Lanfang Sun
Biographic Data
| ID | 6479501 |
|---|---|
| NAME | Lanfang Sun |
| GIVEN NAMES | Lanfang |
| FAMILY NAME | Sun |
| SIGNATURE | SUN L |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0002-3990-7051 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Studying the use of and motivation for vlog-assisted informal language learning (Vaill)
Purpose Video blogs, commonly called vlogs, are increasingly popular tools for informal digital learning of English (IDLE), offering learners multimodal, interactive, and culturally embedded learning experiences. This has prompted growing scholarly interest in vlog-assisted informal language learning (VAILL). Nevertheless, little is known about how learners engage with vlogs or what motivates such engagement. This study addresses that gap by deve…
Disciplinary and Educational Level Differences in AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle )
High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing
This research employed metaphor analysis to explore 277 postgraduate students’ perceptions of the role of generative artificial intelligence (GenAI) in academic writing. All participants were international students, from a total of 14 countries and regions, studying in the United Kingdom. Data collection was carried out in two phases. The first was a survey comprising demographic and metaphor-related questions, and the second involved metaphor ch…
Knowledge (Co‐)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community
From Clueless to Confident
Generative artificial intelligence (GenAI) has demonstrated its potential to enhance the quality of second‐language (L2) academic writing. This study used a qualitative approach comprising analysis of ChatGPT usage‐history screenshots, written assignments, and semi‐structured interview data on students’ use of GenAI in their L2 Chinese academic writing, as well as how their perceptions of learning, academic writing, and GenAI adoption changed aft…
From teachers to influencers
The popularity of social-media platforms has led to the emergence of edu-influencers: teachers who actively cultivate large audiences of social-media users and, in many cases, monetize their engagement. However, there has been relatively little empirical investigation of either their motivation or the outcomes of their content-sharing practices, especially in Asian contexts. Understanding Asian edu-influencers’ experiences can therefore be expect…
From teachers to influencers
The popularity of social-media platforms has led to the emergence of edu-influencers: teachers who actively cultivate large audiences of social-media users and, in many cases, monetize their engagement. However, there has been relatively little empirical investigation of either their motivation or the outcomes of their content-sharing practices, especially in Asian contexts. Understanding Asian edu-influencers’ experiences can therefore be expect…
High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing
This research employed metaphor analysis to explore 277 postgraduate students’ perceptions of the role of generative artificial intelligence (GenAI) in academic writing. All participants were international students, from a total of 14 countries and regions, studying in the United Kingdom. Data collection was carried out in two phases. The first was a survey comprising demographic and metaphor-related questions, and the second involved metaphor ch…
Knowledge (Co‐)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community
From Clueless to Confident
Generative artificial intelligence (GenAI) has demonstrated its potential to enhance the quality of second‐language (L2) academic writing. This study used a qualitative approach comprising analysis of ChatGPT usage‐history screenshots, written assignments, and semi‐structured interview data on students’ use of GenAI in their L2 Chinese academic writing, as well as how their perceptions of learning, academic writing, and GenAI adoption changed aft…
From teachers to influencers
The popularity of social-media platforms has led to the emergence of edu-influencers: teachers who actively cultivate large audiences of social-media users and, in many cases, monetize their engagement. However, there has been relatively little empirical investigation of either their motivation or the outcomes of their content-sharing practices, especially in Asian contexts. Understanding Asian edu-influencers’ experiences can therefore be expect…
Studying the use of and motivation for vlog-assisted informal language learning (Vaill)
Purpose Video blogs, commonly called vlogs, are increasingly popular tools for informal digital learning of English (IDLE), offering learners multimodal, interactive, and culturally embedded learning experiences. This has prompted growing scholarly interest in vlog-assisted informal language learning (VAILL). Nevertheless, little is known about how learners engage with vlogs or what motivates such engagement. This study addresses that gap by deve…
Disciplinary and Educational Level Differences in AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle )
Psychology (4 works) · Computer Science (3 works) · Educational technology (2 works) · Impact of Technology on Adolescents (2 works) · Innovative Teaching and Learning Methods (2 works) · Linguistics (2 works) · Online Learning and Analytics (2 works) · Philosophy (2 works) · Artificial Intelligence (1 work) · Artificial Intelligence in Healthcare and Education (1 work)