Yuehai Xiao
Biographic Data
| ID | 6479812 |
|---|---|
| NAME | Yuehai Xiao |
| GIVEN NAMES | Yuehai |
| FAMILY NAME | Xiao |
| SIGNATURE | XIAO Y |
| AFFILIATIONS | Hunan Normal University |
| ORCID | 0000-0001-6877-9952 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Decoding the paradox: How high school students sustain English as a foreign language learning engagement despite boredom
Boredom has traditionally been viewed as a negative predictor of engagement in English as a foreign language (EFL) learning, yet research on how boredom and engagement vary among learners is limited. This research addresses this gap by examining intraindividual differences among Chinese high school EFL students using an explanatory sequential mixed-methods design. In Study 1, Latent Profile Analysis (LPA) using Mplus 8.7 identified four groups fr…
Understanding teacher identity construction through hybridity theory: A case study of a Chinese-Canadian teaching English in China
Globalization has given rise to a new generation of English language teachers, including transnational teachers, who have complex teacher identities that the traditional “native” versus “non-native” English teacher dichotomy fails to capture adequately. Researchers have problematized this dichotomy by applying theories such as poststructuralism. However, there is a lack of consensus on a theory that can challenge the monolingual model and the lan…
Integrating metacognition theory to second language collaborative writing: Issues, gaps, controversies, and promises
Unpacking Learners’ Global Perspective and Willingness to Communicate in English among Different English Proficiency University Students in China
The correlation between students' Global Perspective (GP) and Willingness to Communicate in a second language (L2 WTC), particularly in the context of China, remains an under-explored area. Additionally, few studies have compared the GP and WTC among students with varying English proficiency levels or examined whether there are specific similarities and differences among these students. This study aimed to bridge these gaps within the context of …
Beyond emotional exhaustion: Mapping proximal profiles and distal triggers of second language burnout in Chinese high school students
Individualized Learning in Context: Constructivists’ Teaching Philosophy of Academic Writing for EAL Learners
The prominent role of teaching philosophy statements is on the rise because they mirror broad skillsets and the expertise of doctoral or master’s program graduates (Merkel, 2020). This paper presents our philosophy of education, of Teaching English to Speakers of Other Languages (TESOL), and of teaching academic writing for English as an Additional Language (EAL) students. First, it is maintained that in education, knowledge is individually and s…
Frajzyngier, Zygmunt & Erin Shay. 2016. The role of functions in syntax: A unified approach to language theory, description, and typology
This article reviews The role of functions in syntax: A unified approach to language theory, description, and typology 978 90 272 6728 3
No prominent works on this page.
Individualized Learning in Context: Constructivists’ Teaching Philosophy of Academic Writing for EAL Learners
The prominent role of teaching philosophy statements is on the rise because they mirror broad skillsets and the expertise of doctoral or master’s program graduates (Merkel, 2020). This paper presents our philosophy of education, of Teaching English to Speakers of Other Languages (TESOL), and of teaching academic writing for English as an Additional Language (EAL) students. First, it is maintained that in education, knowledge is individually and s…
Frajzyngier, Zygmunt & Erin Shay. 2016. The role of functions in syntax: A unified approach to language theory, description, and typology
This article reviews The role of functions in syntax: A unified approach to language theory, description, and typology 978 90 272 6728 3
Understanding teacher identity construction through hybridity theory: A case study of a Chinese-Canadian teaching English in China
Globalization has given rise to a new generation of English language teachers, including transnational teachers, who have complex teacher identities that the traditional “native” versus “non-native” English teacher dichotomy fails to capture adequately. Researchers have problematized this dichotomy by applying theories such as poststructuralism. However, there is a lack of consensus on a theory that can challenge the monolingual model and the lan…
Integrating metacognition theory to second language collaborative writing: Issues, gaps, controversies, and promises
Unpacking Learners’ Global Perspective and Willingness to Communicate in English among Different English Proficiency University Students in China
The correlation between students' Global Perspective (GP) and Willingness to Communicate in a second language (L2 WTC), particularly in the context of China, remains an under-explored area. Additionally, few studies have compared the GP and WTC among students with varying English proficiency levels or examined whether there are specific similarities and differences among these students. This study aimed to bridge these gaps within the context of …
Beyond emotional exhaustion: Mapping proximal profiles and distal triggers of second language burnout in Chinese high school students
Decoding the paradox: How high school students sustain English as a foreign language learning engagement despite boredom
Boredom has traditionally been viewed as a negative predictor of engagement in English as a foreign language (EFL) learning, yet research on how boredom and engagement vary among learners is limited. This research addresses this gap by examining intraindividual differences among Chinese high school EFL students using an explanatory sequential mixed-methods design. In Study 1, Latent Profile Analysis (LPA) using Mplus 8.7 identified four groups fr…
EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Mathematics education (3 works) · Psychology (3 works) · Sociology (3 works) · Anthropology (2 works) · China (2 works) · Computer Science (2 works) · Epistemology (2 works) · Innovative Teaching and Learning Methods (2 works)