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Shulin Yu
Shulin Yu
University of Macau
Verified email at um.edu.mo
Title
Cited by
Cited by
Year
Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students
Y Zheng, S Yu
Assessing Writing 37, 13-24, 2018
2742018
Peer feedback in second language writing (2005–2014)
S Yu, I Lee
Language Teaching 49 (4), 461-493, 2016
2702016
Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective
S Yu, I Lee
Language Teaching Research 19 (5), 572-593, 2015
1392015
An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing
S Yu, I Lee
System 47, 28-38, 2014
1342014
Understanding university students’ peer feedback practices in EFL writing: Insights from a case study
S Yu, G Hu
Assessing Writing 33, 25-35, 2017
1252017
Exploring Chinese students' strategy use in a cooperative peer feedback writing group
S Yu, I Lee
System 58, 1-11, 2016
1152016
What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai
J Zhang, R Yuan, S Yu
Educational Management Administration & Leadership 45 (2), 219-237, 2017
1112017
Hong Kong secondary students' motivation in EFL writing: A survey study
I Lee, S Yu, Y Liu
Tesol Quarterly 52 (1), 176-187, 2018
1062018
Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback?
S Yu, G Hu
Teaching in Higher Education 22 (2), 178-192, 2017
1032017
Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study
S Yu, L Jiang, N Zhou
Assessing Writing 44, 100451, 2020
1002020
Understanding student engagement with peer feedback on master’s theses: A Macau study
S Yu, Y Zhang, Y Zheng, K Yuan, L Zhang
Assessment & Evaluation in Higher Education 44 (1), 50-65, 2019
952019
Improving student feedback literacy in academic writing: An evidence-based framework
S Yu, C Liu
Assessing Writing 48, 100525, 2021
942021
Evaluating student motivation and engagement in the Chinese EFL writing context
S Yu, N Zhou, Y Zheng, L Zhang, H Cao, X Li
Studies in Educational Evaluation 62, 129-141, 2019
912019
A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing
W Chen, S Yu
System 82, 83-96, 2019
912019
A review of research on professional learning communities in mainland China (2006–2015) Key findings and emerging themes
X Qiao, S Yu, L Zhang
Educational Management Administration & Leadership 46 (5), 713-728, 2018
902018
Academic identities and university faculty responses to new managerialist reforms: Experiences from China
Y Huang, SK Pang, S Yu
Studies in Higher Education 43 (1), 154-172, 2018
842018
A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study
Z Cao, S Yu, J Huang
Studies in Educational Evaluation 63, 102-112, 2019
832019
Implementing collaborative writing in teacher-centered classroom contexts: student beliefs and perceptions
W Chen, S Yu
Language Awareness 28 (4), 247-267, 2019
702019
Giving genre-based peer feedback in academic writing: Sources of knowledge and skills, difficulties and challenges
S Yu
Assessment & Evaluation in Higher Education 46 (1), 36-53, 2021
652021
Chinese ethnic minority students’ investment in English learning empowered by digital multimodal composing
L Jiang, M Yang, S Yu
Tesol Quarterly 54 (4), 954-979, 2020
642020
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