Ye Han
Dados Biográficos
| ID | 3777656 |
|---|---|
| NOME | Ye Han |
| PRENOMES | Ye |
| SOBRENOME | Han |
| ASSINATURA | HAN Y |
| AFILIAÇÕES | Harbin Institute of Technology |
| ORCID | 0000-0002-6463-0605 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 25 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
How teacher feedback literacy changed by using Generative Artificial Intelligence (GenAI) feedback as exemplars
Craft
The advent of the new media era has greatly changed the original pattern of science communication, and social networks have become a new front to promote the Public Understanding of Science. The integration of social networks and scientific communication has dissolved the central focus of scientific communication, moving toward a more diversified subject centered around the public networks. Due to the special nature of science communication, the …
An Autoethnography of a University‐Based Teacher Educator Aspiring to Address Theory–Practice Divide
Due to the Janus‐faced nature of teacher education, university‐based teacher educators (UBTEs) in TESOL often encounter challenges, including the theory–practice divide and tensions between their sub‐identities. Both challenges can invoke complex emotional experiences and shape their identity construction. To unpack the “black box” of UBTEs' professional work and life, the study took a partial collaborative autoethnography approach to explore how…
The influences of international master's students' feedback seeking behaviour on their feedback literacy and feedback contexts
Learner-internal and learner-external factors for boredom amongst Chinese university EFL students
Despite the ubiquity of boredom and its aversive effects in educational contexts, it has received scant attention from second/foreign language (L2) researchers until very recently. This article reports on one of the first empirical attempts to explore boredom in L2 learning and its sources in Chinese tertiary-level EFL contexts through eliciting responses of 1,502 university students to open-ended questions and conducting 16 individual semi-struc…
Chinese and American Think Tanks
Think tanks can leverage global influence to manifest the soft power of their home countries. International social media is a useful channel for Chinese think tanks to spread their messages abroad and enhance their influence. In this study, we examine the think tank index report released by the University of Pennsylvania's Think Tanks and Civil Societies Program (TTCSP). Through comparative analysis and content analysis, this study analyzes the d…
Chinese international students’ identity (re)construction mediated by teacher feedback
Emotional support from the perspective of extrinsic emotion regulation
While higher education (HE) research has long recognized the importance of providing emotional support to doctoral students, empirical inquiries have barely investigated doctoral supervisors’ practice from the perspective of extrinsic emotion regulation. The current qualitative study used the framework of extrinsic emotion regulation (Gross 2014 Gross, J. J. 2014. “Emotion Regulation: Conceptual and Empirical Foundations.” In Handbook of Emotiona…
Student feedback literacy in L2 disciplinary writing
Although student feedback literacy has drawn increasing attention in higher education, how it is adapted in second language (L2) disciplinary writing discourse is still under-researched. Situated within an MA TESOL programme at a UK university, this paper reports on exploratory qualitative research into the components of student feedback literacy in L2 disciplinary writing. Data were collected through retrospective interviews with five Chinese st…
Long-Term Care Insurance Pilot Programme in China
China's population is ageing rapidly and the increase in life expectancy is accompanied by a loss of capability with advancing age, especially in the Northeast. This study adopts qualitative research methods to analyze the overall status and problems of China's LTCI policy pilots. Taking four LTCI pilot cities in three northeastern provinces as samples, we used purposive sampling to recruit 10 beneficiaries and providers of LTCI in nursing homes …
Student feedback literacy and engagement with feedback
The dissonance between teachers’ substantial effort to provide feedback and students’ under-engagement with feedback has been consistently reported in higher education. A contributing factor to this disparity students’ lack of feedback literacy, however, has been under-researched. This case study of two Chinese undergraduate students therefore investigated: (a) what the focal students’ profiles of feedback literacy were, and (b) whether and how t…
Practitioners respond to Icy Lee's ‘Teacher written corrective feedback
In her position article, Lee (2019) compellingly argues for focused written corrective feedback (FWCF) and offers clear guidelines for teachers to shift their feedback approach. As English language teaching practitioners in Chinese universities, we share Lee's view against any unthinking adherence to comprehensive written corrective feedback (CWCF) and advocate principled feedback practice. Our response begins by presenting the common ground betw…
The development of student feedback literacy
Although the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing cou…
Academic emotions in written corrective feedback situations
Written corrective feedback from an ecological perspective
Mediating and being mediated
Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom
Classroom study on noticing and recast features
Chinese as a heritage language
Chinese as a heritage language: fostering rooted world citizenry, edited by A.W. He and Y. Xiao, Honolulu, University of Hawai'i Press, 2008, xii+271 pp., US$40.00 (paperback), ISBN 978-0-8248-3286
Mediating and being mediated
Written corrective feedback from an ecological perspective
Classroom study on noticing and recast features
An Autoethnography of a University‐Based Teacher Educator Aspiring to Address Theory–Practice Divide
Due to the Janus‐faced nature of teacher education, university‐based teacher educators (UBTEs) in TESOL often encounter challenges, including the theory–practice divide and tensions between their sub‐identities. Both challenges can invoke complex emotional experiences and shape their identity construction. To unpack the “black box” of UBTEs' professional work and life, the study took a partial collaborative autoethnography approach to explore how…
Chinese as a heritage language
Chinese as a heritage language: fostering rooted world citizenry, edited by A.W. He and Y. Xiao, Honolulu, University of Hawai'i Press, 2008, xii+271 pp., US$40.00 (paperback), ISBN 978-0-8248-3286
Classroom study on noticing and recast features
Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom
Mediating and being mediated
Written corrective feedback from an ecological perspective
Academic emotions in written corrective feedback situations
The development of student feedback literacy
Although the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing cou…
Student feedback literacy and engagement with feedback
The dissonance between teachers’ substantial effort to provide feedback and students’ under-engagement with feedback has been consistently reported in higher education. A contributing factor to this disparity students’ lack of feedback literacy, however, has been under-researched. This case study of two Chinese undergraduate students therefore investigated: (a) what the focal students’ profiles of feedback literacy were, and (b) whether and how t…
Practitioners respond to Icy Lee's ‘Teacher written corrective feedback
In her position article, Lee (2019) compellingly argues for focused written corrective feedback (FWCF) and offers clear guidelines for teachers to shift their feedback approach. As English language teaching practitioners in Chinese universities, we share Lee's view against any unthinking adherence to comprehensive written corrective feedback (CWCF) and advocate principled feedback practice. Our response begins by presenting the common ground betw…
Student feedback literacy in L2 disciplinary writing
Although student feedback literacy has drawn increasing attention in higher education, how it is adapted in second language (L2) disciplinary writing discourse is still under-researched. Situated within an MA TESOL programme at a UK university, this paper reports on exploratory qualitative research into the components of student feedback literacy in L2 disciplinary writing. Data were collected through retrospective interviews with five Chinese st…
Long-Term Care Insurance Pilot Programme in China
China's population is ageing rapidly and the increase in life expectancy is accompanied by a loss of capability with advancing age, especially in the Northeast. This study adopts qualitative research methods to analyze the overall status and problems of China's LTCI policy pilots. Taking four LTCI pilot cities in three northeastern provinces as samples, we used purposive sampling to recruit 10 beneficiaries and providers of LTCI in nursing homes …
Chinese international students’ identity (re)construction mediated by teacher feedback
Emotional support from the perspective of extrinsic emotion regulation
While higher education (HE) research has long recognized the importance of providing emotional support to doctoral students, empirical inquiries have barely investigated doctoral supervisors’ practice from the perspective of extrinsic emotion regulation. The current qualitative study used the framework of extrinsic emotion regulation (Gross 2014 Gross, J. J. 2014. “Emotion Regulation: Conceptual and Empirical Foundations.” In Handbook of Emotiona…
The influences of international master's students' feedback seeking behaviour on their feedback literacy and feedback contexts
Learner-internal and learner-external factors for boredom amongst Chinese university EFL students
Despite the ubiquity of boredom and its aversive effects in educational contexts, it has received scant attention from second/foreign language (L2) researchers until very recently. This article reports on one of the first empirical attempts to explore boredom in L2 learning and its sources in Chinese tertiary-level EFL contexts through eliciting responses of 1,502 university students to open-ended questions and conducting 16 individual semi-struc…
Chinese and American Think Tanks
Think tanks can leverage global influence to manifest the soft power of their home countries. International social media is a useful channel for Chinese think tanks to spread their messages abroad and enhance their influence. In this study, we examine the think tank index report released by the University of Pennsylvania's Think Tanks and Civil Societies Program (TTCSP). Through comparative analysis and content analysis, this study analyzes the d…
Craft
The advent of the new media era has greatly changed the original pattern of science communication, and social networks have become a new front to promote the Public Understanding of Science. The integration of social networks and scientific communication has dissolved the central focus of scientific communication, moving toward a more diversified subject centered around the public networks. Due to the special nature of science communication, the …
An Autoethnography of a University‐Based Teacher Educator Aspiring to Address Theory–Practice Divide
Due to the Janus‐faced nature of teacher education, university‐based teacher educators (UBTEs) in TESOL often encounter challenges, including the theory–practice divide and tensions between their sub‐identities. Both challenges can invoke complex emotional experiences and shape their identity construction. To unpack the “black box” of UBTEs' professional work and life, the study took a partial collaborative autoethnography approach to explore how…
How teacher feedback literacy changed by using Generative Artificial Intelligence (GenAI) feedback as exemplars
Psychology (14 obras) · Mathematics education (12 obras) · Student Assessment and Feedback (11 obras) · Computer Science (9 obras) · Pedagogy (9 obras) · EFL/ESL Teaching and Learning (8 obras) · Second Language Learning and Teaching (7 obras) · Sociology (7 obras) · Corrective Feedback (6 obras) · Linguistics (6 obras)