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Refereed Journal Manuscripts
1.
Loh, E.K.Y., Pei, L., Lam, Y., Li S. W., & Ouyang, G. (2024). Tracking children's handwriting learning process using EEG: A system development and validation. Learning and Instruction, 90, 1-10. doi.org/10.1016/j.learninstruc.2023.101870
2.
Chan, S.P., Loh, E.K.Y.*, & Hung, C.O.Y. (2023). A longitudinal study of Chinese as a second language kindergarteners’ orthographic awareness and its association with their lexical learning performance. Current Psychology, 42, 4543-4554. doi.org/10.1007/s12144-021-01797-2
*Correspondence author
4.
Zhu, X.-H., Loh, E.K.Y.*, Yu, G.-X., Tam, L.C.W., & Liao, X. (2022). Relationship between students’ use of oral interaction strategies and their performance in group discussions in their first language. Applied Linguistics Review, 13(4), 597-630. doi.org/10.1515/applirev-2018-0096
*Correspondence author
5.
Loh, E.K.Y., Liao, X., Leung, S.O., & Tam, L.C.W. (2021). How do Chinese as a second language (CSL) learners acquire orthographic knowledge: Components, structure and position regularity. Language Awareness, 30 (3), 297-316. doi.org/10.1080/09658416.2021.1972115
6.
Loh, E.K.Y. (2019). What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment. System, 86, 1-13. doi.org/10.1016/j.system.2019.102119
7.
Loh, E.K.Y., Tam, L.C.W., & Lau, K.C. (2019). Moving between language frontiers: The challenge of the medium of instruction policy for Chinese as a second language in Hong Kong. Language Policy, 18(1), 131–153. doi: 10.1007/s10993-018-9465-7
8.
Loh, E.K.Y., Shum, M.S.K., Lau, K.C., Leung, N.T.H., & Lam, K. C. (2019). Applying notetaking and co-construction pedagogy of “Reading to Learn” to assist Hong Kong non-Chinese speaking junior secondary school students in learning Chinese as a second language: Results of good practice. Journal of International Han-character education research.
9.
Loh, E.K.Y., Liao, X., & Leung, S.O. (2018). Acquisition of orthographic knowledge: Developmental difference among learners with Chinese as a second language (CSL). System, 74, 206-216. doi: 10.1016/j.system.2018.03.018
10.
Leong, C.K., Tse, S.K., Ki, W.W., & Loh, E.K.Y. (2018). Orthographic knowledge promotes young Chinese children’s character writing performance. International Journal of Disability, Development and Education, 66(5), 455-477. doi: 10.1080/1034912X.2018.1450963
11.
Loh, E.K.Y., & Tam, L.C.W. (2017). The role of emotionality in teacher change: The case of Chinese language teachers in Hong Kong. Teacher Development, 21(3), 463-479. doi: 10.1080/13664530.2016.1266381
12.
Loh, E.K.Y., & Tam, L.C.W. (2016). Struggling to thrive: The impact of Chinese language assessments on social mobility of Hong Kong ethnic minority youth. Asia-Pacific Education Researcher, 25(5-6), 763-770. doi: 10.1007/s40299-016-0315-0
13.
Loh, E.K.Y. (2016). Picture storybooks in teaching Chinese as a second language. CLCWeb: Comparative Literature and Culture, 18(2), 1-7. doi: 10.7771/1481-4374.2856
14.
Loh, E.K.Y. (2015). Using drama in education to enhance Chinese language proficiency of non-Chinese speaking secondary school students. IB Journal of Teaching Practice, 2(2), 1-7.
15.
Loh, E.K.Y., & Krashen, S. (2015). Patterns in PIRLS performance: The importance of liking to read, SES, and the effect of test prep. Asian Journal of Education and e-Learning, 3(1), 1-6.
16.
Krashen, S., & Loh, E.K.Y. (2015). A problem with PIRLS: A bogus dip in attitudes toward reading between 2006 and 2011. RELC Journal: A Journal of Language Teaching and Research, 46(2), 199-203. doi: 10.1177/0033688215585571
17.
Loh, E.K.Y., Tse, S.K., & Tsui, V.S.K. (2013). A study of the effectiveness of a school-based Chinese character curriculum for non-Chinese speaking kindergartners: Hong Kong experience. Journal of Han Character Education and Research, 30, 277-323.
18.
Tse, S.K., Lam, J.W.I., Loh, E.K.Y., Hui, S.Y., & Ng. R.H.W. (2013). Comparison of Hong Kong primary 4 students’ progress in Chinese and English reading attainments. Quarterly Journal of Chinese Studies, 1(4), 1-16.
19.
Loh, E.K.Y., & Tse, S.K. (2012). An investigation of school-based curriculum design of effective Chinese character learning for non-Chinese speaking kindergartners. Journal of Han Character Education and Research, 28, 171-195.
20.
Chu, S.K.W., Tse, S.K., Loh, E.K.Y., & Chow, K. (2011). Collaborative inquiry project-based learning: Effects on reading ability and interests. Library & Information Science Research, 33(3), 236-243. doi: 10.1016/j.lisr.2010.09.008
21.
Leong, C.K., Loh, E.K.Y., Ki, W.W., & Tse, S.K. (2011). Enhancing orthographic knowledge help spelling production in eight-year-old Chinese children at-risk for dyslexia. Annals of Dyslexia, 61(1), 136-160. doi: 10.1007/s11881-011-0051-3
22.
Leong, C.K., Tse, S.K., Loh, E.K.Y., & Ki, W.W. (2011). Orthographic knowledge is important in comprehending elementary Chinese text by users of alphasyllabaries. Reading Psychology, 32(3), 237-271. doi: 10.1080/02702711.2010.495605
23.
Lee, M.T.N., Tse, S.K., & Loh, E.K.Y. (2011). The impact of the integrative perceptual approach on the teaching of Chinese characters in a Hong Kong kindergarten. Early Child Development and Care, 181(5), 665-679. doi: 10.1080/03004431003768006
24.
Tse, S.K., Loh, E.K.Y., Lam, R.Y.H., & Lam, J.W.I. (2010). A comparison of English and Chinese reading proficiency of primary school Chinese students. Journal of Multilingual and Multicultural Development, 31(2), 181-199. doi.org/10.1080/01434630903514212
25.
Tse, S.K., Yuen, A.H.K., Loh, E.K.Y., Lam, J.W.I., & Ng, R.H.W. (2010). The impact of blogging on the bilingual reading literacy of Chinese primary pupils. Australasian Journal of Educational Technology, 26(2), 164-179.
26.
Tse, S.K., Lam, R.Y.H., Ip, O.K.M., Lam, J.W.I., Loh, E.K.Y., & Tso, A.S.F. (2010). Family resources and students’ reading attainment: Capitalising on home factors. L1-Educational Studies in Language and Literature, 10(3), 27-54.
27.
Lam, R.Y.H., Tse, S.K., Lam, J.W.I., & Loh, E.K.Y. (2010). Does the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong. Teaching and Teacher Education, 26(4), 754-759. doi: 10.1016/j.tate.2009.10.010
28.
Loh, E.K.Y., & Tse, S.K. (2009). The relationship between motivation to read Chinese and English and the impact on the Chinese and English reading performance of Chinese students. Chinese Education and Society, 42(3), 66–90.
29.
Tse, S.K., Lam, R.Y.H., Loh, E.K.Y., Ip, O.K.M., Lam, J.W.I., & Chan, Y.M. (2009). English-speaking foreign domestic helpers and students’ English reading attainment in Hong Kong. Chinese Education and Society, 42(3), 49-65.
30.
Cheung, W.M., Tse, S.K., Lam, J.W.I., & Loh, E.K.Y. (2009). Progress in international reading literacy study 2006 (PIRLS): Pedagogical correlates of fourth-grade students in Hong Kong. Journal of Research in Reading, 32(3), 293-308. doi.org/10.1111/j.1467-9817.2009.01395.x
31.
Leong, C.K., Tse, S.K., Loh, E.K.Y., & Hau, K.T. (2008). Text Comprehension in Chinese children: Relative contributions of verbal working memory, pseudoword reading, rapid automatized naming, and onset-rime phonological segmentation. Journal of Educational Psychology, 100(1), 135-149. doi: 10.1037/0022-0663.100.1.135
32.
Tse, S.K., Lam, J.W.I., Loh, E.K.Y., & Lam, R.Y. (2007). The influence of the language that Hong Kong primary school students habitually speak at home on their Chinese reading ability in school. Journal of Multilingual and Multicultural Development, 28(5), 1-18. doi: 10.2167/jmmd529.1
33.
Tse, S.K., Marton, F., Ki, W.W., & Loh, E.K.Y. (2007). An integrative perceptual approach for teaching Chinese characters. Instructional Science, 35(5), 375-406. doi: 10.1007/s11251-006-9011-4
34.
Leong, C.K., Hau, K.T., Tse, S.K., & Loh, E.K.Y. (2007). Component skills of text comprehension in less competent Chinese comprehenders. Annals of Dyslexia, 57(1), 75-97.
35.
Tse, S.K., Lam, J.W.I., Lam, R.Y.H., Loh, E.K.Y., & Westwood, P. (2007). Pedagogical correlates of reading achievement in English and Chinese. L1-Educational Studies in Language and Literature, 7(2), 71-91.
36.
Tse, S.K., Lam, R.Y.H., Lam, J.W.I., Chan, Y.M., & Loh, E.K.Y. (2006). Attitudes and attainment: A comparison of Hong Kong, Singaporean and English students’ reading. Research in Education, 76, 74-87.
37.
Tse, S.K., Lam, J.W.I., Lam, R.Y.H., Loh, E.K.Y., & Westwood, P.S. (2005). Students’ test performance in PIRLS, attitudes to reading, and the reading self-concept across three ability groups: Data from Hong Kong. Australian Journal of Learning Disabilities, 10(1), 9-18.
38.
Tse, S.K., Lam, J.W.I., Lam, R.Y.H., & Loh, E.K.Y. (2003). PIRLS 2001: Hong Kong component. Chinese Language Testing, 4, 1-9.
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