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Academic Staff

Dr Christy Xuyan Qiu

Dr Christy Xuyan Qiu

Assistant Professor

ORCID ID

Research Overview

Currently, I am engaged in research on second language teaching and learning. My research focuses on three main questions. First, I seek to understand what knowledge second language (L2) learners should be taught at different levels. I explore the rhetorical and linguistic features of different academic genres with corpus-based approaches. The second question is: What methods can be used to teach the knowledge to second language learners? A particular interest of mine is task-based second language teaching and learning, and I have conducted experimental and classroom-based studies on how teachers can effectively design and implement oral tasks to engage L2 learners in both face-to-face teaching and online teaching environments. The third question is: How can English language education prepare English as a second (foreign) language students to learn content matters in English? This topic relates to English-medium instruction (EMI) research, especially in Chinese contexts. In my EMI research, I aim to provide insights into the needs of EMI students and teachers and offer suggestions on how English language teachers can better prepare their students for EMI classes.

Education and Academic Qualifications

  • Doctor of Philosophy in English Language Education, The University of Hong Kong
  • Master of Arts in Teaching English as a Foreign Language, Lancaster University

Academic and Professional Experience

    • Assistant Professor, Department of English and Communication, The Hong Kong Polytechnic University (2022.7-present)
    • Assistant Professor, School of Education and Languages, Hong Kong Metropolitan University (2022.2-2022.7)
    • Research Assistant Professor, School of Education and Languages, Hong Kong Metropolitan University (2019.8-2022.1)
    • Lecturer, School of Foreign Languages, South China University of Technology (2017.9-2018.8)

Teaching Areas

  • Second language learning
  • Second language teaching
  • Publicizing research through presentations and publications
 

Research Interests

  • Second language teaching and learning
  • Task-based language teaching
  • English for academic purposes
  • English-medium instruction

Research Output

  1. Qiu, X., Zhang, T., & Dong, S. (accepted). Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college. System.
  2. Qiu, X., Tsang, A., & Fung, D. (accepted).  Young EFL emergent writers: An investigation into vocabulary and textual features of high and low achievers’ writing. Journal of Asia TEFL.
  3. Qiu, X. (forthcoming). Revisiting the Cognition Hypothesis: The impact of task complexity on L2 learner engagement in task performance in computer-mediated and face-to-face communication. Computer Assisted Language Learning. doi: 10.1080/09588221.2022.2142245
  4. Qiu, X., & Bui, G. (forthcoming). Pre-task planning effects on learner engagement in face-to-face and synchronous computer-mediated communication. Language Teaching Research. doi: 10.1177/13621688221135280
  5. Lo, Y. Y., Fung, D., & Qiu, X. (forthcoming). Assessing content knowledge through L2: Mediating role of language of testing on students’ performance. Journal of Multilingual and Multicultural Development. doi: https://doi.org/10.1080/01434632.2020.1854274
  6. Xu, J., Qiu, X., & Yang, L. (forthcoming). Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: A latent growth modeling perspective. IRAL-International Review of Applied Linguistics in Language Teaching. doi: 10.1515/iral-2023-0038
  7. Xu, J., & Qiu, X. (forthcoming). Interactive listening tasks in the English as a foreign language classroom: A longitudinal study of listener and speaker engagement. RELC Journal. doi: https://doi.org/10.1177/00336882211061628
  8. Yuan, R., Qiu, X., Wang, C., & Zhang, T. (forthcoming). Students’ attitudes toward language learning and use in English-medium instruction (EMI) environments: a mixed methods study. Journal of Multilingual and Multicultural Development. doi: 10.1080/01434632.2023.2176506
  9. Yuan, R., Li, M., Peng, J., & Qiu, X. (forthcoming). English-medium instruction (EMI) teachers as ‘curriculum markers’ in Chinese higher education: A textual analysis. Journal of Multilingual and Multicultural Development. doi: https://doi.org/10.1080/01434632.2022.2061268
  10. Zhang, Y., Chu, S., Qiu, X., Zainuddin, Z., & Li, X. (in press). Facilitating undergraduates’ plagiarism-free academic writing practices in a blended learning scenario. Innovations in Education and Teaching International. doi: https://doi.org/10.1080/14703297.2022.2102529
  11. Qiu, X., & Xu, J. (2023). Defining oracy: Second language listening and speaking motivation in higher education and the role of demographic factors. Psychological Reports, 126(1), 332-360. doi: 10.1177/00332941211054775
  12. Xu, J., & Qiu, X. (2023). Study abroad experiences count: Motivational profiles of EFL listeners and its impact on top-down and bottom-up processing. Applied Linguistics Review, 14(1), 145-172. doi: https://doi.org/10.1515/applirev-2020-0037.
  13. Qiu, X., & Xu, J. (2022). Listening should be done communicatively: Do task-supported language teaching and post-task self-reflection facilitate the development of L2 listening proficiency? System, 109, 102897. doi: 10.1016/j.system.2022.102897
  14. Qiu, X., & Bui, G. (2022). “We are responsive on Zoom, but…”: L2 learners’ perceptions of and attitudes towards speaking tasks in the physical and virtual classroom settings. International Journal of Computer-assisted Language Learning and Teaching, 12(2), 1-12. doi: 10.4018/IJCALLT.291535
  15. Qiu, X., & Cheng, H. (2022). The effects of task types on L2 oral production and learner engagement. International Review of Applied Linguistics in Language Teaching, 60(4), 1063-1088. https://doi.org/10.1515/iral-2020-0128.
  16. Qiu, X., Lo, Y. Y., & Teng, X. S. (2022). Development of L2 disciplinary literacy: A multidimensional analysis. System, 110, 102907. doi: 10.1016/j.system.2022.102907
  17. Qiu, X., & Fang, C. (2022). Creating an effective English-medium Instruction (EMI) classroom: Chinese undergraduate students’ perceptions of EL1 and EL2 content teachers and their experiences. International Journal of Bilingual Education and Bilingualism, 25(2), 641-655. doi: https://doi.org/10.1080/13670050.2019.1707769
  18. Qiu, X. (2022). Picture or non-picture? The influence of narrative task types on lower- and higher-proficiency EFL learners’ oral production. International Review of Applied Linguistics in Language Teaching, 60(2), 383-409. doi: https://doi.org/10.1515/iral-2017-0094.
  19. Jiang, F., & Qiu, X. (2022). Communicating disciplinary knowledge to a wide audience in 3MT presentations: How students engage with popularization of science. Discourse Studies. doi: https://doi.org/10.1177/14614456211037438
  20. Xu, J., & Qiu, X. (2022). Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences. Studies in Second Language Teaching and Learning, 12(3), 483-507.
  21. Xu, Y., & Qiu, X. (2022). Necessary but problematic: Chinese university English teachers’ perceptions and practices of assessing class participation. Teaching in Higher Education, 27(7), 841-858. doi: https://doi.org/10.1080.13562517.2020.1747424.
  22. Xu, Y., & Qiu, X. (2022). Online assessment practice and teacher assessment literacy: A qualitative study of college English teachers in China. Foreign Language Education in China, 3, 58-65.
  23. Qiu, X., & Jiang, F. (2021). Stance and engagement in 3MT presentations: How students communicate disciplinary knowledge to a wide audience. Journal of English for Academic Purposes, 51, 100976. doi: https://doi.org/10.1016/j.jeap.2021.100976
  24. Hu, J., Gao, X., & Qiu, X. (2021). Lexical coverage and readability of science textbooks for English-medium instruction secondary schools in Hong Kong. Sage Open, 11(1), 1-9. doi: https://doi.org/10.1177/21582440211001867
  25. Qiu, X., & Lee, M. K. (2020). Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports. System, 93, 102312. doi: https://doi.org/10.1016/j.system.2020.102312
  26. Qiu, X. (2020). Functions of oral monologic tasks: Effects of topic familiarity on L2 speaking performance. Language Teaching Research, 24(6), 745-764. doi: https://doi.org/10.1177/1362168819829021
  27. Qiu, X., & Ma, X. (2019). Disciplinary enculturation and authorial stance features among master’s dissertations, doctoral theses, and research articles. Ibérica, 38, 327-348. http://www.revistaiberica.org/index.php/iberica/article/view/103
  28. Qiu, X., & Lo, Y. Y. (2017). Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use. Language Teaching Research, 21(6), 681-698. doi: https://doi.org/10.1177/1362168816684368
  1. Yuan, R., & Qiu, X. (2023). Understanding university EMI teachers’ language beliefs and use in content classrooms: A Chinese study. In Sah, P. K., & Fang, F. (Eds.), English Medium Instruction in Asian universities: Unsettling critical edges (pp. 123-138). Routledge.
  1. Qiu, X. (2015). The use of oral narrative tasks in second language learning: does a familiar topic make a difference? In J. Angouri, T. Harrison, S. Schnurr and S. Wharton (Eds), Proceedings of the 47th Annual Meeting of the British Association for Applied Linguistics (pp. 141-154). Scitsiugnil: Conventry, UK.
  1. Qiu. X. (2018). Review of Peer interaction and second language learning: pedagogical potential and research agenda. Applied Linguistics, 39(2), 250-253. doi: https://doi.org/10.1093/applin/amx024.
  2. Qiu, X., & Cheng, H. (2020). Review of English-Medium instruction in Chinese universities. International Journal of Bilingual Education and Bilingualism, 23(10), 1303-1306. doi: https://doi.org/10.1080/13670050.2018.1454044
  1. Qiu, X. (under contract). Learner engagement in task-based language teaching and learning. Springer. 

Others

 

  • Exploring task-based second language assessment in face-to-face and computer-mediated communication: An exploratory study (2023-2025)
    Start-up Fund for New Recruits
    Principal Investigator

  • Second language learner engagement in virtual reality interactive tasks: A needs analysis (2023-2025)
    Departmental Learning and Teaching Projects for 2022/23
    Principal Investigator

  • A multimodal genre analysis of thesis presentations (2023-2024)
    Departmental General Research Fund, 2022/23
    Principal Investigator

  • Learner engagement in listening-and-speaking tasks in the face-to-face and the synchronous computer-mediated communication conditions (2022-2023)
    Hong Kong Research Grant Council Faculty Development Scheme  
    Principal Investigator (2022.01-2022.07);
    Co-Investigator (2022.07-present)

  • The role of second language individual learner differences in task-based language teaching (2021-2022)
    R&D Fund by Hong Kong Metropolitan University
    Principal Investigator

  • Learner engagement and motivation in task-based language teaching: An exploratory study of English learners in Hong Kong (2020-2021)
    R&D Fund by The Open University of Hong Kong
    Principal Investigator

Esteem Measures

 

  • Member, Hong Kong Association for Applied Linguistics

 

  • 2023-present  Editorial board member, International Journal of Applied Linguistics
  • 2022-present  Editorial board member, The Journal of Asia TEFL
  • Katie Shu Sui Pui Charitable Trust – Outstanding Research Publication Award (Silver Prize)
    Hong Kong Metropolitan University

 

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