Jinghua Qian
Biographic Data
| ID | 4608670 |
|---|---|
| NAME | Jinghua Qian |
| GIVEN NAMES | Jinghua |
| FAMILY NAME | Qian |
| SIGNATURE | QIAN J |
| AFFILIATIONS | Wuhan University |
| ORCID | 0000-0003-4107-5423 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Student engagement with written feedback in second language writing
Student engagement with written feedback has gained increasing scholarly attention in second language (L2) writing research. However, conceptual and methodological inconsistencies remain across empirical studies. This systematic methodological review synthesizes 76 empirical studies published between 2004 and May 2025 in SSCI-indexed journals, aiming to provide a comprehensive understanding of how student engagement with written feedback has been…
Exploring Chinese multilingual students’ metacognitive knowledge, strategies, and experiences in academic writing
This paper examines the role of metacognitive awareness in academic writing in a mixed-method study. In addition to validating an instrument assessing metacognitive knowledge and strategies in the context of academic writing, the study uncovered how Chinese multilingual students’ metacognitive knowledge, metacognitive strategies, and metacognitive experiences influence their process of writing. A questionnaire was administered to 143 third-year u…
Toward a better understanding of student engagement with peer feedback
While the past two decades have witnessed enormous growth in research on student engagement with feedback on second language (L2) writing, little attention has been paid to student engagement with peer feedback longitudinally through peer feedback interaction. This study explored how 12 students engaged with peer feedback cognitively, behaviorally, and affectively over a semester of L2 writing and learning, and what factors influenced student eng…
Engaging in dialogic peer feedback in L2 writing development
Early Mental Health and Quality of Life in Discharged Patients With Covid-19
Aim: This study aimed to analyze the early mental health (MH) and quality of life (QoL) of discharged patients with coronavirus disease 2019 (COVID-19), which can provide a scientific basis for the further development of intervention programs. Methods: In total, 108 subjects participated in this study, including an experimental group (90 patients diagnosed with COVID-19 from March to April 2020 and hospitalized in Wuhan China Resources & WISCO Ge…
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Early Mental Health and Quality of Life in Discharged Patients With Covid-19
Aim: This study aimed to analyze the early mental health (MH) and quality of life (QoL) of discharged patients with coronavirus disease 2019 (COVID-19), which can provide a scientific basis for the further development of intervention programs. Methods: In total, 108 subjects participated in this study, including an experimental group (90 patients diagnosed with COVID-19 from March to April 2020 and hospitalized in Wuhan China Resources & WISCO Ge…
Engaging in dialogic peer feedback in L2 writing development
Exploring Chinese multilingual students’ metacognitive knowledge, strategies, and experiences in academic writing
This paper examines the role of metacognitive awareness in academic writing in a mixed-method study. In addition to validating an instrument assessing metacognitive knowledge and strategies in the context of academic writing, the study uncovered how Chinese multilingual students’ metacognitive knowledge, metacognitive strategies, and metacognitive experiences influence their process of writing. A questionnaire was administered to 143 third-year u…
Toward a better understanding of student engagement with peer feedback
While the past two decades have witnessed enormous growth in research on student engagement with feedback on second language (L2) writing, little attention has been paid to student engagement with peer feedback longitudinally through peer feedback interaction. This study explored how 12 students engaged with peer feedback cognitively, behaviorally, and affectively over a semester of L2 writing and learning, and what factors influenced student eng…
Student engagement with written feedback in second language writing
Student engagement with written feedback has gained increasing scholarly attention in second language (L2) writing research. However, conceptual and methodological inconsistencies remain across empirical studies. This systematic methodological review synthesizes 76 empirical studies published between 2004 and May 2025 in SSCI-indexed journals, aiming to provide a comprehensive understanding of how student engagement with written feedback has been…
Linguistics (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Second language (3 works) · Second language writing (3 works) · Student Assessment and Feedback (3 works) · Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · Peer feedback (2 works)