Yumei Fan
Biographic Data
| ID | 6480086 |
|---|---|
| NAME | Yumei Fan |
| GIVEN NAMES | Yumei |
| FAMILY NAME | Fan |
| SIGNATURE | FAN Y |
| AFFILIATIONS | Central China Normal University |
| ORCID | 0000-0002-5674-9366 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Mapping the research on language teacher agency
Research Trends in Teacher Agency
This study adopts bibliometric analysis to examine the development of teacher agency studies from 1995 to 2023. A total of 346 publications were retrieved from the Social Science Citation Index and Arts & Humanities Citation Index and analyzed using VOSviewer software. The results indicate that research on teacher agency has undergone three distinct periods and continues to show an upward trend. Key scholars and highly cited publications are iden…
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching
Finding success with the implementation of task-based language teaching
This study contributes to the limited research on teacher agency in task-based language teaching. Conceptualising agency through the lens of activity theory, the study investigated how two EFL teachers enacted their agency in TBLT implementation at a Chinese university and what factors mediated the enactment of their agency. Data collected by means of classroom observation, interviews and course documents were triangulated to provide a descriptiv…
Exploring student engagement with peer feedback on L2 writing
Dezhou donkey (Equus asinus) milk a potential treatment strategy for type 2 diabetes
EFL learners’ corrective feedback decision-making in task-based peer interaction
This laboratory-based research investigated how 40 university EFL learners responded to their peers’ linguistic errors and made their moment-to-moment decisions of whether or not to provide corrective feedback (CF) to their peers’ errors in task-based peer interaction. Data from the transcripts of videotaped pair interaction and audio-taped stimulated recall interviews were utilized and analysed to report the findings. Results showed that learner…
Explicit learning in the L2 classroom
The book under review is written on the premise that only with raised awareness (at the level of understanding) of the internal processes involved in L2 learning can teachers instruct students more
The evolution of the college English curriculum in China (1985–2015)
Finding success with the implementation of task-based language teaching
This study contributes to the limited research on teacher agency in task-based language teaching. Conceptualising agency through the lens of activity theory, the study investigated how two EFL teachers enacted their agency in TBLT implementation at a Chinese university and what factors mediated the enactment of their agency. Data collected by means of classroom observation, interviews and course documents were triangulated to provide a descriptiv…
The evolution of the college English curriculum in China (1985–2015)
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching
Explicit learning in the L2 classroom
The book under review is written on the premise that only with raised awareness (at the level of understanding) of the internal processes involved in L2 learning can teachers instruct students more
The evolution of the college English curriculum in China (1985–2015)
EFL learners’ corrective feedback decision-making in task-based peer interaction
This laboratory-based research investigated how 40 university EFL learners responded to their peers’ linguistic errors and made their moment-to-moment decisions of whether or not to provide corrective feedback (CF) to their peers’ errors in task-based peer interaction. Data from the transcripts of videotaped pair interaction and audio-taped stimulated recall interviews were utilized and analysed to report the findings. Results showed that learner…
Exploring student engagement with peer feedback on L2 writing
Dezhou donkey (Equus asinus) milk a potential treatment strategy for type 2 diabetes
Finding success with the implementation of task-based language teaching
This study contributes to the limited research on teacher agency in task-based language teaching. Conceptualising agency through the lens of activity theory, the study investigated how two EFL teachers enacted their agency in TBLT implementation at a Chinese university and what factors mediated the enactment of their agency. Data collected by means of classroom observation, interviews and course documents were triangulated to provide a descriptiv…
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching
Research Trends in Teacher Agency
This study adopts bibliometric analysis to examine the development of teacher agency studies from 1995 to 2023. A total of 346 publications were retrieved from the Social Science Citation Index and Arts & Humanities Citation Index and analyzed using VOSviewer software. The results indicate that research on teacher agency has undergone three distinct periods and continues to show an upward trend. Key scholars and highly cited publications are iden…
Mapping the research on language teacher agency
Psychology (7 works) · Mathematics education (6 works) · Pedagogy (4 works) · Second Language Learning and Teaching (4 works) · Computer Science (3 works) · EFL/ESL Teaching and Learning (3 works) · Peer feedback (3 works) · Sociology (3 works) · Curriculum (2 works) · Educational and Psychological Assessments (2 works)