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学者姓名：沈彬
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Translanguaging has been introduced to and applied in recent decades as a pedigogical strategy in language classrooms due to its great potential for language education, reflecting the need for a multilingual perspective in the literature of language education in the twenty-first century. Although the qualitative research on teachers' beliefs about translanguaging in language programs has grown in the past decade, a systematic examination of these qualitative investigations is scarce, which can elicit a more comprehensive understanding of teachers' different perceptions regarding translanguaging in language learning. Hence, our study adopted a qualitative meta-synthesis to consolidate the findings of previous relevant research. Altogether, nine studies were included and synthesised. The findings suggest that teachers' views on translanguaging were mixed and complex. While teachers realised that translanguaging could benefit teachers and students significantly and promote social justice, they also held some concerns about first language overuse, teacher professionalism, and monolingual policies. Some of these concerns might stem from their misunderstanding of translanguaging which in turn hinder teachers from fully utilisig its educational potential to facilitate teaching and learning. This article discusses the irrationality of these concerns, provides implications indicating a multilingual approach in language assessment and teacher training, and clarifies the concept of translanguaging.
Keyword ：
language learning language learning meta-synthesis meta-synthesis multilingualism multilingualism teachers' beliefs teachers' beliefs Translanguaging Translanguaging
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| GB/T 7714 | Wang, Zhijie , Shen, Bin , Chen, Yanyan et al. Unpacking teachers' beliefs about translanguaging in language learning: a qualitative meta-synthesis [J]. | INTERNATIONAL JOURNAL OF MULTILINGUALISM , 2025 . |
| MLA | Wang, Zhijie et al. "Unpacking teachers' beliefs about translanguaging in language learning: a qualitative meta-synthesis" . | INTERNATIONAL JOURNAL OF MULTILINGUALISM (2025) . |
| APA | Wang, Zhijie , Shen, Bin , Chen, Yanyan , Fang, Fan . Unpacking teachers' beliefs about translanguaging in language learning: a qualitative meta-synthesis . | INTERNATIONAL JOURNAL OF MULTILINGUALISM , 2025 . |
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Deemed as a challenging task for second/foreign language learners, writing is highly context-dependent and requires a high level of self-regulation while current technology-supported approaches to writing instruction are still de-contextual. Spherical video-based virtual reality (SVVR), allowing learners to observe and interact with the authentic environment, may seem a potential way to address the problems in the EFL writing class. Grounded in Sociocultural Theory, this study employed an explanatory sequential mixed methods design, commencing with a quasi-experiment followed by post-intervention interviews to triangulate the findings. In the quasi-experimental phase, the experimental group (n = 31) engaged in SVVR-based viewing activities prior to writing exercises, while the control group (n = 31) received traditional instruction involving video watching before writing. Subsequently, nine students from the two groups participated in post-intervention interviews to provide qualitative insights into their experiences. The findings demonstrated the use of the SVVR technological pedagogy carried good potential to facilitate learners' argumentative writing performance, especially reflected in their writing content and language use. Students in the SVVR group also exhibited enhanced self-regulation in writing, with participants noting a heightened frequency in the use of metacognitive and motivational/affective regulation strategies. However, there was no marked improvement in their use of cognitive and social strategies. Analysis of the interview data revealed four emergent themes: multimodal scaffolding, mediation by environmental context, sociocultural interaction, and motivation and enjoyment, which reinforced and elucidated the quantitative outcomes. The implications of integrating SVVR in EFL writing instruction are discussed, highlighting its potential to facilitate comprehensive self-regulated learning.
Keyword ：
Chinese EFL learners Chinese EFL learners higher education higher education self-regulated learning strategies self-regulated learning strategies Spherical video-based virtual reality Spherical video-based virtual reality writing performance writing performance
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| GB/T 7714 | Shen, Bin , Weng, Fanrong , Jiang, Michael Yi-Chao et al. Harnessing spherical video-based virtual reality to enhance EFL learners' writing performance and self-regulated learning strategy use [J]. | COMPUTER ASSISTED LANGUAGE LEARNING , 2025 . |
| MLA | Shen, Bin et al. "Harnessing spherical video-based virtual reality to enhance EFL learners' writing performance and self-regulated learning strategy use" . | COMPUTER ASSISTED LANGUAGE LEARNING (2025) . |
| APA | Shen, Bin , Weng, Fanrong , Jiang, Michael Yi-Chao , Zou, Di , Jong, Morris Siu-Yung . Harnessing spherical video-based virtual reality to enhance EFL learners' writing performance and self-regulated learning strategy use . | COMPUTER ASSISTED LANGUAGE LEARNING , 2025 . |
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Writing is closely related to contextual experiences about the topics. However, in traditional EFL writing classes, learners' lack of in-depth experience in learning contexts may be the leading cause rendering students' poor writing performance. To address this problem, a quasi-experimental study was conducted to investigate the impacts of a spherical video-based virtual reality (SVVR)-supported instruction approach on the improvement of writing complexity with deeper contextual experiences. Underpinned by the sociocultural theory, an experimental group (n = 31) and a control group (n = 31) from a Chinese university participated in a 16-week study where the experimental group received an SVVR-integrated writing instruction while the control group the regular writing instruction. Between-group effects were examined mainly through procedures of MANCOVA. The findings show that the proposed SVVR approach could significantly improve students' writing complexity in terms of lexical complexity and syntactic complexity, lending pedagogical support to the application of SVVR in EFL writing classrooms.
Keyword ：
EFL writing instruction EFL writing instruction Lexical complexity Lexical complexity SVVR SVVR Syntactic complexity Syntactic complexity Writing complexity Writing complexity
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| GB/T 7714 | Shen, Bin , Xing, Weili , Lin, Ziqian et al. The Effects of Spherical Video-Based Virtual Reality (SVVR) on Chinese University EFL Learners' Writing Complexity [J]. | ASIA-PACIFIC EDUCATION RESEARCHER , 2025 . |
| MLA | Shen, Bin et al. "The Effects of Spherical Video-Based Virtual Reality (SVVR) on Chinese University EFL Learners' Writing Complexity" . | ASIA-PACIFIC EDUCATION RESEARCHER (2025) . |
| APA | Shen, Bin , Xing, Weili , Lin, Ziqian , Jiang, Michael Yi-Chao , Zou, Di , Jong, Morris Siu-Yung . The Effects of Spherical Video-Based Virtual Reality (SVVR) on Chinese University EFL Learners' Writing Complexity . | ASIA-PACIFIC EDUCATION RESEARCHER , 2025 . |
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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. et al. "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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Against the backdrop of declining motivation and growing social and emotional challenges in English learning experienced by Hong Kong primary school students, the study aimed to profile an interactive pattern between relevant motivational beliefs (i.e., self-efficacy, interest, and growth mindset), social and emotional learning (SEL) skills and English learning achievements. Data was collected from 913 4th graders with questionnaires and an English test. Results indicated a medium-high level of motivation among the participants, and a high level of self-awareness and social awareness skills but a medium level of self-management and social management skills in terms of SEL. More importantly, structural equation modeling (SEM) analyses confirmed the intricate interplay where the motivational beliefs predicted English learning achievements through the mediation of self-awareness and self-management skills. Our findings also underscore the relatively higher importance of interest and growth mindset than self-efficacy in English learning for young children. Pedagogical implications are discussed. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keyword ：
English learning achievements English learning achievements growth mindset growth mindset interest interest Self-efficacy Self-efficacy social and emotional learning (SEL) social and emotional learning (SEL)
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| GB/T 7714 | Shen, B. , Bai, B. , Wang, J. et al. Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools [J]. | Cambridge Journal of Education , 2024 , 54 (4) : 417-436 . |
| MLA | Shen, B. et al. "Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools" . | Cambridge Journal of Education 54 . 4 (2024) : 417-436 . |
| APA | Shen, B. , Bai, B. , Wang, J. , Song, H. . Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools . | Cambridge Journal of Education , 2024 , 54 (4) , 417-436 . |
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Despite the growing recognition of the impact of affective factors on sec-ond/foreign language (L2) learning, there remains a paucity of knowledge re-garding academic burnout in L2 learning. Moreover, the intricate interplaybetween L2 burnout, maladaptive emotion regulation strategies, and nega-tive L2 emotions remains inadequately explored. Given the increasing ac-knowledgment of network analysis as an advanced and appropriate methodfor unraveling the complex relationships among psychological constructs inapplied linguistics, the current study aimed to investigate the network structure of burnout, maladaptive emotion regulation strategies, and negative emotions among 841 Chinese undergraduates who were learning English as aforeign language (EFL). The results of the network analysis revealed thatshame, emotional exhaustion, and avoidance emerged as the most centralnodes within negative emotions, burnout, and maladaptive emotion regula-tion strategies, respectively; shame, emotional exhaustion, and avoidancewere also the most powerful bridging nodes linking the aforementioned threeconstructs. Notably, the robust bridging association between emotional ex-haustion and anxiety was observed. Overall, Chinese EFL students may expe-rience high levels of burnout and negative emotions and apply counter-pro-ductive regulation strategies in English learning, but these reactions are inter-twined rather than independent of each other. Students who are over-whelmed by anxiety and shame are more prone to burnout symptoms, whilethose dominated by anger are more likely to vent it out. Theoretical and pedagogical implications are discussed
Keyword ：
L2 burnout L2 burnout maladaptive emotion regulation strategies maladaptive emotion regulation strategies negative emotions negative emotions network approach network approach
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| GB/T 7714 | Wang, Yabing , Wang, Na , Shen, Bin . A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies [J]. | STUDIES IN SECOND LANGUAGE LEARNING AND TEACHING , 2024 , 14 (3) : 421-451 . |
| MLA | Wang, Yabing et al. "A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies" . | STUDIES IN SECOND LANGUAGE LEARNING AND TEACHING 14 . 3 (2024) : 421-451 . |
| APA | Wang, Yabing , Wang, Na , Shen, Bin . A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies . | STUDIES IN SECOND LANGUAGE LEARNING AND TEACHING , 2024 , 14 (3) , 421-451 . |
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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 , 29 (16) : 21891-21915 . |
| MLA | Zhang, Yunqing et al. "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 29 . 16 (2024) : 21891-21915 . |
| 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 , 29 (16) , 21891-21915 . |
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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 et al. "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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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 et al. "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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| GB/T 7714 | Shen, Bin , Wang, Lu . Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners (Feb, 10.1515/iral-2023-0192, 2024) [J]. | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING , 2024 . |
| MLA | Shen, Bin et al. "Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners (Feb, 10.1515/iral-2023-0192, 2024)" . | 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 (Feb, 10.1515/iral-2023-0192, 2024) . | IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING , 2024 . |
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