Ying Zhan
Biographic Data
| ID | 6175276 |
|---|---|
| NAME | Ying Zhan |
| GIVEN NAMES | Ying |
| FAMILY NAME | Zhan |
| SIGNATURE | ZHAN Y |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-0919-8266 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Individual-level mechanisms of SRL in digital learning environments: Motivational, metacognitive, and behavioural dynamics
Digital technologies have become an integral part of teaching and learning. Learning management systems, adaptive learning platforms, mobile applications, and generative artificial intelligence (Ge...
School Assessment Policy, Teacher Assessment Practice and Training, and Reading Achievement: A Multi-Level Analysis of Pisa 2018 Data
Grounded in the assessment ecology framework, we examine how assessment components (school assessment policies, teacher assessment practices and training) are linked to the reading achievements of 151,969 students from 19 countries. Analyses of the 2018 PISA survey and test data yielded these results. Schools that posted assessment results for accountability, or teachers who often clarified learning goals, tracked student progress or accordingly …
Students' interaction patterns of online dialogic peer feedback from a perspective of community of inquiry: An Epistemic network analysis approach
A critical review on technology-enhanced dialogic feedback in higher education: Design elements, effects and influencing factors
A systematic review of feedback literacy scales: Development and validation
The effectiveness of feedback practices in educational settings depends critically on the feedback literacy of both students and teachers. Accurately assessing feedback literacy levels is essential for facilitating teachers and students to plan for a better feedback experience. This systematic review synthesised 17 scales measuring feedback literacy through analysing their structure and psychometric properties. Our analysis revealed a predominant…
Interplay between student and teacher feedback literacies within pre-service teachers: A mixed-methods study
Pre-service teacher education is essential for developing teacher feedback literacy (TFL), enabling future teachers to use feedback effectively to support student learning in their classrooms. At the same time, as university students, pre-service teachers need to develop adequate student feedback literacy (SFL) so they can effectively utilise feedback from teacher educators to enhance their own professional growth. A critical research gap persist…
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking
Student feedback literacy is emphasised in recent literature as a critical attribute of university graduates. Although the impacts of epistemic beliefs on specific dimensions of student feedback literacy have been discussed in the literature, there is still a lack of quantitative research to investigate the strength of such impacts. This study explores the impact of epistemic beliefs on student feedback literacy among 727 Cambodian undergraduate …
Synergistic or compensatory: Exploring the multiplicative effects in the influence of motivational beliefs on science learning
Students’ motivational beliefs in science play a crucial role in supporting their science learning. Drawing on Expectancy-Value Theory (EVT), this study investigated the extent to which the interaction between value beliefs in science learning (i.e. intrinsic and utility values) and expectancy beliefs in science learning can predict students’ science learning practices. Using data from 15-year-old students in Hong Kong from PISA 2015, multiple re…
Generative artificial intelligence as an enabler of student feedback engagement: A framework
Despite the recognised importance of feedback in enhancing student learning, feedback practices in higher education have not achieved the expected effects. A primary issue lies in student disengagement, exacerbated by contextual constraints such as large classes and limited curriculum space and time. The advent of Generative Artificial Intelligence (GenAI) may help overcome these contextual constraints. However, GenAI also poses substantial chall…
Modeling student teachers’ self-regulated learning of complex professional knowledge: A sequential and clustering analysis with think-aloud protocols
There has been much discussion regarding the positive relationship between self-regulated learning (SRL) and technological pedagogical content knowledge (TPACK) development for student teachers. This study continued this claim and adopted advanced analytical methods to explain how SRL influences TPACK learning. Think-aloud protocols from 39 participants were collected and transcribed when they were learning TPACK by designing technology-infused l…
Designing for authentic assessment: A scoping review
Authentic assessment has been adopted in higher education for decades, and its values in promoting learning and enhancing students’ employability have been acknowledged. However, until recently, authentic assessment has mainly focused on replicating the tasks and performance standards typically found in the workplace. To maximise its educational potential, it is necessary to obtain a richer understanding of claims for authentic assessment in its …
Investigating the impact of ChatGPT ‐assisted feedback on the dynamics and outcomes of online inquiry‐based discussion
This study examines the impact of feedback assisted by generative artificial intelligence (GAI) on the dynamics and outcomes of online inquiry‐based discussions (IBDs) in a higher education context. Specifically, it compares two distinct feedback types powered by GAI: idea‐oriented and task‐oriented. The study involved 105 preservice teachers from a public university in Northwestern China. Participants were pre‐assigned into two classes, each rec…
Students’ engagement with ChatGPT feedback: Implications for student feedback literacy in the context of generative artificial intelligence
Student feedback engagement is often reported as unsatisfactorily low, undermining the effectiveness of feedback in higher education. The emergence of Generative Artificial Intelligence (GenAI) has created new opportunities to enhance student feedback engagement through its unique affordances. However, assuming that GenAI is a panacea for feedback disengagement can be misleading, as it also presents substantial challenges. Therefore, it is essent…
Children’s agency in literacy-based language practices: Rethinking the field of family language policy
Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives
Few studies have explored the difficulties that undergraduates encounter in peer assessment from the dual perspectives of feedback givers and receivers and framed them in terms of specific needs for student feedback literacy development. To address this research gap, this study explored the obstacles that Hong Kong university students experienced during peer assessment in a General Education course based on 51 retrospective journal entries and 21…
Exploring the effects of SPOC-based blended learning on students’ learning performance at higher vocational education
Higher vocational education has been on a trajectory of rapid development. However, the challenge of fostering effective learning in students persists. In response to this, a study was undertaken to explore the impact of an optimized model of SPOC-based blended learning (SPOC-BL) on student presence, learning satisfaction, learning motivation, and academic performance in C language programming course. This quasi-experimental study spanned a perio…
What are the effects of formative assessment on students’ science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners
Formative assessment has been long emphasised as a powerful means for enhancing science learning. However, there is still a lack of research to investigate the impacts of formative assessment on both students’ motivational beliefs and behaviours in science learning. This study examined such impacts using data from six Western and six East Asian countries/economies in PISA 2015. 96,491 15-year-old students were included. The SEM analysis of overal…
Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science
Science education researchers and curriculum documents have advocated scientific inquiry for more than six decades; however, inconsistent findings concerning its effects on students' learning outcomes have been revealed in recent analyses of large‐scale international assessment data (e.g., the Programme for International Student Assessment [PISA]). This has evoked considerable concern given the significant role that inquiry plays in science educa…
Primary school teachers' classroom‐based e‐assessment practices: Insights from the theory of planned behaviour
There is a global trend in the increased adoption of e‐assessment in school classrooms to enhance learning. Teachers, as classroom‐based assessment designers and implementers, play a vital role in such assessment change. However, little is known about school teachers' classroom‐based e‐assessment practices and the underlying reasons. To address this research gap, this study identified the factors influencing Hong Kong primary school teachers' e‐a…
Effects of online peer assessment on higher‐order thinking: A meta‐analysis
Online peer assessment (OPA) has been increasingly adopted to develop students' higher‐order thinking (HOT). However, there has not been a synthesis of research findings on its effects. To fill this gap, 17 papers (published from 2000 to 2022) that reported either a comparison between a group using OPA ( n = 7; k = 22) and a control group or a pre–post comparison ( n = 10; k = 17) were reviewed in this meta‐analysis. The overall effect of OPA on …
What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives
Recent discussions on student feedback literacy have been primarily conceptual and framed from the perspectives of scholars and educators. Few empirical studies have explored what and how college students conceive of student feedback literacy. To address this research gap, we explored Hong Kong college students’ conceptions of student feedback literacy. Fifteen Bachelor of Education students were individually interviewed to elaborate on the mind …
Online formative peer feedback in Chinese contexts at the tertiary Level: A critical review on its design, impacts and influencing factors
This critical review responds to an international call for research review on the mechanism by which online peer feedback (OPF) optimises learning effectiveness. The review focuses on the studies in Chinese contexts, with which OPF may appear culturally incompatible. The review analyses 28 empirical studies from 2010 to 2020 and found that (a) a clear pathway from specific OPF design elements to particular learning impacts has not yet established…
Developing and validating a student feedback literacy scale
Although the importance of investigating student feedback literacy has been widely argued in the literature, a measurement instrument is still lacking. In this study, a student feedback literacy scale was developed and validated. The scale consists of six dimensions (eliciting, processing, enacting, appreciation, readiness and commitment). Five hundred and fifty-five university students participated in this validation study. Both within and betwe…
STEM Education in Early Childhood: A Review of Empirical Studies
Research Findings: Various cross-disciplinary STEM learning activities were implemented in the early childhood context. Young children and their parents had rather positive attitudes towards STEM learning. In addition to educational values, the economic value of STEM learning for their family was perceived by a good number of parents, which believed that learning STEM could pave a path for their children toward future economic prosperity. Early c…
The role of agency in the language choices of a trilingual two-year-old in conversation with monolingual grandparents
This study examines the role of agency in a young trilingual child’s language choice in interaction with her Mandarin-speaking grandparents. The child was born in Japan to a Chinese mother and a Japanese father. English is used as a lingua franca in the family. The study demonstrates how the child asserts her agency to negotiate the decisions and efforts made by the grandparents. The bond of the heritage language and culture, and the value of chi…
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Retracted Article: Dynamic nature of washback on individual learners: the role of possible selves
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Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons
Feedback has been increasingly conceptualised as a dialogical process where students interpret the provided information through interaction with comment providers and use it to enhance their learning. A major challenge for the development of sustainable feedback is closely related to how students think about it. This study explored how 25 Chinese university students made sense of instructor and peer feedback following their English group presenta…
STEM Education in Early Childhood: A Review of Empirical Studies
Research Findings: Various cross-disciplinary STEM learning activities were implemented in the early childhood context. Young children and their parents had rather positive attitudes towards STEM learning. In addition to educational values, the economic value of STEM learning for their family was perceived by a good number of parents, which believed that learning STEM could pave a path for their children toward future economic prosperity. Early c…
The role of agency in the language choices of a trilingual two-year-old in conversation with monolingual grandparents
This study examines the role of agency in a young trilingual child’s language choice in interaction with her Mandarin-speaking grandparents. The child was born in Japan to a Chinese mother and a Japanese father. English is used as a lingua franca in the family. The study demonstrates how the child asserts her agency to negotiate the decisions and efforts made by the grandparents. The bond of the heritage language and culture, and the value of chi…
What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context
Online peer assessment has been proposed as an effective strategy for cultivating critical thinkers in higher education, but there is a dearth of relevant studies in a Confucian heritage context. This study investigated the effects of online peer assessment in a General Education course on the development of critical thinking among Hong Kong undergraduates, with a design characterised by six elements (i.e. online peer assessment training, provisi…
Online formative peer feedback in Chinese contexts at the tertiary Level: A critical review on its design, impacts and influencing factors
This critical review responds to an international call for research review on the mechanism by which online peer feedback (OPF) optimises learning effectiveness. The review focuses on the studies in Chinese contexts, with which OPF may appear culturally incompatible. The review analyses 28 empirical studies from 2010 to 2020 and found that (a) a clear pathway from specific OPF design elements to particular learning impacts has not yet established…
Developing and validating a student feedback literacy scale
Although the importance of investigating student feedback literacy has been widely argued in the literature, a measurement instrument is still lacking. In this study, a student feedback literacy scale was developed and validated. The scale consists of six dimensions (eliciting, processing, enacting, appreciation, readiness and commitment). Five hundred and fifty-five university students participated in this validation study. Both within and betwe…
Effects of online peer assessment on higher‐order thinking: A meta‐analysis
Online peer assessment (OPA) has been increasingly adopted to develop students' higher‐order thinking (HOT). However, there has not been a synthesis of research findings on its effects. To fill this gap, 17 papers (published from 2000 to 2022) that reported either a comparison between a group using OPA ( n = 7; k = 22) and a control group or a pre–post comparison ( n = 10; k = 17) were reviewed in this meta‐analysis. The overall effect of OPA on …
What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives
Recent discussions on student feedback literacy have been primarily conceptual and framed from the perspectives of scholars and educators. Few empirical studies have explored what and how college students conceive of student feedback literacy. To address this research gap, we explored Hong Kong college students’ conceptions of student feedback literacy. Fifteen Bachelor of Education students were individually interviewed to elaborate on the mind …
Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives
Few studies have explored the difficulties that undergraduates encounter in peer assessment from the dual perspectives of feedback givers and receivers and framed them in terms of specific needs for student feedback literacy development. To address this research gap, this study explored the obstacles that Hong Kong university students experienced during peer assessment in a General Education course based on 51 retrospective journal entries and 21…
Exploring the effects of SPOC-based blended learning on students’ learning performance at higher vocational education
Higher vocational education has been on a trajectory of rapid development. However, the challenge of fostering effective learning in students persists. In response to this, a study was undertaken to explore the impact of an optimized model of SPOC-based blended learning (SPOC-BL) on student presence, learning satisfaction, learning motivation, and academic performance in C language programming course. This quasi-experimental study spanned a perio…
What are the effects of formative assessment on students’ science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners
Formative assessment has been long emphasised as a powerful means for enhancing science learning. However, there is still a lack of research to investigate the impacts of formative assessment on both students’ motivational beliefs and behaviours in science learning. This study examined such impacts using data from six Western and six East Asian countries/economies in PISA 2015. 96,491 15-year-old students were included. The SEM analysis of overal…
Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science
Science education researchers and curriculum documents have advocated scientific inquiry for more than six decades; however, inconsistent findings concerning its effects on students' learning outcomes have been revealed in recent analyses of large‐scale international assessment data (e.g., the Programme for International Student Assessment [PISA]). This has evoked considerable concern given the significant role that inquiry plays in science educa…
Primary school teachers' classroom‐based e‐assessment practices: Insights from the theory of planned behaviour
There is a global trend in the increased adoption of e‐assessment in school classrooms to enhance learning. Teachers, as classroom‐based assessment designers and implementers, play a vital role in such assessment change. However, little is known about school teachers' classroom‐based e‐assessment practices and the underlying reasons. To address this research gap, this study identified the factors influencing Hong Kong primary school teachers' e‐a…
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking
Student feedback literacy is emphasised in recent literature as a critical attribute of university graduates. Although the impacts of epistemic beliefs on specific dimensions of student feedback literacy have been discussed in the literature, there is still a lack of quantitative research to investigate the strength of such impacts. This study explores the impact of epistemic beliefs on student feedback literacy among 727 Cambodian undergraduate …
Synergistic or compensatory: Exploring the multiplicative effects in the influence of motivational beliefs on science learning
Students’ motivational beliefs in science play a crucial role in supporting their science learning. Drawing on Expectancy-Value Theory (EVT), this study investigated the extent to which the interaction between value beliefs in science learning (i.e. intrinsic and utility values) and expectancy beliefs in science learning can predict students’ science learning practices. Using data from 15-year-old students in Hong Kong from PISA 2015, multiple re…
Generative artificial intelligence as an enabler of student feedback engagement: A framework
Despite the recognised importance of feedback in enhancing student learning, feedback practices in higher education have not achieved the expected effects. A primary issue lies in student disengagement, exacerbated by contextual constraints such as large classes and limited curriculum space and time. The advent of Generative Artificial Intelligence (GenAI) may help overcome these contextual constraints. However, GenAI also poses substantial chall…
Modeling student teachers’ self-regulated learning of complex professional knowledge: A sequential and clustering analysis with think-aloud protocols
There has been much discussion regarding the positive relationship between self-regulated learning (SRL) and technological pedagogical content knowledge (TPACK) development for student teachers. This study continued this claim and adopted advanced analytical methods to explain how SRL influences TPACK learning. Think-aloud protocols from 39 participants were collected and transcribed when they were learning TPACK by designing technology-infused l…
Designing for authentic assessment: A scoping review
Authentic assessment has been adopted in higher education for decades, and its values in promoting learning and enhancing students’ employability have been acknowledged. However, until recently, authentic assessment has mainly focused on replicating the tasks and performance standards typically found in the workplace. To maximise its educational potential, it is necessary to obtain a richer understanding of claims for authentic assessment in its …
Investigating the impact of ChatGPT ‐assisted feedback on the dynamics and outcomes of online inquiry‐based discussion
This study examines the impact of feedback assisted by generative artificial intelligence (GAI) on the dynamics and outcomes of online inquiry‐based discussions (IBDs) in a higher education context. Specifically, it compares two distinct feedback types powered by GAI: idea‐oriented and task‐oriented. The study involved 105 preservice teachers from a public university in Northwestern China. Participants were pre‐assigned into two classes, each rec…
Students’ engagement with ChatGPT feedback: Implications for student feedback literacy in the context of generative artificial intelligence
Student feedback engagement is often reported as unsatisfactorily low, undermining the effectiveness of feedback in higher education. The emergence of Generative Artificial Intelligence (GenAI) has created new opportunities to enhance student feedback engagement through its unique affordances. However, assuming that GenAI is a panacea for feedback disengagement can be misleading, as it also presents substantial challenges. Therefore, it is essent…
Children’s agency in literacy-based language practices: Rethinking the field of family language policy
Individual-level mechanisms of SRL in digital learning environments: Motivational, metacognitive, and behavioural dynamics
Digital technologies have become an integral part of teaching and learning. Learning management systems, adaptive learning platforms, mobile applications, and generative artificial intelligence (Ge...
School Assessment Policy, Teacher Assessment Practice and Training, and Reading Achievement: A Multi-Level Analysis of Pisa 2018 Data
Grounded in the assessment ecology framework, we examine how assessment components (school assessment policies, teacher assessment practices and training) are linked to the reading achievements of 151,969 students from 19 countries. Analyses of the 2018 PISA survey and test data yielded these results. Schools that posted assessment results for accountability, or teachers who often clarified learning goals, tracked student progress or accordingly …
Students' interaction patterns of online dialogic peer feedback from a perspective of community of inquiry: An Epistemic network analysis approach
Psychology (21 works) · Mathematics education (19 works) · Student Assessment and Feedback (16 works) · Pedagogy (15 works) · Computer Science (10 works) · Higher education (9 works) · Innovative Teaching and Learning Methods (8 works) · Social Psychology (7 works) · Evaluation of Teaching Practices (6 works) · Educational Strategies and Epistemologies (5 works)