Danling Li
Biographic Data
| ID | 3942239 |
|---|---|
| NAME | Danling Li |
| GIVEN NAMES | Danling |
| FAMILY NAME | Li |
| SIGNATURE | LI D |
| AFFILIATIONS | Shenzhen University |
| ORCID | 0000-0003-0974-1182 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Evaluating generative artificial intelligence’s role in enhancing feedback for digital multimodal compositions: A comparative study
While research has examined the use of generative artificial intelligence (GAI) in assessing monomodal writing, its potential for evaluating digital multimodal compositions remains largely unexplored. This study compares feedback generated by GAI (GPT-4o) with feedback provided by teachers on multimodal academic posters created by 88 Chinese university students learning English as a foreign language (EFL). Employing a mixed-methods design, we con…
From passive consumers to critical creators: Enhancing university students’ new media literacy through AI-enhanced digital multimodal composing
This study addresses the evolving demands of new media literacy (NML), which moves beyond traditional media literacy’s (ML) emphasis on passive consumption, such as accessing, analyzing, and evaluating media content, to incorporate active, critical creation of multimodal digital content. In response to the pedagogical need for approaches that foster NML capabilities, this research introduces an AI-enhanced digital multimodal composing (DMC) appro…
Investigating students’ engagement with GenAI-supported peer feedback generation in EFL writing
Adopting an exploratory mixed-methods design, this study investigates students’ behavioural, affective, and cognitive engagement with GenAI-supported peer feedback generation in English as a foreign language (EFL) writing. Forty-eight Chinese undergraduate students participated in peer review tasks using a ChatGPT-powered chatbot to assess their comments on peer essays and offer improvement suggestions. The data comprised chat logs, screen record…
Leveraging GenAI for Automated Feedback on Source‐Based Writing: A Three‐Stage Model
Writing from multiple sources is a critical skill that requires both reading and writing abilities. It involves comprehending and evaluating source texts while synthesizing information across them. Due to these demands, feedback on such writing typically relies on teachers, who must consider the source texts during evaluation. Although technological tools have been introduced to support teacher feedback, existing automated systems often inadequat…
Using ChatGPT to bring non-player characters to life: Effects on students’ storyline-driven game-based writing learning
Using AI ‐supported peer review to enhance feedback literacy: An investigation of students' revision of feedback on peers' essays
As a vital learning activity in second language (L2) writing classrooms, peer feedback plays a crucial role in improving students' writing skills. However, student reviewers face challenges in providing impactful feedback on peers' essays. Low‐quality peer reviews emerge as a persistent problem, adversely affecting the learning effect of peer feedback. To enhance students' peer feedback provision, this study introduces EvaluMate, an AI‐supported …
Investigating students’ engagement in chatbot-supported classroom debates
This study proposed a novel approach to classroom debates, in which chatbots that are able to engage in argumentative dialogues are adopted to facilitate students’ debate preparation. The approach comprised three stages: first, students interacted with a chatbot named Argumate to help them generate ideas; second, students discussed the ideas with their group members; third, students participated in debates with other groups. The study investigate…
Unsettling academia: Academic career choices and pathways of PhD graduates in the Greater Bay Area in China
Much of the scholarship on employment and career pathways of PhD graduates has examined the issues, including pre‐doctoral experiences, quality of doctoral education, networking and career choices across different sectors; however, contextual environmental factors have been generally overlooked. This study aims to explore the academic career choices and pathways of PhD graduates currently employed in universities in the Greater Bay Area (GBA) in …
Cross‐border university choice in China's Greater Bay Area
This study explored Chinese students' motivations for selecting a cross‐border university in China's Guangdong‐Hong Kong‐Macau Greater Bay Area (GBA) and how they perceive their undergraduate experiences. The GBA was developed as an international economic cluster in China. Despite the vitality of the GBA's international education sector, few studies have focused on individual students' perspectives on cross‐border higher education choices and exp…
Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study
‘Trust the people, not the institution’: University preparation for the Research Assessment Exercise 2020 in Hong Kong
A considerable body of studies on neoliberalism in higher education has conducted macro-level philosophical analyses regarding the effects of assessment regimes on university management. This article expands the literature by providing an important set of empirical findings pertaining to Hong Kong universities’ coping strategies in preparing their academics for the Research Assessment Exercise (RAE 2020). Based on 16 in-depth interviews and docum…
Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation
Reimagining the notion of Hong Kong as an education hub: National imperative for higher education policy
This article examines the evolving concept of Hong Kong as an education hub, with a focus on the influence of the Greater Bay Area (GBA) strategy on higher education development. It begins by reviewing the impacts of the policy of developing Hong Kong into an education hub on the city’s educational landscape and global competitiveness. Subsequently, the article investigates the GBA’s role as a subnational higher education region, highlighting the…
Preparing for RAE 2020 in Hong Kong: Academics' Research, Writing and Publishing Trajectories in a Neoliberal Governance Landscape
The impact of neoliberalism in higher education has been widely discussed and debated, yet most analyses have viewed the changes on university governance and academic work in different countries as slavishly bound by more global neoliberal factors without paying sufficient attention to the local contextual factors. This empirical study foregrounds the local dimension by examining how the actual quotidian effects of RAE 2020 operate within higher …
Masked Resistance in Neoliberal Academia: Academics’ Responses to the Research Assessment Exercise 2020 in Hong Kong
Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study
Preparing for RAE 2020 in Hong Kong: Academics' Research, Writing and Publishing Trajectories in a Neoliberal Governance Landscape
The impact of neoliberalism in higher education has been widely discussed and debated, yet most analyses have viewed the changes on university governance and academic work in different countries as slavishly bound by more global neoliberal factors without paying sufficient attention to the local contextual factors. This empirical study foregrounds the local dimension by examining how the actual quotidian effects of RAE 2020 operate within higher …
Masked Resistance in Neoliberal Academia: Academics’ Responses to the Research Assessment Exercise 2020 in Hong Kong
Reimagining the notion of Hong Kong as an education hub: National imperative for higher education policy
This article examines the evolving concept of Hong Kong as an education hub, with a focus on the influence of the Greater Bay Area (GBA) strategy on higher education development. It begins by reviewing the impacts of the policy of developing Hong Kong into an education hub on the city’s educational landscape and global competitiveness. Subsequently, the article investigates the GBA’s role as a subnational higher education region, highlighting the…
Masked Resistance in Neoliberal Academia: Academics’ Responses to the Research Assessment Exercise 2020 in Hong Kong
Preparing for RAE 2020 in Hong Kong: Academics' Research, Writing and Publishing Trajectories in a Neoliberal Governance Landscape
The impact of neoliberalism in higher education has been widely discussed and debated, yet most analyses have viewed the changes on university governance and academic work in different countries as slavishly bound by more global neoliberal factors without paying sufficient attention to the local contextual factors. This empirical study foregrounds the local dimension by examining how the actual quotidian effects of RAE 2020 operate within higher …
‘Trust the people, not the institution’: University preparation for the Research Assessment Exercise 2020 in Hong Kong
A considerable body of studies on neoliberalism in higher education has conducted macro-level philosophical analyses regarding the effects of assessment regimes on university management. This article expands the literature by providing an important set of empirical findings pertaining to Hong Kong universities’ coping strategies in preparing their academics for the Research Assessment Exercise (RAE 2020). Based on 16 in-depth interviews and docum…
Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation
Reimagining the notion of Hong Kong as an education hub: National imperative for higher education policy
This article examines the evolving concept of Hong Kong as an education hub, with a focus on the influence of the Greater Bay Area (GBA) strategy on higher education development. It begins by reviewing the impacts of the policy of developing Hong Kong into an education hub on the city’s educational landscape and global competitiveness. Subsequently, the article investigates the GBA’s role as a subnational higher education region, highlighting the…
Investigating students’ engagement in chatbot-supported classroom debates
This study proposed a novel approach to classroom debates, in which chatbots that are able to engage in argumentative dialogues are adopted to facilitate students’ debate preparation. The approach comprised three stages: first, students interacted with a chatbot named Argumate to help them generate ideas; second, students discussed the ideas with their group members; third, students participated in debates with other groups. The study investigate…
Unsettling academia: Academic career choices and pathways of PhD graduates in the Greater Bay Area in China
Much of the scholarship on employment and career pathways of PhD graduates has examined the issues, including pre‐doctoral experiences, quality of doctoral education, networking and career choices across different sectors; however, contextual environmental factors have been generally overlooked. This study aims to explore the academic career choices and pathways of PhD graduates currently employed in universities in the Greater Bay Area (GBA) in …
Cross‐border university choice in China's Greater Bay Area
This study explored Chinese students' motivations for selecting a cross‐border university in China's Guangdong‐Hong Kong‐Macau Greater Bay Area (GBA) and how they perceive their undergraduate experiences. The GBA was developed as an international economic cluster in China. Despite the vitality of the GBA's international education sector, few studies have focused on individual students' perspectives on cross‐border higher education choices and exp…
Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study
Using ChatGPT to bring non-player characters to life: Effects on students’ storyline-driven game-based writing learning
Using AI ‐supported peer review to enhance feedback literacy: An investigation of students' revision of feedback on peers' essays
As a vital learning activity in second language (L2) writing classrooms, peer feedback plays a crucial role in improving students' writing skills. However, student reviewers face challenges in providing impactful feedback on peers' essays. Low‐quality peer reviews emerge as a persistent problem, adversely affecting the learning effect of peer feedback. To enhance students' peer feedback provision, this study introduces EvaluMate, an AI‐supported …
Evaluating generative artificial intelligence’s role in enhancing feedback for digital multimodal compositions: A comparative study
While research has examined the use of generative artificial intelligence (GAI) in assessing monomodal writing, its potential for evaluating digital multimodal compositions remains largely unexplored. This study compares feedback generated by GAI (GPT-4o) with feedback provided by teachers on multimodal academic posters created by 88 Chinese university students learning English as a foreign language (EFL). Employing a mixed-methods design, we con…
From passive consumers to critical creators: Enhancing university students’ new media literacy through AI-enhanced digital multimodal composing
This study addresses the evolving demands of new media literacy (NML), which moves beyond traditional media literacy’s (ML) emphasis on passive consumption, such as accessing, analyzing, and evaluating media content, to incorporate active, critical creation of multimodal digital content. In response to the pedagogical need for approaches that foster NML capabilities, this research introduces an AI-enhanced digital multimodal composing (DMC) appro…
Investigating students’ engagement with GenAI-supported peer feedback generation in EFL writing
Adopting an exploratory mixed-methods design, this study investigates students’ behavioural, affective, and cognitive engagement with GenAI-supported peer feedback generation in English as a foreign language (EFL) writing. Forty-eight Chinese undergraduate students participated in peer review tasks using a ChatGPT-powered chatbot to assess their comments on peer essays and offer improvement suggestions. The data comprised chat logs, screen record…
Leveraging GenAI for Automated Feedback on Source‐Based Writing: A Three‐Stage Model
Writing from multiple sources is a critical skill that requires both reading and writing abilities. It involves comprehending and evaluating source texts while synthesizing information across them. Due to these demands, feedback on such writing typically relies on teachers, who must consider the source texts during evaluation. Although technological tools have been introduced to support teacher feedback, existing automated systems often inadequat…
Political science (7 works) · Psychology (7 works) · Higher education (6 works) · Higher Education Governance and Development (6 works) · AI in Service Interactions (5 works) · Computer Science (5 works) · Mathematics education (5 works) · Sociology (5 works) · Pedagogy (4 works) · Public relations (4 works)