Shulin Yu
Biographic Data
| ID | 4608692 |
|---|---|
| NAME | Shulin Yu |
| GIVEN NAMES | Shulin |
| FAMILY NAME | Yu |
| SIGNATURE | YU S |
| AFFILIATIONS | University of Macau |
| ORCID | 0000-0003-1051-311X |
| VERIFIED | Yes |
| TOTAL WORKS | 77 |
| TOTAL CITATIONS | 78 |
| AUTHOR COUNT | 77 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Expertise in Second Language Writing Instruction: Conceptual and Empirical Understandings
Reforms in second language (L2) writing instructional approaches and technology-empowered education have brought transformative changes to L2 writing pedagogical landscapes. As L2 writing researchers and practitioners, we have observed that such changes can be ‘one man’s meat and another man’s poison’ for L2 writing teachers. Specifically, while many ‘novice’ and ‘experienced nonexpert’ teachers proactively adapt to changes and broaden their inst…
Humanizing English language teaching (ELT) materials: An emotional design framework
Despite growing calls to humanize materials for English language teaching (ELT), the emotional dimension of materials design remains largely overlooked, limiting their potential to foster affective engagement and support emotionally rich learning experiences that contribute to learners’ holistic development. This article proposes an emotional design framework for ELT materials, which draws on Norman’s Emotional Design Theory and empirical finding…
Unacclimatized?: Understanding the potential of labor-based contract grading interventions in Chinese EFL writing contexts
Beyond the grade: Reimagining second language (L2) writing assessment through ungrading
Developing L2 writing student self-assessment literacy through AI-generated feedback and AI chain-of-thought: An action research study with lower-proficiency university EFL learners
Feedback in Writing in the Globalized Era: Perspectives, Opportunities and Challenges
In this editorial, we introduce the RELC Journal April 2026 Special Issue, “Feedback in Writing in the Globalized Era: Perspectives, Opportunities, and Challenges.” We begin with a brief overview of research on written feedback, with an emphasis on L2 contexts, then situate the Special Issue within the globalized era by highlighting key issues relevant to feedback in writing. Finally, we review the contributions included in the Special Issue: 10 …
When feedback is not conducive to learning: A qualitative inquiry into second language doctoral students’ experiences of the negative impact of writing feedback
This qualitative study examines the experiences of doctoral students with the negative effects of L2 writing feedback. By utilizing critical incident forms and stimulated recall interviews with 15 doctoral students across various disciplines, the study identifies the characteristics of feedback that can contribute to adverse learning outcomes. A thematic analysis of the qualitative data revealed three core themes related to the negative impact of…
“You just appreciate every emotional moment”: Investigating L2 writing teachers’ emotional experiences in the classroom
Revisiting Students' Lack of Visible Response to Feedback in Second Language Writing
This opinion paper challenges the conventional view that students' lack of visible response to written feedback (WF) in L2 writing equates to disengagement. By refining the current definitions of the tripartite engagement model (cognitive, behavioural, affective), the authors argued that ‘unaction’ (absence of textual revisions) may reflect nuanced engagement dynamics rather than disinterest. Drawing on a review of empirical studies, a refined de…
The influence of linguistic features on L2 Chinese writing quality among students with various L1 backgrounds
Recent studies with automatic text analyzers have explored linguistic measures for predicting writing quality, mostly in English texts by diverse learners. However, research on L2 writing in non-alphabetic languages among students with varied L1 backgrounds remains scarce. This study examines how lexical and syntactic complexity affect writing quality in Chinese-as-a-Second-Language (CSL) students in Hong Kong, using 340 samples from 115 secondar…
Research into practice: Collaborative writing in L2 contexts
To shed light on the dynamic interplay between collaborative writing research and its application in L2 contexts, this paper discusses three critical relationships. The first relationship focuses on research findings that have been reasonably well applied in practice, highlighting areas such as activity types and grouping strategies in collaborative writing, computer-mediated collaborative writing, and the impact of collaborative writing activiti…
Research into practice: Digital multimodal composition in second language writing
Digital multimodal composing (DMC) has been valued as an engaging pedagogy in language teaching and learning in recent decades. Although research on DMC is flourishing and evidences its benefits for students' development as second language (L2) users and writers, there are some missing links between research findings and classroom practices. In this article, we examine three kinds of relationships between research and practice with regard to DMC:…
Understanding Chinese EFL Students’ Academic Emotions Toward Teacher Written Feedback in Second Language Academic Writing
Preparing Chinese higher vocational students to succeed in a globalized and multicultural world: Enhancing their oral English competence and intercultural competence
In response to pedagogical reforms in English language teaching (ELT) within Chinese higher vocational education, growing attention has been placed on cultivating students' professional oral English competence alongside intercultural communicative competence (ICC), which are global skills required in the educational and workplace contexts. This study evaluates the effect of an ELT module incorporating ICC into the teaching of professional oral En…
“It’s very well written!”: Revisiting praise in teacher written feedback from the perspective of feedback literacy
Informed by the conceptual framework of teacher feedback literacy and drawing upon multiple sources of data, including teacher feedback samples, semi-structured interviews, and stimulated recalls, this case study examined how L2 writing teachers praise students in written feedback and their feedback literacy in giving praise in a Chinese English-as-a-foreign-language (EFL) university context. The findings revealed that although praise was commonl…
Learning through EMI (English-medium instruction) in a Macau university: Students’ perspectives and content and language outcomes
While English as the medium of instruction (EMI) is becoming a popular institutional practice across the globe, the bulk of research has yielded inconsistent findings regarding its effectiveness for students’ content and language learning. Through a qualitative inquiry into students’ EMI experiences in a Macau university, the study discovered that content learning and language proficiency are vague terms to describe students’ learning outcomes, w…
Investigating Chinese Parents' Growth Mindset and Their Parenting Practices in Children's English Learning
While an emerging body of research has linked parenting practices to children's learning achievement, limited attention has been paid to parenting practices in children's English learning. Utilising data from 702 7th graders (50.14% girls), the study examined how children's perceptions of their parents' growth mindset predicted children's English motivation and engagement via children's perceptions of parental psychological control and autonomy s…
Is Informal Writing Only for Fun? Revisiting the Learning Potential of Informal Writing in Second Language ( L2 ) Contexts
While researchers in recent years have exhibited a burgeoning interest in studying writing practices beyond formal contexts, the purpose of informal writing appears to be constrained primarily to recreational activities or interpersonal communication, thus overlooking its potential impact on enhancing formal writing competence. The present qualitative study aims to reveal L2 student writers' perspectives concerning the influences of informal writ…
Understanding the Hidden Curriculum in Second Language Writing Classrooms: Learning Beyond Writing
While the existing scholarship on second language (L2) education has increasingly recognised the educational mission of teaching languages, there is a gap in understanding how students encounter a broader spectrum of values and beliefs in naturalistic L2 writing classrooms, as opposed to the predetermined values often found in language textbooks. This study seeks to uncover the hidden curriculum in two writing classes by examining the values, bel…
Exploring the Effect of L2 Writing Teachers' Emotional Intelligence on Their Professional Well‐Being: The Mediating Role of Emotional Labour Strategies
With the increasing focus on the emotional nature of L2 writing instruction, chances have increased for L2 writing teachers to perform exquisite emotional labour in teaching writing knowledge and skills in the classroom, but our knowledge regarding the emotional labour strategies used by L2 writing teachers and their potential influence on their professional well‐being is quite limited. To fill this void, this study used survey data on 301 univer…
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 …
Secondary students’ L2 writing motivation and engagement: The impact of teachers’ instructional approaches and feedback practices
Although there has been a great deal of research on L2 writing in higher education over the past few decades, limited attention has been given to secondary students’ writing motivation and engagement in L2 writing contexts. The present study aims to examine the association between writing instructional approaches and student writing motivation and engagement in the Chinese EFL context, and investigate the mediating role of writing feedback in thi…
Understanding Student Preparedness to Handle L2 Writing Curriculum Transitions: A Hidden Curriculum Perspective
Despite the efforts devoted to improving L2 writing pedagogy to promote student writing development, students’ dissatisfactory writing development and outcomes are still reported. Investigating student learning preparedness to navigate L2 writing curriculum transitions may generate new understandings and provide an alternative explanation for students’ limited writing development. This qualitative case study aims to examine student preparedness t…
Teaching Writing in the Chinese Primary and Secondary School Contexts: An Analysis of the Discourses of Writing in L2 Curriculum Documents
Despite the significance of second language (L2) writing curricula in guiding effective and successful teaching practices, limited studies have explored the underlying pedagogical philosophies and values in writing curricula in L2 school contexts. Utilizing the writing discourse framework, the current study assessed and analyzed L2 writing curriculum documents in primary and secondary schools in the Chinese Mainland, Hong Kong, and Macau. The fin…
Mapping Individual Networks of Practice in Master's Thesis Writing: A Multiple Case Study
Despite the recognized importance of investigating L2 students’ academic literacy development and socialization, there is a lack of empirical research on the role of social networks in L2 students’ thesis writing endeavors. To address this gap, this study employs the individual networks of practice (INoP) framework to examine how three master's students at a university in the Chinese Greater Bay area leveraged their social networks in the thesis …
A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing
Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing
Although it has been well noted in TESOL that ethnic minority students often experience difficulties in mainstream English classrooms, whether and how such students can be empowered in their English learning remains underexplored. This article reports on a longitudinal case study of a Chinese ethnic minority student’s participation in a digital multimodal composing (DMC) project and its pertinent impact on the student’s investment in EFL learning…
Chinese preschool teachers’ emotional labor and regulation strategies
Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective
An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing
Exploring L2 writing teachers’ feeling rules, emotional labor and regulation strategies
Hong Kong Secondary Students’ Motivation in EFL Writing: A Survey Study
Exploring Chinese students' strategy use in a cooperative peer feedback writing group
Peer feedback in second language writing (2005–2014)
This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005–2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer feedback research and discuss seven important themes emerging from the literature, that is, (1) effecti…
Understanding master's students' academic emotional experiences in thesis writing in EMI settings: A positive psychology perspective
Understanding the Role of Learners With Low English Language Proficiency in Peer Feedback of Second Language Writing
How should I assess their writing? It’s a headache for me.”: Understanding teacher assessment literacy in the collaborative writing context
Investigating university students’ intention and application of generative AI tools in L1 and L2 writing across formality: A mixed-method study
Understanding L2 student writers’ self-assessment in digital multimodal composing: A process-oriented approach
Intersection of culture, professionalism, and gender: Why Chinese female novice teachers fail to manage conflicts in professional learning communities
Using intersectionality theory as a heuristic lens to expose and understand conflicts in professional learning communities (PLCs), this qualitative longitudinal study explored how and why some Chinese female novice teachers fail to manage conflicts in PLCs. Through two rounds of in-depth interviews with four Chinese novice female teachers five years apart, this study constructed an intersectionality framework of how culture, professionalism, and …
Career‐Related Parental Processes and Career Adaptability and Ambivalence Among Chinese Adolescents: A Person‐Centered Approach
Using latent profile analyses and based on two-wave data from 5,388 Chinese adolescents (M age = 15.79, SD = 0.66; 51.99% females), this study examined the variety of ways in which adolescents' perceived career-related parental processes (i.e., parental expectations, support, interference, barriers to engagement, and parent-child congruence) may be configured within families and how such configurations may be associated with adolescents' career a…
Voices from the Frontline: Narratives of Nonnative English Speaking Teachers
An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing
Voices from the Frontline: Narratives of Nonnative English Speaking Teachers
Exploring Chinese students' strategy use in a cooperative peer feedback writing group
Peer feedback in second language writing (2005–2014)
This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005–2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer feedback research and discuss seven important themes emerging from the literature, that is, (1) effecti…
Understanding the Role of Learners With Low English Language Proficiency in Peer Feedback of Second Language Writing
Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students
A qualitative case study of Instructional Support practices in Chinese preschool classrooms
Academic identities and university faculty responses to new managerialist reforms: Experiences from China
Chinese universities are being continually subjected to new managerial practices and technologies that have fundamental consequences on the university faculty's academic life. Within a predominantly communitarian theoretical framework of academic identity, this qualitative case study draws upon interviews with 25 academics in Mainland China to expose the extent to which Chinese academics’ values, beliefs and behaviour are convergent and consisten…
Hong Kong Secondary Students’ Motivation in EFL Writing: A Survey Study
Implementing collaborative writing in teacher-centered classroom contexts: Student beliefs and perceptions
This study investigated students' perceptions of collaborative writing in a teacher-centred class and their change in beliefs about English writing through collaborative writing experiences. The analysis of multiple data sources (i.e., video recordings of collaborative writing activities, two in-depth, semi-structured interviews, one stimulated recall interview and four response papers) from three selected participants revealed that collaborative…
Evaluating student motivation and engagement in the Chinese EFL writing context
A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study
Understanding student engagement with peer feedback on master’s theses: A Macau study
While research on peer feedback in second language (L2) writing at university/college level has proliferated, scholars have conducted less research on peer feedback in L2 academic and scholarly writing. Drawing upon multiple sources of data including semi-structured interviews, stimulated recalls, online interviews via WeChat, first and revised drafts of master’s theses, peer written feedback, audio-recordings of oral peer feedback conferences an…
Career‐Related Parental Processes and Career Adaptability and Ambivalence Among Chinese Adolescents: A Person‐Centered Approach
Using latent profile analyses and based on two-wave data from 5,388 Chinese adolescents (M age = 15.79, SD = 0.66; 51.99% females), this study examined the variety of ways in which adolescents' perceived career-related parental processes (i.e., parental expectations, support, interference, barriers to engagement, and parent-child congruence) may be configured within families and how such configurations may be associated with adolescents' career a…
A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing
Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective
Examining Students’ Responses to Teacher Translation Feedback: Insights From the Perspective of Student Engagement
This case study investigated students’ response to feedback in the lens of student engagement with teacher feedback on their translation work. Drawing upon data from multiple sources, including students’ translation assignments, classroom observations, semi-structured interviews, stimulated recalls, and other documents, it explored how three Chinese undergraduates engaged with the feedback affectively, behaviorally, and cognitively. The findings …
Chinese preschool teachers’ emotional labor and regulation strategies
Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective
Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing
Although it has been well noted in TESOL that ethnic minority students often experience difficulties in mainstream English classrooms, whether and how such students can be empowered in their English learning remains underexplored. This article reports on a longitudinal case study of a Chinese ethnic minority student’s participation in a digital multimodal composing (DMC) project and its pertinent impact on the student’s investment in EFL learning…
Improving student feedback literacy in academic writing: An evidence-based framework
Early career English teachers’ professional commitment change: A Macau study
While the role of professional commitment in retaining early career teachers has been widely acknowledged in the literature, few studies have examined the commitment change of early career teachers over time. Informed by a developmental perspective, this study explores three early career English teachers’ commitment change across the teacher education programme, the practicum, the first year, and the second year in teaching. Drawing on data from …
Feedback-giving practice for L2 writing teachers: Friend or foe
What works may hurt: The negative side of feedback in second language writing
Giving genre-based peer feedback in academic writing: Sources of knowledge and skills, difficulties and challenges
This case study examines postgraduate students’ practices, sources of knowledge, and difficulties and challenges in regard to providing genre-based peer feedback on their peers’ academic writing at a research-oriented university in Macau. The analysis of multiple sources of data including the students’ written feedback on their peers’ thesis drafts, the thesis drafts, semi-structured interviews and stimulated recalls revealed that while the parti…
Psychology (60 works) · EFL/ESL Teaching and Learning (50 works) · Mathematics education (48 works) · Pedagogy (44 works) · Computer Science (37 works) · Student Assessment and Feedback (34 works) · Linguistics (31 works) · Second language writing (24 works) · Discourse Analysis in Language Studies (22 works) · Second language (22 works)