Hanwei Wu
Biographic Data
| ID | 6175416 |
|---|---|
| NAME | Hanwei Wu |
| GIVEN NAMES | Hanwei |
| FAMILY NAME | Wu |
| SIGNATURE | WU H |
| AFFILIATIONS | Hunan Normal University |
| ORCID | 0000-0002-3876-110X |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Chinese STEM College Students’ AI-Mediated Informal Digital Learning of English
English proficiency is vital for non-native speakers’ career development, yet classroom instruction alone cannot meet practical demands, making informal digital learning of English (IDLE) increasingly important. Artificial intelligence (AI), with conversational and multimodal functions, offers new opportunities for IDLE. However, existing research on AI-mediated IDLE has predominantly focused on language majors and often relied on a single method…
Explaining Second Language Learners’ Willingness to Communicate with GenAI Voice Chatbots via SEM and fsQCA
Too much to learn, too little to move? The impact of course load on university students’ physical wellbeing
Objective Against the background of increasing academic workload in higher education, this study examines the impact of academic course hours on college students’ objective physical health, measured by comprehensive physical fitness scores, and explores potential gender differences and nonlinear patterns. Methods Using a three-year longitudinal panel dataset ( N = 305, 915 person-years) from a 2020 cohort at Changsha University of Science and Tec…
Evaluating ChatGPT-4o as an AI assessor in Chinese as a Second Language writing
Constructing the GenAI Literacy Model for Pre‐Service Second Language Teachers
Although generative artificial intelligence (GenAI) literacy models have recently emerged in the field of second language (L2) teaching, most of them adopt a top‐down approach by modifying existing frameworks, such as digital literacy models. As a result, these models may not fully capture the contextually grounded competencies needed for effective L2 teaching. Furthermore, many of these models are designed for in‐service L2 teachers, leaving pre…
Scale validation and latent profile identification of GenAI competence for pre-service second language teachers
Pre-service second language (L2) teachers can benefit from Generative Artificial Intelligence (GenAI), yet there is a lack of reliable instrument to evaluate their GenAI competence. To fill this void, two studies were conducted. Study 1 aimed to create a GenAI Competence Scale for Chinese Pre-service L2 Teachers. Based on exploratory factor analysis of 350 samples, a 21-item scale was developed with a three-factor structure: Awareness and Willing…
Threat or opportunity? Challenge vs hindrance appraisals of generative AI and self-regulated teaching among pre-service EFL teachers
This study investigates how Chinese pre-service teachers of English as a foreign language (EFL) develop self-regulated teaching competencies in the face of disruptions posed by generative artificial intelligence (GenAI) and structural limitations within teacher education programs. As GenAI increasingly influences EFL instruction, uncertainties surrounding teachers' professional roles intensify. Meanwhile, the limited availability of practical tea…
Beyond the Digital Divide
GenAI could either exacerbate or alleviate inequalities in under‐resourced K12 EFL education, depending largely on teachers’ ability to utilize it. However, these teachers remain understudied. To address this digital divide, this mixed‐method study, grounded in Bandura's Social Cognitive Theory, aims to provide a comprehensive understanding of these teachers’ GenAI integration by exploring their GenAI literacy, perspectives, and barriers. Latent …
Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of english
A supportive work environment matters
The integration of positive psychology into second language (L2) education has generated increasing interest in L2 teachers’ perceptions of a supportive work environment (SWE), given its close relationship with their mental health. However, a reliable and concise scale to measure this perception, with strong psychometric properties, has yet to be developed. This study aims to address this gap by developing a streamlined version of the Supportive …
The Chinese Adaptation and Validation of the Adolescents’ Ageism Toward Older Adults Scale
Objectives: The purpose of this study was to translate and validate the adolescents’ ageism toward older adults scale (AGES) in the Chinese cultural context and examine its psychometric properties among Chinese adolescents. Methods: The study consists of two phases with two separate samples. In phase one (sample 1: n = 407), exploratory factor analysis (EFA) is conducted to determine the factor structure of the C-AGES. In phase two (sample 2: n =…
Looking to the past for mapping the future
Research on creativity in second (L2) or foreign language (FL) education has been ongoing for over a decade. However, to our best knowledge, no comprehensive review of the relevant literature has been conducted to date. To address this gap, we perform a bibliometric review using CiteSpace to analyze high-quality studies drawn from the WoS database. This review aims to identify general tendency, key themes, research frontiers, major contributors, …
Beyond emotional exhaustion
Engagement and willingness to communicate in the L2 classroom
Navigating multilingual and multicultural realities
“To Use or Not to Use?” A Mixed-Methods Study on the Determinants of EFL College Learners’ Behavioral Intention to Use AI in the Distributed Learning Context
Artificial intelligence (AI) offers new possibilities for English as a foreign language (EFL) learners to enhance their learning outcomes, provided that they have access to AI applications. However, little is written about the factors that influence their intention to use AI in distributed EFL learning contexts. This mixed-methods study, based on the technology acceptance model (TAM), examined the determinants of behavioral intention to use AI am…
Positive emotions, self-regulatory capacity, and EFL performance in the Chinese senior high school context
Previous research on English as a foreign language (EFL) learning has predominantly focused on negative emotions such as anxiety and boredom, neglecting positive emotions. Self-regulation, a cognitive factor, has emerged as a key construct of positive psychology in recent years. However, few studies have examined the mechanisms by which positive emotions influence EFL performance, especially through cognitive factors. Given the high-stakes nature…
Unveiling Chinese senior high school EFL students' burnout and engagement
Burnout impairs English as a foreign language (EFL) learning, while engagement enhances it. However, most relevant studies have focused on college students, neglecting senior high school students. To address this gap, this mixed-methods study used two scales to assess the levels of burnout and engagement among 1234 Chinese senior high school EFL students. We also applied a person-centered approach with a statistical software (Mplus 8.7) to identi…
Validating the AI-assisted second language (L2) learning attitude scale for Chinese college students and its correlation with L2 proficiency
The positive impact of Artificial Intelligence (AI) on second language (L2) learning is well-documented. An individual's attitude toward AI significantly influences its adoption. Despite this, no specific scale has been designed to measure this attitude, particularly in the Chinese context. To address this gap, our study aims to construct the AI-Assisted L2 Learning Attitude Scale for Chinese College Students (AL2AS-CCS) and evaluate its reliabil…
The Chinese adaptation and validation of the Fear of Being Single Scale for college students
The Fear of Being Single Scale (FOBS) is a widely used measure of the fear of being single, but its applicability to Chinese populations has not been established. This study aimed to translate the FOBS into Chinese and examine its psychometric properties among Chinese college students. The study consisted of three phases with three samples (total n = 1768). In the first phase (Sample 1: n = 571), an exploratory factor analysis (EFA) supported a u…
Relationship between Chinese middle-aged and old couples' Confucian coping thinking and marital quality
Objective: Drawing on the actor-partner interdependence model (APIM), the present study investigated the relationship between Chinese middle-aged and old couples' Confucian coping thinking and their marital quality in the hope to provide a theoretical basis for ameliorating marital quality. Methods: With 744 middle-aged and old couples as participants, the Confucian Coping Questionnaire (CCQ) and the Quality of Marriage Index (QMI) were employed …
Relationship between Chinese middle-aged and old couples' Confucian coping thinking and marital quality
Objective: Drawing on the actor-partner interdependence model (APIM), the present study investigated the relationship between Chinese middle-aged and old couples' Confucian coping thinking and their marital quality in the hope to provide a theoretical basis for ameliorating marital quality. Methods: With 744 middle-aged and old couples as participants, the Confucian Coping Questionnaire (CCQ) and the Quality of Marriage Index (QMI) were employed …
The Chinese adaptation and validation of the Fear of Being Single Scale for college students
The Fear of Being Single Scale (FOBS) is a widely used measure of the fear of being single, but its applicability to Chinese populations has not been established. This study aimed to translate the FOBS into Chinese and examine its psychometric properties among Chinese college students. The study consisted of three phases with three samples (total n = 1768). In the first phase (Sample 1: n = 571), an exploratory factor analysis (EFA) supported a u…
“To Use or Not to Use?” A Mixed-Methods Study on the Determinants of EFL College Learners’ Behavioral Intention to Use AI in the Distributed Learning Context
Artificial intelligence (AI) offers new possibilities for English as a foreign language (EFL) learners to enhance their learning outcomes, provided that they have access to AI applications. However, little is written about the factors that influence their intention to use AI in distributed EFL learning contexts. This mixed-methods study, based on the technology acceptance model (TAM), examined the determinants of behavioral intention to use AI am…
Positive emotions, self-regulatory capacity, and EFL performance in the Chinese senior high school context
Previous research on English as a foreign language (EFL) learning has predominantly focused on negative emotions such as anxiety and boredom, neglecting positive emotions. Self-regulation, a cognitive factor, has emerged as a key construct of positive psychology in recent years. However, few studies have examined the mechanisms by which positive emotions influence EFL performance, especially through cognitive factors. Given the high-stakes nature…
Unveiling Chinese senior high school EFL students' burnout and engagement
Burnout impairs English as a foreign language (EFL) learning, while engagement enhances it. However, most relevant studies have focused on college students, neglecting senior high school students. To address this gap, this mixed-methods study used two scales to assess the levels of burnout and engagement among 1234 Chinese senior high school EFL students. We also applied a person-centered approach with a statistical software (Mplus 8.7) to identi…
Validating the AI-assisted second language (L2) learning attitude scale for Chinese college students and its correlation with L2 proficiency
The positive impact of Artificial Intelligence (AI) on second language (L2) learning is well-documented. An individual's attitude toward AI significantly influences its adoption. Despite this, no specific scale has been designed to measure this attitude, particularly in the Chinese context. To address this gap, our study aims to construct the AI-Assisted L2 Learning Attitude Scale for Chinese College Students (AL2AS-CCS) and evaluate its reliabil…
Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of english
A supportive work environment matters
The integration of positive psychology into second language (L2) education has generated increasing interest in L2 teachers’ perceptions of a supportive work environment (SWE), given its close relationship with their mental health. However, a reliable and concise scale to measure this perception, with strong psychometric properties, has yet to be developed. This study aims to address this gap by developing a streamlined version of the Supportive …
The Chinese Adaptation and Validation of the Adolescents’ Ageism Toward Older Adults Scale
Objectives: The purpose of this study was to translate and validate the adolescents’ ageism toward older adults scale (AGES) in the Chinese cultural context and examine its psychometric properties among Chinese adolescents. Methods: The study consists of two phases with two separate samples. In phase one (sample 1: n = 407), exploratory factor analysis (EFA) is conducted to determine the factor structure of the C-AGES. In phase two (sample 2: n =…
Looking to the past for mapping the future
Research on creativity in second (L2) or foreign language (FL) education has been ongoing for over a decade. However, to our best knowledge, no comprehensive review of the relevant literature has been conducted to date. To address this gap, we perform a bibliometric review using CiteSpace to analyze high-quality studies drawn from the WoS database. This review aims to identify general tendency, key themes, research frontiers, major contributors, …
Beyond emotional exhaustion
Engagement and willingness to communicate in the L2 classroom
Navigating multilingual and multicultural realities
Chinese STEM College Students’ AI-Mediated Informal Digital Learning of English
English proficiency is vital for non-native speakers’ career development, yet classroom instruction alone cannot meet practical demands, making informal digital learning of English (IDLE) increasingly important. Artificial intelligence (AI), with conversational and multimodal functions, offers new opportunities for IDLE. However, existing research on AI-mediated IDLE has predominantly focused on language majors and often relied on a single method…
Explaining Second Language Learners’ Willingness to Communicate with GenAI Voice Chatbots via SEM and fsQCA
Too much to learn, too little to move? The impact of course load on university students’ physical wellbeing
Objective Against the background of increasing academic workload in higher education, this study examines the impact of academic course hours on college students’ objective physical health, measured by comprehensive physical fitness scores, and explores potential gender differences and nonlinear patterns. Methods Using a three-year longitudinal panel dataset ( N = 305, 915 person-years) from a 2020 cohort at Changsha University of Science and Tec…
Evaluating ChatGPT-4o as an AI assessor in Chinese as a Second Language writing
Constructing the GenAI Literacy Model for Pre‐Service Second Language Teachers
Although generative artificial intelligence (GenAI) literacy models have recently emerged in the field of second language (L2) teaching, most of them adopt a top‐down approach by modifying existing frameworks, such as digital literacy models. As a result, these models may not fully capture the contextually grounded competencies needed for effective L2 teaching. Furthermore, many of these models are designed for in‐service L2 teachers, leaving pre…
Scale validation and latent profile identification of GenAI competence for pre-service second language teachers
Pre-service second language (L2) teachers can benefit from Generative Artificial Intelligence (GenAI), yet there is a lack of reliable instrument to evaluate their GenAI competence. To fill this void, two studies were conducted. Study 1 aimed to create a GenAI Competence Scale for Chinese Pre-service L2 Teachers. Based on exploratory factor analysis of 350 samples, a 21-item scale was developed with a three-factor structure: Awareness and Willing…
Threat or opportunity? Challenge vs hindrance appraisals of generative AI and self-regulated teaching among pre-service EFL teachers
This study investigates how Chinese pre-service teachers of English as a foreign language (EFL) develop self-regulated teaching competencies in the face of disruptions posed by generative artificial intelligence (GenAI) and structural limitations within teacher education programs. As GenAI increasingly influences EFL instruction, uncertainties surrounding teachers' professional roles intensify. Meanwhile, the limited availability of practical tea…
Beyond the Digital Divide
GenAI could either exacerbate or alleviate inequalities in under‐resourced K12 EFL education, depending largely on teachers’ ability to utilize it. However, these teachers remain understudied. To address this digital divide, this mixed‐method study, grounded in Bandura's Social Cognitive Theory, aims to provide a comprehensive understanding of these teachers’ GenAI integration by exploring their GenAI literacy, perspectives, and barriers. Latent …
Psychology (13 works) · Social Psychology (8 works) · Structural equation modeling (6 works) · Computer Science (5 works) · Clinical Psychology (4 works) · Cognition (4 works) · Geography (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Scale (ratio) (4 works)