ResearcherPage View Count

Geo Map
AS - Asia415
NA - North America184
EU - Europe80
HKU - The University of Hong Kong78
SA - South America8
OC - Oceania8
AF - Africa2
UND - Undefined61
CN - China200
US - United States176
HK - Hong Kong114
HKU - The University of Hong Kong78
GB - United Kingdom35
SG - Singapore20
MO - Macao17
TW - Taiwan13
ID - Indonesia12
DE - Germany10
OTH - Others161
The University of Hong Kong78
San Ramon35
San Mateo30
Central District17
Understanding Changes in EFL Teachers’ Feedback Practice During COVID-19: Implications for Teacher Feedback Literacy at a Time of Crisis12
Toward Critical Intercultural Literacy Enhancement of University Students in China From the Perspective of English as a Lingua Franca10
Digital multimodal composing and investment change in learners’ writing in English as a foreign language5
Teacher engagement with digital multimodal composing in a Chinese tertiary EFL curriculum9
Navigating the instructional settings of EMI: a spatial perspective on university teachers’ experiences8
An EFL Teacher’s investment in digital multimodal composing8
Appropriating automated feedback in L2 writing: experiences of Chinese EFL student writers13
Early career English teachers’ professional commitment change: a Macau study8
Digital Multimodal Composing in L2 Learning: Ideologies and Impact7
Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study7
The impact of L2 writing instructional approaches on student writing motivation and engagement6
Fostering EFL Learners’ Digital Empathy through Multimodal Composing8
Doctoral students’ engagement with journal reviewers’ feedback on academic writing6
“I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing22
A Qualitative Investigation of Chinese Students’ Willingness to Communicate in English in the Graduate School EMI Classroom17
Enhancing mainland Chinese college students' investment in EFL learning through multimodal composing : affordances and challenges449
Authentic assessment in Chinese secondary English classrooms: teachers’ perception and practice8
L2 university students' motivational self system in English writing: A sociocultural inquiry25
Chinese preschool teachers’ emotional labor and regulation strategies12
Multimodal composing as a learning activity in English classrooms: Inquiring into the sources of its motivational capacity10
English teachers’ intention to use flipped teaching: interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support10
Smartphone use motivation and problematic smartphone use in a national representative sample of Chinese adolescents: The mediating roles of smartphone use time for various activities18
Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective9
Facilitating EFL students’ civic participation through digital multimodal composing10
Childhood Maltreatment and Affective Symptoms and Severity of Drug Addiction among Chinese Male Drug Users: Variable-Centered and Person-Centered Approaches14
Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing11
Sociological understandings of teachers’ emotions in second language classrooms in the context of education/curricular reforms: Directions for future research12
The affordances of digital multimodal composing for EFL learning6
English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support19
The challenges of facilitating students' investment in EFL learning through multimodal composing31
English Writing Instruction in Chinese Students’ Experience: A Survey Study8
Coping with EMI (English as a medium of instruction): Mainland China students’ strategies at a university in Macau22
Transitioning from Pre-service to Novice: A Study on Macau EFL Teachers’ Identity Change9
Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective7