Rui Yuan
Dados Biográficos
| ID | 3701413 |
|---|---|
| NOME | Rui Yuan |
| PRENOMES | Rui |
| SOBRENOME | Yuan |
| ASSINATURA | YUAN R |
| AFILIAÇÕES | University of Macau |
| ORCID | 0000-0002-6603-6423 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 92 |
| TOTAL DE CITAÇÕES | 142 |
| TOTAL COMO AUTOR | 92 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Generative artificial intelligence (GenAI) in K-12 schools
English-medium instruction (EMI) teachers’ engagement with assessment in higher education
While assessment is critical in English-medium instruction (EMI) in higher education, limited research has explored how EMI teachers engage with assessment in practice. Guided by a multidimensional teacher engagement framework encompassing cognitive, behavioral, and socio-emotional dimensions, this ethnographic case study examined how six EMI teachers at a leading Chinese university engaged with assessment cognitively, behaviorally, and socio-emo…
A Critical Look at the ‘Literacy Craze’
Literacy has gained significant attention in applied linguistics and language education, with various types of literacy (e.g., multimodal literacy, assessment literacy, feedback literacy, digital literacy and artificial intelligence literacy) being proposed and researched. In this Viewpoint article, we offer a critical examination of this ‘literacy craze,’ which may lead to excessive specification and conceptual boundaries, thereby weakening the …
Towards effective EMI curriculum-making in higher education
In higher education, English-medium instruction (EMI) has attracted considerable attention in recent years. However, curriculum issues in EMI, such as curriculum planning, implementation, and evaluation, have remained largely unattended. This conceptual article introduces a systematic, structured approach to EMI curriculum-making in higher education. The article begins with a review of curriculum concepts and relevant literature, followed by an e…
Balance Bird
Incorporating social interaction and cognitive stimulation into balance training can motivate older adults to engage more actively and consistently. We developed Balance Bird, an exergame designed to enhance physical, social, and cognitive activity for older adults. Thirty-six participants (18 older adults and 18 university students) were tested in pairs across three game modes featuring different types of bodily interaction and cognitive tasks: …
Harnessing Artificial Intelligence for History Education
This study examines the integration of artificial intelligence (AI) into history education, highlighting its potential to transform pedagogical practices and enhance student engagement. Through a comprehensive bibliometric analysis of 110 publications from 1985 to 2025, the research identifies key trends, thematic clusters, and influential works that have shaped this interdisciplinary field. Findings reveal a steady growth in scholarly interest, …
How Childhood Maltreatment Predicts Prosocial Behaviors
I Was All Fired Up
Directed Motivational Currents (DMCs) have garnered increasing attention in the field of applied linguistics as a cognitive‐affective construct that captures the intense surge of motivations experienced by individuals. While existing studies have predominantly focused on language learners, the emergence and influence of DMCs on language teachers' professional practice and development remain underexplored. This gap in the literature provides the i…
Incorporating “Assessment as Learning” ( AaL ) in Language Teacher Education
Despite the growing attention to “assessment as learning” (AaL) and its profound impact on students' academic learning and metacognitive development, its application in language teacher education has yet to be fully investigated. In this brief report, we presented a pedagogical attempt to integrate the design of AaL into student teachers' collaborative lesson planning within a literacy pedagogy course at a university in Macau. Drawing upon data f…
From English to Esap
Factors associated with mpox awareness among men who have sex with men recruited through the internet
Objective This study aimed to provide a scientific basis for formulating mpox prevention and control strategies for men who have sex with men (MSM) by analyzing the associated factors. Methods We conducted online surveys with individuals recruited through the Internet in May 2024. Univariate and multivariate logistic regression analyses were used to identify factors influencing knowledge about mpox. Results In the 604 participants surveyed, the m…
Who are university-based teacher educators? Voices from China
This study provides a Chinese perspective on how university-based teacher educators (UBTEs) in initial teacher education (ITE) and their work are conceptualised, using national and institutional written texts. Content analysis was conducted on 36 relevant national policy documents from the past 20 years and 138 institutional recruitment advertisements from 49 normal universities in China. This study finds a tension between national expectations t…
Monologuing into a dialogic space through translanguaging
English medium instruction (EMI) has received increasing research attention through the globalization and internationalization of higher education. Empirical research has revealed that EMI classes tend to be monologic, which has long been viewed as problematic and potentially detrimental to dialogic and meaningful learning. Meanwhile, the rise of EMI also spurs translanguaging research, which largely encourages the mobilization of different lingu…
Probing university teachers’ self-study experiences
A critical review of English medium instruction (EMI) teacher development in higher education
The past few years have witnessed an emergent growth of both academic and practical works on English medium instruction (EMI) teachers' professional development. This paper presents a critical analysis of 30 empirical studies on EMI teacher development in a wide range of higher educational settings from 2018 to 2022. Through a systematic process of paper selection and review, we have identified three general routes to EMI teacher development, nam…
Language teacher educator psychology
Despite the central role of language teacher educators (LTEs) in contributing to the development of language teachers in higher education and non-higher education contexts, there is a lack of theoretical and empirical work on their professional lives. One such area that remains largely unexplored concerns the psychology of LTEs. This paper argues for the need to embrace a research program that systematically investigates aspects of LTE psychology…
Navigating EMI learning through note-taking in higher education
Note-taking, as a valuable learning strategy, can enhance students' comprehension and application of knowledge while contributing to their cognitive processing and development. This qualitative case study explores the forms and functions of note-taking as well as its influencing factors in English-medium-instruction (EMI) learning environments in China. The findings from the perspectives and experiences of two university students demonstrate that…
Explicit teaching of reflective practice (RP) in pre-service teacher education
Despite the abundance of research exploring the formats, functions, and processes of teacher reflections, many pre-service teachers still perceive it as an abstract and daunting task, owing to the insufficient provision of authentic and practical training and support. This article examines the immediate and long-term effects of explicitly teaching reflective practice (RP) on three student teachers' professional learning in a language pedagogy cou…
Dispelling the “Superhero” Myth
Given the global prevalence of English as well as the accelerating momentum of technological development and globalization, language teacher educators need to navigate increasingly diverse student populations and multifaceted demands arising from shifting institutional and socio‐political contexts. This special issue (SI) presents nine research articles that illuminate the complexities of TESOL teacher educators' professional engagement and conti…
Same Class Different Worlds
This narrative inquiry explores the experiences of two students in an English Medium Instruction (EMI) course at a Macau University. Through the lens of self‐discrepancy theory and possible selves theory and drawing on data from field observation, interviews, and informal chats, the findings unearthed significantly different experiences of the students who constructed different possible selves with powerful impacts on their course participation a…
Navigating assessment tensions in English-medium instruction (EMI) courses
Understanding professional vulnerability in an era of performativity
Drawing on data collected from multiple sources, this qualitative case study investigates how seven English-as-a-foreign-language (EFL) academics from a university in mainland China perceive and cope with their professional vulnerability within the system of performativity. Three themes were generated from the data: (1) professional vulnerability as a state of conformity and self-learning, (2) professional vulnerability as a state of constrained …
Advancing language teacher emotion research
This commentary presents a nuanced, dialectical, and empowering perspective on research pertaining to language teacher emotions, drawing upon empirical research papers featured in this special issue, as well as other relevant literature in the field of language teacher education. Recognizing the embodied, dynamic, and potentially contested nature of teacher emotional labor, the paper emphasizes the importance of presenting a nuanced portrayal, ad…
“Part of me is teaching English”
English-medium Instruction (EMI), that is, the use of the English language to teach academic subjects apart from English, is a growing phenomenon around the world. In view of the facilitative role of language in content learning, scholars have stressed the need to incorporate a language focus into EMI classrooms. One practical question that arises from this discussion is “How?” This study, through a telling case, intends to reveal the classroom p…
Unlocking the power of big ideas in education
The dark side of mentoring on pre-service language teachers' identity formation
Taking up EMI in Higher Education
Given the status of English as a lingual franca and the ongoing trend of internationalization of higher education, English medium instruction (EMI) has become increasingly popular in many EFL university settings. However, taking up EMI teaching can be an emotionally complex and daunting task for disciplinary teachers. Informed by a post-structuralist perspective, this Forum paper argues for the need to embrace an emotional focus in current EMI te…
Social support and depression among Chinese adolescents
Reflective learning and identity construction in practice, discourse and activity
Pre-service teachers' changing beliefs in the teaching practicum
Unpacking Language Teacher Educators’ Expertise
Informed by the perspective of complexity theory, this study seeks to explore two English‐as‐a‐foreign‐language (EFL) teacher educators’ expertise in Hong Kong. Drawing on data from interviews, field observation, and informal communication over one academic year, the study revealed that the teacher educators' expertise entailed different components: 1) a dialogic teaching approach informed by research‐based and contextualized knowledge; 2) emotio…
Exploring L2 writing teachers’ feeling rules, emotional labor and regulation strategies
The most popular star-tutor of English
Private tutoring has become a widespread phenomenon worldwide, partly due to the global trend of marketisation and commodification of education. Informed by a discursive view of identity and through multimodal discourse analysis, this study aims to unveil part of the shadow education discourse by investigating the identities of 41 English language tutors portrayed in their biographies on the websites of six leading tutorial schools in Hong Kong. …
Exploring student teachers' motivation change in initial teacher education
The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme
This research investigates how three Government-funded Normal Students constructed and reconstructed their identities in a pre-service teacher education programme in China. Drawing upon data from interviews, field observation and the pre-service teachers’ written reflections, the study explores the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggest that pre-service language teachers…
Humanising teacher education through translanguaging
This study examines how a teacher educator perceives and enacts translanguaging to humanise teacher education in an online English-medium instruction (EMI) course in China. Drawing on multiple sources of data, including classroom observations and the post-course interview, the findings reveal a set of translanguaging strategies, which helped the teacher educator humanise the students, field of knowledge, as well as himself in the online course. T…
Long-term motivations for L2 learning
To understand long-term motivations for second language (L2) learning/socialisation, this study analyses the biographical narratives of 30 Hong Kong Chinese who are proficient in Japanese by using ethnographic interviews. From a situated learning perspective, our research findings originate in the participants’ transformational episodes and centre on the following three dimensions of legitimate peripheral participation (LPP): (1) gaining legitima…
Language teacher educator psychology
Despite the central role of language teacher educators (LTEs) in contributing to the development of language teachers in higher education and non-higher education contexts, there is a lack of theoretical and empirical work on their professional lives. One such area that remains largely unexplored concerns the psychology of LTEs. This paper argues for the need to embrace a research program that systematically investigates aspects of LTE psychology…
Incorporating Life Skills Education in Vocational Training
Young women account for almost half the rural-to-urban migrant work force among youth aged 16 to 20 in mainland China. But training of the work force remains insufficient and gender-insensitive. There is a rising demand for young women migrant workers to enhance life skills in accordance with vocational skills. Taking a pioneer vocational training program in Chengdu as an example, this single case study aimed to explore female participants’ exper…
Teacher Metacognitions About Identities
Despite a surge of research interest in teacher identity in both TESOL and general education, there is a lack of attention to the role of metacognition in language teachers’ identity (re)construction. Informed by the integrated framework of metacognitions comprising metacognitive knowledge, strategies, and experiences, this article reports on four expert language teachers’ metacognitions about identities and how such metacognitions influenced the…
Practice What I Preach”
Effects of vocational training on unemployed youths' work motivation and work engagement
Motivation change of pre-service English teachers
This paper reports a study that investigated the motivations towards teaching of six pre-service English teachers enrolled on a teacher education course in Hong Kong. A qualitative case study approach was adopted, using data gathered from pre- and post-course interviews with individual participants, their dialogue journals with the teacher educator as well as their post-course reflection papers. Drawing on existing research on motivation in teach…
Navigating EMI learning through note-taking in higher education
Note-taking, as a valuable learning strategy, can enhance students' comprehension and application of knowledge while contributing to their cognitive processing and development. This qualitative case study explores the forms and functions of note-taking as well as its influencing factors in English-medium-instruction (EMI) learning environments in China. The findings from the perspectives and experiences of two university students demonstrate that…
The relationships between participation in intercultural activities on campus, whole-person development, and academic achievement
Against the backdrop of the worldwide prevalence and importance of internationalisation in higher education, the mixed-methods study examined the relationships between tertiary-level learners’ on-campus intercultural activity participation (e.g. intercultural talks and workshops), seven aspects of whole-person development (civic responsibility, cultural engagement, intellectual capacity, peer relationship, community care, leadership, and self-app…
English-medium instruction (EMI) teachers as ‘curriculum makers’ in Chinese higher education
Drawing upon a collection of curriculum proposals and reflections and informed by a textual analysis approach, this study investigated how 234 university teachers planned to enact and reform their English-medium instruction courses (n = 66) in an English as a foreign language (EFL) university context. Results reveal that the teachers tend to adopt a student-centered teaching approach with a focus on content learning. Teacher collaboration and tec…
Exploring Contradiction‐Driven Language Teacher Identity Transformation During Curriculum Reforms
The existing literature in TESOL has revealed the multilayered, dynamic, and situated nature of teacher identity, but how language teachers construct their identities during curriculum reforms receives relatively limited attention, particularly in the context of teaching English for specific purposes (ESP). Theoretically anchored by the notion of contradiction in activity theory, this study investigates an ESP teacher's identity transformation in…
Cultivating criticality through transformative critical thinking curriculums in a time of flux and transformation
Students’ attitudes toward language learning and use in English-medium instruction (EMI) environments
Informed by a mixed methods research design, the study investigates the interrelations between students’ attitudes toward English learning, English-medium instruction (EMI), and the use of their first language (i.e. code-switching) in relation to a range of biographic and contextual factors in their situated EMI programmes. The quantitative analysis revealed a positive correlation between students’ language learning attitudes and EMI attitudes du…
Investigating teacher learning in professional learning communities in China
Motivation change of pre-service English teachers
This paper reports a study that investigated the motivations towards teaching of six pre-service English teachers enrolled on a teacher education course in Hong Kong. A qualitative case study approach was adopted, using data gathered from pre- and post-course interviews with individual participants, their dialogue journals with the teacher educator as well as their post-course reflection papers. Drawing on existing research on motivation in teach…
Pre-service teachers' changing beliefs in the teaching practicum
The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme
This research investigates how three Government-funded Normal Students constructed and reconstructed their identities in a pre-service teacher education programme in China. Drawing upon data from interviews, field observation and the pre-service teachers’ written reflections, the study explores the cognitive, social and emotional processes of their teacher identity construction. The findings of the study suggest that pre-service language teachers…
‘I need to be strong and competent’
In teacher identity research, limited attention has been paid to how pre-service teachers constructed their identities by negotiating with different emotions in their practice. To fill this gap, the present study, drawing upon the approach of narrative inquiry, explores how a student-teacher – Ming – negotiated and navigated conflicting emotions in the process of becoming a teacher. The findings show that while Ming experienced some negative feel…
Exploring student teachers' motivation change in initial teacher education
The dark side of mentoring on pre-service language teachers' identity formation
Experiences of second language teacher education
Effects of vocational training on unemployed youths' work motivation and work engagement
Work motivation of unemployed youths
Understanding Language Teachers’ Motivations Towards Research
Teacher identity development through action research
This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of ‘community of practice’, the findings of the study show that AR exerted a transformative impact on the teachers’ identity development. Four distinctive routes of identity change were noted, namely their transformation from ‘fisherman’ …
Reflective learning and identity construction in practice, discourse and activity
Social support and depression among Chinese adolescents
My youth, I call the shots”
Practice What I Preach”
Assessment as learning in primary writing classrooms
A critical review on nonnative English teacher identity research
This paper reviews existing studies (n = 22) on nonnative English teacher identity in L2 school contexts from 2008 to 2017. Through a systematic and rigorous process of paper selection and analysis, three major themes were identified, i.e. (1) identity development through social engagement; (2) identity conflicts and struggle at intrapersonal, interpersonal, and contextual levels; and (3) identity crisis with teacher attrition. The paper also off…
A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts
Living in parallel worlds”
In current teacher education, while previous research has explored teacher educators’ perceptions about and engagement in research, limited research has been paid to their publishing practice. Drawing on a comparative perspective, the present research investigates teacher educators’ publishing experiences in two different Chinese universities. The findings of the study shed light on the high-stakes and power-laden nature of academic publishing in…
Long-term motivations for L2 learning
To understand long-term motivations for second language (L2) learning/socialisation, this study analyses the biographical narratives of 30 Hong Kong Chinese who are proficient in Japanese by using ethnographic interviews. From a situated learning perspective, our research findings originate in the participants’ transformational episodes and centre on the following three dimensions of legitimate peripheral participation (LPP): (1) gaining legitima…
EFL Teacher Development Facilitated by Lesson Study
Understanding university-based teacher educators’ boundary crossing experiences
This qualitative multi-case study explores a group of university-based language teacher educators’ boundary crossing experiences in Hong Kong. Informed by a conceptual framework on boundary crossing and drawing on data from in-depth interviews and field observations, the findings reveal the opportunities and challenges embedded in teacher educators’ boundary crossing between university and schools, between the teacher education and academic commu…
How can professional learning communities influence teachers’ job satisfaction? A mixed-method study in China
This mixed-method study explored the influences of professional learning communities (PLCs) on teachers’ job satisfaction in China. A questionnaire survey was administered to 488 teachers in 16 primary schools in Shanghai to examine the effect of PLCs on teachers’ job satisfaction. Follow-up qualitative interviews with 10 teachers were conducted to explain the reasons behind such effects. The results show that the organisation-centric characteris…
Novice nontraditional teacher educators’ identity (re)construction in higher education
Promoting English as a Medium of Instruction in University Teaching
This paper reports on an action research project that aims to promote the effectiveness of EMI teaching in a business course. Through systematic reflections and adjustment in her teaching supported by ongoing data collection and analysis, the course instructor identified effective ways to meet students’ cognitive and affective needs in EMI classrooms, while she also tried to promote the integration between language and content in her teaching. Th…
Psychology (73 obras) · Pedagogy (62 obras) · Mathematics education (50 obras) · Sociology (50 obras) · EFL/ESL Teaching and Learning (40 obras) · Computer Science (30 obras) · Second Language Learning and Teaching (30 obras) · Political science (28 obras) · Teacher education (23 obras) · Teacher Education and Leadership Studies (20 obras)