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Dr LAW, Doris Y.K.

Personal Particulars

Dr LAW, Doris Y.K.

羅燕琴

BA (Hons), PGDE, MPhil (CUHK), PhD (HKU)

Associate Professor

Course Coordinator, Master of Education (Chinese Language Education)

Teacher Education and Learning Leadership

Tel: (852) 3917 5299

Location: Room 618, Meng Wah Complex

Areas of Expertise:

Chinese Language Education

Areas of Expertise

Research Interests:

Reading Beliefs and Motivation; Reading Process and Reading Strategies; Reading Instruction; Reading Literacy and Assessment.

 

Teaching Area:

Assessment in Chinese Language Education(MED); Chinese Reading Comprehension Instruction: Theories and Practices (MED); Teaching of Chinese Language (PGDE).

Awards
  1. 2010-06-01: The 2010 Faculty of Education Academic Staff Knowledge Exchange Award: Faculty of Education, The University of Hong Kong.
  2. 2010-03-01: Faculty Early Career Research Output Award: Faculty of Education, HKU.
Projects
  1. 2017-2018: Principal Investigator. The Pilot Research Project on Knowledge Structure of Reading Comprehension in the Context of Student Adaptive Learning for Chinese Language for Primary Schools to Enhance Learning and Teaching. Funded from Education Bureau (Reference No. EDB(BCA)/P&S/5/2017/76).
  2. 2017-2018: Principal Investigator. Provision of Services in the Development of Learning, Teaching and Assessment Materials of Chinese Language to Enhance Effective Learning and Teaching in Collaboration with Participating Schools of the 2017 Basic Competency Assessment Research Study. Funded from Education Bureau (Reference No. EDB(BCA)/P&S/5/2017/42).
  3. 2016-2017: Principal Investigator (Co-I: Lam Shui-fong). Provision of Services in the Development of Learning, Teaching and Assessment Materials of Chinese Language to Enhance Effective Learning and Teaching in Collaboration with Participating Schools of the 2016 Tryout Study (Primary 3). Funded from Education Bureau (Reference No. (47)EDB(EI/BCA)/F&A/60/1/1(7)).
  4. 2015-2017: Principal Investigator (Co-I: Poon Wan Man, Ada). Provision of Services on the Research Project of Building Assessment Resources to Empower Both Frontline Professionals and Students: Connecting Reading across Key Stages 1 to 2 (Chinese Language). Funded from Education Bureau (Reference No. EDB(BCA)/P&S/5/2017/42).
  5. 2013-2014: Principal Investigator (Co-I: Lam Shui-fong). Using storytelling to enhance moral development of primary student. Small fund project Funded from the University of Hong Kong (Reference No. 201209176137).
  6. 2013-2014: Principal Investigator (Co-I: Lam Wai-Ip, Joseph; Poon Wan Man, Ada). Using Assessment Data to Enhance Secondary Students’ Reading Comprehension Skills and Motivation in Learning Literary Chinese (文言作品). Funded from Education Bureau (Reference No. (38)EDB/EI/BCA/F&A/60/1/1(5)).
  7. 2013-2014: Co-Investigator (PI: Lam Wai-Ip, Joseph; Co-I: Poon Wan Man, Ada, Lo, Man Fong ). 回歸學會學習─從文本到能力,從能力到文化的閱讀學與教設計. Funded from QEF (Reference No. 2012/0124).
  8. 2011-2013: Co-Investigator (PI: Lam Shui-fong, Co-I: Cheng, R. W. Y. & Tong, N. Y.). The Effects of Achievement Goals on Learning Motivation (Self-funded project).
  9. 2010-2011: Principal Investigator. Effect of text presentation on students’ motivation and reading proficiency. Seed Funding for Basic Research from the University of Hong Kong.
  10. 2009-2010: Principal Investigator. Mutual engagement and boundary crossing in a partnership primary school. Teaching Development Fund from Faculty of Education, the University of Hong Kong.
  11. 2009-2010: Principal Investigator. Using assessment data to develop primary students’ reading proficiency and comprehension skills. Funded from Education Bureau (Reference No. (4) EDB(EI/BCA)/F&A/60/1/1(2)).
  12. 2009-2010: Principal Investigator. Classroom discourse analysis and cooperative learning. Faculty Research Fund from Faculty of Education, the University of Hong Kong.
  13. 2008-2010: Co-investigator (PI: Chung L. S., Co-I, Shum S, K., Lam, W. I.) The study of using assessment data to enhance learning and teaching. Funded from Education Bureau, Assessment of HKEAA Section.
  14. 2008-2010: Principal Investigator. Chinese children’s causal knowledge and text comprehension. Small Project Funding from the University of Hong Kong.
  15. 2007-2009: Principal Investigator. Develop grade five readers’ critical thinking skills in cooperative learning classrooms. Small Project Funding from the University of Hong Kong.
  16. 2007-2008: Principal Investigator. Chinese children's cultural beliefs about learning and strategy use in text comprehension. Faculty Research Fund from Faculty of Education, the University of Hong Kong.
Publications
  1. Law, Y. K., Lam, S.-f., Law, W., & Tam, Z. W. Y. (2017). Enhancing peer acceptance of children with learning difficulties: classroom goal orientation and effects of a storytelling programme with drama techniques. Educational Psychology, 37(5), 537–549.
  2. Law, Y. K., & Lam, W-I. (Eds.). (2016) Close and Extensive Reading of Rich Language: Learning and Teaching of Great Classical Chinese Literary Works. Hong Kong: Hong Kong University Press. [羅燕琴、林偉業編(2016)。閱覽英華:文言經典語言和篇章的學與教。香港: 香港大學出版社。]
  3. Law, Y. K. (Ed.). (2016) Understanding the Author’s Intended Meanings: Reading Theories and Practices of Instruction in Learning Literary Chinese. Hong Kong: Hong Kong University Press. [羅燕琴編(2016)。閱我深意:文言作品學與教的理論與實踐。香港: 香港大學出版社。]
  4. Law, Y. K. (2016). Reading Inference and Schematic Structure: the process of reading literary Chinese. In Y. K. Law (Ed.), Understanding the Author’s Intended Meanings: Reading Theories and Practices of Instruction in Learning Literary Chinese (pp. 89-114). Hong Kong: Hong Kong University Press. [羅燕琴(2016)。閱讀推論與圖式建構。載於羅燕琴編,閱我深意:文言作品學與教的理論與實踐 (頁89-114)。香港:香港大學出版社。]
  5. Law, Y. K. (2016). Pedagogical theory and practice of reading literary Chinese. In Y. K. Law (Ed.), Understanding the Author’s Intended Meanings:Reading Theories and Practices of Instruction in Learning Literary Chinese (pp. 115-150). Hong Kong: Hong Kong University Press. [羅燕琴(2016)。文言作品閱讀策略教學理論與實踐。載於羅燕琴編,閱我深意:文言作品學與教的理論與實踐 (頁115-150) 。香港:香港大學出版社。]
  6. Law, Y. K. (2016). Enhancing students’ motivation in learning literary Chinese. In Y. K. Law (Ed.), Understanding the Author’s Intended Meanings: Reading Theories and Practices of Instruction in Learning Literary Chinese (pp. 151-180). Hong Kong: Hong Kong University Press. [羅燕琴(2016)。提升學生學習文言作品的動機。載於羅燕琴編,閱我深意:文言作品學與教的理論與實踐 (頁151-180)。香港:香港大學出版社。]
  7. Law, Y. K. (2016). Assessment: Reading literary Chinese. In Y. K.  Law (Ed.), Understanding the Author’s Intended Meanings: Reading Theories and Practices of Instruction in Learning Literary Chinese (pp. 181-210). Hong Kong: Hong Kong University Press. [羅燕琴(2016)。文言作品的閱讀評估。載於羅燕琴編,閱我深意:文言作品學與教的理論與實踐 (頁181-210)。香港:香港大學出版社。]
  8. Law, Y. K., Lam, J.W.I., Poon, A.W.M. and Yam, P.Y. (2016). Design and Implementation of Project “Understanding the Author’s Intended Meanings”. In Y. K. Law (Ed.), Understanding the Author’s Intended Meanings: Reading Theories and Practices of Instruction in Learning Literary Chinese (pp.9-50). Hong Kong: Hong Kong University Press. [羅燕琴、林偉業、潘溫文、任佩怡(2016)。「閱我深意:文言作品師生互動閱讀教學」課程設計與實踐。載於羅燕琴編,閱我深意:文言作品學與教的理論與實踐 (頁9-50)。香港:香港大學出版社。]
  9. Law, Y. K. , & Yam, P.Y. (2016). The effectiveness of the curriculum developed in the Project “Understanding the Author’s Intended Meanings” In Y. K. Law (Ed.), Understanding the Author’s Intended Meanings: Reading Theories and Practices of Instruction in Learning Literary Chinese (pp. 51-88). Hong Kong: Hong Kong University Press. [羅燕琴、任佩怡(2016)。「閱我深意:文言作品師生互動閱讀教學」課程的成效。載於羅燕琴編,閱我深意:文言作品學與教的理論與實踐 (頁51-88)。香港:香港大學出版社。]
  10. Lam, J. W. L., & Law, Y. K. (2016). Learning and Teaching of Cultural Elements in Text: Dialogue between Teaching Text and Teaching Culture. In Y. K. Law., & J. W. I. Lam (Eds.), Close and Extensive Reading of Rich Language: Learning and Teaching of Great Classical Chinese Literary Works (pp.93-112). Hong Kong: Hong Kong University Press. [林偉業、羅燕琴(2016)。文言作品中華化範疇的學與教:文本與文化教學的對話。載於羅燕琴、林偉業編,閱覽英華:文言經典語言和篇章的學與教 (頁93-112)。香港:香港大學出版社。]
  11. Lam, J.W.I., Law, Y. K., Mak, W.Y. & Yam, P.Y. (2016). Teaching Designing of Mencius section on “Fish is What I Want”. In Y. K. Law., & J. W. I. Lam (Eds.), Close and Extensive Reading of Rich Language: Learning and Teaching of Great Classical Chinese Literary Works (pp.113-182). Hong Kong: Hong Kong University Press. [林偉業、羅燕琴、麥蘔儀、任佩怡 (2016)。〈魚我所欲也〉教學設計〉。載於羅燕琴、林偉業編,閱覽英華:文言經典語言和篇章的學與教 (頁113-182)。香港:香港大學出版社。]
  12. Lam, J.W.I., Law, Y. K., & Poon, A.W.M. (2016). Introducing Framework of Chinese Speaking Skills ]. In Y. K. Law., & J. W. I. Lam (Eds.), Close and Extensive Reading of Rich Language: Learning and Teaching of Great Classical Chinese Literary Works (pp.67-92). Hong Kong: Hong Kong University Press. [林偉業、羅燕琴、潘溫文(2016)。說話能力架構芻議。載於羅燕琴、林偉業編,閱覽英華:文言經典語言和篇章的學與教 (頁67-92)。香港:香港大學出版社。]
  13. Law, Y. K., Lam, W. Y., Poon, W. M. , & Yam, P. Y. (2014). Understanding the authors’ thought : The effectiveness of a reading Chinese classical text program that emphases teachers and students' interaction. Assessment and Learning, 3,29-41. [羅燕琴、林偉業、潘溫文及任佩怡 (2014)。學習與評估,3,29-41。] doi: http://wlts.edb.hkedcity.net/filemanager/file/A&L3(05)_Law.pdf)
  14. Law, Y. K. (2014). The role of structured cooperative learning groups for enhancing Chinese primary students' reading comprehension. Educational Psychology. doi: 10.1080/01443410.2013.860216.
  15. Law, Y. K. , & Cheung, L. Y. (2012). Understanding the authors' thoughts and feelings : The effectiveness of a reading strategies program that emphases teachers and students' interaction. Assessment and Learning, 1,45-65。[羅燕琴及張麗英 (2012)。閱我深情:師生互動閱讀策略教學課程成效。學習與評估,1, 45-65。] http://wlts.edb.hkedcity.net/filemanager/file/AandLchapter/A&L_%285%29%20Law_Cheung.pdf
  16. Kalyuga, S., Law, Y. K., & Lee, C. (2013). Expertise reversal effect in reading Chinese texts with added causal words. Instructional Science, 41(3), 481-497. doi: 10.1007/s11251-012-9239-0.
  17. Law, Y. K. (2011). The effects of cooperative learning on enhancing Hong Kong fifth-graders’ achievement goals, autonomous motivation and reading proficiency. Journal of Research in Reading, 34(4), 402-425. doi: 10.1111/j.1467-9817.2010.01445.x.
  18. Law, Y. K. (2011). The role of teachers’ cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension. Teaching and Teacher Education, 27(1), 73-84. doi:10.1016/j.tate.2010.07.004.
  19. Law, Y. K. (2011). Reading assessment and learning. In M. S. K. Shum, Y. K. Law, J. W. Y. Lam, & L. S. Chung (Eds.), New way of learning & assessment in Chinese language. Hong Kong: Hong Kong University Press. (written in Chinese) [羅燕琴 (2011)。閱讀評估與學習。載於岑紹基、羅燕琴、林偉業、鍾嶺崇編。香港中國語文課程新路向: 學習與評估 (21-66頁)。香港﹕香港大學出版社。]
  20. Lam, S. F., Law, Y. K., & Shum, M. S. K. (2009). Classroom discourse analysis and educational outcomes in the era of education reform: An analysis of whole classroom discourse in writing lessons and educational outcomes. British Journal of Educational Psychology, 79 (4), 617-641. doi: 10.1348/000709909X452258.
  21. Law, Y. K. (2009). The role of attribution beliefs, motivation and strategy use in Chinese fifth graders’ reading comprehension. Educational Research, 51(1), 77-95. doi: 10.1080/00131880802704764.
  22. Law, Y. K., & Tsui, A. B. M. (2009). Mutual engagement and boundary crossing in lesson studies. In A.B.M. Tsui, G. Edwards, & F. Lopez-Real (Eds.), Learning in school-university partnership: Sociocultural perspectives (pp. 111-131). New York, NY: Routledge.
  23. Lopez-Real, F., Law, Y. K., & Tang, R. (2009). Tripartite conferences: positioning and activity systems. In A.B.M. Tsui, G. Edwards, F. Lopez-Real & T. Kwan (Eds.), Learning in school-university partnership: Sociocultural perspectives (pp. 90-110). New York, NY: Routledge.
  24. Law, Y. K. (2008). Chinese children’s constructive activity and text comprehension. Journal of Research in Reading, 31(4), 379-403. doi: 10.1111/j.1467-9817.2008.00375.x.
  25. Law, Y. K. (2008). Effects of cooperative learning on second graders’ learning from text. Educational Psychology, 28(5), 567-582. doi: 10.1080/01443410701880159.
  26. Law, Y. K., Chan, C. K. K. & Sachs, J. (2008). Beliefs about learning and self-regulated strategies in text comprehension. British Journal of Educational Psychology, 78, 51-73. doi:10.1348/000709907X179812.
  27. Lam, S. F. & Law, Y. K. (2008). Open attitudes, attribution beliefs, and knowledge of Hong Kong teacher interns in the era of education reform. Asia Pacific Journal of Education, 28(2), 178-188. doi: 10.1080/02188790802036661.
  28. Law, Y. K. (2008). Relationship between extrinsic motivation, home literacy, classroom instructional practices and reading proficiency in second-grade Chinese children. Research in Education, 80 (1), 37-51.
  29. Lam, S.F., & Law, Y. K. (2007). The roles of instructional practices and motivation in writing performance. Journal of Experimental Education, 75(2), 145-164. doi: 10.3200/JEXE.75.2.145-164.
  30. Tsui, A.B.M., & Law, D.Y.K. (2007). Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 23(8), 1289-1301. doi: 10.1016/j.tate.2006.06.003.
  31. Law, Y. K. (2006). The effectiveness of student-centred (shengben) education on second graders’ reading instruction. Bulletin of Educational Psychology, 38(1), 51-66. [羅燕琴(2006)。生本教育閱讀教學成效探究。教育心理學報,38 (1), 51-66。]
  32. Law, Y. K., & Chan, C.K.K. (2004). Read to learn: teaching of reading strategies. In S. F. Lam (Ed.), The practical handbook of educational psychology, pp. 67-82. Hong Kong: Division of Educational Psychology, The Hong Kong Psychological Society. [羅燕琴、陳桂涓(2004)。閱讀策略教學。載於林瑞芳(主編),教育心理實用手冊(67-82頁)。香港︰香港心理學會教育心理學部。]
  33. 馮婉嫻、區如冰、羅燕琴、陳桂涓編 (2004)。中文科課程新嘗試:高思維能力的教學實踐。香港︰麥曲教具有限公司。
  34. 羅燕琴 (2004)。相互教學法的實踐與挑戰。載於馮婉嫻、區如冰、羅燕琴、陳桂涓編,中文科課程新嘗試,高思維能力的教學實踐(102-108頁)。香港︰麥曲教具有限公司。
  35. 羅燕琴 (2004)。仁愛堂田家炳中學閱讀策略教學實踐計劃簡報。載於馮婉嫻、區如冰、羅燕琴、陳桂涓編,中文科課程新嘗試:高思維能力的教學實踐 (124-126頁)。香港︰麥曲教具有限公司。
  36. 李思聰、羅燕琴 (2004) 。中國語文科學習檔案實踐個案分析。載於馮婉嫻、區如冰、羅燕琴、陳桂涓編,中文科課程新嘗試:高思維能力的教學實踐 (127-130頁)。香港︰麥曲教具有限公司。
  37. Chan, C.K.K., & Law, Y. K. (2003). Metacognitive beliefs and strategies in reading comprehension. In C. McBride-Chang, & C.H. Chen (Eds.), Reading development in Chinese children (pp. 171-182). Westport: Praeger.
  38. Sachs, J., Law, Y. K., & Chan, C.K.K. (2003). A nonparametric item analysis of a selected Item subset of the learning process questionnaire. British Journal of Educational Psychology, 73, 395-423. doi: 10.1348/000709903322275902.
  39. Sachs, J., Law, Y. K., & Chan, C.K.K. (2002). An analysis of the relationship between the Motivated Strategies for Learning Questionnaire and the Learning Process Questionnaire. Psychologia: An International Journal of Psychology in the Orient, 45(3), 193-203. doi: 10.2117/psysoc.2002.193.
  40. Sachs, J, Law, Y. K., Chan, C.K.K., & Rao, N. (2001). A nonparametric item analysis of the Motivated Strategies for Learning Questionnaire-Chinese version. Psychologia: An International Journal of Psychology in the Orient, 44 (3), 197-208. doi: 10.2117/psysoc.2001.197.
  41. Tsui, A.B.M., Lopez-Real, F., Law, Y. K., Tang, R., & Shum, M.S.K. (2001). Roles and relationships in tripartite supervisory conferencing processes. Journal of Curriculum and Supervision, 16 (4), 322-344.
  42. Ki, W.W., Tse, S., Law, Y. K., Tam, P.Y., & Lau, M.K. (2000) A software design for the learning of Chinese text structure recognition and comprehension strategies. The Official Journal of Global Chinese Society for Computer Education. Hong Kong. [祁永華、謝錫金、羅燕琴、譚佩儀、劉文建 (2000)。中國語文學習軟件設計:閱讀策略與篇章結構認知。全球華人計算機教育期刊。]
  43. Tse, S. K., & Law, Y. K. (1999). The Chinese language ability of Hong Kong students. Curriculum and assessment. Curriculum Research (Ke Cheng Yan Jiu), 24, 37-42. [謝錫金、羅燕琴(1999)。香港學生的中國語文能力:課程與評估。課程研究,24,37-42。]
  44. Law, Y. K. (1998). Relationships between word recognition, reading comprehension and writing performance of grade six students in Hong Kong. Curriculum Forum, 7 (2), 98-111. [羅燕琴(1998)。香港小六學生字詞辨識、篇章閱讀理解能力與作文表現的關係:小六學生中文閱讀理解個別差異分析。課程論壇,7 (2),98-111。]
  45. Shum, S.K., & Law, Y. K. (1998). Reflection of professional development of Chinese language student teachers in university-school partnership scheme in teacher education. Curriculum Forum, 7 (2), 45-59. [岑紹基、羅燕琴(1998)。中學與大學師資培訓伙伴計劃下中文實習教師的成長反思。課程論壇,7 (2),45-59。]
  46. Cheung, Y.M., & Law, Y. K. (1997). A profile of listening in Chinese language learning in Hong Kong junior secondary education. Hong Kong: HKIE. [張綺文、羅燕琴 (1997)。香港初中中國語文科聆聽教學剖析。第五屆國際漢語語文教育會議 ,頁1-16]
  47. Law, Y. K. (1997). Relationship between Chinese language competence and inferential skills. Curriculum Forum, 6 (2), 106-117. [羅燕琴(1997)。篇章推理與中文語文能力的關係:小六學生中文閱讀理解個別差異分析。課程論壇,6 (2),106-117。]
  48. Tse, S. K., Shum, S. K., Law, Y. K., Ng, F. P., & Fung, S. L. (1997). Exploring the conditions for School-University Partnership for training Chinese language teachers: The administrative dimension (written in Chinese). Curriculum Forum, 6 (2), 126-137.
  49. Tse, S.K., Ki, W.W., Law, Y. K., Tam, P.Y., & Lau, M.K. (1997). Using computers for promoting Chinese language comprehension: learning of key words, topic sentences, sentences clusters, paragraphs, and main theme. Curriculum Forum, 6 (2), 66-85. [謝錫金、祁永華、羅燕琴、羅陸慧英、譚佩儀、劉文建(1997)。電腦輔助中文閱讀理解教學:關鍵詞、主句、主旨、句群及分段的學習、診斷與評估。課程論壇,6 (2),66-85。]
  50. 謝錫金、祁永華、羅燕琴、譚佩儀、劉文建 (1997)。篇章結構的學習、測驗、診斷和能力評估。載於謝錫金主編,學習教學:電腦輔助中文閱讀理解 (頁56-78)。香港:香港大學課程學系電腦輔助中文學習與教學研究組出版。
  51. Law, Y. K. (1995). Effects of text structures on recall. Education Journal, 23 (1), 115-133.
Professional Community Services
Centre Level Appointment
  1. Deputy Director, Centre for Advancement of Chinese Language Education and Research (CACLER) 07/2016 - date.
  2. Member, Centre for Advancement of Chinese Language Education and Research (CACLER) Management 07/2016 - date.
Services in Local Community
  1. Committee Member: Steering Committee on the Programmed for International Student Assessment 2018 (PISA 2018).
  2. Committee Member: Task quality Assurance Committee for Chinese Language at Secondary Level (2017-2019).
  3. Committee Member: Task quality Assurance Committee for Chinese Language at Primary Chinese Student Assessment Repository (2016-2018).
  4. Committee Member: Coordinating Committee on Basic Competency Assessment and Assessment Literacy of the Working Group on Papers & Question Design (2016-2018).
  5. Committee Member: Hong Kong Examinations and Assessment Authority Committee on Chinese Language Education (Senior Secondary) (2017-2019).
  6. Committee Member: Hong Kong Examinations and Assessment Authority Committee on Chinese Language Education (Senior Secondary) (2013-2015).
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