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学者姓名：沈彬
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Abstract ：
Despite self-regulated learning (SRL) being considered to represent a model of optimal learning, the effects of SRL strategy-based instruction in L2 writing remain relatively underexplored, especially in the Chinese tertiary setting. To fill such lacuna, the present study explored the effects of an SRL strategy-based writing intervention program on Chinese university English-as-a-foreignlanguage (EFL) learners' writing performance and self-regulated writing strategy use. A quasiexperimental design was employed with 97 third-year English-major students. The experimental group (n = 39) received a 12-week intervention designed on a framework conceptualized according to Zimmerman (2000) and Pintrich (2004). The control group (n = 58) received a regular traditional writing course concurrently. Data were collected with a Questionnaire for Selfregulated Learning Writing Strategies (QSRLWS), writing tests, and student interviews. ANCOVA results revealed a significant intervention effect on writing performance with a sustained effect one month later, and significant effects on participants' use of the target strategy types while nonsignificant effects on the non-target strategy types. Analyses of the interview data also uncovered a higher frequency of occurrence and more adept and deliberate use of the target strategies among the experimental group, and offered tentative evidence to the differential intervention effects on participants of varied writing performance levels. Pedagogical implications are discussed.
Keyword ：
Chinese university students Chinese university students SRL strategy-based writing intervention SRL strategy-based writing intervention Writing performance Writing performance
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| GB/T 7714 | Shen, Bin , Bai, Barry . Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention [J]. | SYSTEM , 2024 , 122 . |
| MLA | Shen, Bin 等. "Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention" . | SYSTEM 122 (2024) . |
| APA | Shen, Bin , Bai, Barry . Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention . | SYSTEM , 2024 , 122 . |
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Despite the growing importance of MOOCs and their application in face-to-face classes since 2020, driven by the COVID-19 pandemic, existing literature offers limited research on the factors affecting the quality of hybrid MOOC (hMOOC) learning, particularly from a psychological perspective. Thus, based on the 3P model of teaching and learning, this study aims to build a psychological pathway to empirically investigate the indicators of, and their relationship with, hMOOC learning outcomes by examining task value belief and relational quality as presage variables, and learner engagement and knowledge sharing as process variables, leading to learner satisfaction as the product. A self-administered questionnaire was distributed to 750 undergraduate learners with prior experience in hMOOC learning in higher educational institutions of the People's Republic of China (PRC). Confirmatory factor analysis (CFA), path, and mediation analyses were conducted based on structural equation modeling (SEM). The results confirmed the hypothesis that task value belief and relational quality both significantly influenced learner satisfaction in hMOOCs. Task value belief exerted indirect effects on satisfaction through learner engagement. However, it failed to predict satisfaction through knowledge sharing indirectly. Instead, task value belief affected learner engagement first and then knowledge sharing, which finally impacted satisfaction, revealing the linear relationship of TVB -> LE -> KS -> SA. Moreover, relational quality had an indirect effect on satisfaction through both learner engagement and knowledge sharing, indicating the interrelationships of RQ -> LE & KS -> SA. Theoretical and pedagogical implications are discussed in the conclusion.
Keyword ：
hMOOC learning hMOOC learning Knowledge sharing Knowledge sharing Learner engagement Learner engagement Relational quality Relational quality Satisfaction Satisfaction Task value belief Task value belief
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| GB/T 7714 | Zhang, Yunqing , Zheng, Xinmin , Shen, Bin . Impacts of task value belief and relational quality on hMOOC learner satisfaction in the post-pandemic era: The mediating roles of Learner Engagement and Knowledge sharing [J]. | EDUCATION AND INFORMATION TECHNOLOGIES , 2024 . |
| MLA | Zhang, Yunqing 等. "Impacts of task value belief and relational quality on hMOOC learner satisfaction in the post-pandemic era: The mediating roles of Learner Engagement and Knowledge sharing" . | EDUCATION AND INFORMATION TECHNOLOGIES (2024) . |
| APA | Zhang, Yunqing , Zheng, Xinmin , Shen, Bin . Impacts of task value belief and relational quality on hMOOC learner satisfaction in the post-pandemic era: The mediating roles of Learner Engagement and Knowledge sharing . | EDUCATION AND INFORMATION TECHNOLOGIES , 2024 . |
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Understanding subjective perspectives of enjoyment in foreign language (FL) learning among diverse students can yield insights into the determinants of their enjoyment in FL learning, thus informing FL educators in tailoring their teaching strategies in FL classroom. With this aim, the current study utilized Q-methodology to explore the perspectives of Chinese university students on Foreign Language Enjoyment (FLE) in an English-as-a-foreign-language (EFL) setting. A total of 30 students participated in a Q-sort with 40 FLE-related statements, followed by Principal Component Analysis and varimax rotation for pattern extraction. Additionally, retrospective interviews with six participants provided deeper insights. The research identified four factors shaping FLE in EFL learning: informativeness, independent learning, collaborative work, and interestingness. These findings highlight the subjective nature of EFL learners' FLE perspectives, influenced by both internal factors (self-reported FL proficiency and achievement) and external factors (support from teachers and peers). Our findings suggested that educators are encouraged to tailor teaching strategies to enhance FLE in the context of EFL learning, thus improving students' learning outcomes. © 2024
Keyword ：
Chinese learners Chinese learners EFL learning EFL learning FLE FLE Influential factor Influential factor Q-methodology Q-methodology
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| GB/T 7714 | Wang, Z. , Shen, B. , Zhang, Y. . What makes EFL learning enjoyable for Chinese tertiary-level students? Insights from Q methodology [J]. | System , 2024 , 123 . |
| MLA | Wang, Z. 等. "What makes EFL learning enjoyable for Chinese tertiary-level students? Insights from Q methodology" . | System 123 (2024) . |
| APA | Wang, Z. , Shen, B. , Zhang, Y. . What makes EFL learning enjoyable for Chinese tertiary-level students? Insights from Q methodology . | System , 2024 , 123 . |
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Drawing on a proposed theoretical framework that integrates a social cognitive perspective of self-regulation and a process genre approach to L2 writing, this research describes the development and validation process of a new instrument, Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS). QSRLWS was validated with satisfactory psychometric qualities. Nine hundred eighty Chinese university EFL learners participated in the study (N = 960 after data screening). The study first described the questionnaire development process and adopted exploratory factor analysis to validate the factorial structure with half of the sample (n = 480). It further confirmed the structure with confirmatory factor analysis with another half of the sample (n = 480). Model comparisons confirmed a four-factor second-order structure in which QSRLWS comprised 12 SRL writing strategy types into four dimensions of strategy groups, i.e., metacognitive, cognitive, social, and motivational/affective regulation. Predictive validity of these strategies on students' English writing performance was also reported. Theoretical and pedagogical implications are discussed.
Keyword ：
Chinese university students Chinese university students EFL writing strategies EFL writing strategies English writing performance English writing performance questionnaire development and validation questionnaire development and validation self-regulated learning (SRL) self-regulated learning (SRL)
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| GB/T 7714 | Shen, Bin , Wang, Lu . Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners [J]. | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING , 2024 . |
| MLA | Shen, Bin 等. "Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners" . | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING (2024) . |
| APA | Shen, Bin , Wang, Lu . Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners . | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING , 2024 . |
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While prior research on engagement in L2 writing mainly focused on engagement with feedback, little is known about the relationship between engagement and the broader formative assessment context. To fill this gap, this study investigated what and how contextual and individual factors influenced three Chinese undergraduates' engagement in an assessment as learning (AaL)-focused writing classroom. Drawing on data from interviews, stimulated recalls, classroom observation, and documents, findings indicated that student empowerment, instructional scaffolding, and a teacher-student rapport in an AaL context afforded and motivated students to enact engagement. Meanwhile, sociocultural factors such as beliefs regarding teachers as authorities may constrain students from utilizing learning opportunities. Moreover, when there was an alignment between students' will and capacity at the individual level, as well as contextual factors at instructional, interpersonal, and sociocultural levels, students were more likely to engage in classroom writing assessment.
Keyword ：
agency agency assessment as learning assessment as learning contextual factors contextual factors engagement engagement individual factors individual factors L2 writing L2 writing
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| GB/T 7714 | Wang, Lu , Shen, Bin . Influencing factors of L2 writers' engagement in an assessment as learning-focused context [J]. | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING , 2024 . |
| MLA | Wang, Lu 等. "Influencing factors of L2 writers' engagement in an assessment as learning-focused context" . | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING (2024) . |
| APA | Wang, Lu , Shen, Bin . Influencing factors of L2 writers' engagement in an assessment as learning-focused context . | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING , 2024 . |
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Emotional research in foreign language learning has bloomed recently, and yet there has been a call for attention to a broader spectrum of emotions experienced by learners of English as a foreign language (EFL). Whilst emotions and self-regulated learning (SRL) are both believed to play important roles in EFL learning, little is known about their interplay. To fill the void, the study intends to map out an overall status quo of Chinese university EFL students' academic emotions and SRL strategy use and sophisticated interrelationships between them using structural equation modelling (SEM). Findings showed that the Chinese participants demonstrated a medium level of positive emotions, a low level of anger, a medium level of shame and anxiety, and a low to medium frequency use of SRL strategies in English learning. ANOVA results detected gender differences in SRL strategy use, with females outperforming males in using self-evaluation and persistence strategy types, together with grade level influences in anxiety level with seniors feeling less anxious than juniors and sophomores. Furthermore, SEM results suggested that enjoyment had positive relationships with SRL strategy use; anger and shame had negative relationships while anxiety had ambivalent relationships with SRL strategy use. Important implications are discussed.
Keyword ：
academic emotions academic emotions Chinese university EFL learners Chinese university EFL learners gender gender grade level grade level SRL strategies SRL strategies
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| GB/T 7714 | Shen, Bin , Wang, Yabing , Yang, Yang et al. Relationships between Chinese university EFL learners' academic emotions and self-regulated learning strategies: A structural equation model [J]. | LANGUAGE TEACHING RESEARCH , 2023 . |
| MLA | Shen, Bin et al. "Relationships between Chinese university EFL learners' academic emotions and self-regulated learning strategies: A structural equation model" . | LANGUAGE TEACHING RESEARCH (2023) . |
| APA | Shen, Bin , Wang, Yabing , Yang, Yang , Yu, Xiaoxiao . Relationships between Chinese university EFL learners' academic emotions and self-regulated learning strategies: A structural equation model . | LANGUAGE TEACHING RESEARCH , 2023 . |
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Translanguaging encourages active and integrated usage of varied languages and other resources and exploitation of students' whole linguistic repertories and cultural resources in teaching and learning. Zooming into an intercultural communication class in an English-as-a-medium-of-instruction (EMI) fashion, the present study intends to discuss the teacher's pedagogical translanguaging practices used in class, the possible influences of these practices on students' intercultural communication competence (ICC) and students' attitudes toward these translanguaging practices by adopting a mixed-method approach of in-class observation, questionnaires, and semi-structured interviews. The findings suggest that translanguaging was practiced to serve various purposes in class, namely concept explanation, engagement check, context knowledge reorientation, and maintenance of classroom relationships; the teacher's translanguaging practices could help to promote students' ICC; students demonstrated positive attitudes toward translanguaging utilized by teachers, while some were concerned about the students' use of translanguaging in the EMI class where the monolingual ideology was expected to be dominant. Therefore, students' awareness of translanguaging and multilingualism should be fostered to make full use of their bilingual and multilingual advantages, which will further contribute to cultivating their ICC.
Keyword ：
intercultural communication competence intercultural communication competence monolingualism monolingualism students' attitudes students' attitudes translanguaging practice translanguaging practice
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| GB/T 7714 | Wang, Zhijie , Shen, Bin . "I think I am bilingual, but horizontal ellipsis ": Teachers' practices of and student' attitudes toward translanguaging in a Chinese intercultural communication class [J]. | INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS , 2023 , 34 (1) : 242-260 . |
| MLA | Wang, Zhijie et al. ""I think I am bilingual, but horizontal ellipsis ": Teachers' practices of and student' attitudes toward translanguaging in a Chinese intercultural communication class" . | INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS 34 . 1 (2023) : 242-260 . |
| APA | Wang, Zhijie , Shen, Bin . "I think I am bilingual, but horizontal ellipsis ": Teachers' practices of and student' attitudes toward translanguaging in a Chinese intercultural communication class . | INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS , 2023 , 34 (1) , 242-260 . |
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Although research into the educational benefits of Spherical Video-based Virtual Reality (SVVR) has gained popularity in traditional face-to-face English-as-a-Foreign-Language (EFL) class, little is known about whether this immersive, interactive, and imaginative teaching-assisted technology could facilitate learning in online EFL settings in the post-pandemic time. The current study explored how students engaged themselves in an online EFL class facilitated by SVVR. To achieve that, one focus group interview and two semi-structured interviews were conducted to collect in-depth data of students' perceptions of their engagement under the SVVR-supported online learning. Based on the theoretical framework of engagement, the collected data were thematically coded into three categories, namely, behavioral, emotional, and cognitive engagement. The findings suggested that with SVVR affordances, students engaged behaviorally, emotionally, and cognitively in the online EFL writing class, both in an independent and interrelated way. The enhanced emotional engagement of students could then support their behavioral engagement while students' cognitive engagement could also promote their emotional and behavioral engagement. The present study thereby could not only build our understanding of the dynamic, multifaceted, and interconnected nature of student engagement, but also provide one feasible solution to teachers towards the disengagement issue in online EFL learning in the post-pandemic time.
Keyword ：
EFL writing EFL writing Online learning Online learning Student engagement Student engagement SVVR SVVR
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| GB/T 7714 | Shen, Bin , Wang, Zhijie , Zhong, Xiaowen et al. Can SVVR Help with Student Engagement in an Online EFL Writing Class? A Chinese Case Study [J]. | ASIA-PACIFIC EDUCATION RESEARCHER , 2023 , 33 (4) : 1011-1021 . |
| MLA | Shen, Bin et al. "Can SVVR Help with Student Engagement in an Online EFL Writing Class? A Chinese Case Study" . | ASIA-PACIFIC EDUCATION RESEARCHER 33 . 4 (2023) : 1011-1021 . |
| APA | Shen, Bin , Wang, Zhijie , Zhong, Xiaowen , Jiang, Michael Yi-Chao , Jong, Morris Siu-Yung . Can SVVR Help with Student Engagement in an Online EFL Writing Class? A Chinese Case Study . | ASIA-PACIFIC EDUCATION RESEARCHER , 2023 , 33 (4) , 1011-1021 . |
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This study discusses the use of Student Response Systems (SRS) in the context of English as a Foreign Language (EFL) learning, exploring how SRS affects learners' EFL anxiety and enjoyment. The study investigates whether the use of an SRS can increase EFL learners' enjoyment and reduce their anxiety. A quasi-experimental design was used, with 58 undergraduate students from a Chinese university participating in the study. Their EFL anxiety and enjoyment were measured using validated questionnaires both before and after the intervention. Results showed that the treatment group outperformed their counterparts in the control group in terms of EFL anxiety with a small-To-medium effect size. Additionally, the use of SRS significantly reduced EFL anxiety in the treatment group over the six-week-long intervention with a small-To-medium effect size. However, regarding enjoyment, there was no significant difference between the two groups, and the treatment group did not have a significant increase in enjoyment. This preliminary study suggests that SRS can be an effective tool for reducing negative emotions in relation to EFL learning. © 2023 IEEE.
Keyword ：
Students Students
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| GB/T 7714 | Jiang, Michael Yi-Chao , Jong, Morris Siu-Yung , Meng, Yan-Li et al. Integrating Student Response System into English as a Foreign Language Classroom: A Preliminary Study [C] . 2023 : 236-238 . |
| MLA | Jiang, Michael Yi-Chao et al. "Integrating Student Response System into English as a Foreign Language Classroom: A Preliminary Study" . (2023) : 236-238 . |
| APA | Jiang, Michael Yi-Chao , Jong, Morris Siu-Yung , Meng, Yan-Li , Shen, Bin , Liu, Hai-Ping . Integrating Student Response System into English as a Foreign Language Classroom: A Preliminary Study . (2023) : 236-238 . |
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| GB/T 7714 | Weng, Fanrong; Shen, Bin . Language Assessment Literacy of Teachers [J]. | Language Assessment Literacy of Teachers , 2022 , 13 : 1 . |
| MLA | Weng, Fanrong; Shen, Bin . "Language Assessment Literacy of Teachers" . | Language Assessment Literacy of Teachers 13 (2022) : 1 . |
| APA | Weng, Fanrong; Shen, Bin . Language Assessment Literacy of Teachers . | Language Assessment Literacy of Teachers , 2022 , 13 , 1 . |
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