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Faculty of Humanities
Department of English Language Education
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Department of English Language Education

Dr QIAO, Shen Maggie

Dr QIAO, Shen Maggie

Assistant Professor
QualificationsResearch InterestsSelected publicationsProjectSelected Professional Services

Journal Publications

 

Google scholar: https://scholar.google.com/citations?user=8iZF82kAAAAJ&hl=en&oi=ao

 

(*Corresponding author; ___ PhD/EdD student)

  1. Du, C. G., & Qiao, S.* (2026). Promoting university students’ creativity and entrepreneurship: An AI-powered scenario-based design thinking approach. The International Journal of Management Education, 24(2), 101372. https://doi.org/10.1016/j.ijme.2026.101372
  2. Guo, J. Q., Law, S. T., Qiao, S., & Yeung, S. S. (2025). AI literacy, educational level and parenting self-efficacy among parents of primary school students in Hong Kong. Computers and Education Open, 9, 100318. https://doi.org/10.1016/j.caeo.2025.100318
  3. Qiao, S.,* Gu, M. Y.,* & Lu, C. Q. (2025). Artificial intelligence for language learning: A systematic review of its design, theoretical foundations, implementation and impact. International Journal of Applied Linguistics, online first. https://doi.org/10.1111/ijal.70034 
  4. Yeung, S. S., Qiao, S.,* Law, S. T., & Savage, R. (2025). The effects of targeted morphological interventions on reading outcomes: A randomized control trial involving Chinese students learning English as a foreign language. Reading & Writing, online first. https://doi.org/10.1007/s11145-025-10629-9 
  5. Yeung, S. S., King, R. B., & Qiao, S. (2025). Socioeconomic status and reading comprehension in English and Chinese: The mediating role of metalinguistic awareness, word reading and vocabulary. Language Awareness, 34(2), 561-580. https://doi.org/10.1080/09658416.2025.2452308 
  6. Qiao, S., Yeung, S. S., Shen, X., Leung, K. L, Ng, T. K., & Chu, S. K. W. (2024). How competitive, cooperative, and collaborative gamification impacts student learning and engagement. Language Learning & Technology, 28(1), 1–19. https://doi.org/10.64152/10125/73546 
  7. Guo, K., Chen, X. Y., & Qiao, S. (2024). Exploring a collaborative approach to peer feedback in EFL writing: How do students participate? RELC Journal, 55(3), 658-672. https://doi.org/10.1177/003368822211431 
  8. Qiao, S., Chu, S. K. W., & Yeung, S. S. (2023). Understanding how gamification of English morphological analysis in a blended learning environment influences students’ engagement and reading comprehension. Computer Assisted Language Learning, 38(4), 831–864. https://doi.org/10.1080/09588221.2023.2230273  
  9. Qiao, S., Yeung, S. S., & Chu, S. K. W. (2023). Design and evaluation of non-digital gamification to support collaborative morphological analysis. Language Teaching Research, online first. https://doi.org/10.1177/13621688231161168
  10. Qiao, S., Yeung, S. S., Zainuddin, Z., Ng, D., & Chu, S. K. W. (2023). Examining mixed and non-digital collaborative gamification on EFL students’ reading performance, cognitive engagement and course satisfaction. British Journal of Educational Technology, 54(1), 394–413. https://doi.org/10.1111/bjet.13249 
  11. Yeung, S. S., Qiao, S., Pan, J., & Lin, D. (2023). Directionality and developmental mechanism of cross linguistic transfer in low-proficiency young Chinese learners. Foreign Language Annals, 56(2), 362–380. https://doi.org/10.1111/flan.12650 
  12. Qiao, S., Chu, S. K. W., Shen, X., & Yeung, S. S. (2022). The impact of an online gamified approach embedded with self-regulated learning support on students’ reading performance and intrinsic motivation: A randomised controlled trial. Journal of Computer Assisted Learning, 38(5), 1379–1393. https://doi.org/10.1111/jcal.12684 
  13. Qiao, S., Yeung, S. S., Shen, X., & Chu, S. K. W. (2022). The effects of a gamified morphological awareness intervention on students’ cognitive, motivational and affective outcomes. British Journal of Educational Technology, 53(4), 952–976. https://doi.org/10.1111/bjet.13178 
  14. Qiao, S., Liu, Y., & Yeung, S. S. (2021). Mechanisms by which morphological awareness contributes to Chinese and English reading comprehension. Journal of Research in Reading, 44(1), 189–209. https://doi.org/10.1111/1467-9817.12345 
  15. Ng, T. K., Leung, J., Chu, S. K. W., & Qiao, S. (2021). Conceptualizing AI literacy: An exploratory review. Computers & Education: Artificial Intelligence, 2, 1–11. http://dx.doi.org/10.1016/j.caeai.2021.100041 
  16. Leung, J., Ng, T. K., Chu, S. K. W., & Qiao, S. (2021). Developing a Framework for Blended Design-Based Learning in a First-Year Multidisciplinary Design Course. IEEE Transactions on Education, 65(2), 210–219. https://doi.org/10.1109/TE.2021.3112852 
  17. Ng, T. K., Leung, J., Chu, S. K. W., & Qiao, S. (2021). AI literacy: definition, teaching, evaluation and ethical issue. Proceedings of the Association for Information Science and Technology,  58(1), 504–509.
  18. Yeung, S. S., Ng, M. L., Qiao, S., & Tsang, A. (2020). Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness. Reading and Writing, 33, 671–689. https://doi.org/10.1007/s11145-019-09982-3 
  19. Yeung, S. S., & Qiao, S. (2019). Developmental trends and precursors of spelling in English among Chinese children who learn English-as-a-second language: Comparisons between average and at-risk spellers. Research in Developmental Disabilities, 93, 1–9. https://doi.org/10.1016/j.ridd.2019.103456 

Scholarly Book

 

Ng, T. K., Leung, J. K., Su, J. H., Yim, H, Y., Qiao, S., & Chu, K. W. (2022). AI literacy in K-16 classrooms. Springer Education.