Barry Bai
Biographic Data
| ID | 4460436 |
|---|---|
| NAME | Barry Bai |
| GIVEN NAMES | Barry |
| FAMILY NAME | Bai |
| SIGNATURE | BAI B |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0002-2124-5061 |
| VERIFIED | Yes |
| TOTAL WORKS | 54 |
| TOTAL CITATIONS | 112 |
| AUTHOR COUNT | 54 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
From achievement motivation to anxiety: How individualist–collectivist cultures shape the achievement experience in learning
Associations between English learners’ motivation, English writing, and continuance intention in e-learning: The roles of perceived usefulness and self-regulated writing strategies
This study investigated the associations between students’ motivational beliefs (i.e., technology self-efficacy and interest) and English writing competence and continuance intention in an e-learning environment, as well as the roles of perceived usefulness and use of self-regulated writing strategies (i.e., planning, text-generating, self-monitoring, and revising) in these associations. The participants (aged 8 to 14, Mean = 10.19, SD = .86) wer…
Multilingual identity and English achievement: A moderated mediation model of self-regulated learning strategy use and gender among Chinese EFL learners
While research into multilingual identity and self-regulation among language learners has been flourishing in recent years and the relations between identity and identity-driven behaviors have been well-discussed, few studies have investigated the potential links between these two important self-constructs and their connection to language achievement. In order to address this gap, this study investigated the relationships between English as a for…
Motivational Attributes of Foreign Language Teachers: What Students Think
While the relationship between teacher attributes and the motivation and achievements of language learners has been extensively studied in the past decades, the relevant research that addresses the evolving educational context of China has been relatively limited. This study fills this knowledge gap by identifying distinctive attributes of English teachers shaped by China's traditional and modern educational context. These attributes are categori…
Bilingual learning motivation and engagement among students in Chinese-English bilingual education programmes in Mainland China: Competing or coexistent
Three paradigms of inquiry into self-regulated learning (SRL): A critical analysis and ways to transformative and integrated practices
This paper aims to review and conceptualize how researchers with different human interests understand and approach self-regulated learning (SRL) for their specific purposes. In this narrative literature review, three paradigms of inquiry into SRL guided by Habermas's three human interests (i.e., technical interests, practical interests, and critical/emancipatory interests) are presented in an interpretive way. It was found that, with various huma…
Students’ outside school ICT use and academic performance: Evidence from multiple Pisa waves
Using large-scale data from the Program for International Student Assessment (PISA) in 2012, 2015, 2018, and 2022, this study explored the relations between outside school ICT use for different purposes and academic performance in reading, mathematics, and science in Hong Kong and Singapore. Three key findings were identified: (1) ICT use for entertainment and academic performance consistently showed inverted U-shaped relations across PISA waves,…
Examining teachers’ readiness for blended teaching with a revised model and instrument
This study examines teachers’ readiness for blended teaching by surveying teachers in five primary schools in Hong Kong. The instrument for measuring blended teaching readiness has been revised to encompass the dimensions of (1) technological skills, (2) disposition, (3) integration and planning, (4) personalization, and (5) support of self-regulated learning. The results indicate that while the teachers had positive dispositions, they fell short…
Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers
When technology meets emotions: Exploring preschool teachers' emotion profiles in technology use
The potential of technology in early childhood education (ECE) has been widely recognized. However, limited research has focused on preschool teachers' emotions in technology use and their relationship with emotional intelligence, technological self-efficacy, and school-level variations. To address this gap, this study adopted a multilevel latent profile analysis (MLPA) with Mplus 8.3 to explore (1) emotion profiles in technology use, (2) the pre…
Classroom relationships and self-regulated learning strategy use among EFL students: The mediating role of emotions
This study aimed to understand the relations between English as a foreign language (EFL) students’ classroom relationships, emotions, and self-regulated learning (SRL) strategy use. Data was collected via a questionnaire completed by 436 4-5th graders in Mainland China. Results of structural equation modelling (SEM) revealed that both teacher-student relationships and peer relationships contributed to students’ SRL strategy use. In addition, some…
Science epistemological beliefs, motivation, and performance: Further evidence from the UK, Singapore, Hong Kong, and Mainland China
Outside School ICT Use for Learning and Science Performance: The Mediating Role of Motivation and Epistemological Beliefs
This study utilised 2015 PISA data from the United Kingdom and Hong Kong to examine the relations between outside school ICT use for learning and science performance through a mediation model. The results uncovered three key findings: Firstly, ICT use for learning exhibited negative total effects on science performance in the United Kingdom, whereas the effects were non‐significant in Hong Kong. Secondly, ICT use for learning consistently showed …
Influences of Social Expectations and Perceived Adults' Growth Mindsets on School Students' Self‐Regulated Learning and English Learning Achievement
This study explored the predictive roles of social expectations (i.e., community influence and social values) and perceived adults' growth mindsets (i.e., teachers' growth mindset and parents' growth mindset) on self‐regulated learning (SRL) strategy use and English learning achievement with 685 fourth to fifth graders in Hong Kong. Structural equation modeling revealed that social values and community influence positively predicted SRL strategy …
Explorations into EFL learners’ self-regulated writing strategy use in writing for scholarly publications: A case study of Chinese PhD students
There has been a paucity of research into graduate level students’ self-regulated learning (SRL) with regard to their SRL strategy use in second language (L2) writing. Writing for scholarly publications is a high-stakes and demanding task for Chinese PhD students, with scholarly publishing in international journals gradually institutionalised as a graduation requirement. Aiming to bridge the research gap and offer tentative qualitative evidence o…
Social and dimensional comparisons in the formation of L1 and L2 motivational beliefs among Chinese-English bilingual students in the Chinese mainland
Social comparisons (comparing their achievements with peers) and dimensional comparisons (comparing their achievements across academic domains) play important roles in shaping students’ learning motivation. However, how these processes shape students’ motivational beliefs (i.e., self-efficacy, interest, and utility) in learning two languages remains underexplored. Based on data from 802 bilingual elementary students enrolled in Chinese-English bi…
Profiling EFL Students’ Motivation and Anxiety in Collaborative Learning: Associations With Teachers’ Support, Self‐Regulated Learning, and Achievement
Previous research has established the relationships between motivation, anxiety, teachers’ support, and self‐regulated learning (SRL) in English‐as‐a‐foreign‐language (EFL) learning. Most of the studies, however, have taken a variable‐centered approach in addressing the variable correlations, while learners’ characteristics and variable links among distinct subgroups have been largely overlooked. Besides, the interplay of these variables remains …
A Systematic Scoping Review of Self‐Regulated Learning With AI in Language Education
The rapid development of artificial intelligence (AI) technology has brought new opportunities for second/foreign language (L2) education while also raising concerns about the use of AI tools. This systematic scoping review provides a snapshot of the current state of research situated at the intersection of self‐regulated learning (SRL) and AI in L2 education. The review is restricted to empirical studies. It focuses on the current nature and ext…
Motivation, Self‐Regulated R2W Strategy Use, and Their Relationship Patterns Among Different Writing Performance Groups
The study investigated how writing motivation and self‐regulated read‐to‐write (SRL‐R2W) strategy use was related to writing performance and how the relationship between motivation and SRL‐R2W strategy use varied among different writing performance groups. The participants were 464 Grade 9 EFL learners randomly selected from schools in a southern city of China. The study surveyed their writing motivation and SRL‐R2W strategy use with a questionna…
The Cross‐Linguistic Transfer of Self‐Regulated Learning Strategy Use From L1 to L2: The Moderating Role of L2 Learning Motivation and Exposure
Self‐regulated learning (SRL) as a key predictor of language learning has been widely studied, but few studies have examined it from a cross‐linguistic perspective. The present study investigated whether first language (L1) SRL strategy use transfers to second language (L2) SRL strategy use and the conditions under which this transfer occurs, focusing on the moderating role of L2 motivation and exposure. The sample included 640 Chinese‐native‐spe…
Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach
EFL students’ self-regulated learning, motivation, and perceived teacher support in cooperative learning: A network analysis perspective
Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies
Mindset profiles and their relationship with self-regulated learning strategy use and English learning achievement: The predictive role of environmental factors
This study employed a person-centered approach to examining language mindset profiles among Hong Kong primary school students learning English as a foreign language (EFL). A total of 685 Grade 4–5 students completed measures of the growth mindset and fixed mindset toward English learning. Latent profile analysis (LPA) was adopted and four distinct mindset profiles were identified: growth profile, mixed profile, slightly-fixed profile, and fixed p…
How knowledge of teacher-child interactions moderates the association between teacher-child relationships and children's self-regulation
Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs
Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols
Psychometric properties of a self-efficacy scale for English language learners in China
The Relationship between Social Support, Self‐Efficacy, and English Language Learning Achievement in Hong Kong
Validating the Instruments to Measure ESL / EFL Learners' Self‐Efficacy Beliefs and Self‐Regulated Learning Strategies
Influences of motivation and grit on students’ self-regulated learning and English learning achievement: A comparison between male and female students
Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention
Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing
The effects of strategy-based writing instruction in Singapore primary schools
Preschool teachers' professional well-being, emotion regulation, and professional identity: A multi-level latent profile approach
Academic self-efficacy, task importance and interest: Relations with English language learning in an Asian context
The present study examined the relations between three motivational variables, i.e. academic self-efficacy, task importance, and interest with three types of learning behaviours, i.e. class engagement, metacognitive self-regulation, and avoidance coping with 1954 secondary students in Singapore. Positive correlations were found between the three motivational variables, class engagement and metacognitive self-regulation, whereas negative correlati…
Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: A Self-Determination Theory’s perspect…
Mindset profiles and their relationship with self-regulated learning strategy use and English learning achievement: The predictive role of environmental factors
This study employed a person-centered approach to examining language mindset profiles among Hong Kong primary school students learning English as a foreign language (EFL). A total of 685 Grade 4–5 students completed measures of the growth mindset and fixed mindset toward English learning. Latent profile analysis (LPA) was adopted and four distinct mindset profiles were identified: growth profile, mixed profile, slightly-fixed profile, and fixed p…
Postgraduate Chinese EFL learners’ emotional vulnerability displays and regulation strategies
Orchestrating listening in EMI university lectures: How Listening Proficiency and Motivation Shape Students’ Use of Metacognitive Listening Strategies
Recent research has called for cultivating strategic learners in globally expanding English medium instruction (EMI) university programs, so as to help them effectively orchestrate resources to handle the challenging task of learning subject knowledge through an L2. EMI studies exploring students’ strategies have thus far primarily categorized strategy types, with scant research investigating what key learner variables affect their strategic choi…
Hong Kong students’ motivational beliefs and emotions in collaborative learning in ESL classrooms: Influences of actual and self-perceived English proficiency
Although the benefits of collaborative learning across disciplines are well-established, its effectiveness hinges on the quality of execution. Motivational beliefs and emotions are crucial in students' engagement and achievement. Yet, a notable gap exists in examining these variables among students with varying proficiency levels in the context of collaborative learning. To address the gap, the present study investigated 289 fourth- and fifth-gra…
Bilingual learning motivation and engagement among students in Chinese-English bilingual education programmes in Mainland China: Competing or coexistent
The Cross‐Linguistic Transfer of Self‐Regulated Learning Strategy Use From L1 to L2: The Moderating Role of L2 Learning Motivation and Exposure
Self‐regulated learning (SRL) as a key predictor of language learning has been widely studied, but few studies have examined it from a cross‐linguistic perspective. The present study investigated whether first language (L1) SRL strategy use transfers to second language (L2) SRL strategy use and the conditions under which this transfer occurs, focusing on the moderating role of L2 motivation and exposure. The sample included 640 Chinese‐native‐spe…
Exploring Hong Kong primary students’ English writing motivation: Relationships between writing self-efficacy and task value
As an intimidating school subject for students globally, writing requires a high level of motivation, especially for second language (L2) learners. Despite abundant research on motivation in both first language (L1) writing and L2 learning, L2 writing motivation warrants more attention. To bridge the gap, the study intends to present an overall picture of Hong Kong primary students’ English writing motivation level and the sophisticated interplay…
Psychometric properties of a self-efficacy scale for English language learners in China
The effects of strategy-based writing instruction in Singapore primary schools
Validating the Instruments to Measure ESL / EFL Learners' Self‐Efficacy Beliefs and Self‐Regulated Learning Strategies
Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols
The Relationship between Social Support, Self‐Efficacy, and English Language Learning Achievement in Hong Kong
The effects of peer assessment on learner autonomy: An empirical study in a Chinese college English writing class
Hong Kong primary students’ self-regulated writing strategy use: Influences of gender, writing proficiency, and grade level
Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: A Self-Determination Theory’s perspect…
Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs
Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong
This study was to examine the individual differences in primary school students’ motivation (i.e. growth mindset, self-efficacy, and interest), self-regulated learning strategy use in English writing and the relationships between motivation, strategy use and English writing competence. Participants were 523 4 th grade primary school students in Hong Kong. Although the findings showed a general pattern that the high achievers reported higher level…
Self-efficacy, task values and growth mindset: What has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian c…
This study aimed to examine the relationships between motivational variables, self-regulated writing strategy use and writing competence with 511 fourth graders in Hong Kong. The high writing achievers reported a higher level of motivation, i.e. self-efficacy, task values (i.e. interest and utility) and growth mindset in English writing than the low writing achievers. The high achievers also used various self-regulated writing strategies more fre…
Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing
Unpacking vulnerability in academic writing and publishing: A tale of two non-native English speaker scholars in China
Adopting ‘vulnerability’ as an analytical lens and informed by a qualitative case study approach, the present study investigates two Chinese scholars’ academic writing and publishing practice. The findings reveal different sources and forms of vulnerability that influenced the participants’ professional engagements, social interactions and emotional experiences in academic writing and publishing. The findings also demonstrate how the participants…
Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools
This study aimed to explore the effects of SRL strategy use on primary school students’ motivation (i.e. self-efficacy and interest) in EFL writing and to compare the differences in such effects between high and low achievers. Participants were 374 4th graders in Hong Kong. Results of t-tests indicated that the high achievers reported significantly a higher level of SRL strategy use (i.e. planning, self-monitoring, and revising) and motivation (i…
Academic self-efficacy, task importance and interest: Relations with English language learning in an Asian context
The present study examined the relations between three motivational variables, i.e. academic self-efficacy, task importance, and interest with three types of learning behaviours, i.e. class engagement, metacognitive self-regulation, and avoidance coping with 1954 secondary students in Singapore. Positive correlations were found between the three motivational variables, class engagement and metacognitive self-regulation, whereas negative correlati…
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements
This study examined the role of growth mindset, self-efficacy, and intrinsic value in self-regulated learning (SRL) and English language learning achievements in Hong Kong primary school students. A sample of 690 4th graders participated in the study. The findings suggest that the level of SRL strategy use (i.e. monitoring, effort regulation, and goal setting and planning) was driven by the students’ motivational beliefs (i.e. growth mindset, sel…
Academic subject and gender differences in high school students’ self-regulated learning of language and mathematics
Influences of motivation and grit on students’ self-regulated learning and English learning achievement: A comparison between male and female students
Whose goal emphases play a more important role in ESL/EFL learners’ motivation, self-regulated learning and achievement: Teachers’ or parents’
This study examined the relations between achievement goals, self-regulated learning (SRL), and English learning achievement as well as the contributions of perceived teachers’ and parents’ goal emphases to students’ achievement goal adoption. Participants were 520 4th graders in Hong Kong, who learn English as a second or foreign language (ESL/EFL). Multivariate analyses of variance (MANOVAs) revealed that high achievers reported a higher level …
Exploring Hong Kong primary students’ English writing motivation: Relationships between writing self-efficacy and task value
As an intimidating school subject for students globally, writing requires a high level of motivation, especially for second language (L2) learners. Despite abundant research on motivation in both first language (L1) writing and L2 learning, L2 writing motivation warrants more attention. To bridge the gap, the study intends to present an overall picture of Hong Kong primary students’ English writing motivation level and the sophisticated interplay…
Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools
Against the backdrop of declining motivation and growing social and emotional challenges in English learning experienced by Hong Kong primary school students, the study aimed to profile an interactive pattern between relevant motivational beliefs (i.e., self-efficacy, interest, and growth mindset), social and emotional learning (SEL) skills and English learning achievements. Data was collected from 913 4th graders with questionnaires and an Engli…
Development and validation of a self‐regulated learning teaching scale for preschool teachers
The present study developed and validated a self‐regulated learning (SRL) teaching scale with a total sample of 966 preschool teachers. A pool of items was generated from literature reviews, teacher interviews, and expert reviews using Zimmerman's cyclical model of SRL. An exploratory factor analysis ( N = 333) in study 1, and a confirmatory factor analysis ( N = 334), discriminant, and convergent validity ( N = 667) in study 2 were performed to …
Standards, Instruction and Assessment of EFL Writing in Schools: Lessons From China's Basic Education
This paper analyses the current situation of English as a foreign language (EFL) writing in basic education in mainland China with a focus on the English curriculum standards, instruction and assessment. The National English Curriculum Standards launched by China's Ministry of Education ratified a general framework for EFL writing instruction and assessment in schools while the municipal curriculum guides, such as the one of Shanghai, include mor…
Chinese university students’ self-regulated writing strategy use and EFL writing performance: Influences of self-efficacy, gender, and major
Self-regulated (SRL) writing strategy use is considered a potent method for improving writing performance. Motivational regulation, an underresearched aspect of SRL, has become more recognized in SRL models recently. The present study aims to depict the interplay among SRL writing strategies and English writing performance. It also examined the influences of motivational regulation writing strategies on English writing performance, and whether su…
Relationships between struggling EFL writers’ motivation, self-regulated learning (SRL), and writing competence in Hong Kong primary schools
This study investigated the relationships between struggling writers’ motivation (i.e., interest, self-efficacy, and growth mindset) and their use of self-regulated learning (SRL) strategies (i.e., planning, text-generating, self-monitoring, and collaborative learning) and writing competence in an English as a foreign language (EFL) context. Participants were 368 primary students in Hong Kong who scored 15 or less out of 48 marks in a writing tes…
Psychology (45 works) · Mathematics education (36 works) · Innovative Teaching and Learning Methods (28 works) · Computer Science (23 works) · Pedagogy (23 works) · EFL/ESL Teaching and Learning (21 works) · Social Psychology (18 works) · Developmental psychology (13 works) · Education, Achievement, and Giftedness (13 works) · Structural equation modeling (13 works)