Y Yao
Biographic Data
| ID | 69948 |
|---|---|
| NAME | Y Yao |
| GIVEN NAMES | Y |
| FAMILY NAME | Yao |
| SIGNATURE | YAO Y |
| AFFILIATIONS | Central South University |
| ORCID | 0000-0003-0665-7065 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Measuring Chinese undergraduate students’ engagement with GenAI feedback in L2 writing: A large-scale study
Purpose Although existing studies have begun to probe students’ engagement with Generative artificial intelligence (GenAI) feedback on L2 writing, few capture the full continuum of engagement that arises when students both interact with GenAI and subsequently revise their texts. This study addresses this methodological gap by developing and validating a comprehensive instrument to assess student engagement in GenAI-mediated writing environments.M…
Can GenAI deliver growth-oriented feedback? Evidence for enhancing learners’ growth mindset and adaptive motivation in second language writing
Drawing on the mindsets theory, this study explores the use of generative artificial intelligence (GenAI) in producing growth-oriented feedback (i.e., feedback that aligns with the principles of growth mindset) and investigates its impact on students’ growth mindset, adaptive responses, and second language (L2) English writing performance. This field experiment was conducted at a university in China, involving 92 first- and second-year undergradu…
Latent motivational-emotional profiles and their effects on strategy use and performance in online multimodal reading tasks: A mixed-methods investigation
Online multimodal reading (OMR) is now essential but cognitively and emotionally challenging for students. As large-scale assessments (e.g., PIRLS) are moving toward full digital administration, primary students worldwide, including Hong Kong fourth graders, are increasingly required to navigate OMR texts in both learning and testing. However, the relationships between motivational-emotional factors, OMR strategies, and performance remain unclear…
Can GenAI help undergraduate students become independent writers? An intervention study on its effects on writing motivation, feedback literacy, and self-regulated learning strategies
This mixed-methods study adopts a longitudinal perspective to investigate whether and how GenAI-supported feedback practice influences students’ writing motivation, feedback literacy, and self-regulated learning (SRL) strategy use, three aspects essential for developing as independent writers. Participants were 61 Chinese undergraduates enrolled in an academic writing program. Quantitative and qualitative findings revealed a differentiated patter…
Utilizing ChatGPT for personalized writing program to cultivate a growth mindset in second language learners
The emergence of generative artificial intelligence (Gen-AI) tools is fundamentally reshaping the landscape of education. This randomized controlled trial, conducted over an eight-week period, investigates the potential of employing ChatGPT to devise personalized writing program aimed at fostering a growth mindset among second language (L2) learners. A sample of 117 undergraduate students from a Chinese university participated in this study and w…
A Latent Profile Analysis of Academic Emotions: Associations With Perceived Classroom Affordance and Engagement Among Chinese Ethnic Minority EFL Students
Within the framework of control‐value theory (CVT), this study employed latent profile analysis to identify distinct academic emotion profiles (encompassing enjoyment, anxiety, boredom and foreign language peace of mind) among 1088 secondary school ethnic minority English‐as‐a‐foreign‐language (EFL) learners in China. Four emotion groups were identified: negative emotions, moderate‐level mixed emotions, high‐level mixed emotions and positive emot…
Ecological conditions in the prehistoric Tengger desert regions (northwestern China) inferred by microfossil evidence from archaeological sites
Motivation profiles of Chinese language teachers of non-Chinese speaking students and the associations with teacher well-being in Hong Kong
The growing population of non-Chinese speaking (NCS) students in Hong Kong has presented substantial challenges for Chinese language teachers. Work motivation to teach NCS students has not gained much attention in previous studies but it is important for these teachers’ well-being. This study aimed to identify the motivation profiles of Chinese language teachers of NCS students and examine the relationships between motivation profiles and teacher…
Secondary school English teachers’ application of artificial intelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective
A Qualitative Inquiry Into Metacognitive Strategies of Postgraduate Students in Employing ChatGPT for English Academic Writing
Recent years have witnessed a growing application of generative artificial intelligence (GenAI) technology in writing instruction. Students should mobilise their metacognitive strategies during this endeavour to maximise the benefits of GenAI while avoiding the potential negative impacts. Within the context of tertiary education in Hong Kong, this qualitative research investigates 13 postgraduate students' metacognitive strategies when utilising …
Impact of Information Literacy and Discourse Synthesis Strategy Use on Multimodal Information‐Based Integrated Writing Among Secondary School Students
Integrating multimodal information in writing has become a key competency in the information society. Based on the information‐based model of academic writing (IBAW), the present study explores the impact of information literacy and discourse synthesis strategy use on multimodal information‐based integrated writing (MIIW). The participants, 223 secondary school students from mainland China, completed an MIIW task involving multiple modes (videos,…
A longitudinal study of job crafting among Chinese inclusive education teachers: The influence of attitudes, perceived principal leadership, and motivation
This study aimed to investigate how teachers' attitudes towards inclusive education and perceived principals' leadership influence their job crafting, as well as the mediating role of work motivation in these relationships. A sample of 666 teachers from inclusive primary schools in Beijing, China, participated in the investigation twice within a six-month interval. The results showed that attitudes towards inclusive education positively predicted…
Research mindset and practices in classroom assessment among secondary school EFL teachers: Characteristics, relationships, and strategies to strengthen their connection
Examining the relationships among growth mindset, future selves, metacognitive strategy use and L2 writing performance: A self-regulatory loop
Parental involvement influences the relationship between children’s L2 Chinese reading motivation and reading performance: A longitudinal person-centred moderation analysis
202507 bcch
Growth‐Oriented Versus Fixed‐Oriented Feedback: Exploring Chinese Primary School English Teachers' Mindsets and Their Impacts on Feedback‐Giving Practices
Language mindsets have emerged as a prominent area of inquiry within the realm of second language (L2) education. Nonetheless, extant research primarily focuses on the examination of language mindsets among students, leaving a notable gap in understanding the mindsets held by language teachers. To address this gap, the present study investigated the mindsets of Chinese primary school English teachers, as well as the impact of mindsets on their pr…
Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
Despite the growing interest in emotions in L2 writing education, empirical research on teachers’ emotions as feedback providers is limited. With 288 English writing teachers from 120 universities in 23 provinces of China, this study developed a 17-item scale to measure Chinese university English writing teachers’ feedback-giving emotions. Exploratory factor analysis revealed five kinds of emotions: cheerfulness, contentment, frustration, anxiety…
The Effect of Self-Concept and Self-Efficacy on Learning Engagement and Subsequent Reading Performance: The Difference Between L1 and L2 Reading in First-Grade Students
Reading self-beliefs, comprising self-concept and self-efficacy, play a pivotal role in shaping students’ learning engagement and learning outcomes. However, existing literature on the self-beliefs of school-entry students primarily originates from Western contexts, and the exploration of differences in self-beliefs, engagement in learning, and their impact on reading performance among L1 and L2 learners remains uncharted territory. This dearth o…
The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners
Although motivational variables have been extensively examined in the context of English as a second/foreign language (ESL/EFL), they have received little attention when learning Chinese as a second language (CSL), especially among elementary school students in lower grades. Considering the significant impact of psychological variables on language learning and the dilemma of Chinese reading for non-Chinese speaking (NCS) students from Hong Kong, …
A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: Associations with imaginative capacity and story continuation writing performance
Research on second language (L2) enjoyment and anxiety has mainly focused on independent reading and writing tasks. An integrated reading-writing task involves students in both reading and writing processes, raising the possibility of different combinations of, and unique interaction between, enjoyment and anxiety across reading and writing in such a task. This study aimed to identify integrated reading-writing task based enjoyment and anxiety pr…
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing
The integration of ChatGPT as a supplementary tool for writing instruction has gained traction. However, uncertainties persist regarding how ChatGPT complements teacher assessment and the overall effectiveness of this combined approach. To address this, we conducted a mixed-methods investigation involving 46 undergraduate students from a research university in southern China, engaging them in a Chinese academic writing task. The intraclass correl…
Investigating EFL teacher agency in instructional practice of blended learning in Chinese higher education: An activity theory perspective
Teacher agency is considered a key driver of teacher professional growth, student improvement, and educational change. This study contributes to the sparse research on language teacher agency in blended learning (BL). Using activity theory to conceptualize teacher agency, this study explores how two English as a foreign language (EFL) teachers exerted agency while implementing BL at a Chinese university. This study also examines the factors that …
Exploring the interplay of attitudes: The transfer of self‐efficacy and emotions between L1 Chinese and L2 English integrated writing contexts
In today's multilingual society, students often learn two or more languages simultaneously. Despite a wealth of research on writing attitudes, few studies have explored the relationship between student attitudinal variables from a cross‐linguistic perspective, particularly in the field of integrated writing (IW). This study included 239 first‐year English majors from a normal university in southeastern China. Path analysis revealed clear relation…
Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study
Investigating the relationships between language mindsets, attributions, and learning engagement of L2 writers
Measuring Chinese junior high school students' language mindsets: What can we learn from young EFL learners’ beliefs in their language ability
Effects of self-efficacy on integrated writing performance: A cross-linguistic perspective
Investigating the relationships between language mindsets, attributions, and learning engagement of L2 writers
A longitudinal study of job crafting among Chinese inclusive education teachers: The influence of attitudes, perceived principal leadership, and motivation
This study aimed to investigate how teachers' attitudes towards inclusive education and perceived principals' leadership influence their job crafting, as well as the mediating role of work motivation in these relationships. A sample of 666 teachers from inclusive primary schools in Beijing, China, participated in the investigation twice within a six-month interval. The results showed that attitudes towards inclusive education positively predicted…
Examining the relationships among growth mindset, future selves, metacognitive strategy use and L2 writing performance: A self-regulatory loop
Exploring the interplay of attitudes: The transfer of self‐efficacy and emotions between L1 Chinese and L2 English integrated writing contexts
In today's multilingual society, students often learn two or more languages simultaneously. Despite a wealth of research on writing attitudes, few studies have explored the relationship between student attitudinal variables from a cross‐linguistic perspective, particularly in the field of integrated writing (IW). This study included 239 first‐year English majors from a normal university in southeastern China. Path analysis revealed clear relation…
Investigating the Relationship Between Linguistic Competence, Ideal Self, Learning Engagement, and Integrated Writing Performance: A Structural Equation Modeling Approach
How university EFL writers’ beliefs in writing ability impact their perceptions of peer assessment: Perspectives from implicit theories of intelligence
Peer assessments are often used in English as a Foreign Language (EFL) or English as a Second Language (ESL) writing classes, and there are many studies that have measured students’ perceptions of peer assessment activities. The current literature presents contrasting findings on these perceptions; therefore, this empirical study used structural equation modeling to investigate how students’ implicit theories of writing intelligence shape their p…
Measuring Chinese junior high school students' language mindsets: What can we learn from young EFL learners’ beliefs in their language ability
The Associations of Parental Support with First-Grade Primary School L2 Chinese Learners’ Ideal Selves, Motivation, Engagement, and Reading Test Performance in Hong Kong: A Person-Centered Approach
Research Findings: With a sample of 390 non-Chinese speaking first-grade primary school students and their parents in Hong Kong, this study examines associations between parental support and students’ ideal selves, motivation, engagement, and Chinese reading test performance. Latent profile analysis (LPA) identified four groups of students (low-, moderate-, and high-ideal learners and ambivalent learners). Except for those ambivalent learners, st…
Measuring and profiling Chinese secondary school English teachers’ language mindsets: An exploratory study of non-native teachers’ perceived L2 proficiency loss
Non-native second language (NNL2) teachers’ perceived L2 proficiency loss is a widespread, yet largely underrepresented phenomenon. This study used a sample of 969 Chinese secondary school non-native English teachers (91.6% female, M age = 37.18, SD = 9.45) to examine their decremental beliefs toward English language proficiency within the framework of mindsets. Both variable-centered and person-centered approaches were adopted to perform data an…
Effects of self-efficacy on integrated writing performance: A cross-linguistic perspective
Investigating the Relationship Between Linguistic Competence, Ideal Self, Learning Engagement, and Integrated Writing Performance: A Structural Equation Modeling Approach
The Effect of Self-Concept and Self-Efficacy on Learning Engagement and Subsequent Reading Performance: The Difference Between L1 and L2 Reading in First-Grade Students
Reading self-beliefs, comprising self-concept and self-efficacy, play a pivotal role in shaping students’ learning engagement and learning outcomes. However, existing literature on the self-beliefs of school-entry students primarily originates from Western contexts, and the exploration of differences in self-beliefs, engagement in learning, and their impact on reading performance among L1 and L2 learners remains uncharted territory. This dearth o…
The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners
Although motivational variables have been extensively examined in the context of English as a second/foreign language (ESL/EFL), they have received little attention when learning Chinese as a second language (CSL), especially among elementary school students in lower grades. Considering the significant impact of psychological variables on language learning and the dilemma of Chinese reading for non-Chinese speaking (NCS) students from Hong Kong, …
A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: Associations with imaginative capacity and story continuation writing performance
Research on second language (L2) enjoyment and anxiety has mainly focused on independent reading and writing tasks. An integrated reading-writing task involves students in both reading and writing processes, raising the possibility of different combinations of, and unique interaction between, enjoyment and anxiety across reading and writing in such a task. This study aimed to identify integrated reading-writing task based enjoyment and anxiety pr…
Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing
The integration of ChatGPT as a supplementary tool for writing instruction has gained traction. However, uncertainties persist regarding how ChatGPT complements teacher assessment and the overall effectiveness of this combined approach. To address this, we conducted a mixed-methods investigation involving 46 undergraduate students from a research university in southern China, engaging them in a Chinese academic writing task. The intraclass correl…
Investigating EFL teacher agency in instructional practice of blended learning in Chinese higher education: An activity theory perspective
Teacher agency is considered a key driver of teacher professional growth, student improvement, and educational change. This study contributes to the sparse research on language teacher agency in blended learning (BL). Using activity theory to conceptualize teacher agency, this study explores how two English as a foreign language (EFL) teachers exerted agency while implementing BL at a Chinese university. This study also examines the factors that …
Exploring the interplay of attitudes: The transfer of self‐efficacy and emotions between L1 Chinese and L2 English integrated writing contexts
In today's multilingual society, students often learn two or more languages simultaneously. Despite a wealth of research on writing attitudes, few studies have explored the relationship between student attitudinal variables from a cross‐linguistic perspective, particularly in the field of integrated writing (IW). This study included 239 first‐year English majors from a normal university in southeastern China. Path analysis revealed clear relation…
Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study
Investigating the relationships between language mindsets, attributions, and learning engagement of L2 writers
Motivation profiles of Chinese language teachers of non-Chinese speaking students and the associations with teacher well-being in Hong Kong
The growing population of non-Chinese speaking (NCS) students in Hong Kong has presented substantial challenges for Chinese language teachers. Work motivation to teach NCS students has not gained much attention in previous studies but it is important for these teachers’ well-being. This study aimed to identify the motivation profiles of Chinese language teachers of NCS students and examine the relationships between motivation profiles and teacher…
Secondary school English teachers’ application of artificial intelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective
A Qualitative Inquiry Into Metacognitive Strategies of Postgraduate Students in Employing ChatGPT for English Academic Writing
Recent years have witnessed a growing application of generative artificial intelligence (GenAI) technology in writing instruction. Students should mobilise their metacognitive strategies during this endeavour to maximise the benefits of GenAI while avoiding the potential negative impacts. Within the context of tertiary education in Hong Kong, this qualitative research investigates 13 postgraduate students' metacognitive strategies when utilising …
Impact of Information Literacy and Discourse Synthesis Strategy Use on Multimodal Information‐Based Integrated Writing Among Secondary School Students
Integrating multimodal information in writing has become a key competency in the information society. Based on the information‐based model of academic writing (IBAW), the present study explores the impact of information literacy and discourse synthesis strategy use on multimodal information‐based integrated writing (MIIW). The participants, 223 secondary school students from mainland China, completed an MIIW task involving multiple modes (videos,…
A longitudinal study of job crafting among Chinese inclusive education teachers: The influence of attitudes, perceived principal leadership, and motivation
This study aimed to investigate how teachers' attitudes towards inclusive education and perceived principals' leadership influence their job crafting, as well as the mediating role of work motivation in these relationships. A sample of 666 teachers from inclusive primary schools in Beijing, China, participated in the investigation twice within a six-month interval. The results showed that attitudes towards inclusive education positively predicted…
Research mindset and practices in classroom assessment among secondary school EFL teachers: Characteristics, relationships, and strategies to strengthen their connection
Examining the relationships among growth mindset, future selves, metacognitive strategy use and L2 writing performance: A self-regulatory loop
Parental involvement influences the relationship between children’s L2 Chinese reading motivation and reading performance: A longitudinal person-centred moderation analysis
202507 bcch
Growth‐Oriented Versus Fixed‐Oriented Feedback: Exploring Chinese Primary School English Teachers' Mindsets and Their Impacts on Feedback‐Giving Practices
Language mindsets have emerged as a prominent area of inquiry within the realm of second language (L2) education. Nonetheless, extant research primarily focuses on the examination of language mindsets among students, leaving a notable gap in understanding the mindsets held by language teachers. To address this gap, the present study investigated the mindsets of Chinese primary school English teachers, as well as the impact of mindsets on their pr…
Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
Despite the growing interest in emotions in L2 writing education, empirical research on teachers’ emotions as feedback providers is limited. With 288 English writing teachers from 120 universities in 23 provinces of China, this study developed a 17-item scale to measure Chinese university English writing teachers’ feedback-giving emotions. Exploratory factor analysis revealed five kinds of emotions: cheerfulness, contentment, frustration, anxiety…
Measuring Chinese undergraduate students’ engagement with GenAI feedback in L2 writing: A large-scale study
Purpose Although existing studies have begun to probe students’ engagement with Generative artificial intelligence (GenAI) feedback on L2 writing, few capture the full continuum of engagement that arises when students both interact with GenAI and subsequently revise their texts. This study addresses this methodological gap by developing and validating a comprehensive instrument to assess student engagement in GenAI-mediated writing environments.M…
Psychology (21 works) · Mathematics education (16 works) · EFL/ESL Teaching and Learning (14 works) · Social Psychology (12 works) · Computer Science (9 works) · Linguistics (9 works) · Pedagogy (9 works) · Cognition (7 works) · Education, Achievement, and Giftedness (7 works) · Social Psychology (7 works)