Longhai Xiao
Biographic Data
| ID | 5659219 |
|---|---|
| NAME | Longhai Xiao |
| GIVEN NAMES | Longhai |
| FAMILY NAME | Xiao |
| SIGNATURE | XIAO L |
| AFFILIATIONS | Zhejiang University |
| ORCID | 0009-0003-8587-4208 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Exploring the impact of a GenAI-supported feedback practice on student feedback literacy in L2 writing
The integration of Generative Artificial Intelligence (GenAI) into L2 writing feedback has gained attention, yet its intersection with student feedback literacy development remains underexplored. This mixed-methods study addresses this gap by examining a 12-week GenAI-supported feedback practice involving 96 Chinese postgraduate students. A triadic pedagogical practice was employed, including preparatory scaffolding, diversified feedback sources …
Can GenAI help undergraduate students become independent writers? An intervention study on its effects on writing motivation, feedback literacy, and self-regulated learning strategies
This mixed-methods study adopts a longitudinal perspective to investigate whether and how GenAI-supported feedback practice influences students’ writing motivation, feedback literacy, and self-regulated learning (SRL) strategy use, three aspects essential for developing as independent writers. Participants were 61 Chinese undergraduates enrolled in an academic writing program. Quantitative and qualitative findings revealed a differentiated patter…
Secondary school English teachers’ application of artificial intelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective
Research mindset and practices in classroom assessment among secondary school EFL teachers: Characteristics, relationships, and strategies to strengthen their connection
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing
The integration of ChatGPT as a supplementary tool for writing instruction has gained traction. However, uncertainties persist regarding how ChatGPT complements teacher assessment and the overall effectiveness of this combined approach. To address this, we conducted a mixed-methods investigation involving 46 undergraduate students from a research university in southern China, engaging them in a Chinese academic writing task. The intraclass correl…
Investigating the relationships between language mindsets, attributions, and learning engagement of L2 writers
African students’ motivations for studying in China’s higher education
African students’ motivations for studying in China’s higher education
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing
The integration of ChatGPT as a supplementary tool for writing instruction has gained traction. However, uncertainties persist regarding how ChatGPT complements teacher assessment and the overall effectiveness of this combined approach. To address this, we conducted a mixed-methods investigation involving 46 undergraduate students from a research university in southern China, engaging them in a Chinese academic writing task. The intraclass correl…
Investigating the relationships between language mindsets, attributions, and learning engagement of L2 writers
Secondary school English teachers’ application of artificial intelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective
Research mindset and practices in classroom assessment among secondary school EFL teachers: Characteristics, relationships, and strategies to strengthen their connection
Exploring the impact of a GenAI-supported feedback practice on student feedback literacy in L2 writing
The integration of Generative Artificial Intelligence (GenAI) into L2 writing feedback has gained attention, yet its intersection with student feedback literacy development remains underexplored. This mixed-methods study addresses this gap by examining a 12-week GenAI-supported feedback practice involving 96 Chinese postgraduate students. A triadic pedagogical practice was employed, including preparatory scaffolding, diversified feedback sources …
Can GenAI help undergraduate students become independent writers? An intervention study on its effects on writing motivation, feedback literacy, and self-regulated learning strategies
This mixed-methods study adopts a longitudinal perspective to investigate whether and how GenAI-supported feedback practice influences students’ writing motivation, feedback literacy, and self-regulated learning (SRL) strategy use, three aspects essential for developing as independent writers. Participants were 61 Chinese undergraduates enrolled in an academic writing program. Quantitative and qualitative findings revealed a differentiated patter…
Psychology (4 works) · Higher education (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Student Assessment and Feedback (3 works) · Cognition (2 works) · Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · Teaching method (2 works) · Writing and Handwriting Education (2 works)