Qingyao Dan
Dados Biográficos
| ID | 6478654 |
|---|---|
| NOME | Qingyao Dan |
| PRENOMES | Qingyao |
| SOBRENOME | Dan |
| ASSINATURA | DAN Q |
| AFILIAÇÕES | Chinese University of Hong Kong |
| ORCID | 0009-0004-1083-6431 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 0 |
| OBRAS COMO AUTOR | 6 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2024 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Associations between English learners’ motivation, English writing, and continuance intention in e-learning
This study investigated the associations between students’ motivational beliefs (i.e., technology self-efficacy and interest) and English writing competence and continuance intention in an e-learning environment, as well as the roles of perceived usefulness and use of self-regulated writing strategies (i.e., planning, text-generating, self-monitoring, and revising) in these associations. The participants (aged 8 to 14, Mean = 10.19, SD = .86) wer…
Multilingual identity and English achievement
While research into multilingual identity and self-regulation among language learners has been flourishing in recent years and the relations between identity and identity-driven behaviors have been well-discussed, few studies have investigated the potential links between these two important self-constructs and their connection to language achievement. In order to address this gap, this study investigated the relationships between English as a for…
Three paradigms of inquiry into self-regulated learning (SRL)
This paper aims to review and conceptualize how researchers with different human interests understand and approach self-regulated learning (SRL) for their specific purposes. In this narrative literature review, three paradigms of inquiry into SRL guided by Habermas's three human interests (i.e., technical interests, practical interests, and critical/emancipatory interests) are presented in an interpretive way. It was found that, with various huma…
Classroom relationships and self-regulated learning strategy use among EFL students
This study aimed to understand the relations between English as a foreign language (EFL) students’ classroom relationships, emotions, and self-regulated learning (SRL) strategy use. Data was collected via a questionnaire completed by 436 4-5th graders in Mainland China. Results of structural equation modelling (SEM) revealed that both teacher-student relationships and peer relationships contributed to students’ SRL strategy use. In addition, some…
EFL students’ self-regulated learning, motivation, and perceived teacher support in cooperative learning
Gender differences in the relations between EFL students' classroom relationships and English language proficiency
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Gender differences in the relations between EFL students' classroom relationships and English language proficiency
Three paradigms of inquiry into self-regulated learning (SRL)
This paper aims to review and conceptualize how researchers with different human interests understand and approach self-regulated learning (SRL) for their specific purposes. In this narrative literature review, three paradigms of inquiry into SRL guided by Habermas's three human interests (i.e., technical interests, practical interests, and critical/emancipatory interests) are presented in an interpretive way. It was found that, with various huma…
Classroom relationships and self-regulated learning strategy use among EFL students
This study aimed to understand the relations between English as a foreign language (EFL) students’ classroom relationships, emotions, and self-regulated learning (SRL) strategy use. Data was collected via a questionnaire completed by 436 4-5th graders in Mainland China. Results of structural equation modelling (SEM) revealed that both teacher-student relationships and peer relationships contributed to students’ SRL strategy use. In addition, some…
EFL students’ self-regulated learning, motivation, and perceived teacher support in cooperative learning
Associations between English learners’ motivation, English writing, and continuance intention in e-learning
This study investigated the associations between students’ motivational beliefs (i.e., technology self-efficacy and interest) and English writing competence and continuance intention in an e-learning environment, as well as the roles of perceived usefulness and use of self-regulated writing strategies (i.e., planning, text-generating, self-monitoring, and revising) in these associations. The participants (aged 8 to 14, Mean = 10.19, SD = .86) wer…
Multilingual identity and English achievement
While research into multilingual identity and self-regulation among language learners has been flourishing in recent years and the relations between identity and identity-driven behaviors have been well-discussed, few studies have investigated the potential links between these two important self-constructs and their connection to language achievement. In order to address this gap, this study investigated the relationships between English as a for…
Innovative Teaching and Learning Methods (5 obras) · EFL/ESL Teaching and Learning (3 obras) · English as a foreign language (3 obras) · Cognition (2 obras) · Educational and Psychological Assessments (2 obras) · Mathematics education (2 obras) · Mediation (2 obras) · Psychology (2 obras) · Association (psychology (1 obra) · Computer-mediated communication (1 obra)