teachers’ assessment literacy through an online task bank. Journal of Education for Teaching. pp 450-65
  • Xie*, Q. & Yuan, J. T. (2020). English writing anxiety and preservice teachers’ written corrective feedback. Language Education and Assessment, 3(2), 58-84.
  • Li, X. M., Wang, W.C., Xie, Q. (2020). Cognitive diagnostic models for rater effects. The Quantitative Psychology and Measurement section in Frontiers in Psychology , 11:525.
  • Xie, Q. (2020). Diagnosing linguistic problems in English academic writing of university students: An item bank approach. Language Assessment Quarterly, 17(2), 183-203.
  • Xie, Q. (2019). Error analysis and diagnostic assessment of linguistic accuracy: Construct specification and empirical verification. Assessing Writing, 41, 47-62.
  • Xie*, Q. & Tan, S. (2019). Preparing primary English language teachers: Focusing on language assessment literacy. Journal of Asia TEFL, 16(2), 653-73.
  • Xie*, Q. & Lei, Y. (2019). Implementing formative assessment in primary English writing classrooms: A case study from Hong Kong. The Asian EFL Journal 23(5), 55-95.
  • Xie*, Q., & Yeung, H. (2018). An investigation of implicit vs. explicit oral corrective feedback on Chinese pupils’ use of past tense. Language Education and Assessment, 1(2), 59-73.
  • Xie, Q. (2017). Diagnosing university students’ academic writing in English: Is Cognitive Diagnostic Modelling the way forward? Educational Psychology, 37(1), 26-47.
  • Xie, Q. (2016). Assessing young learners of English: Global and local perspective. Journal of Asia TEFL (SJR, Q1, IF: .698), 13(3), 243-244.
  • Xie, Q. (2015). “I must impress the rater!” An investigation of Chinese test-takers strategies to manage rater impressions. Assessing Writing, 25, 22-37.
  • Xie, Q. (2015). Do component weighting and test methods affect time management and approaches to test preparation? A study on the washback mechanism. System 50, 56-68.
  • Xie, Q. (2015). Recent developments in corpus linguistics and corpus-based research. Language Teaching 48(1), 156-160.
  • Xie*, Q., Zhong, X. L., Wang, W.C., Lim, C. P. (2014). The development of an item-bank to assess generic competence in a higher education institute: A Rasch modelling approach. Higher Education Research and Development , 821-35.
  • Xie*, Q. & Andrews, S. (2013). Do test design and uses influence test preparation: Testing a model of washback with Structural Equation Modeling. Language Testing, 30(1), 49-70.
  • Xie, Q. (2013). Does test preparation work? Implications for score validity. Language Assessment Quarterly , 10(2), 196-218
  • Xie, Q. (2013). Corpus linguistics and corpus-based research in Hong Kong: A state-of-art review. English Language and Literature Studies, 3(3), 48-55.
  • Xie, Q. (2011). Is test-taker perception of assessment related to construct validity? International Journal of Testing, 11(4), 324-48.
  • Xie, Q. (2008). Students’ perception of the CET4 listening and test preparation practices: Implications for washback. Research Studies in Education, 6, 32-47.
  • Xie*, Q. & Andrews, S. (2010). Research Activities in the Language and Literature Division, Faculty of Education, Hong Kong University. Language Teaching, 43(1), 108-112.

  • Diagnostic assessment of academic writing from sources in English: Investigating the mediation effects of self-regulatory control strategy and discourse synthesis via Structural Equation Modeling, General Research Fund (GRF)
  • Developing and validating a prototype summary task for Duolingo, Duolingo Research Grant
  • Hong Kong Government Matching Grant for the Duolingo Project
  • Working towards an iClinic: Developing a suite of diagnostic assessment instruments for Academic Writing in English (DiaWrite), (2016-2018), Early Career Scheme (ECS)

Editorship

present, Associate Editor, Language Assessment Quarterly

present, Associate Editor, The Journal of Asia TEFL

Editorial Board Members

  • Language Assessment Quarterly
  • Language Teaching Research Quarterly
  • rEFLections
  • Language Education and Assessment