Icy Lee

Biographic Data

ID4625559
NAMEIcy Lee
GIVEN NAMESIcy
FAMILY NAMELee
SIGNATURELEE I
AFFILIATIONSChinese University of Hong Kong
ORCID0000-0003-0749-3234
VERIFIEDYes
TOTAL WORKS62
TOTAL CITATIONS106
AUTHOR COUNT62
EDITOR COUNT0
FIRST PUBLICATION YEAR2008
LATEST PUBLICATION YEAR2026
H-INDEX6

  • Conflict patterns in second language writing groups

    Open AccessXuchuan Chen, Icy Lee et al.ARTICLELanguage Teaching Research2026

    This study investigated the conflict dynamisms during peer interaction at a key university in South Central China. A total of 27 students from an intact class taking an integrated English course formed small groups of 3 and wrote 3 essays collaboratively. This qualitative inquiry focused on three case groups. With data triangulation from observation notes, screen recording transcripts, retrospective interviews, and students’ reflection papers, th…

  • L2 learners’ engagement with AI-generated feedback on writing

    Open AccessXinyu Ma, Cong Zhang et al.ARTICLEAssessing Writing2026

  • Unpacking the Impacts of GAI Use on Doctoral Students’ Metacognitive Experiences in Summary Writing

    Open AccessMin Zou, Huiqing Quan et al.ARTICLEInternational Journal of Applied…2026

    Generative artificial intelligence (GAI) is increasingly integrated into L2 writing, whereas its impacts on metacognitive experiences remain unclear. The mixed‐methods study addresses this gap by comparing metacognitive experiences across doctoral students who chose to use GAI in a summary writing task and those who did not. Data were collected through questionnaires and stimulated recall interviews among 103 doctoral students in China. Quantitat…

  • Developing L2 writing student self-assessment literacy through AI-generated feedback and AI chain-of-thought

    Open AccessPan Ye, Shulin Yu et al.ARTICLEComputers & Education2026

  • English-as-an-additional-language teachers’ identity and receptivity to feedback inspired by Global Englishes Language Teaching

    Open AccessCaiwang Xiao, Icy Lee et al.ARTICLERELC Journal2026

    This study investigated how university English-as-an-additional-language teachers’ professional identity mediated their receptivity to Global Englishes Language Teaching-inspired feedback. Drawing on Dialogical Self Theory as an analytical framework, semi-structured interviews incorporating purposefully designed vignettes were conducted with 13 participants from both English major and non-English major programs at universities in China. Findings …

  • Feedback in Writing in the Globalized Era

    Open AccessIcy Lee, Pauline Mak et al.ARTICLERELC Journal2026

    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 …

  • A Case Analysis of YouTube Comments on a Popular Video About Private Tutoring in Taiwan

    Open AccessChih-Hao Chang, Kwun Man Chiang et al.ARTICLESAGE Open2026

    This study investigates the discourse surrounding a specific, widely viewed YouTube video on private tutoring (PT), a form of shadow education, by analyzing comments about PT in Taiwan. A total of 1,043 comments were analyzed to identify themes associated with commenters’ perceptions of PT. The data revealed polarized responses, with negative attitudes on one end and moderately positive attitudes on the other, while the presence of neutral attitu…

  • Navigating challenges

    Open AccessKwun Man Chiang, Icy Lee et al.ARTICLEJournal of Curriculum Studies2026

  • Synthesizing Empirical Research on Learner Metacognition in Second Language Writing

    Open AccessChen Li, Icy Lee et al.ARTICLEInternational Journal of Applied…2026References: 5

    Despite considerable research interest in learner metacognition in second language (L2) writing, there is not yet a review that synthesizes the existing empirical findings and discusses their implications. To fill the void, this systematic review synthesized 39 empirical studies on learner metacognition in L2 writing and examined their salient findings surrounding four areas: (1) the nature of learner metacognition in L2 writing, (2) factors infl…

  • The timing of corrective feedback in second language learning

    Open AccessShaofeng Li, Ling Ou et al.ARTICLELanguage Teaching2026References: 13

    The timing of corrective feedback (CF), alternatively called feedback timing, refers to the choice of a timepoint for providing corrections on second language (L2) errors or making comments on the appropriacy of L2 learners' verbal or nonverbal behaviors. A typical distinction related to the notion of feedback timing is between immediate and delayed feedback, but what constitutes immediate or delayed has been interpreted and defined in different …

  • Global Englishes language teaching and second language writing

    Open AccessIcy Lee, Pauline MakARTICLEJournal of Second Language Writing2025

  • Quiet threat

    Open AccessMelissa Dan Wang, Xiaoli Su et al.ARTICLEModern Language Journal2025

    Self‐report surveys are widely used in applied linguistics. Nevertheless, insufficient effort responding—often stemming from a lack of motivation from participants—can compromise survey data quality and distort research findings. This study investigated insufficient effort responding through an online survey assessing second language (L2) teachers’ assessment literacy, employing multiple methods to identify insufficient effort responding: an atte…

  • Conceptualizing L2 Teachers’ Blended Assessment Literacy (L2TBAL)

    Open AccessXiaoli Su, Icy Lee et al.ARTICLEInternational Journal of Applied…2025

    Blended assessment presents unique opportunities and challenges for L2 teachers, necessitating the development of tailored assessment literacy. Despite its prevalence and significance, research on L2 teachers’ blended assessment literacy (L2TBAL) remains scarce. This conceptual paper addresses this gap through a scoping review, following the procedures of Arksey and O'Malley (2005). Informed by Chan and Luk's (2021) teacher assessment literacy fr…

  • Chinese university English as an additional language teachers' attitudes towards global Englishes-inspired feedback pedagogy

    Caiwang Xiao, Icy LeeARTICLELanguage Culture and Curriculum2025References: 2

  • Dispelling the “Superhero” Myth

    Open AccessRui Yuan, Icy Lee et al.ARTICLETESOL Quarterly2025References: 22

    Given the global prevalence of English as well as the accelerating momentum of technological development and globalization, language teacher educators need to navigate increasingly diverse student populations and multifaceted demands arising from shifting institutional and socio‐political contexts. This special issue (SI) presents nine research articles that illuminate the complexities of TESOL teacher educators' professional engagement and conti…

  • Doctoral student’s strategy use in GAI chatbot-assisted L2 writing

    Open AccessMin Zou, Delin Kong et al.ARTICLEJournal of English for Academic…2025Cited by: 2References: 29

  • Writing teacher feedback literacy

    Open AccessIcy Lee, Zhicheng MaoARTICLEJournal of Second Language Writing2024

  • Feedback over grades

    Open AccessIcy LeeARTICLEJournal of Second Language Writing2024

  • Let a hundred flowers bloom

    Open AccessXiaoli Su, Hubin Yin et al.ARTICLELinguistics and Education2024

  • Young Chinese Language Learners’ L2 Motivational Self System and Learning Achievement in Chinese Literacy Acquisition

    Open AccessYu Ka Wong, Kit‐ling Lau et al.ARTICLEJournal of Language Identity &…2024References: 14

    This study investigated the impact of young Chinese second language learners’ motivation on their Chinese literacy acquisition. Based on the L2 Motivational Self System (L2MSS), 188 Grade 5 ethnic minority students in Hong Kong were assessed. They completed an L2MSS questionnaire, a Chinese oral vocabulary test, and Chinese literacy measures, which covered Chinese character reading, spelling, reading comprehension, and sentence writing. Structura…

  • Conceptualizing multimodal feedback literacy for L2 writing teachers in the digital age

    Open AccessLianjiang Jiang, Icy Lee et al.ARTICLEInternational Journal of Applied…2024References: 4

    Given that feedback is increasingly digital and multimodal, there is a pressing need to prepare L2 writing teachers to give multimodal feedback. Yet the notion of multimodal feedback appears underrepresented in extant research on teacher feedback literacy and it is often equated as multimedia feedback. To make feedback relevant to multiplicity in feedback‐giving modes and technologies, as well as diversity in student backgrounds and composing pra…

  • Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale

    Open AccessXiaoli Su, Icy LeeARTICLESystem2024Cited by: 1References: 8

  • Written corrective feedback in second language writing

    Open AccessZhicheng Mao, Icy Lee et al.ARTICLELanguage Teaching2024Cited by: 1References: 99

    Written corrective feedback (WCF) is a ubiquitous pedagogical activity in second language (L2) classrooms and has become a key area of inquiry in L2 writing research. While there have been several reviews on experimental WCF research, there is not yet a synthesis of naturalistic classroom studies where the type and amount of feedback provided on students' writing performance is not manipulated or controlled. This state-of-the-art article intends …

  • Exploring Contradiction‐Driven Language Teacher Identity Transformation During Curriculum Reforms

    Open AccessKailun Wang, Rui Yuan et al.ARTICLETESOL Quarterly2024Cited by: 2References: 44

    The existing literature in TESOL has revealed the multilayered, dynamic, and situated nature of teacher identity, but how language teachers construct their identities during curriculum reforms receives relatively limited attention, particularly in the context of teaching English for specific purposes (ESP). Theoretically anchored by the notion of contradiction in activity theory, this study investigates an ESP teacher's identity transformation in…

  • Written Corrective Feedback as a Pedagogical Technique

    Open AccessIcy LeeCHAPTEREncyclopedia of Applied Linguistics2023

    In the teaching of L2 writing, responding to student writing has often been described as the most time‐consuming enterprise for teachers. In many L2 writing classrooms, much of teacher attention is focused on providing feedback on linguistic errors, which is known as written corrective feedback (WCF) (also referred to as grammar feedback, error feedback, grammar correction, or error correction). WCF is based on an assumption that students cannot …