Yau Yu Chan
Biographic Data
| ID | 5740713 |
|---|---|
| NAME | Yau Yu Chan |
| GIVEN NAMES | Yau Yu |
| FAMILY NAME | Chan |
| SIGNATURE | CHAN Y Y |
| AFFILIATIONS | Faculty of Education, The University of Hong Kong, Hong Kong |
| ORCID | 0000-0002-4629-7052 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Research experiences in Japanese higher education: A study of Japanese and international students
Assessing postgraduate students’ research experiences is essential for integrating student perspectives into quality assurance in higher education. Yet, little research has examined how these experiences shape outcomes in non-Western contexts. This study explores the relationships between five key aspects of research experience – supervision, infrastructure, intellectual climate, peer support, and program design – and two outcomes: skill developm…
Language-Based Social Preferences of Language Minority Children in Hong Kong
The social preferences of young children are significantly influenced by both language and accent. While existing studies have often focused on monolingual children in societies where the dominant language is also the high-status language, less is known about how multilingual children, especially those speaking a less dominant native language, form their language-based social preferences. As there is a complex interplay among language, accent, pe…
The role of AI literacy in Chinese L2 reading comprehension: Evidence from adolescent learners in Hong Kong
This study examines whether artificial intelligence (AI) literacy supports Chinese reading comprehension among ethnic minority secondary students learning Chinese as an L2 in Hong Kong. Focusing on users of AI-assisted Chinese learning platforms, it conceptualises AI literacy in affective, behavioural, cognitive, and ethical (ABCE) terms and links it to core reading-related skills. One hundred and fifty-five Form 4 students completed measures of …
Increasing Reading Motivation and Vocabulary of South Asian Children in Hong Kong: A Home–Based Intervention
Research Findings: This study investigated the effectiveness of a home-based intervention in increasing the intrinsic reading motivation and Chinese oral vocabulary of minority South Asian children in Hong Kong. A quasi-experiment was conducted with 78 children (Mage = 51.54 months; control: 37 children, intervention: 41 children) and their parents. Intrinsic reading motivation was measured by parent report and oral vocabulary was measured by chi…
Student Voices About Educational Inequalities and Justice: Problematizing a Neoliberal Education System
Rising educational inequality is considered as one pressing social problem in many national education systems. There is limited existing literature that examines how youth from different social backgrounds perceive and consider social inequalities and “justice.” This study addresses this research gap by probing the perspectives of different young peoplewho have experienced the competitive Hong Kong education system through qualitative interviews.…
Home and preschool influences on early literacy and numeracy development in England, Estonia, and the United States
This study considered the influences of socioeconomic status (SES), home learning environment, and age of enrollment in early childhood education and care (ECEC) on early literacy and numeracy development of 5-year-olds in England (N = 2,577), Estonia (N = 2,110), and the United States (N = 2,234) by leveraging data from the International Early Learning and Child Well-being Study (conducted by the Organization for Economic Cooperation and Develop…
Parents’ epistemological beliefs to children's early numeracy abilities: Pathways through parents’ home practices and children's numeracy interest
An early look at parental expectation towards early childhood education among Pakistani parents in Hong Kong: The role of culture and acculturation
Parents’ epistemological beliefs to children's early numeracy abilities: Pathways through parents’ home practices and children's numeracy interest
Student Voices About Educational Inequalities and Justice: Problematizing a Neoliberal Education System
Rising educational inequality is considered as one pressing social problem in many national education systems. There is limited existing literature that examines how youth from different social backgrounds perceive and consider social inequalities and “justice.” This study addresses this research gap by probing the perspectives of different young peoplewho have experienced the competitive Hong Kong education system through qualitative interviews.…
An early look at parental expectation towards early childhood education among Pakistani parents in Hong Kong: The role of culture and acculturation
Parents’ epistemological beliefs to children's early numeracy abilities: Pathways through parents’ home practices and children's numeracy interest
Home and preschool influences on early literacy and numeracy development in England, Estonia, and the United States
This study considered the influences of socioeconomic status (SES), home learning environment, and age of enrollment in early childhood education and care (ECEC) on early literacy and numeracy development of 5-year-olds in England (N = 2,577), Estonia (N = 2,110), and the United States (N = 2,234) by leveraging data from the International Early Learning and Child Well-being Study (conducted by the Organization for Economic Cooperation and Develop…
Increasing Reading Motivation and Vocabulary of South Asian Children in Hong Kong: A Home–Based Intervention
Research Findings: This study investigated the effectiveness of a home-based intervention in increasing the intrinsic reading motivation and Chinese oral vocabulary of minority South Asian children in Hong Kong. A quasi-experiment was conducted with 78 children (Mage = 51.54 months; control: 37 children, intervention: 41 children) and their parents. Intrinsic reading motivation was measured by parent report and oral vocabulary was measured by chi…
Student Voices About Educational Inequalities and Justice: Problematizing a Neoliberal Education System
Rising educational inequality is considered as one pressing social problem in many national education systems. There is limited existing literature that examines how youth from different social backgrounds perceive and consider social inequalities and “justice.” This study addresses this research gap by probing the perspectives of different young peoplewho have experienced the competitive Hong Kong education system through qualitative interviews.…
Research experiences in Japanese higher education: A study of Japanese and international students
Assessing postgraduate students’ research experiences is essential for integrating student perspectives into quality assurance in higher education. Yet, little research has examined how these experiences shape outcomes in non-Western contexts. This study explores the relationships between five key aspects of research experience – supervision, infrastructure, intellectual climate, peer support, and program design – and two outcomes: skill developm…
Language-Based Social Preferences of Language Minority Children in Hong Kong
The social preferences of young children are significantly influenced by both language and accent. While existing studies have often focused on monolingual children in societies where the dominant language is also the high-status language, less is known about how multilingual children, especially those speaking a less dominant native language, form their language-based social preferences. As there is a complex interplay among language, accent, pe…
The role of AI literacy in Chinese L2 reading comprehension: Evidence from adolescent learners in Hong Kong
This study examines whether artificial intelligence (AI) literacy supports Chinese reading comprehension among ethnic minority secondary students learning Chinese as an L2 in Hong Kong. Focusing on users of AI-assisted Chinese learning platforms, it conceptualises AI literacy in affective, behavioural, cognitive, and ethical (ABCE) terms and links it to core reading-related skills. One hundred and fifty-five Form 4 students completed measures of …
Developmental psychology (4 works) · Psychology (4 works) · Literacy (3 works) · Mathematics education (3 works) · Parental Involvement in Education (3 works) · Pedagogy (3 works) · Sociology (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Early Childhood Education and Development (2 works) · Education Systems and Policy (2 works)