Daniel Yu‐Sheng Chang
Biographic Data
| ID | 6479748 |
|---|---|
| NAME | Daniel Yu‐Sheng Chang |
| GIVEN NAMES | Daniel Yu‐Sheng |
| FAMILY NAME | Chang |
| SIGNATURE | CHANG D Y S |
| AFFILIATIONS | University of Bristol |
| ORCID | 0000-0001-5811-7402 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Effects of the Flipping Content and Language Integrated Learning Approach on Low-Achieving Learners in Tertiary Education
Although research on flipped learning continues to explore ways to enhance its effectiveness, little attention has been paid to its combinations with other instructional approaches to improve alignment with diverse educational and learner needs. This study investigated the effects of the proposed Flipping Content and Language Integrated Learning approach in Asian tertiary education contexts. A quasi-experimental pilot study involved a group of lo…
‘I can survive and thrive in this field’
This longitudinal qualitative study explores the three-year impact of the Double Reduction Policy on the professional identity of shadow education teachers in China. Engaging with ten teachers from private after-class tutoring institutes in Beijing, the study employed three waves of data collection, including individual interviews and focus groups. The findings reveal a nonlinear trajectory of identity transformation, where teachers initially exp…
Young EFL Learners’ Incidental Collocation Learning Through Different Multimodal Inputs
This study explores how multimodal input modes affect young EFL learners’ incidental collocation learning performance and experience. A total of 97 EFL learners (aged 12–13) in a Chinese secondary school were randomly assigned to two multimodal groups (reading‐while‐listening and viewing‐with‐captions) and a reading‐only group (as a control group). The results revealed that both multimodal conditions positively contributed to incidental collocati…
Exploring language assessment literacy and needs of English teachers at senior high school level
This study explored the language assessment literacy (LAL) level and language testing and assessment (LTA) needs of 57 English teachers at senior high school level in Taiwan. An LAL test, three quantitative questionnaires and a qualitative survey were administered, conveying the overall LAL level and LTA needs of the participants. The qualitative survey then elicited their perceptions of and perspectives on classroom-based assessments and nationa…
Incidental learning of collocations through different multimodal input
This study investigated the impact of one unimodal (i.e., reading-only) and two different multimodal input modes (i.e., reading-while-listening and viewing with captions) on incidental collocation learning, alongside examining the relationship between learning gains and overall L2 proficiency. A total of 180 university students at pre-intermediate and upper-intermediate levels from China were randomly assigned to one of the input modes. Target co…
Effects of a Video Featuring Connected Speech Instruction on EFL Undergraduates in Taiwan
This study has the aim of improving the English speaking ability of Taiwanese college freshmen by a video featuring connected speech instruction. Forty-eight students from a private university in northern Taiwan participated in the study, which lasted for 7 weeks. Pre- and post-tests were used to assess their speaking performance in terms of connected speech before and after the experimental treatment. Entry and exit questionnaires were also used…
Incidental learning of collocations through different multimodal input
This study investigated the impact of one unimodal (i.e., reading-only) and two different multimodal input modes (i.e., reading-while-listening and viewing with captions) on incidental collocation learning, alongside examining the relationship between learning gains and overall L2 proficiency. A total of 180 university students at pre-intermediate and upper-intermediate levels from China were randomly assigned to one of the input modes. Target co…
Effects of a Video Featuring Connected Speech Instruction on EFL Undergraduates in Taiwan
This study has the aim of improving the English speaking ability of Taiwanese college freshmen by a video featuring connected speech instruction. Forty-eight students from a private university in northern Taiwan participated in the study, which lasted for 7 weeks. Pre- and post-tests were used to assess their speaking performance in terms of connected speech before and after the experimental treatment. Entry and exit questionnaires were also used…
Exploring language assessment literacy and needs of English teachers at senior high school level
This study explored the language assessment literacy (LAL) level and language testing and assessment (LTA) needs of 57 English teachers at senior high school level in Taiwan. An LAL test, three quantitative questionnaires and a qualitative survey were administered, conveying the overall LAL level and LTA needs of the participants. The qualitative survey then elicited their perceptions of and perspectives on classroom-based assessments and nationa…
Incidental learning of collocations through different multimodal input
This study investigated the impact of one unimodal (i.e., reading-only) and two different multimodal input modes (i.e., reading-while-listening and viewing with captions) on incidental collocation learning, alongside examining the relationship between learning gains and overall L2 proficiency. A total of 180 university students at pre-intermediate and upper-intermediate levels from China were randomly assigned to one of the input modes. Target co…
‘I can survive and thrive in this field’
This longitudinal qualitative study explores the three-year impact of the Double Reduction Policy on the professional identity of shadow education teachers in China. Engaging with ten teachers from private after-class tutoring institutes in Beijing, the study employed three waves of data collection, including individual interviews and focus groups. The findings reveal a nonlinear trajectory of identity transformation, where teachers initially exp…
Young EFL Learners’ Incidental Collocation Learning Through Different Multimodal Inputs
This study explores how multimodal input modes affect young EFL learners’ incidental collocation learning performance and experience. A total of 97 EFL learners (aged 12–13) in a Chinese secondary school were randomly assigned to two multimodal groups (reading‐while‐listening and viewing‐with‐captions) and a reading‐only group (as a control group). The results revealed that both multimodal conditions positively contributed to incidental collocati…
Effects of the Flipping Content and Language Integrated Learning Approach on Low-Achieving Learners in Tertiary Education
Although research on flipped learning continues to explore ways to enhance its effectiveness, little attention has been paid to its combinations with other instructional approaches to improve alignment with diverse educational and learner needs. This study investigated the effects of the proposed Flipping Content and Language Integrated Learning approach in Asian tertiary education contexts. A quasi-experimental pilot study involved a group of lo…
Mathematics education (4 works) · Psychology (4 works) · Computer Science (3 works) · Subtitles and Audiovisual Media (3 works) · Collocation (remote sensing (2 works) · EFL/ESL Teaching and Learning (2 works) · Linguistics (2 works) · Machine learning (2 works) · Second Language Acquisition and Learning (2 works) · Second Language Learning and Teaching (2 works)