Supervision

Doctor of Philosophy (Education)

Evaluative judgement in AI-enabled English language teaching: think-aloud process study with doctoral-level participants
Informal digital learning of English and self-regulation among medium-achieving students in secondary school (mixed methods)

Mechanisms linking formative assessment to classroom academic emotions in university English courses

Several MEd dissertation projects underway; topics to be confirmed on programme records.

AI-assisted evaluation and peer assessment in primary school Chinese writing
Generative AI affordances for oral English teaching in primary schools
Acceptance and uptake of peer assessment and AI-based assessment in junior secondary English writing (UTAUT-based mixed methods)
Informal digital learning of English on social platforms and self-regulated learning
Teachers’ acceptance of gamified EFL and primary pupils’ achievement emotions (mixed methods)
Further MEd dissertation in development

K–12 online English private tutoring in mainland China: difficulties, countermeasures, and narrative inquiry into interactive online teaching

AI chatbot–mediated English learning versus traditional instruction: flow, emotions, and oral proficiency among adolescent EFL learners
Peer feedback in kindergarten language education: teacher observations and concerns

Systematic review of learning analytics in language learning and teaching
Co-constructed rubrics and peer assessment in EFL
Self-acceptance, peace of mind, and L2 learning motivation (professional cohort context)
Systematic review of video and video-call feedback in language learning and teaching

Parents’ attitudes and behaviours and young learners’ English learning in kindergarten
Lesson study: perceptions and impact across teacher contexts
Self-regulated strategies and motivation in secondary English writing (private versus public sectors)
Chinese learning motivation and cultural identity among heritage learners in an overseas Confucius Institute setting