Deliang Man
Biographic Data
| ID | 6176141 |
|---|---|
| NAME | Deliang Man |
| GIVEN NAMES | Deliang |
| FAMILY NAME | Man |
| SIGNATURE | MAN D |
| AFFILIATIONS | Guangdong University of Foreign Studies |
| ORCID | 0000-0003-3928-6264 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The associations between L2 emotions and willingness to communicate
Exploring the potential of brief peer review training in enhancing student feedback literacy
Despite its popularity as a recommended practice in the literature of writing instruction, peer review training seems to be more of an idea promoted than a common practice in the classroom. The reason is obvious: review training often requires considerable time and effort from the instructor and students. This study seeks to examine whether and to what extent a review training intervention as brief as two hours promotes student feedback literacy,…
The predictive effects of subjective appraisals on multilinguals’ emotions in the translation classroom
Due to the domain-specific nature of emotions, there has been growing scholarly attention to the profiles of learner emotions in specific areas of language learning. Framed within the control-value theory, this exploratory study investigated multilingual students’ emotions in the translation classroom and the predictive effects of subjective appraisals on translation classroom emotions. A prospective design was employed to collect data from a gro…
The Predictive Effects of Perceptions of AI‐generated Feedback on Feedback‐Seeking Behavior
The concept of feedback‐seeking behavior provides a novel perspective for understanding learners’ proactive roles in feedback processes. Although AI‐generated feedback has been promoted as a supplement to teacher feedback, limited evidence exists regarding language learners’ AI feedback‐seeking behavior or its proximal antecedents, particularly in skills beyond writing. Drawing on a cost‐value framework and employing a prospective design, this st…
Motivational beliefs as predictors of academic achievement of translation students
Despite a growing consensus on the function of motivation in translation and its learning, it is unclear whether different motivational beliefs can invariably predict translation learning outcomes. Informed by the expectancy-value theory of motivation, this paper considers to what extent a set of motivational beliefs (i.e. expectancy for success, intrinsic value, extrinsic value, and emotional cost) can predict students' translation learning achi…
Understanding the Motivations Behind Feedback‐Seeking Behavior in L2 Writing
Despite the growing interest in feedback‐seeking behavior (FSB) in L2 writing, few studies have examined the power of feedback‐specific motivational beliefs in predicting FSB or have considered the situated nature of feedback. This article applies a situated expectancy‐value theory (SEVT) to uncover the motivational determinants of L2 writing learners’ strategies to obtain and apply teacher feedback. Specifically, the article investigates to what…
Which Theory Better Explains Multilinguals’ Translation Classroom Engagement
This study explores the predictive effects of motivational beliefs related to self‐competence and the values of language learning on the engagement of multilingual students in the translation classroom. This study represents a pioneering effort to integrate two established motivation theories, which contain conceptually similar variables but different propositions: the situated expectancy‐value theory (SEVT) and the control‐value theory of achiev…
The differential effects of emotion regulation strategies on L2 achievement emotions
Bounce back to move forward
The predictive effects of motivational beliefs on listening strategy use
Relatively few studies have explored the factors influencing the use of listening strategies despite a growing recognition of their importance in L2 listening comprehension. This study applies the expectancy‐value theory to investigate whether motivational beliefs (i.e., listening anxiety, intrinsic motivation, extrinsic motivation, and listening self‐efficacy) can invariably predict different levels of listening strategic processing among Chines…
Person factors and strategic processing in L2 listening comprehension
Assessment feedback in examiner reports on master’s dissertations in translation studies
Translation technology adoption
The ability to use translation technology is considered a key component of a translator’s translation competence. However, few studies have investigated the extent of use of translation technology, especially among student translators. This paper reports on a survey of translation technology adoption among 441 students enrolled on a Master-level Programme in Translation and Interpreting. A questionnaire was used to measure student knowledge and f…
Understanding autonomous peer feedback practices among postgraduate students
Academic writing is a social practice in which the writer interacts with both texts and people and uses the interaction as a learning resource. While academic interaction in the classroom setting has been extensively investigated, student interaction that takes place without teacher supervision remains largely unexplored. Since autonomy is a key component of academic interaction, autonomous peer feedback practices among postgraduate students may …
Person factors and strategic processing in L2 listening comprehension
Which Theory Better Explains Multilinguals’ Translation Classroom Engagement
This study explores the predictive effects of motivational beliefs related to self‐competence and the values of language learning on the engagement of multilingual students in the translation classroom. This study represents a pioneering effort to integrate two established motivation theories, which contain conceptually similar variables but different propositions: the situated expectancy‐value theory (SEVT) and the control‐value theory of achiev…
Motivational beliefs as predictors of academic achievement of translation students
Despite a growing consensus on the function of motivation in translation and its learning, it is unclear whether different motivational beliefs can invariably predict translation learning outcomes. Informed by the expectancy-value theory of motivation, this paper considers to what extent a set of motivational beliefs (i.e. expectancy for success, intrinsic value, extrinsic value, and emotional cost) can predict students' translation learning achi…
The predictive effects of motivational beliefs on listening strategy use
Relatively few studies have explored the factors influencing the use of listening strategies despite a growing recognition of their importance in L2 listening comprehension. This study applies the expectancy‐value theory to investigate whether motivational beliefs (i.e., listening anxiety, intrinsic motivation, extrinsic motivation, and listening self‐efficacy) can invariably predict different levels of listening strategic processing among Chines…
Bounce back to move forward
Translation technology adoption
The ability to use translation technology is considered a key component of a translator’s translation competence. However, few studies have investigated the extent of use of translation technology, especially among student translators. This paper reports on a survey of translation technology adoption among 441 students enrolled on a Master-level Programme in Translation and Interpreting. A questionnaire was used to measure student knowledge and f…
Understanding autonomous peer feedback practices among postgraduate students
Academic writing is a social practice in which the writer interacts with both texts and people and uses the interaction as a learning resource. While academic interaction in the classroom setting has been extensively investigated, student interaction that takes place without teacher supervision remains largely unexplored. Since autonomy is a key component of academic interaction, autonomous peer feedback practices among postgraduate students may …
Translation technology adoption
The ability to use translation technology is considered a key component of a translator’s translation competence. However, few studies have investigated the extent of use of translation technology, especially among student translators. This paper reports on a survey of translation technology adoption among 441 students enrolled on a Master-level Programme in Translation and Interpreting. A questionnaire was used to measure student knowledge and f…
Assessment feedback in examiner reports on master’s dissertations in translation studies
Person factors and strategic processing in L2 listening comprehension
The predictive effects of motivational beliefs on listening strategy use
Relatively few studies have explored the factors influencing the use of listening strategies despite a growing recognition of their importance in L2 listening comprehension. This study applies the expectancy‐value theory to investigate whether motivational beliefs (i.e., listening anxiety, intrinsic motivation, extrinsic motivation, and listening self‐efficacy) can invariably predict different levels of listening strategic processing among Chines…
Understanding the Motivations Behind Feedback‐Seeking Behavior in L2 Writing
Despite the growing interest in feedback‐seeking behavior (FSB) in L2 writing, few studies have examined the power of feedback‐specific motivational beliefs in predicting FSB or have considered the situated nature of feedback. This article applies a situated expectancy‐value theory (SEVT) to uncover the motivational determinants of L2 writing learners’ strategies to obtain and apply teacher feedback. Specifically, the article investigates to what…
Which Theory Better Explains Multilinguals’ Translation Classroom Engagement
This study explores the predictive effects of motivational beliefs related to self‐competence and the values of language learning on the engagement of multilingual students in the translation classroom. This study represents a pioneering effort to integrate two established motivation theories, which contain conceptually similar variables but different propositions: the situated expectancy‐value theory (SEVT) and the control‐value theory of achiev…
The differential effects of emotion regulation strategies on L2 achievement emotions
Bounce back to move forward
The associations between L2 emotions and willingness to communicate
Exploring the potential of brief peer review training in enhancing student feedback literacy
Despite its popularity as a recommended practice in the literature of writing instruction, peer review training seems to be more of an idea promoted than a common practice in the classroom. The reason is obvious: review training often requires considerable time and effort from the instructor and students. This study seeks to examine whether and to what extent a review training intervention as brief as two hours promotes student feedback literacy,…
The predictive effects of subjective appraisals on multilinguals’ emotions in the translation classroom
Due to the domain-specific nature of emotions, there has been growing scholarly attention to the profiles of learner emotions in specific areas of language learning. Framed within the control-value theory, this exploratory study investigated multilingual students’ emotions in the translation classroom and the predictive effects of subjective appraisals on translation classroom emotions. A prospective design was employed to collect data from a gro…
The Predictive Effects of Perceptions of AI‐generated Feedback on Feedback‐Seeking Behavior
The concept of feedback‐seeking behavior provides a novel perspective for understanding learners’ proactive roles in feedback processes. Although AI‐generated feedback has been promoted as a supplement to teacher feedback, limited evidence exists regarding language learners’ AI feedback‐seeking behavior or its proximal antecedents, particularly in skills beyond writing. Drawing on a cost‐value framework and employing a prospective design, this st…
Motivational beliefs as predictors of academic achievement of translation students
Despite a growing consensus on the function of motivation in translation and its learning, it is unclear whether different motivational beliefs can invariably predict translation learning outcomes. Informed by the expectancy-value theory of motivation, this paper considers to what extent a set of motivational beliefs (i.e. expectancy for success, intrinsic value, extrinsic value, and emotional cost) can predict students' translation learning achi…
Psychology (10 works) · Computer Science (6 works) · EFL/ESL Teaching and Learning (6 works) · Structural equation modeling (5 works) · Student Assessment and Feedback (5 works) · Expectancy theory (4 works) · Mathematics education (4 works) · Political science (4 works) · Second Language Learning and Teaching (4 works) · Social Psychology (4 works)