• 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

__ underlined are supervisees; * corresponding author

Wang, Y., & Xie*, Q. (2025). ERNIE-assisted feedback and its impact on EFL learners’ revision strategies and writing performance. Educational Psychology, 1–23. https://doi.org/10.1080/01443410.2025.2599787 (SRG acknowledged)

Xie, Q. (2025). Washback in Asia Higher Education: Current status and future directions. Chapter 12 In Allen, D. (Ed). Washback Research in Language Assessment: Fundamentals and Contexts, Routledge.

Xie, Q. (2025). Test-taker perspective in language testing and assessment: A systematic review of research between 2010 and 2023. Asian Journal of Applied Linguistics, 9(1), 1282. https://doi.org/10.25442/hku.30404893.v1

Zhang, C., Xie, Q., & Wang, L. X. (2025). Generative Artificial Intelligence in academic writing: An analysis of source use. Qing Ma, L. Wang, and D. Zou (Eds). Technology-Enhanced and Corpus-Based Language Learning and Teaching: Innovations and Insights. Cambridge Scholars Publishing.

https://www.brownsbfs.co.uk/Product/Wang-Lixun/Technology-Enhanced-and-Corpus-Based-Language-Learning-and-Teaching/9781036452421

Wang, S. & Xie, Q. (2025). Customize Generative AI for Language Learning: Bridging Gaps in Human-AI Communication. STiLE–Scholarship of Teaching in Language Education, 3 (Special Issue). https://doi.org/10.59936/stile.v3iSpecial Issue.197

Yu, H. & Xie*, Q. (2025). GenAI vs. Teachers: Feedback quality, feedback take-up, and revision. Language Teaching Research Quarterly, 47, 113-137. https://eurokd.com/doi/10.32038/ltrq.2025.47.07

Xie*, Q., Jia, Q. (2025). Three decades of research on washback (1993–2023): a bibliometric study. Language Testing in Asia, 15, 23 (2025). https://doi.org/10.1186/s40468-025-00357-w

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, 100846. https://doi.org/10.1016/j.asw.2024.100846

Xie, Q. (2023). Assessing source use: Summary vs. integrated reading-to-write essay. Assessing Writing, 57, 100755. https://doi.org/10.1016/j.asw.2023.100755, published online Jun 13, 2023.

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. https://doi.org/10.1080/17501229.2022.2085713

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. https://doi.org/10.17323/jle.2022.16039

Zhao, R.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. https://doi.org/10.1007/s10639-022-11473-y

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, (2022), 12-47. https://doi.org/10.1186/s40468-022-00197-y

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) https://doi.org/10.1504/IJMLO.2022.10048804

Wang, Y. M. & Xie*, Q. (2022). Diagnosing EFL undergraduates’ discourse competence in academic writing. Assessing Writing, 53, 100641 https://doi.org/10.1016/j.asw.2022.100641

Hong Kong Association for Applied Linguistics 2023 Award for The Best Journal Article Published by a Novice Scholar

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 https://doi.org/10.1080/15434303.2021.1903470

Xie, Q. (2022). The role of parents in the school accountability system: Insights from a Hong Kong Case. Studies in Educational Evaluation, 72, 110-124. https://doi.org/10.1016/j.stueduc.2021.101114

Xie*, Q. & Cui, Y. (2021). Preservice teachers’ implementation of formative assessment in English writing class: Mentoring matters. Studies in Educational Evaluation, 70, https://www.sciencedirect.com/science/article/abs/pii/S0191491X21000456

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 https://doi.org/10.1080/01434632.2021.1918699

Lee, J. S., Xie, Q., & Lee, K. (2021). Informal digital learning of English and L2 willingness to communicate: Roles of emotions, gender, and educational stage. Journal of Multilingual and Multicultural Development, 45(2), 596–612. https://doi.org/10.1080/01434632.2021.1918699

Xie, Q. (2021). Developing preservice English language teachers’ assessment literacy through an online task bank. Journal of Education for Teaching. 47(3), pp 450-65, https://doi.org/10.1080/02607476.2021.1906155

Xie*, Q. & Yuan, J. T. (2020). English writing anxiety and preservice teachers’ written corrective feedback. Language Education and Assessment (ERIC, SCOPUS), 3(2), 58-84. https://doi.org/10.29140/lea.v3n2.357

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 (SSCI, SJR Q1, IF: 2.99), 11:525. https://doi.org/10.3389/fpsyg.2020.00525

Xie, Q. (2020). Diagnosing linguistic problems in English academic writing of university students: An item bank approach. Language Assessment Quarterly, 17(2), 183-203. https://doi.org/10.1080/15434303.2019.1691214

Xie, Q. (2019). Error analysis and diagnostic assessment of linguistic accuracy: Construct specification and empirical verification. Assessing Writing, 41, 47-62. https://doi.org/10.1016/j.asw.2019.05.002

Xie*, Q. & Tan, S. (2019). Preparing primary English language teachers: Focusing on language assessment literacy. Journal of Asia TEFL, 16(2), 653-73. https://doi.org/10.18823/asiatefl.2019.16.2.14.653

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. https://doi.org/10.29140/lea.v1n2.69

Xie, Q. (2017). Diagnosing university students’ academic writing in English: Is Cognitive Diagnostic Modelling the way forward? Educational Psychology, 37(1), 26-47. https://doi.org/10.1080/01443410.2016.1202900

Xie, Q. (2016). Assessing young learners of English: Global and local perspective. Journal of Asia TEFL, 13(3), 243-244. https://doi.org/10.18823/asiatefl.2016.13.3.6.243

Xie, Q. (2015a). “I must impress the rater!” An investigation of Chinese test-takers’ strategies to manage rater impressions. Assessing Writing, 25, 22-37. https://doi.org/10.1016/j.asw.2015.05.001

Xie, Q. (2015b). Do component weighting and test methods affect time management and approaches to test preparation? A study on the washback mechanism. System 50, 56-68. https://doi.org/10.1016/j.system.2015.03.002

Xie, Q. (2015). Recent developments in corpus linguistics and corpus-based research. Language Teaching 48(1), 156-160. https://doi.org/10.1017/S0261444814000330

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, 33(4), 821-35. https://doi.org/10.1080/07294360.2013.863847

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. https://doi.org/10.1177/0265532212442634

Xie, Q. (2013). Does test preparation work? Implications for score validity. Language Assessment Quarterly, 10(2), 196-218 https://doi.org/10.1080/15434303.2012.721423

Xie, Q. (2013). Corpus linguistics and corpus-based research in Hong Kong: A state-of-the-art review. English Language and Literature Studies, 3(3), 48-55.

Xie, Q. (2011). Is test-taker’s perception of assessment related to construct validity? International Journal of Testing, 11(4), 324-48. https://doi.org/10.1080/15305058.2011.589018

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. https://doi.org/10.1017/S0261444809990243

External Competitive Grant Schemes

1. AI-assisted immersive language learning (2023-25, Center for Immersive Learning and Metaverse in Education (CILME) Funding Scheme, Co-PI. External Competitive Research Grant.
2. AI-IDLE: Enhancing English Proficiency in Limited-Access Communities (2026-2028). Research Impact Fund (RIF), Research Grant Council, Hong Kong Government. Co-PI. External Competitive Research Grant. 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 (2022-2024), General Research Fund (GRF), ref#18600121 (R1278), PI. External Competitive Research Grant. 
3. Developing and validating a prototype summary task for Duolingo (2021-2022, ref#R2266), Duolingo Research Grant, PI. External Competitive Research Grant.
4. Hong Kong Government Matching Grant for the Duolingo Project (2021-2024, ref#R2A01-MG), PI.
5. Working towards an iClinic: Developing a suite of diagnostic assessment instruments for Academic Writing in English (DiaWrite), (2016-2018), Early Career Scheme (ECS), ref# 28607115. External Competitive Research Grant.
6. Small Grants for Doctoral Research in Second or Foreign Language Assessment, Educational Testing Service, USA (2009), PI. External Competitive Research Grant for Doctoral Students Worldwide Specializing in Second- or Foreign-Language Acquisition and Assessment.

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