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Shulin Yu, Ph.D. - Publications

Affiliations: 
2014 Curriculum and Instruction The Chinese University of Hong Kong, Hong Kong, Hong Kong 
Area:
Foreign Language Education, Higher Education, English as a Second Language Education, Asian Studies
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47 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2021 Zheng Y, Yu S, Lee I. Implementing Collaborative Writing in Chinese EFL Classrooms: Voices From Tertiary Teachers. Frontiers in Psychology. 12: 631561. PMID 34248739 DOI: 10.3389/fpsyg.2021.631561  0.424
2020 Yu S, Wang Y, Jiang L, Wang B. Coping with EMI (English as a medium of instruction): Mainland China students’ strategies at a university in Macau Innovations in Education and Teaching International. 1-11. DOI: 10.1080/14703297.2020.1784248  0.463
2020 Zheng Y, Yu S, Wang B, Zhang Y. Exploring student engagement with supervisor feedback on master’s thesis: Insights from a case study Innovations in Education and Teaching International. 57: 186-197. DOI: 10.1080/14703297.2019.1617181  0.422
2020 Zheng Y, Yu S, Liu Z. Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback Teaching in Higher Education. 1-21. DOI: 10.1080/13562517.2020.1806225  0.468
2020 Zhang Y, Yu S, Yuan K. Understanding Master???s students??? peer feedback practices from the academic discourse community perspective: A??rethinking of postgraduate pedagogies Teaching in Higher Education. 25: 126-140. DOI: 10.1080/13562517.2018.1543261  0.486
2020 Yu S. Giving genre-based peer feedback in academic writing: sources of knowledge and skills, difficulties and challenges Assessment & Evaluation in Higher Education. 1-18. DOI: 10.1080/02602938.2020.1742872  0.428
2020 Jiang L, Yu S, Wang C. Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective System. 93: 102302. DOI: 10.1016/J.System.2020.102302  0.545
2020 Yu S, Jiang L, Zhou N. Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study Assessing Writing. 44: 100451. DOI: 10.1016/J.Asw.2020.100451  0.521
2020 Jiang L, Yuan K, Yu S. Transitioning from Pre-service to Novice: A Study on Macau EFL Teachers’ Identity Change Asia-Pacific Education Researcher. 1-11. DOI: 10.1007/S40299-020-00510-4  0.396
2020 Yu S, Zhang Y, Zheng Y, Lin Z. Written Corrective Feedback Strategies in English-Chinese Translation Classrooms Asia-Pacific Education Researcher. 29: 101-111. DOI: 10.1007/S40299-019-00456-2  0.533
2020 Jiang L, Yang M, Yu S. Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing Tesol Quarterly. DOI: 10.1002/Tesq.566  0.326
2019 Zhang YC, Zhou N, Cao H, Liang Y, Yu S, Li J, Deng L, Sun R, Wu Q, Li P, Xiong Q, Nie R, Fang X. Career-Specific Parenting Practices and Career Decision-Making Self-Efficacy Among Chinese Adolescents: The Interactive Effects of Parenting Practices and the Mediating Role of Autonomy. Frontiers in Psychology. 10: 363. PMID 30846959 DOI: 10.3389/Fpsyg.2019.00363  0.305
2019 Jiang L, Yu S, Zhao Y. Teacher engagement with digital multimodal composing in a Chinese tertiary EFL curriculum Language Teaching Research. 136216881986497. DOI: 10.1177/1362168819864975  0.444
2019 Zhang L, Yu S, Liu H. Understanding teachers’ motivation for and commitment to teaching: profiles of Chinese early career, early childhood teachers Teachers and Teaching. 25: 890-914. DOI: 10.1080/13540602.2019.1670155  0.433
2019 Wu P, Yu S, Zhang L. The function and integration of components of pedagogical content knowledge (PCK) in classroom teaching: a case study of business English teachers Educational Studies. 45: 440-455. DOI: 10.1080/03055698.2018.1509770  0.468
2019 Yu S, Zhang Y, Zheng Y, Yuan K, Zhang L. Understanding student engagement with peer feedback on master’s theses: a Macau study Assessment & Evaluation in Higher Education. 44: 50-65. DOI: 10.1080/02602938.2018.1467879  0.491
2019 Chen W, Yu S. A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing System. 82: 83-96. DOI: 10.1016/J.System.2019.03.005  0.493
2019 Cao Z, Yu S, Huang J. A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study Studies in Educational Evaluation. 63: 102-112. DOI: 10.1016/J.Stueduc.2019.08.001  0.462
2019 Yu S, Zhou N, Zheng Y, Zhang L, Cao H, Li X. Evaluating student motivation and engagement in the Chinese EFL writing context Studies in Educational Evaluation. 62: 129-141. DOI: 10.1016/J.Stueduc.2019.06.002  0.492
2019 Zheng Y, Yu S. What has been assessed in writing and how? Empirical evidence from Assessing Writing (2000–2018) Assessing Writing. 42: 100421. DOI: 10.1016/J.Asw.2019.100421  0.361
2019 Yu S. Learning from giving peer feedback on postgraduate theses: Voices from Master's students in the Macau EFL context Assessing Writing. 40: 42-52. DOI: 10.1016/J.Asw.2019.03.004  0.497
2018 Wang B, Yu S, Teo T. Experienced EFL teachers’ beliefs about feedback on student oral presentations Asian-Pacific Journal of Second and Foreign Language Education. 3: 1-13. DOI: 10.1186/S40862-018-0053-3  0.495
2018 Qiao X, Yu S, Zhang L. A Review of Research on Professional Learning Communities in Mainland China (2006-2015): Key Findings and Emerging Themes. Educational Management Administration & Leadership. 46: 713-728. DOI: 10.1177/1741143217707523  0.344
2018 Yuan R, Zhang J, Yu S. Understanding teacher collaboration processes from a complexity theory perspective: a case study of a Chinese secondary school Teachers and Teaching. 24: 520-537. DOI: 10.1080/13540602.2018.1447458  0.439
2018 Yang Y, Hu BY, Yu S, Roberts SK, Ieong SSL. A qualitative case study of Instructional Support practices in Chinese preschool classrooms Learning, Culture and Social Interaction. 18: 133-144. DOI: 10.1016/J.Lcsi.2018.03.003  0.411
2018 Yu S, Wang B, Teo T. Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms Educational Research Review. 24: 181-192. DOI: 10.1016/J.Edurev.2018.06.001  0.468
2018 Zheng Y, Yu S. Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students Assessing Writing. 37: 13-24. DOI: 10.1016/J.Asw.2018.03.001  0.536
2018 Xu Q, Yu S. An Action Research on Computer-Mediated Communication (CMC) Peer Feedback in EFL Writing Context Asia-Pacific Education Researcher. 27: 207-216. DOI: 10.1007/S40299-018-0379-0  0.536
2018 Lee I, Yu S, Liu Y. Hong Kong Secondary Students’ Motivation in EFL Writing: A Survey Study Tesol Quarterly. 52: 176-187. DOI: 10.1002/Tesq.364  0.389
2017 Zhang J, Yuan R, Yu S. What Impedes the Development of Professional Learning Communities in China? Perceptions from Leaders and Frontline Teachers in Three Schools in Shanghai. Educational Management Administration & Leadership. 45: 219-237. DOI: 10.1177/1741143215617945  0.421
2017 Wang B, Teo T, Yu S. Teacher feedback to student oral presentations in EFL classrooms: a case study Journal of Education For Teaching. 43: 262-264. DOI: 10.1080/02607476.2016.1257507  0.56
2017 Yu S, Hu G. Understanding university students’ peer feedback practices in EFL writing: Insights from a case study Assessing Writing. 33: 25-35. DOI: 10.1016/J.Asw.2017.03.004  0.566
2017 Wu P, Yu S. Developing Pedagogical Content Knowledge (PCK) Through Module Team Collaboration: A Case Study of Business English Teachers in China Asia-Pacific Education Researcher. 26: 97-105. DOI: 10.1007/S40299-017-0330-9  0.488
2016 Yu S, Hu G. Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback? Teaching in Higher Education. 1-15. DOI: 10.1080/13562517.2016.1221806  0.537
2016 Huang Y, Pang SK, Yu S. Academic identities and university faculty responses to new managerialist reforms: experiences from China Studies in Higher Education. 1-19. DOI: 10.1080/03075079.2016.1157860  0.37
2016 Zhang L, Yu S. “I am not a babysitter”: a case study of five Chinese mainland early childhood teachers’ identity Journal of Education For Teaching. 1-3. DOI: 10.1080/02607476.2016.1182374  0.434
2016 Qiao X, Yu S. Enhancing professional learning communities through knowledge artefacts in mainland China Journal of Education For Teaching. 1-4. DOI: 10.1080/02607476.2015.1135229  0.486
2016 Yu S, Lee I. Peer feedback in second language writing (2005-2014) Language Teaching. 49: 461-493. DOI: 10.1017/S0261444816000161  0.498
2016 Yu S, Lee I. Exploring Chinese students' strategy use in a cooperative peer feedback writing group System. 58: 1-11. DOI: 10.1016/J.System.2016.02.005  0.518
2016 Yu S, Lee I, Mak P. Revisiting Chinese Cultural Issues in Peer Feedback in EFL Writing: Insights from a Multiple Case Study Asia-Pacific Education Researcher. 25: 295-304. DOI: 10.1007/S40299-015-0262-1  0.416
2016 Yu S, Lee I. Understanding the Role of Learners With Low English Language Proficiency in Peer Feedback of Second Language Writing Tesol Quarterly. 50: 483-494. DOI: 10.1002/Tesq.301  0.362
2015 Yu S, Lee I. Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective Language Teaching Research. 19: 572-593. DOI: 10.1177/1362168814541714  0.496
2015 Yu S. Becoming a teacher in a gambling city: a case study of two pre-service teachers’ motivation for teaching in Macau Journal of Education For Teaching. 41: 447-450. DOI: 10.1080/02607476.2015.1080431  0.466
2015 Yu S. What factors shape the collaborative pattern of group interaction during peer feedback in the L2 writing classroom? Revista Espanola De Linguistica Aplicada. 28: 618-640. DOI: 10.1075/Resla.28.2.10Yu  0.496
2015 Wang B, Yu S. Voices from the Frontline: Narratives of Nonnative English Speaking Teachers System. 53: 161-162. DOI: 10.1016/J.System.2015.07.008  0.462
2014 Yu S, Lee I. An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing System. 47: 28-38. DOI: 10.1016/J.System.2014.08.007  0.466
2013 Yu S, Lee I. Understanding Supervisors’ Commentary Practices in Doctoral Research Proposal Writing: A Hong Kong Study Asia-Pacific Education Researcher. 22: 473-483. DOI: 10.1007/S40299-012-0046-9  0.4
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