Tan Jin
Biographic Data
| ID | 4621495 |
|---|---|
| NAME | Tan Jin |
| GIVEN NAMES | Tan |
| FAMILY NAME | Jin |
| SIGNATURE | JIN T |
| AFFILIATIONS | South China Normal University |
| ORCID | 0000-0002-6421-0977 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Using GenRewrite to provide personalized feedback for form-function alignment in EAP writing
Bing-powered revision: An exploratory study of EFL students’ use of Bing for L2 writing revision
Research on L2 revision suggests that corpus-based learning can improve students’ writing performance, particularly in terms of language accuracy. However, how students use the Internet as a corpus tool during revision remains under-investigated. To address this gap, this study examined how five Chinese first-year EFL undergraduates engaged with the search engine Bing as a revision tool over a semester. Data collected from group discussions, refl…
Sources of Professional Learning and K‐12 Teachers' Instructional Practices in Promoting Informal Digital Learning of English
Flipping the Classroom in ESP Genre‐Based Academic Writing Instruction: An Exploratory Study
This study explored the potential of integrating the flipped classroom approach with English for Specific Purposes (ESP) genre‐based pedagogy for teaching research article (RA) writing to Chinese graduate students. Specifically, out‐of‐class activities included completing learning tasks in prepared instructional materials, discussing task responses with group members, and revising and consolidating task responses. In the flipped sessions, student…
Moving Beyond Surface Changes: How Novice L2 Writers Strategically Revise in DDL‐Supported Argumentative Writing
Despite a large body of literature on data‐driven learning (DDL) in second language (L2) writing, relatively few empirical studies explore the types of strategies employed by learners during DDL‐supported revision processes. Anchored in sociocultural theory, this study investigated the strategies used by seven novice L2 undergraduate writers in corpus‐supported revision over a 14‐week semester. The focal group used an Expert Argumentative Text Co…
The Impact of GenAI ‐Based Collaborative Inquiry on Critical Thinking in Argumentation: A Case Study of Blended Argumentative Writing Pedagogy
Critical thinking is an essential skill in the age of generative artificial intelligence (GenAI). GenAI affords dialectic argumentation, which provides opportunities for the development of critical thinking in argumentation (CTA). However, there was limited empirical evidence of how learners specifically utilize GenAI to construct argumentation. This longitudinal case study aimed to explore seven EFL university freshmen's collaborative use of Gen…
What Should Go With This Word Here: Connecting Lexical Collocations and Rhetorical Moves in Narrative Stories
An emerging body of corpus-based genre analysis studies has examined the connection between different types of formulaic language and rhetorical moves in various genres of academic writing. The current study extends this body of research into the understudied genre of narrative stories and the understudied phraseological unit of lexical collocations. Specifically, we compiled a corpus of narrative stories written by expert writers, extracted a li…
Exploring the differences in syntactic complexity between lay summaries and abstracts: A case study of The New England Journal of Medicine
Developing genre awareness in collaborative academic reading: A case study of novice academic learners
A rhetorical function and phraseological analysis of commentaries on visuals
Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers
This study investigated how different dimensions of digital literacy (DL) competence were related to digital literacy practices in teaching and teacher identity. Survey data were collected from 910 pre-service teachers in China. Structural equation modelling (SEM) was conducted to analyse the data. Findings indicated that among the five dimensions of DL competence, three were significant positive predictors of digital practices in teaching, inclu…
Lexical complexity in exemplar EFL texts: Towards text adaptation for 12 grades of basic English curriculum in China
Lexical complexity has been a key consideration of teaching preparation in determining grade appropriateness of teaching materials. However, the lack of quantified and defined standards for benchmarking lexical complexity has made it difficult for teachers when adapting source texts to target learners. This study has assessed quantitative differences in lexical complexity of exemplar texts at different points of schooling using a range of lexical…
How do students engage with parallel corpora in translation? A multiple case study approach
While emerging research has contributed significantly to our understanding of the efficacy of parallel corpora in translation education, specifically concerning student performance and perception, however, there remains a noticeable gap in the literature regarding the examination of student engagement with parallel corpora during the translation process. To address this research gap, the present study seeks to comprehensively analyse the behaviou…
Pre‐Service Teachers’ Technology Integration in Pronunciation Instruction: Professional Identity and Value Beliefs
Technology brings new promises to transform second language teaching and learning. Successful technology integration depends on various factors, such as teachers’ professional identity and value beliefs. While scholars have investigated the influential factors for technology integration in language teaching holistically, studies focusing on specific language skills remain limited. With domain‐specific theories and technology applications, pronunc…
Peer leadership in collaborative argumentative writing: A qualitative case study of blended design
A translanguaging and trans-semiotizing perspective on subject teachers’ linguistic and pedagogical practices in EMI programme
English as a medium of instruction (EMI), as a major agenda of language policy and planning and characterizing internationalization of higher education, has been increasingly adopted in global contexts. EMI teachers’ language and teaching practices in situated classroom contexts and the possible pedagogical challenges they encounter have not gained sufficient research attention in relation to the expansion of EMI. This qualitative study explored …
“Their encouragement makes me feel more confident”: Exploring peer effects on learner engagement in collaborative reading of academic texts
Teacher professional identity and the nature of technology integration
Do research articles with more readable abstracts receive higher online attention? Evidence from Science
The progression of collaborative argumentation among English learners: A qualitative study
Evaluating Sources of Evidence for Argumentative Writing: A Collaborative Learning Design
Developing an effective three-stage teaching method for collaborative academic reading: Evidence from Chinese first-year college students
Syntactic Complexity in Adapted Teaching Materials: Differences Among Grade Levels and Implications for Benchmarking
An extensive body of research has investigated the role of syntactic complexity in gauging the linguistic complexity of reading texts, particularly for the purpose of determining their grade appropriateness. However, little such research has focused on adapted teaching materials for English as a foreign language (EFL) contexts, and to date there has been no systematic effort in establishing syntactic complexity benchmarks to guide text adaptation…
From Novice Storytellers to Persuasive Arguers: Learner Use of Evidence in Oral Argumentation
E. Friginal, J. J. Lee, B. Polat and A. Roberson: Exploring Spoken English Learner Language Using Corpora
In recent decades, electronic corpora have played an increasingly important role in the realm of applied linguistics (Biber and Conrad 2001), enabling Second Language Acquisition (SLA) researchers and language educators to obtain critical new insights into the features and patterns of L1 and L2 speakers’ language use. Many corpus-based studies have investigated various registers in the academic context, such as academic writing and lectures (Frig…
The progression of collaborative argumentation among English learners: A qualitative study
A Data‐Driven Approach to Text Adaptation in Teaching Material Preparation: Design, Implementation, and Teacher Professional Development
Advancing Quantitative Methods in Second Language Research
Vocabulary Coverage of Reading Tests: Gaps Between Teaching and Testing
The Impact of GenAI ‐Based Collaborative Inquiry on Critical Thinking in Argumentation: A Case Study of Blended Argumentative Writing Pedagogy
Critical thinking is an essential skill in the age of generative artificial intelligence (GenAI). GenAI affords dialectic argumentation, which provides opportunities for the development of critical thinking in argumentation (CTA). However, there was limited empirical evidence of how learners specifically utilize GenAI to construct argumentation. This longitudinal case study aimed to explore seven EFL university freshmen's collaborative use of Gen…
From Novice Storytellers to Persuasive Arguers: Learner Use of Evidence in Oral Argumentation
Confidence scoring of speaking performance: How does fuzziness become exact
The fuzziness of assessing second language speaking performance raises two difficulties in scoring speaking performance: indistinction between adjacent levels and overlap between scales. To address these two problems, this article proposes a new approach, confidence scoring, to deal with such fuzziness, leading to confidence scores between two adjacent levels applied to three scales. Since confidence scores have to be transformed to an exact scor…
Distinguishing features in scoring L2 Chinese speaking performance: How do they work
For Chinese as a second language (L2 Chinese), there has been little research into distinguishing features (Fulcher, 1996; Iwashita et al., 2008) used in scoring L2 Chinese speaking performance. The study reported here investigates the relationship between the distinguishing features of L2 Chinese spoken performances and the scores awarded by raters to the performances using holistic scoring. Seven distinguishing features – representing four majo…
Using computer technology to address the problem of cyberbullying
The issue of cyberbullying is a social concern that has arisen due to the prevalent use of computer technology today. In this paper, we present a multi-faceted solution to mitigate the effects of cyberbullying, one that uses computer technology in order to combat the problem. We propose to provide assistance for various groups affected by cyberbullying (the bullied and the bully, both). Our solution was developed through a series of group project…
Advancing Quantitative Methods in Second Language Research
Vocabulary Coverage of Reading Tests: Gaps Between Teaching and Testing
E. Friginal, J. J. Lee, B. Polat and A. Roberson: Exploring Spoken English Learner Language Using Corpora
In recent decades, electronic corpora have played an increasingly important role in the realm of applied linguistics (Biber and Conrad 2001), enabling Second Language Acquisition (SLA) researchers and language educators to obtain critical new insights into the features and patterns of L1 and L2 speakers’ language use. Many corpus-based studies have investigated various registers in the academic context, such as academic writing and lectures (Frig…
A Data‐Driven Approach to Text Adaptation in Teaching Material Preparation: Design, Implementation, and Teacher Professional Development
From Novice Storytellers to Persuasive Arguers: Learner Use of Evidence in Oral Argumentation
Developing an effective three-stage teaching method for collaborative academic reading: Evidence from Chinese first-year college students
Syntactic Complexity in Adapted Teaching Materials: Differences Among Grade Levels and Implications for Benchmarking
An extensive body of research has investigated the role of syntactic complexity in gauging the linguistic complexity of reading texts, particularly for the purpose of determining their grade appropriateness. However, little such research has focused on adapted teaching materials for English as a foreign language (EFL) contexts, and to date there has been no systematic effort in establishing syntactic complexity benchmarks to guide text adaptation…
Teacher professional identity and the nature of technology integration
Do research articles with more readable abstracts receive higher online attention? Evidence from Science
The progression of collaborative argumentation among English learners: A qualitative study
Evaluating Sources of Evidence for Argumentative Writing: A Collaborative Learning Design
“Their encouragement makes me feel more confident”: Exploring peer effects on learner engagement in collaborative reading of academic texts
Peer leadership in collaborative argumentative writing: A qualitative case study of blended design
A translanguaging and trans-semiotizing perspective on subject teachers’ linguistic and pedagogical practices in EMI programme
English as a medium of instruction (EMI), as a major agenda of language policy and planning and characterizing internationalization of higher education, has been increasingly adopted in global contexts. EMI teachers’ language and teaching practices in situated classroom contexts and the possible pedagogical challenges they encounter have not gained sufficient research attention in relation to the expansion of EMI. This qualitative study explored …
What Should Go With This Word Here: Connecting Lexical Collocations and Rhetorical Moves in Narrative Stories
An emerging body of corpus-based genre analysis studies has examined the connection between different types of formulaic language and rhetorical moves in various genres of academic writing. The current study extends this body of research into the understudied genre of narrative stories and the understudied phraseological unit of lexical collocations. Specifically, we compiled a corpus of narrative stories written by expert writers, extracted a li…
Exploring the differences in syntactic complexity between lay summaries and abstracts: A case study of The New England Journal of Medicine
Developing genre awareness in collaborative academic reading: A case study of novice academic learners
A rhetorical function and phraseological analysis of commentaries on visuals
Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers
This study investigated how different dimensions of digital literacy (DL) competence were related to digital literacy practices in teaching and teacher identity. Survey data were collected from 910 pre-service teachers in China. Structural equation modelling (SEM) was conducted to analyse the data. Findings indicated that among the five dimensions of DL competence, three were significant positive predictors of digital practices in teaching, inclu…
Lexical complexity in exemplar EFL texts: Towards text adaptation for 12 grades of basic English curriculum in China
Lexical complexity has been a key consideration of teaching preparation in determining grade appropriateness of teaching materials. However, the lack of quantified and defined standards for benchmarking lexical complexity has made it difficult for teachers when adapting source texts to target learners. This study has assessed quantitative differences in lexical complexity of exemplar texts at different points of schooling using a range of lexical…
How do students engage with parallel corpora in translation? A multiple case study approach
While emerging research has contributed significantly to our understanding of the efficacy of parallel corpora in translation education, specifically concerning student performance and perception, however, there remains a noticeable gap in the literature regarding the examination of student engagement with parallel corpora during the translation process. To address this research gap, the present study seeks to comprehensively analyse the behaviou…
Pre‐Service Teachers’ Technology Integration in Pronunciation Instruction: Professional Identity and Value Beliefs
Technology brings new promises to transform second language teaching and learning. Successful technology integration depends on various factors, such as teachers’ professional identity and value beliefs. While scholars have investigated the influential factors for technology integration in language teaching holistically, studies focusing on specific language skills remain limited. With domain‐specific theories and technology applications, pronunc…
Psychology (24 works) · Computer Science (20 works) · Linguistics (19 works) · Mathematics education (14 works) · Pedagogy (12 works) · Sociology (12 works) · Discourse Analysis in Language Studies (9 works) · Philosophy (9 works) · Second Language Acquisition and Learning (9 works) · Second Language Learning and Teaching (8 works)