Mairin Hennebry-Leung
Datos Biográficos
| ID | 328021 |
|---|---|
| NOMBRE | Mairin Hennebry-Leung |
| NOMBRES | Mairin |
| APELLIDO | Hennebry-Leung |
| FIRMA | HENNEBRY-LEUNG M |
| AFILIACIONES | University of Tasmania |
| ORCID | 0000-0002-1841-9497 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 15 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
The Effects of Gen‐AI on Situated and Future‐Driven Academic Writing Motivation
Despite the increasing use of Generative Artificial Intelligence (Gen‐AI) in education, there is still a significant gap in understanding its effects on the situated‐ and future‐driven motivation in academic writing. This longitudinal design‐based research sought to explore variations in academic writing motivation of 110 Chinese university English learners. It focused on two constructs: situated motivation, as conceptualised by self‐determinatio…
Critical literacy in practice
Critical literacy is widely recognised for its role in fostering analytical thinking and empowering learners to engage with the complexities of contemporary society. However, its integration into classroom practice often exposes tensions between theoretical ideals and the realities of local educational contexts. Informed by Bhabha’s theory of the third space and the negotiation frameworks (Comber, 2001; Vasquez, 2004; Vasquez et al., 2013), this …
The Development of L2 Selves Among Chinese Early Adolescent Learners of English in Student‐ and Teacher‐Centred Contexts
In language education, student‐centred instruction is often promoted as beneficial for learners. However, in Confucian heritage contexts, teacher‐centred methods remain prevalent at all educational levels. This raises questions about how learners develop their second language (L2) selves within these contrasting instructional approaches. Given the relative lack of attention to early adolescent language learners’ L2 selves, this study examines the…
Conceptualising the actual L2 self into the L2 motivational self system
L2 motivation research has given considerable attention to possible L2 selves. The actual L2 self also plays a significant role in shaping L2 motivation, yet the concept of the actual L2 self is still not clearly defined. The present study examined the nature of the actual L2 self and its relationship with possible L2 selves through the person-in-context relational (PCR) view (Ushioda, 2009). Employing the visual methods (Magid & Chan, 2012), thi…
Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition
This study investigates the differential effects of monolingual (L1 or L2) and bilingual (L1+L2) subtitles on students’ receptive vocabulary acquisition. In light of the widespread use of bilingual subtitles in videos in language classrooms with limited supportive literature available, this study aims at examining the pedagogical effects of bilingual subtitles on receptive vocabulary acquisition in the L2 classroom. A seven-week quasi-experimenta…
Fifty years of System research and projections for the future
Leaving the comfort zone
Language learning motivation, learner agency, and the medium of instruction
Recent conceptualizations of language learning motivation have highlighted its dynamic and contextual nature. Yet the role of the L2 learning context in shaping motivation remains under‐explored. This study adopts an agency perspective to examine emerging motivational orientations across diverse medium of instruction settings. The present study reports findings from a motivation survey of 3854 secondary‐school English learners across three types …
A Review of Using Photo-Elicitation Interviews in Qualitative Education Research
Educational research has sometimes been criticized for its seeming lack of relevance to classroom reality and its subsequent inability to inform pedagogical practices. Such criticism has prompted researchers to consider research methods that may better approximate reality. Among these methods, photo-elicitation interviews (PEI) offer a visual dimension to elicit lived experiences, feelings, and thoughts in real educational contexts, and to enhanc…
Research on language learning motivation in school settings in System
Transitioning From Master's Studies to the Classroom
The importance of social interaction in a community of practice for promoting effective teacher learning is well established (Johnson & Golombek, 2011; Lave & Wenger, 1991). Research outlines the challenges language teachers experience in transitioning between teacher education programmes and the classroom, particularly regarding the theory–practice nexus, and emphasizes the professional community's key role in providing mentoring and support. In…
The emergence of 'citizenship' in popular discourse
The 2014 Scottish Referendum gauged public opinion on the possibility of Scotland leaving the United Kingdom, raising significant questions about the legitimacy of claims to citizenship in the event of independence. Through a mixed methods survey, this study explored the ways in which citizenship emerged in popular discourse in the lead up to the Scottish referendum. Findings point to an emphasis in public discourse on a commitment to and partici…
Interactions between medium of instruction and language learning motivation
Models of education delivering content teaching through learners’ second language have rapidly increased in recent decades and are thought to offer a ‘naturally’ motivating context for learners to use and learn the medium of instruction (MoI). However, the relationship between MoI and language learning motivation (LLM) specifically is under-explored. In light of calls for contextually responsive theorizations of LLM, this study examines interacti…
Chinese learners' perceptions towards teachers' language use in lexical explanations
Unlocking the Power of Academic Vocabulary with Secondary English Language LearnersYu RenDongGainesville, FL
postprint
Leaving the comfort zone
Research on language learning motivation in school settings in System
Chinese learners' perceptions towards teachers' language use in lexical explanations
Conceptualising the actual L2 self into the L2 motivational self system
L2 motivation research has given considerable attention to possible L2 selves. The actual L2 self also plays a significant role in shaping L2 motivation, yet the concept of the actual L2 self is still not clearly defined. The present study examined the nature of the actual L2 self and its relationship with possible L2 selves through the person-in-context relational (PCR) view (Ushioda, 2009). Employing the visual methods (Magid & Chan, 2012), thi…
Fifty years of System research and projections for the future
Transitioning From Master's Studies to the Classroom
The importance of social interaction in a community of practice for promoting effective teacher learning is well established (Johnson & Golombek, 2011; Lave & Wenger, 1991). Research outlines the challenges language teachers experience in transitioning between teacher education programmes and the classroom, particularly regarding the theory–practice nexus, and emphasizes the professional community's key role in providing mentoring and support. In…
The emergence of 'citizenship' in popular discourse
The 2014 Scottish Referendum gauged public opinion on the possibility of Scotland leaving the United Kingdom, raising significant questions about the legitimacy of claims to citizenship in the event of independence. Through a mixed methods survey, this study explored the ways in which citizenship emerged in popular discourse in the lead up to the Scottish referendum. Findings point to an emphasis in public discourse on a commitment to and partici…
Unlocking the Power of Academic Vocabulary with Secondary English Language LearnersYu RenDongGainesville, FL
postprint
Chinese learners' perceptions towards teachers' language use in lexical explanations
Interactions between medium of instruction and language learning motivation
Models of education delivering content teaching through learners’ second language have rapidly increased in recent decades and are thought to offer a ‘naturally’ motivating context for learners to use and learn the medium of instruction (MoI). However, the relationship between MoI and language learning motivation (LLM) specifically is under-explored. In light of calls for contextually responsive theorizations of LLM, this study examines interacti…
Transitioning From Master's Studies to the Classroom
The importance of social interaction in a community of practice for promoting effective teacher learning is well established (Johnson & Golombek, 2011; Lave & Wenger, 1991). Research outlines the challenges language teachers experience in transitioning between teacher education programmes and the classroom, particularly regarding the theory–practice nexus, and emphasizes the professional community's key role in providing mentoring and support. In…
The emergence of 'citizenship' in popular discourse
The 2014 Scottish Referendum gauged public opinion on the possibility of Scotland leaving the United Kingdom, raising significant questions about the legitimacy of claims to citizenship in the event of independence. Through a mixed methods survey, this study explored the ways in which citizenship emerged in popular discourse in the lead up to the Scottish referendum. Findings point to an emphasis in public discourse on a commitment to and partici…
Research on language learning motivation in school settings in System
Language learning motivation, learner agency, and the medium of instruction
Recent conceptualizations of language learning motivation have highlighted its dynamic and contextual nature. Yet the role of the L2 learning context in shaping motivation remains under‐explored. This study adopts an agency perspective to examine emerging motivational orientations across diverse medium of instruction settings. The present study reports findings from a motivation survey of 3854 secondary‐school English learners across three types …
A Review of Using Photo-Elicitation Interviews in Qualitative Education Research
Educational research has sometimes been criticized for its seeming lack of relevance to classroom reality and its subsequent inability to inform pedagogical practices. Such criticism has prompted researchers to consider research methods that may better approximate reality. Among these methods, photo-elicitation interviews (PEI) offer a visual dimension to elicit lived experiences, feelings, and thoughts in real educational contexts, and to enhanc…
Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition
This study investigates the differential effects of monolingual (L1 or L2) and bilingual (L1+L2) subtitles on students’ receptive vocabulary acquisition. In light of the widespread use of bilingual subtitles in videos in language classrooms with limited supportive literature available, this study aims at examining the pedagogical effects of bilingual subtitles on receptive vocabulary acquisition in the L2 classroom. A seven-week quasi-experimenta…
Fifty years of System research and projections for the future
Leaving the comfort zone
Conceptualising the actual L2 self into the L2 motivational self system
L2 motivation research has given considerable attention to possible L2 selves. The actual L2 self also plays a significant role in shaping L2 motivation, yet the concept of the actual L2 self is still not clearly defined. The present study examined the nature of the actual L2 self and its relationship with possible L2 selves through the person-in-context relational (PCR) view (Ushioda, 2009). Employing the visual methods (Magid & Chan, 2012), thi…
The Effects of Gen‐AI on Situated and Future‐Driven Academic Writing Motivation
Despite the increasing use of Generative Artificial Intelligence (Gen‐AI) in education, there is still a significant gap in understanding its effects on the situated‐ and future‐driven motivation in academic writing. This longitudinal design‐based research sought to explore variations in academic writing motivation of 110 Chinese university English learners. It focused on two constructs: situated motivation, as conceptualised by self‐determinatio…
Critical literacy in practice
Critical literacy is widely recognised for its role in fostering analytical thinking and empowering learners to engage with the complexities of contemporary society. However, its integration into classroom practice often exposes tensions between theoretical ideals and the realities of local educational contexts. Informed by Bhabha’s theory of the third space and the negotiation frameworks (Comber, 2001; Vasquez, 2004; Vasquez et al., 2013), this …
The Development of L2 Selves Among Chinese Early Adolescent Learners of English in Student‐ and Teacher‐Centred Contexts
In language education, student‐centred instruction is often promoted as beneficial for learners. However, in Confucian heritage contexts, teacher‐centred methods remain prevalent at all educational levels. This raises questions about how learners develop their second language (L2) selves within these contrasting instructional approaches. Given the relative lack of attention to early adolescent language learners’ L2 selves, this study examines the…
Psychology (12 obras) · EFL/ESL Teaching and Learning (8 obras) · Sociology (8 obras) · Mathematics education (7 obras) · Linguistics (6 obras) · Pedagogy (6 obras) · Second Language Learning and Teaching (6 obras) · Computer Science (4 obras) · Political science (4 obras) · Social Psychology (4 obras)