Huahui Zhao
Biographic Data
| ID | 8902133 |
|---|---|
| NAME | Huahui Zhao |
| GIVEN NAMES | Huahui |
| FAMILY NAME | Zhao |
| SIGNATURE | ZHAO H |
| AFFILIATIONS | University of Leeds |
| ORCID | 0000-0002-9502-4763 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Education lecturers’ expectations about writing proficiency
Tracking the development in second language writers’ use of academic vocabulary in discipline-specific assignments
Few longitudinal studies have examined the development of second language (L2) writers’ use of academic vocabulary in discipline-specific assignments. This study tracked the use of expert vocabulary and proficient novice vocabulary in assignments written by 230 L2 writers across two semesters of postgraduate study in Education and Engineering programs. Gardner and Davies’s (2014) Academic Vocabulary List (AVL) and Malmström et al.’s (2018) Produc…
Operationalising critical thinking in postgraduate disciplinary writing
Research has revealed that critical thinking (CT) can predict undergraduate academic performance well. It is essential for nurturing students’ unique voice and creativity, especially in the era of Large Language Models (LLMs). LLMs can generate linguistically complex texts, potentially overshadowing students’ authorial voices—particularly those still developing language skills and domain-specific knowledge. Despite this, research on CT within sub…
Promoting accessibility of assessment criteria
Little research has exclusively focused on the accessibility of AC, despite their substantial impacts on students’ and tutors’ engagement with AC and the facilitative role of AC for assessment and learning. Drawing upon sequential online surveys and interviews with undergraduate students from diverse disciplines in a British university, statistical and content analysis revealed the challenges undergraduates faced to comprehend and use AC for thei…
Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing
Despite the increasing volume of research in peer assessment for writing, few studies have been conducted to explore teachers’ perceptions of its appropriateness for writing instruction. It is essential to understand teachers’ perceptions of peer assessment as teachers play an important role in whether and how peer assessment is implemented in their instruction. The current study investigated tertiary English writing tutors’ perceptions of the ap…
No prominent works on this page.
Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing
Despite the increasing volume of research in peer assessment for writing, few studies have been conducted to explore teachers’ perceptions of its appropriateness for writing instruction. It is essential to understand teachers’ perceptions of peer assessment as teachers play an important role in whether and how peer assessment is implemented in their instruction. The current study investigated tertiary English writing tutors’ perceptions of the ap…
Promoting accessibility of assessment criteria
Little research has exclusively focused on the accessibility of AC, despite their substantial impacts on students’ and tutors’ engagement with AC and the facilitative role of AC for assessment and learning. Drawing upon sequential online surveys and interviews with undergraduate students from diverse disciplines in a British university, statistical and content analysis revealed the challenges undergraduates faced to comprehend and use AC for thei…
Education lecturers’ expectations about writing proficiency
Tracking the development in second language writers’ use of academic vocabulary in discipline-specific assignments
Few longitudinal studies have examined the development of second language (L2) writers’ use of academic vocabulary in discipline-specific assignments. This study tracked the use of expert vocabulary and proficient novice vocabulary in assignments written by 230 L2 writers across two semesters of postgraduate study in Education and Engineering programs. Gardner and Davies’s (2014) Academic Vocabulary List (AVL) and Malmström et al.’s (2018) Produc…
Operationalising critical thinking in postgraduate disciplinary writing
Research has revealed that critical thinking (CT) can predict undergraduate academic performance well. It is essential for nurturing students’ unique voice and creativity, especially in the era of Large Language Models (LLMs). LLMs can generate linguistically complex texts, potentially overshadowing students’ authorial voices—particularly those still developing language skills and domain-specific knowledge. Despite this, research on CT within sub…
Psychology (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Student Assessment and Feedback (4 works) · Higher education (3 works) · Sociology (3 works) · Academic writing (2 works) · Discipline (2 works) · Discourse Analysis in Language Studies (2 works)