Deliang Wang
Biographic Data
| ID | 4429018 |
|---|---|
| NAME | Deliang Wang |
| GIVEN NAMES | Deliang |
| FAMILY NAME | Wang |
| SIGNATURE | WANG D |
| AFFILIATIONS | Faculty of Education The University of Hong Kong Hong Kong China |
| ORCID | 0009-0008-6488-0234 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Developing English academic writing and AI literacy in an EFL co-curricular secondary school context
This article describes the implementation of two co-curricular interventions addressing academic writing and AI literacy gaps in Hong Kong secondary schools serving students from disadvantaged educational backgrounds. The interventions used identical six-module curricula but differed in structure: one comprised eight weekly one-hour lessons serving 18 students from one school; the other was a four-hour workshop serving 16 students from two school…
Video-based teacher professional development for dialogic teaching
Comparing Hong Kong secondary school students’ perceptions of ChatGPT-assisted EFL writing
This quantitative study investigates ChatGPT for English as a foreign language (EFL) writing, exploring 107 Hong Kong secondary school students’ perceptions. It compares three teaching approaches—process-based, genre-based, and prompt engineering only (no explicit writing approach)—assessing their impact on motivation, cognitive load, and satisfaction across academic achievement levels. The results show explicit writing approaches significantly e…
How does dialogic teaching facilitate students' creative thinking? Evidence from a sequential analysis of teacher–student dialogue in primary language classrooms
Dialogic teaching has been shown to be beneficial for students' learning and achievement. However, few studies have investigated how dialogic teaching may foster students' creative thinking in the classroom. This study examined the sequential patterns of classroom dialogue associated with students' creative thinking. Participants included eight teachers and 341 students from primary language classrooms. These classrooms were classified into two t…
A Multigranularity Learning Path Recommendation Framework Based on Knowledge Graph and Improved Ant Colony Optimization Algorithm for E-Learning
In e-learning, extracting suitable learning objects (LOs) from a vast resource pool and organizing them into high-quality learning paths is crucial for helping e-learners achieve their goals. Numerous approaches have been proposed to recommend optimal learning paths for e-learners. However, it is essential to emphasize that e-learning systems typically consist of a wide range of LOs with varying levels of granularity, ranging from fine-grained to…
Evaluating the use of Bert and Llama to analyse classroom dialogue for teachers' learning of dialogic pedagogy
Classroom dialogue is crucial for effective teaching and learning, prompting many professional development (PD) programs to focus on dialogic pedagogy. Traditionally, these programs rely on manual analysis of classroom practices, which limits timely feedback to teachers. To address this, artificial intelligence (AI) has been employed for rapid dialogue analysis. However, practical applications of AI models remain limited, often prioritising state…
Effects of a prompt engineering intervention on undergraduate students' AI self‐efficacy, AI knowledge and prompt engineering ability
Prompt engineering is critical for effective interaction with large language models (LLMs) such as ChatGPT. However, efforts to teach this skill to students have been limited. This study designed and implemented a prompt engineering intervention, examining its influence on undergraduate students' AI self‐efficacy, AI knowledge and proficiency in creating effective prompts. The intervention involved 27 students who participated in a 100‐min worksh…
Construction and application of an embodied-cognitive intercultural communicative competence model
More investment, more engagement? Analyzing dialogic behavior in online one-to-one tutoring among different payment mechanisms
To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing
Artificial intelligence in classroom discourse
Using explainable AI to unravel classroom dialogue analysis
Deep neural networks are increasingly employed to model classroom dialogue and provide teachers with prompt and valuable feedback on their teaching practices. However, these deep learning models often have intricate structures with numerous unknown parameters, functioning as black boxes. The lack of clear explanations regarding their classroom dialogue analysis likely leads teachers to distrust and underutilize these AI‐powered models. To tackle …
Making AI Accessible for STEM Teachers
Contributions: To address the interpretability issues in artificial intelligence (AI)-powered classroom discourse models, we employ explainable AI methods to unpack classroom discourse analysis from deep learning-based models and evaluate the effects of model explanations on STEM teachers. Background: Deep learning techniques have been used to automatically analyze classroom dialogue to provide feedback for teachers. However, these complex models…
No prominent works on this page.
To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing
Artificial intelligence in classroom discourse
Using explainable AI to unravel classroom dialogue analysis
Deep neural networks are increasingly employed to model classroom dialogue and provide teachers with prompt and valuable feedback on their teaching practices. However, these deep learning models often have intricate structures with numerous unknown parameters, functioning as black boxes. The lack of clear explanations regarding their classroom dialogue analysis likely leads teachers to distrust and underutilize these AI‐powered models. To tackle …
Making AI Accessible for STEM Teachers
Contributions: To address the interpretability issues in artificial intelligence (AI)-powered classroom discourse models, we employ explainable AI methods to unpack classroom discourse analysis from deep learning-based models and evaluate the effects of model explanations on STEM teachers. Background: Deep learning techniques have been used to automatically analyze classroom dialogue to provide feedback for teachers. However, these complex models…
A Multigranularity Learning Path Recommendation Framework Based on Knowledge Graph and Improved Ant Colony Optimization Algorithm for E-Learning
In e-learning, extracting suitable learning objects (LOs) from a vast resource pool and organizing them into high-quality learning paths is crucial for helping e-learners achieve their goals. Numerous approaches have been proposed to recommend optimal learning paths for e-learners. However, it is essential to emphasize that e-learning systems typically consist of a wide range of LOs with varying levels of granularity, ranging from fine-grained to…
Evaluating the use of Bert and Llama to analyse classroom dialogue for teachers' learning of dialogic pedagogy
Classroom dialogue is crucial for effective teaching and learning, prompting many professional development (PD) programs to focus on dialogic pedagogy. Traditionally, these programs rely on manual analysis of classroom practices, which limits timely feedback to teachers. To address this, artificial intelligence (AI) has been employed for rapid dialogue analysis. However, practical applications of AI models remain limited, often prioritising state…
Effects of a prompt engineering intervention on undergraduate students' AI self‐efficacy, AI knowledge and prompt engineering ability
Prompt engineering is critical for effective interaction with large language models (LLMs) such as ChatGPT. However, efforts to teach this skill to students have been limited. This study designed and implemented a prompt engineering intervention, examining its influence on undergraduate students' AI self‐efficacy, AI knowledge and proficiency in creating effective prompts. The intervention involved 27 students who participated in a 100‐min worksh…
Construction and application of an embodied-cognitive intercultural communicative competence model
More investment, more engagement? Analyzing dialogic behavior in online one-to-one tutoring among different payment mechanisms
Developing English academic writing and AI literacy in an EFL co-curricular secondary school context
This article describes the implementation of two co-curricular interventions addressing academic writing and AI literacy gaps in Hong Kong secondary schools serving students from disadvantaged educational backgrounds. The interventions used identical six-module curricula but differed in structure: one comprised eight weekly one-hour lessons serving 18 students from one school; the other was a four-hour workshop serving 16 students from two school…
Video-based teacher professional development for dialogic teaching
Comparing Hong Kong secondary school students’ perceptions of ChatGPT-assisted EFL writing
This quantitative study investigates ChatGPT for English as a foreign language (EFL) writing, exploring 107 Hong Kong secondary school students’ perceptions. It compares three teaching approaches—process-based, genre-based, and prompt engineering only (no explicit writing approach)—assessing their impact on motivation, cognitive load, and satisfaction across academic achievement levels. The results show explicit writing approaches significantly e…
How does dialogic teaching facilitate students' creative thinking? Evidence from a sequential analysis of teacher–student dialogue in primary language classrooms
Dialogic teaching has been shown to be beneficial for students' learning and achievement. However, few studies have investigated how dialogic teaching may foster students' creative thinking in the classroom. This study examined the sequential patterns of classroom dialogue associated with students' creative thinking. Participants included eight teachers and 341 students from primary language classrooms. These classrooms were classified into two t…
Psychology (6 works) · Mathematics education (5 works) · Pedagogy (5 works) · Computer Science (4 works) · Artificial Intelligence in Healthcare and Education (3 works) · Dialogic (3 works) · Online Learning and Analytics (3 works) · Sociology (3 works) · Artificial Intelligence (2 works) · Discourse analysis (2 works)