Zhenkun Gan
Datos Biográficos
| ID | 80915 |
|---|---|
| NOMBRE | Zhenkun Gan |
| NOMBRES | Zhenkun |
| APELLIDO | Gan |
| FIRMA | GAN Z |
| AFILIACIONES | University of Macau |
| ORCID | 0000-0003-0600-745X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAS | 14 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Development and validation of the English as a foreign language reading engagement questionnaire
While the multidimensional nature of reading engagement has been widely acknowledged in the English as a first language context, the constructs of reading engagement have remained inadequately investigated empirically in the English as a foreign language context, and research on the predictive effects of these constructs on learning achievement is limited in the area of learning English as a foreign language. The first purpose of this study was t…
Motivational regulation strategies profiles of Chinese secondary English learners
Individual differences in students’ motivational regulation strategies (MRSs) and their relations with learner motivation and learning achievement remain under-researched particularly in secondary English as a foreign language (EFL) learners. We therefore conducted latent profile analysis (LPA) to investigate a sample of Chinese secondary school students (N = 489) to demonstrate person-centered differences in MRSs in English learning, and examine…
Perceived teacher feedback practices, student feedback motivation and engagement in English learning
Drawing on recent theorizing of feedback in educational assessment and psychology, the current study aimed to examine the links between perceived teacher feedback practices, student feedback motivation and engagement in English learning. Seven hundred and sixty-four Chinese university students attending a tertiary-level English enhancement course ( N = 764; age: M = 19.45, SD = 0.88; 57.3 % female) participated in this study. The students complet…
Feedback engagement as a multidimensional construct
While the term feedback engagement has become a buzzword in higher education, the constructs of feedback engagement have remained inadequately investigated, and research on the conceptualization and instrumentation of feedback engagement in the literature is limited. This paper presents the development and validation of a feedback engagement scale that both reflects a prevalent multidimensional perspective of engagement in general education and i…
How social support contributes to self-efficacy and learning achievement
MSD-Det
Reading motivation and learning strategies among Chinese EFL learners
Given the preeminent role of students' reading motivation in their academic success in reading, which determines the quality and intensity of cognition and behaviors, it is important to investigate the predicative effects of different aspects of reading motivation on students' learning strategies particularly in a foreign language learning context where students usually learn the target language mainly through reading. This study investigated rea…
A systematic review of reading self-efficacy in second or foreign language learning
Motivation in self-directed use of technology for English learning among high, average, and low achievers
Eva Kartchava
Although oral corrective feedback (CF) has long been considered advantageous in instructed second language (L2) acquisition, the effectiveness of CF for learning has been shown to depend on a combination of learner factors (e.g. learning beliefs and motivation), teacher differences (e.g. experienced or less experienced teacher), and instructional contexts (e.g. prevailing teaching approach and particular grammatical item CF is intended to address…
The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-Efficacy in Chinese University EFL Students
This study investigated the effect of explicit reading strategy instruction on reading comprehension, reading strategy use, reading motivation, and reading self-efficacy in Chinese university EFL learners. A total of 117 first-year university students were randomly assigned to either the experimental group or the control group. Students in the experimental group received a 16-week reading strategy training embedded into their English reading clas…
Development and validation of the reading motivation questionnaire in an English as a foreign language context
This paper presents the development and validation of the reading motivation questionnaire in an English as a foreign language context (RMQ‐EFL) with Chinese secondary students. Data were collected from a sample of 293 secondary students in grades 10–11. Exploratory and confirmatory factor analyses resulted in determination of five factors (i.e., reading efficacy, reading enjoyment, recognition, involvement , and compliance ) with a strong psycho…
Feedback behaviour and preference in university academic English courses
While there has been much research detailing how English as a foreign language (EFL) students attending English for academic purposes (EAP) courses struggle with a wide array of challenges when adjusting to university English-medium instruction, how these students use feedback to self-regulate their academic English learning and what contributes to or hinders this remain unknown. This study investigates Chinese university students’ feedback behav…
Student-teachers’ self-efficacy for instructing self-regulated learning in the classroom
While promotion of self-regulated learning (SRL) as an important educational innovation has elicited much interest in recent years, SRL researchers have paid relatively little attention to issues concerning the competence required for teachers to create self-regulated learning environments in the second language classroom particularly in the practicum context. This study, which involves student teachers who were carrying out one semester's practi…
Classroom Assessment Practices and Learning Motivation
Classroom-based assessment carried out
Understanding English speaking difficulties
Compared with reading, writing and listening, there has been a paucity of empirical data documenting learners' experiences of speaking English as a second language (ESL) or English as a foreign language (EFL) in different learning contexts in spite of the fact that developing the ability to speak in a second or foreign language is widely considered a daunting task for most language learners. This paper reports on the findings of a questionnaire s…
Test-task Authenticity
Leung and Lewkowicz remind us that the debate over the past two decades that is most relevant to ELT (English languge teaching) pedagogy and curriculum concerns test-task authenticity. This paper first reviews how the authenticity debate in the literature of second language acquisition, pedagogy and testing has evolved. Drawing on a body of research work on learner task-based language performance in recent years, the paper then discusses the four…
Gestural behavior in group oral assessment
This paper reports on a microanalysis of gestural behavior in classroom assessment situations. Videotaped excerpts of secondary school ESL students engaged in a peer group oral assessment task were transcribed to represent the gestures that occurred during the interaction. Using conversation analysis as a central tool for analysis, this study explored the potential differences in use of gestures between higher‐ and lower‐scoring students in group…
Interaction in group oral assessment
This article examines the interactional work in which two groups of secondary ESL students engaged to achieve and sustain participation in group oral assessment, which is designed to assess a student’s interactive communication skills in a school-based assessment context. The in-depth observation of the ways in which participants co-constructed talk-in-interaction led to the discovery of the particular pattern of speech exchange within each group…
Asian learners’ re-examined
Although cultural stereotypes of Asian students as being prone to rote learning, passive and teacher-dependent have been under criticism, the issue of the extent to which Asian heritage culture impacts on Asian students' learning attitudes and behaviour warrants further investigation. This paper reports on an empirical study which compares self-directed language learning attitudes, strategies and motivation among university students in mainland C…
Attitudes and strategies as predictors of self‐directed language learning in an EFL context
The article reports on a study that examined self‐directed language learning (SDLL) attitudes and strategies that may be characteristic of Chinese EFL students. A description of the development of the instrument used to measure these attitudes and strategies in an EFL context is provided, the results of which showed that SDLL strategies seem to be directly implicated in language proficiency. Attitudes to SDLL do not seem to have a strong direct e…
Asian learners’ re-examined
Although cultural stereotypes of Asian students as being prone to rote learning, passive and teacher-dependent have been under criticism, the issue of the extent to which Asian heritage culture impacts on Asian students' learning attitudes and behaviour warrants further investigation. This paper reports on an empirical study which compares self-directed language learning attitudes, strategies and motivation among university students in mainland C…
Motivation in self-directed use of technology for English learning among high, average, and low achievers
Understanding English speaking difficulties
Compared with reading, writing and listening, there has been a paucity of empirical data documenting learners' experiences of speaking English as a second language (ESL) or English as a foreign language (EFL) in different learning contexts in spite of the fact that developing the ability to speak in a second or foreign language is widely considered a daunting task for most language learners. This paper reports on the findings of a questionnaire s…
Attitudes and strategies as predictors of self‐directed language learning in an EFL context
The article reports on a study that examined self‐directed language learning (SDLL) attitudes and strategies that may be characteristic of Chinese EFL students. A description of the development of the instrument used to measure these attitudes and strategies in an EFL context is provided, the results of which showed that SDLL strategies seem to be directly implicated in language proficiency. Attitudes to SDLL do not seem to have a strong direct e…
How social support contributes to self-efficacy and learning achievement
Gestural behavior in group oral assessment
This paper reports on a microanalysis of gestural behavior in classroom assessment situations. Videotaped excerpts of secondary school ESL students engaged in a peer group oral assessment task were transcribed to represent the gestures that occurred during the interaction. Using conversation analysis as a central tool for analysis, this study explored the potential differences in use of gestures between higher‐ and lower‐scoring students in group…
Attitudes and strategies as predictors of self‐directed language learning in an EFL context
The article reports on a study that examined self‐directed language learning (SDLL) attitudes and strategies that may be characteristic of Chinese EFL students. A description of the development of the instrument used to measure these attitudes and strategies in an EFL context is provided, the results of which showed that SDLL strategies seem to be directly implicated in language proficiency. Attitudes to SDLL do not seem to have a strong direct e…
Asian learners’ re-examined
Although cultural stereotypes of Asian students as being prone to rote learning, passive and teacher-dependent have been under criticism, the issue of the extent to which Asian heritage culture impacts on Asian students' learning attitudes and behaviour warrants further investigation. This paper reports on an empirical study which compares self-directed language learning attitudes, strategies and motivation among university students in mainland C…
Interaction in group oral assessment
This article examines the interactional work in which two groups of secondary ESL students engaged to achieve and sustain participation in group oral assessment, which is designed to assess a student’s interactive communication skills in a school-based assessment context. The in-depth observation of the ways in which participants co-constructed talk-in-interaction led to the discovery of the particular pattern of speech exchange within each group…
Gestural behavior in group oral assessment
This paper reports on a microanalysis of gestural behavior in classroom assessment situations. Videotaped excerpts of secondary school ESL students engaged in a peer group oral assessment task were transcribed to represent the gestures that occurred during the interaction. Using conversation analysis as a central tool for analysis, this study explored the potential differences in use of gestures between higher‐ and lower‐scoring students in group…
Test-task Authenticity
Leung and Lewkowicz remind us that the debate over the past two decades that is most relevant to ELT (English languge teaching) pedagogy and curriculum concerns test-task authenticity. This paper first reviews how the authenticity debate in the literature of second language acquisition, pedagogy and testing has evolved. Drawing on a body of research work on learner task-based language performance in recent years, the paper then discusses the four…
Understanding English speaking difficulties
Compared with reading, writing and listening, there has been a paucity of empirical data documenting learners' experiences of speaking English as a second language (ESL) or English as a foreign language (EFL) in different learning contexts in spite of the fact that developing the ability to speak in a second or foreign language is widely considered a daunting task for most language learners. This paper reports on the findings of a questionnaire s…
Classroom Assessment Practices and Learning Motivation
Classroom-based assessment carried out
Student-teachers’ self-efficacy for instructing self-regulated learning in the classroom
While promotion of self-regulated learning (SRL) as an important educational innovation has elicited much interest in recent years, SRL researchers have paid relatively little attention to issues concerning the competence required for teachers to create self-regulated learning environments in the second language classroom particularly in the practicum context. This study, which involves student teachers who were carrying out one semester's practi…
Development and validation of the reading motivation questionnaire in an English as a foreign language context
This paper presents the development and validation of the reading motivation questionnaire in an English as a foreign language context (RMQ‐EFL) with Chinese secondary students. Data were collected from a sample of 293 secondary students in grades 10–11. Exploratory and confirmatory factor analyses resulted in determination of five factors (i.e., reading efficacy, reading enjoyment, recognition, involvement , and compliance ) with a strong psycho…
Feedback behaviour and preference in university academic English courses
While there has been much research detailing how English as a foreign language (EFL) students attending English for academic purposes (EAP) courses struggle with a wide array of challenges when adjusting to university English-medium instruction, how these students use feedback to self-regulate their academic English learning and what contributes to or hinders this remain unknown. This study investigates Chinese university students’ feedback behav…
Eva Kartchava
Although oral corrective feedback (CF) has long been considered advantageous in instructed second language (L2) acquisition, the effectiveness of CF for learning has been shown to depend on a combination of learner factors (e.g. learning beliefs and motivation), teacher differences (e.g. experienced or less experienced teacher), and instructional contexts (e.g. prevailing teaching approach and particular grammatical item CF is intended to address…
The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-Efficacy in Chinese University EFL Students
This study investigated the effect of explicit reading strategy instruction on reading comprehension, reading strategy use, reading motivation, and reading self-efficacy in Chinese university EFL learners. A total of 117 first-year university students were randomly assigned to either the experimental group or the control group. Students in the experimental group received a 16-week reading strategy training embedded into their English reading clas…
Motivation in self-directed use of technology for English learning among high, average, and low achievers
Reading motivation and learning strategies among Chinese EFL learners
Given the preeminent role of students' reading motivation in their academic success in reading, which determines the quality and intensity of cognition and behaviors, it is important to investigate the predicative effects of different aspects of reading motivation on students' learning strategies particularly in a foreign language learning context where students usually learn the target language mainly through reading. This study investigated rea…
A systematic review of reading self-efficacy in second or foreign language learning
Perceived teacher feedback practices, student feedback motivation and engagement in English learning
Drawing on recent theorizing of feedback in educational assessment and psychology, the current study aimed to examine the links between perceived teacher feedback practices, student feedback motivation and engagement in English learning. Seven hundred and sixty-four Chinese university students attending a tertiary-level English enhancement course ( N = 764; age: M = 19.45, SD = 0.88; 57.3 % female) participated in this study. The students complet…
Feedback engagement as a multidimensional construct
While the term feedback engagement has become a buzzword in higher education, the constructs of feedback engagement have remained inadequately investigated, and research on the conceptualization and instrumentation of feedback engagement in the literature is limited. This paper presents the development and validation of a feedback engagement scale that both reflects a prevalent multidimensional perspective of engagement in general education and i…
How social support contributes to self-efficacy and learning achievement
MSD-Det
Development and validation of the English as a foreign language reading engagement questionnaire
While the multidimensional nature of reading engagement has been widely acknowledged in the English as a first language context, the constructs of reading engagement have remained inadequately investigated empirically in the English as a foreign language context, and research on the predictive effects of these constructs on learning achievement is limited in the area of learning English as a foreign language. The first purpose of this study was t…
Motivational regulation strategies profiles of Chinese secondary English learners
Individual differences in students’ motivational regulation strategies (MRSs) and their relations with learner motivation and learning achievement remain under-researched particularly in secondary English as a foreign language (EFL) learners. We therefore conducted latent profile analysis (LPA) to investigate a sample of Chinese secondary school students (N = 489) to demonstrate person-centered differences in MRSs in English learning, and examine…
Psychology (17 obras) · Mathematics education (13 obras) · EFL/ESL Teaching and Learning (10 obras) · Linguistics (9 obras) · Pedagogy (9 obras) · Social Psychology (7 obras) · Computer Science (5 obras) · Foreign language (5 obras) · Second Language Learning and Teaching (5 obras) · Student Assessment and Feedback (5 obras)