Yingqiu Chen
Biographic Data
| ID | 4218328 |
|---|---|
| NAME | Yingqiu Chen |
| GIVEN NAMES | Yingqiu |
| FAMILY NAME | Chen |
| SIGNATURE | CHEN Y |
| AFFILIATIONS | Fujian Normal University |
| ORCID | 0009-0006-2748-684X |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Late‐Life Migration Among Older Chinese: Agency, Structure, and the Limits of Voluntariness
Older migrants' migration decisions are shaped by both contextual and individual factors. Previous studies have tended to overlook the structural drivers of migration and the interaction between structural and agentic factors in migration decision‐making. Drawing on a critical realist perspective, this study examines these factors and their interrelationships among 18 older Chinese migrants in New Zealand. Three key structural drivers were identi…
Chinese dialect learning through the lens of positive psychology: Motivations and experiences with the Perma framework
This study examines the motivations and learning experiences of Chinese dialect learners through the PERMA framework of Positive Psychology. While language learning motivation research has largely focused on dominant languages, including modern Standard Chinese (Putonghua), or institutionally supported minority languages, less is known about Chinese dialect learning, which is often weakly standardised with uneven access to learning resources. Dra…
Developing Pre‐Service Teachers’ Digital Self‐Efficacy Through Self‐Directed Language Learning
Contemporary online language learning typically involves the use of multiple digital platforms. Drawing on digital self‐efficacy and self‐directed learning theories, this study investigates the self‐directed language learning experience of 19 pre‐service teachers as they navigate the affordances of two platforms, Duolingo and ChatGPT. We collected data through participants’ theory‐informed reflections on their learning experiences and screenshots…
Towards Putonghua-dominated multilingualism? Investigating students’ language attitudes, abilities, use, and preference in a Hokkien-speaking region
This study investigates the correlation between attitudes, abilities, use and preference of Hokkien, Putonghua and English among secondary school students in a Hokkien-speaking region of Mainland China. This research employs a mixed-methods design involving 586 students for questionnaires and 24 students for other semi-structured interviews. The quantitative results show students hold more positive attitudes towards Putonghua, which dominates in …
An Empirical Study of Older Chinese Migrants’ Use of Coping Strategies for Language Challenges
Host-country language competence is an important contributor to older migrants’ well-being. Language-related challenges can be pervasive in everyday life, and impact older migrants’ overall wellbeing. We conceptualize language-related challenges as potential stressors. Drawing on coping theory, we examine the strategies that older migrants employ to cope. Based on interviews and go-alongs with 18 older Chinese migrants in Auckland, New Zealand, w…
The English-language learning difficulties of older migrants in New Zealand: A life course perspective
Older migrants are often later-life language learners by necessity. While the bulk of extant research on older language learners focuses on those who elect language learning as a constructive leisure pursuit, for older migrants with low proficiency in the dominant host country language, progress in language learning is a key factor that contributes to their independence, social inclusion, and well-being. Drawing on the life-course perspective, th…
Youth–Adult Partnerships in Digital Spaces: Redesigning an Online Writing Community Together
This paper explores how an intergenerational research team ( n = 21) used a three‐phase participatory design approach and youth–adult partnerships to establish a youth‐led digital writing community on Discord. Findings analyze three “moments of emergence”: (1) a moment in which we navigated tensions between our intergenerational writerly affinities and the persistence of youth–adult hierarchies; (2) a moment in which youth expertise became visibl…
Digital agency and daily life challenges: Older Chinese migrants’ differentiated use of digital tools
This study examined the use of technology for daily life challenges by older Chinese migrants ( n = 18) with very limited English proficiency in Auckland, New Zealand. The aim of this study was to build on the theory of digital agency to understand how older migrants’ use technological tools to combat daily challenges and enhance their well-being. Employing a combination of questionnaires, interviews, and go-alongs, we identified language barrier…
Go-along language teaching: A pedagogical approach for older learners in ESL contexts
Older learners of English in ESL contexts are an underserved learner type.Courses typically do not cater to their age-related cognitive and physiological needs and link curriculum content with their typical everyday life activities.This study presents go-along teaching (GAT) as a pedagogical approach for older migrant learners of English by demonstrating the implementation of GAT with an intact class.We describe the sequenced instructional proced…
Task-based language learning and the daily-life language challenges of older Chinese migrants
This article explores the relationship between place and the language challenges experienced by older Chinese migrants in Auckland with low English proficiency while undertaking daily-life errands. The ability to independently fulfil daily-life needs outside the home is a key factor that influences wellbeing and facilitates the social inclusion of older migrants. Informed by the sociocognitive perspective of everyday contexts as presenting place-…
Methodological Reflections for Qualitative Research with Older Migrants: Focusing on Chinese-heritage Grandparents in New Zealand
Older migrants often constitute a hard-to-reach demographic group for researchers, particularly those who are ethnolinguistic minorities with limited host country language competence. Acknowledging the heterogeneous profiles of older people and their particular life histories, in this article we discuss the methodological challenges in conducting qualitative research with older Chinese migrants. We report on our experience during data collection …
Go-along language teaching: A pedagogical approach for older learners in ESL contexts
Older learners of English in ESL contexts are an underserved learner type.Courses typically do not cater to their age-related cognitive and physiological needs and link curriculum content with their typical everyday life activities.This study presents go-along teaching (GAT) as a pedagogical approach for older migrant learners of English by demonstrating the implementation of GAT with an intact class.We describe the sequenced instructional proced…
Task-based language learning and the daily-life language challenges of older Chinese migrants
This article explores the relationship between place and the language challenges experienced by older Chinese migrants in Auckland with low English proficiency while undertaking daily-life errands. The ability to independently fulfil daily-life needs outside the home is a key factor that influences wellbeing and facilitates the social inclusion of older migrants. Informed by the sociocognitive perspective of everyday contexts as presenting place-…
Methodological Reflections for Qualitative Research with Older Migrants: Focusing on Chinese-heritage Grandparents in New Zealand
Older migrants often constitute a hard-to-reach demographic group for researchers, particularly those who are ethnolinguistic minorities with limited host country language competence. Acknowledging the heterogeneous profiles of older people and their particular life histories, in this article we discuss the methodological challenges in conducting qualitative research with older Chinese migrants. We report on our experience during data collection …
The English-language learning difficulties of older migrants in New Zealand: A life course perspective
Older migrants are often later-life language learners by necessity. While the bulk of extant research on older language learners focuses on those who elect language learning as a constructive leisure pursuit, for older migrants with low proficiency in the dominant host country language, progress in language learning is a key factor that contributes to their independence, social inclusion, and well-being. Drawing on the life-course perspective, th…
Youth–Adult Partnerships in Digital Spaces: Redesigning an Online Writing Community Together
This paper explores how an intergenerational research team ( n = 21) used a three‐phase participatory design approach and youth–adult partnerships to establish a youth‐led digital writing community on Discord. Findings analyze three “moments of emergence”: (1) a moment in which we navigated tensions between our intergenerational writerly affinities and the persistence of youth–adult hierarchies; (2) a moment in which youth expertise became visibl…
Digital agency and daily life challenges: Older Chinese migrants’ differentiated use of digital tools
This study examined the use of technology for daily life challenges by older Chinese migrants ( n = 18) with very limited English proficiency in Auckland, New Zealand. The aim of this study was to build on the theory of digital agency to understand how older migrants’ use technological tools to combat daily challenges and enhance their well-being. Employing a combination of questionnaires, interviews, and go-alongs, we identified language barrier…
Go-along language teaching: A pedagogical approach for older learners in ESL contexts
Older learners of English in ESL contexts are an underserved learner type.Courses typically do not cater to their age-related cognitive and physiological needs and link curriculum content with their typical everyday life activities.This study presents go-along teaching (GAT) as a pedagogical approach for older migrant learners of English by demonstrating the implementation of GAT with an intact class.We describe the sequenced instructional proced…
Task-based language learning and the daily-life language challenges of older Chinese migrants
This article explores the relationship between place and the language challenges experienced by older Chinese migrants in Auckland with low English proficiency while undertaking daily-life errands. The ability to independently fulfil daily-life needs outside the home is a key factor that influences wellbeing and facilitates the social inclusion of older migrants. Informed by the sociocognitive perspective of everyday contexts as presenting place-…
Methodological Reflections for Qualitative Research with Older Migrants: Focusing on Chinese-heritage Grandparents in New Zealand
Older migrants often constitute a hard-to-reach demographic group for researchers, particularly those who are ethnolinguistic minorities with limited host country language competence. Acknowledging the heterogeneous profiles of older people and their particular life histories, in this article we discuss the methodological challenges in conducting qualitative research with older Chinese migrants. We report on our experience during data collection …
Late‐Life Migration Among Older Chinese: Agency, Structure, and the Limits of Voluntariness
Older migrants' migration decisions are shaped by both contextual and individual factors. Previous studies have tended to overlook the structural drivers of migration and the interaction between structural and agentic factors in migration decision‐making. Drawing on a critical realist perspective, this study examines these factors and their interrelationships among 18 older Chinese migrants in New Zealand. Three key structural drivers were identi…
Chinese dialect learning through the lens of positive psychology: Motivations and experiences with the Perma framework
This study examines the motivations and learning experiences of Chinese dialect learners through the PERMA framework of Positive Psychology. While language learning motivation research has largely focused on dominant languages, including modern Standard Chinese (Putonghua), or institutionally supported minority languages, less is known about Chinese dialect learning, which is often weakly standardised with uneven access to learning resources. Dra…
Developing Pre‐Service Teachers’ Digital Self‐Efficacy Through Self‐Directed Language Learning
Contemporary online language learning typically involves the use of multiple digital platforms. Drawing on digital self‐efficacy and self‐directed learning theories, this study investigates the self‐directed language learning experience of 19 pre‐service teachers as they navigate the affordances of two platforms, Duolingo and ChatGPT. We collected data through participants’ theory‐informed reflections on their learning experiences and screenshots…
Towards Putonghua-dominated multilingualism? Investigating students’ language attitudes, abilities, use, and preference in a Hokkien-speaking region
This study investigates the correlation between attitudes, abilities, use and preference of Hokkien, Putonghua and English among secondary school students in a Hokkien-speaking region of Mainland China. This research employs a mixed-methods design involving 586 students for questionnaires and 24 students for other semi-structured interviews. The quantitative results show students hold more positive attitudes towards Putonghua, which dominates in …
An Empirical Study of Older Chinese Migrants’ Use of Coping Strategies for Language Challenges
Host-country language competence is an important contributor to older migrants’ well-being. Language-related challenges can be pervasive in everyday life, and impact older migrants’ overall wellbeing. We conceptualize language-related challenges as potential stressors. Drawing on coping theory, we examine the strategies that older migrants employ to cope. Based on interviews and go-alongs with 18 older Chinese migrants in Auckland, New Zealand, w…
Psychology (6 works) · EFL/ESL Teaching and Learning (5 works) · Computer Science (4 works) · Language acquisition (4 works) · Mathematics education (4 works) · Migration, Aging, and Tourism Studies (4 works) · Sociology (4 works) · Intergenerational Family Dynamics and Caregiving (3 works) · Pedagogy (3 works) · Developmental psychology (2 works)