Journal Publications
Publication in refereed journal
Zeng, Y. Zhan,Y. (2025). The effects of online student feedback sandwich on undergraduates’ problem-solving awareness and critical thinking disposition. Cogent Education, 12 (1), 1-14. Ba, S., Zhan, Y., Huang, L., & Liu, G. (2025). Investigating the impact of ChatGPT‐assisted feedback on the dynamics and outcomes of online inquiry‐based discussion. British Journal of Educational Technology, 0, 0. https://doi.org/10.1111/bjet.13605 Zhang, Y., Zhan, Y., & Wan, Z. H. (2025). Synergistic or compensatory: Exploring the multiplicative effects in the influence of motivational beliefs on science learning. International Journal of Science Education, 0, 0. https://doi.org/10.1080/09500693.2025.2503492 Huang, L. , Zhan, Y., & Ba, S. (2025). Modeling student teachers’ self-regulated learning of complex professional knowledge: A sequential and clustering analysis with think-aloud protocols. Computers and Education, 233, Article 105310. https://doi.org/10.1016/j.compedu.2025.105310 Zhan, Y., & Yan, Z. (2025). Students’ engagement with ChatGPT feedback: Implications for student feedback literacy in the context of generative artificial intelligence. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2025.2471821 Zhan, Y., Boud, D., Dawson, P., & Yan, Z. (2025). Generative artificial intelligence as an enabler of student feedback engagement: A framework. Higher Education Research and Development. https://doi.org/10.1080/07294360.2025.2476513 Zhan,Y., & Teng, F. (2025). Assessing English writing self-efficacy beliefs, self-regulation, and performance through asynchronous computer-mediated feedback and face-to-face peer feedback. Educational Assessment, 30(1), 4-20. https://doi.org/10.1080/10627197.2025.2452442 Zhan, Y. (2024). Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives. Teaching in Higher Education, 29(4), 823-840. https://doi.org/10.1080/13562517.2021.2021393 Zhan, Y., Sun, D., Kong, H. M. & Zeng, Y. (2024). Primary school teachers' classroom-based e-assessment practices: Insights from the theory of planned behaviour. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13478 Zhan, Y., So, W.M.W., Sun, D., & Yan, Z (2024). Is it useful, acceptable, or controllable? Hong Kong primary school teachers’ online assessment practices in changing time. Research and Practice in Technology Enhanced Learning, 19(33), 0-0. https://doi.org/10.58459/rptel.2024.19033 Jiang, W., Zhan, Y., Sun, D*., Looi,C-K (2024). Development and Validation of a Blended Learning Perception Scale for Higher Vocational Students. Research and Practice in Technology Enhanced Learning, 19(32), 0-0. https://doi.org/10.58459/rptel.2024.19032 Jiang, W., Zhan, Y., Sun, D*., Sun, J., & Tian, P (2023). Exploring the Effects of SPOC-based Blended Learning on Students’ Learning Performance at Higher Vocational Education. Interactive Learning Environments, 32(10), 6949-6966. https://doi.org/10.1080/10494820.2023.2294774 Zhan, Y., Wan, Z. H., & Khon, M. (2023). What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking. Teaching in Higher Education. https://doi.org/10.1080/13562517.2023.2280268 Zhan, X. H., Sun, D, Song, R., Yang Y., & Zhan, Y. (2023). Empowering engineering thinking: An empirical study of integrating engineering into science class at junior secondary schools. Thinking Skills and Creativity, 49, 101364. 45. Zhang, Y., Zhan, Y., Wan, Z. & Sun, D (2023). What are the effects of formative assessment on students’ science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners.. International Journal of Science Education, 46(9), 858-873. https://doi.org/10.1080/09500693.2023.2262728 Zhan, Y. (2023). What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives. Assessment and Evaluation in Higher Education, 48(5), 686-700. https://doi.org/10.1080/02602938.2022.2121380 Sun, D., Zhan, Y., Wan, Z.H., Yang, Y., & Looi, C.-K. (2023). Identifying the Roles of Technology: A Systematic Review of STEM Education in Primary and Secondary Schools from 2015 to 2023. Research in Science & Technological Education, Latest Articles. https://doi.org/10.1080/02635143.2023.2251902 Wan, Z. H., Zhan, Y., Zhang, Y. (2023). Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science. Science Education, 108(1), 3-24. https://doi.org/10.1002/sce.21825 Zhan, Y., Wan, Z. H., Chen, J.J. & Wang, M. (2023). How is student resilience affected by teacher feedback, teacher support, and achievement goals? A mediation model based on PISA 2018 survey data. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00764-8 Yan Z., Panadero E., Wang, X., & Zhan, Y. (2023). A systematic review on students’ perceptions of self-assessment: Usefulness and factors influencing implementation. Educational Psychology Review, 35, Article 81. https://doi.org/10.1007/s10648-023-09799-1 Zhan, Y. (2023). Feedback literacy of teacher candidates: Roles of assessment course learning experience and motivations for becoming a teacher. Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00779-1 Wan, Z. H., So, W.M.M. & Zhan, Y. (2023). Investigating the effects of design-based STEM learning on primary students’ STEM creativity and epistemic beliefs. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-023-10370-1 Li, Z., Yan, Z., Chan, K., Zhan, Y., & Wu. Y. G. (2023). The role of a professional development program in improving primary teachers’ formative assessment literacy. Teacher Development, 27(4), 447-467. https://doi.org/10.1080/13664530.2023.2223595 Teng, F , Zhan, Y. (2023). Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing. Assessing Writing, 57, Article 100728. https://doi.org/10.1016/j.asw.2023.100728 Zhang, L., Chen, J.J., Li, X., & Zhan, Y. (2023). A scope review of the teacher well-being research between 1968 and 2021. The Asia-Pacific Education Researcher, 0, 1-16. Xu,Q, Sun, D., & Zhan, Y. (2022). Embedding Teacher Scaffolding in a Mobile Technology Supported Collaborative Learning Environment in English Reading Class: Students Learning Outcomes, Engagement, and Attitudes . International Journal of Mobile Learning and Organisation, in press, 0-0 Zhan, Y., Yan, Z., Wan, Z. H., Wang, X. Zeng, Y., Yang, M., & Yang, L. (2023). Effects of online peer assessment on higher-order thinking: A meta-analysis. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13310 Zhan, Y. (2023). Beyond technology: Factors influencing the effects of teachers’ audio feedback on students’ project-based learning. Technology, Pedagogy and Education, 32(1), 91-103. https://doi.org/10.1080/1475939X.2022.2093965 Wan, Z.H., Wan, S.L., & Zhan, Y. (2022). For harmony and democracy: Secondary students’ views on the value of developing critical thinking in a Confucian heritage context. Thinking Skills and Creativity, 44, Article 101031. https://doi.org/10.1016/j.tsc.2022.101031 Zhan, Y. , Lee, C.-K. J., & Wan, Z.H. (2022). Who perceives more value of teacher feedback? Exploring the roles of college students’ possible second language selves and language learning strategies. Language Testing in Asia, 12, Article 62. https://doi.org/10.1186/s40468-022-00212-2 Zhan, Y. (2022). Teacher Educators’ Perceptions of Schoolteacher Feedback Literacy: Implications for Feedback Training in Teacher Education Programmes. Australian Journal of Teacher Education, 47(10), 106-124. Zhan, Y. (2022). Developing and validating a student feedback literacy scale. Assessment and Evaluation in Higher Education, 47(7), 1087-1100. https://doi.org/10.1080/02602938.2021.2001430 Zhan, Y., Wan, Z.H.,& Sun, D (2022). Online formative peer feedback in Chinese contexts at the tertiary Level: A critical review on its design, impacts and influencing factors. Computers & Education, 176, 0-0 Doi:https://doi.org/10.1016/j.compedu.2021.104341. Wan, Z. H., Jiang, Y., & Zhan, Y. (2021). STEM education in early childhood: A review of empirical studies. Early Education and Development, 32(7), 940-962. https://doi.org/10.1080/10409289.2020.1814986 Wan, Z. H., So, W. M. W., & Zhan, Y. (2021). Developing and validating a scale of STEM project-based learning experience. Research in Science Education, 32(7), 940-962. Zhan, Y. (2021). What matters in design? Cultivating undergraduates' critical thinking through online peer assessment in a Confucian heritage context. Assessment and Evaluation in Higher Education, 46(4), 615-630. https://doi.org/10.1080/02602938.2020.1804826 Zhan, Y., Jiang, Y., Wan, Z. H., & Guo, J. J. (2021). Is there an “Expectancy × Value” effect? Investigating the impact of self-efficacy and learning motives on Chinese undergraduates’ use of deep language learning strategies. Asia-Pacific Education Researcher, 30(1), 83–94. Zhan, Y. (2020). Motivated or informed? Chinese undergraduates' beliefs about the functions of continuous assessment in their college English course. Higher Education Research and Development, 39(5), 1055-1069. Zhan, Y. (2019). Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons. Assessment and Evaluation in Higher Education, 44(7), 973-986. Zhan, Y. (2018). Chinese high school students’ test preparation strategies for a high-stakes computer-based English listening and speaking test: Roles of achievement goals. Asian EFL Journal, 20(1), 99-125. Zhan, Y, He, R. So, W.W.W. (2018). Development of primary students’ action competence of conserving water: a case study in China. International Journal of Early Years Education, XX, 1-20. So, W. M. W., Zhan, Y., Chow, C. F., Leung, C. F. (2018). Analysis of STEM Activities in Primary Students' Science Projects in an Informal Learning Environment.. International Journal of Science and Mathematics Education, 16, 1003-1023. Zhan, Y.,& So, W.M.W. (2017). Views and practices from the chalkface: Development of a formative assessment multimedia learning environment. Technology, Pedagogy and Education, 26(4), 501-515. Cheang, C.C., So, W.M.W., Zhan, Y., & Tsoi, K.H. (2017). Education for sustainability using a campus eco-garden as a learning environment. International Journal of Sustainability in Higher Education, 18(2), 242-262. Zhan Y., & Wan Z. H. (2016). Test takers’ beliefs and experiences of a high-stakes computer-based English listening and speaking test. RELC Journal, 47 (3), 363-376. So, W. M. W., Cheng, N. Y. I., Chow, C. F., Zhan, Y. (2016). Learning about the Types of Plastic Wastes: Effectiveness of Inquiry Learning Strategies.. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 44, 311-324. Zhan, Y., So, W.M.W. & Cheng, N.Y.I (2016). Students’ beliefs and experiences of interdisciplinary learning. Asia Pacific Journal of Education, 1, 1-14. Zhan, Y., & Wan, Z. H. (2016). Appreciated but constrained: reflective practice of student teachers in learning communities in a Confucian heritage culture. Teaching in Higher Education, 21(6), 669-685. Zhan, Y. (2016). Review on “Teacher Beliefs as a Complex System: English Language Teachers in China, by Hongying Zheng, Cham, Springer, 2015, 170 pp. 99.99 € (Hardcover), ISBN 978-3-319-23008-5 9”. The Journal of Asia TEFL, 13 (2), 160-161. Zhan, Y. (2016). Review on “Excellence in University Assessment: Learning from Award-winning Practice written by David Carless, London: Routledge, PP. 270.”. Higher Education, 71, 435-437. Zhan, Y. (2016). Assessment about content and language integrated learning. Examinations Research, 1, 90-95. Zhan, Y. (2016). Exploration on learning-study-based practicum model. Teacher Education Forum, 1, 76-84. Zhan, Y. & Wan, Z. H. (2016). College students’ possible L2 self development in an EFL context during the transition year. English Language Teaching Journal, 9(1), 41-50. Zhan, Y., So, W. M. W., & Cheng, N. Y. I. (2016). Implementation matters: Teachers' pedagogical practices during the implementation of an interdisciplinary curriculum in Hong Kong. The Asia-Pacific Education Researcher, 25, 1-13. Zhan, Y. (2015). Review on “The Impact of Self-Concept on Language Learning Edited by Csizér, K., & Magid, M. (Eds.), Bristol: Multilingual Matters, 2014, PP. ix + 424”.. Asian EFL Journal, 4, 225-227. Zhan, Y. (2015). Inquiry into reflective practices of student teachers majoring in English education during practicum. Contemporary Teacher Education, 3, 30-34. Zhan, Y. (2015). Assessment for learning in the accountability era. China Examination, 2, 8-19. Zhan, Y. (2015). Development of classroom assessment literacy of young College English teachers in professional learning communities. Foreign Language Testing and Teaching, 2, 65-70. Zhan, Y., & Andrews, S. (2014). Washback effects from a high-stakes examination on out-of-class English learning: Insights from possible self theories. Assessment in Education: Principles, Polices and Practice, 21(1), 71-89. Wan, Z.H., Wong, S.L., Wei, B., & Zhan, Y. (2013). Focusing on the classical or contemporary? Chinese science teacher educators’ conceptions of Nature of Science content to be taught to pre-service science teachers. Research in Science Education, 43, 2541-2566. Wan, Z.H., Wong, S.L., & Zhan, Y. (2013). Teaching Nature of Science to student science teachers: A phenomenographic study of Chinese teacher educators’ conceptions.. Science & Education, 22, 2593-3619. Wan, Z.H., Wong, S.L., & Zhan, Y. (2013). When Nature of Science meets Marxism: Aspects of Nature of Science taught by Chinese science teacher educators to prospective science teachers. Science & Education, 22, 1115-1140. Zhan, Y. & Wan, Z.H. (2012). Bridging summative and formative assessment: practice and experience of school-based assessment in Hong Kong. Shanghai Research on Education, 11, 37-40. Zhan, Y. & Wan, Z. H. (2010). Perspectives on the cultural appropriacy of assessment for learning in Chinese context. Educate~, 10(2), 9-16. Zhan, Y. (2010). Review on “Motivation, Language Identity and the L2 Self (Second Language Acquisition) Edited by Zoltan Dornyei and Ema Ushioda. Bristol: Multilingual Matters, 2009.. The Hong Kong Journal of Applied Linguistics, 12(2), 109-110.
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Conference Papers
Invited conference paper
Zhan, Y. (2024, June). Students’ perceptions of feedback literacy through an ecological lens. International Conference on Education Research and Policy, Guangzhou. Zhan, Y. (2024, April). Unveiling Hong Kong Undergraduate Students’perceptions of feedback literacy. International Conference on Learning and Teaching, Macau. Zhan, Y. (2021, December). What matters in my career development? Reflection on my feedback literacy. HKERA-APERA 2021 International Conference (Virtual), Hong Kong. Refereed conference paper
Zhan, Y. (2025, June). Exploring students’ interaction patterns in online peer assessment activities: Insights from community of inquiry. the 10th International Conference on Distance Education and Learning, Kung Ming. Luo, W., & Zhan, Y. (2025, May). Effects of AI feedback on students’ academic writing performance in higher education: A meta-analysis. The 29th Global Chinese Conference on Computers in Education, Wu Xi. Qi, Y., & Zhan, Y. (2025, May). Technology-enhanced dialogic feedback in higher education: A critical review. The 29th Global Chinese Conference on Computers in Education, Wu Xi. Zhan, Y. (2025, May). What are the most important factors influencing science performance? A machine learning study of Singaporean and Finish PISA data. The 1st International Caparica Conference on Science Education, Lisbon Portugal. Zhan, Y., & Zeng, Y. (2025, May). The effects of combination of self-assessment and peer assessment on undergraduates' problem-solving awareness and critical thinking disposition. The 29th Global Chinese Conference on Computers in Education, Wu Xi. Wan, Z. H. & Zhan, Y. (2024, June). Impacts of epistemic beliefs on undergraduates’ student feedback literacy and mediation of critical thinking. Assessment in Higher Education Conference, Manchester. Zhan, Y. (2024, June). Dual feedback literacy development in the final year: Student teachers’ perspectives. Assessment in Higher Education Conference, Manchester. Zhan, Y., Sun, D., Gube, J. C., Cheng, N. C., Chan, K. M., Wan, Z. H., & Chen, J. J. (2024, June). Embedding student teachers’ feedback literacy development in online peer assessment activities. Global Chinese Conference on Computers in Education, Chong Qing. Zhan, Y. & Wan, Z. H. (2023, August). What are the effects of formative assessment on students’ science learning motivational beliefs and behaviors? Comparison between Western and East Asian learners. 15th Biennial Conference of the European Science Education Research Association, Turkey. Zhan, Y. (2023, May). An investigation into the factors influencing Hong Kong primary school teachers' e-assessment practices during the COVID-19 lockdowns. the International Conference on Learning and Teaching for Future Readiness 2023, Hong Kong. Zhan, Y. (2023, April). Hong Kong primary school teachers’ e-assessment practices during the COVID-19 lockdowns.. the fifth international conference on Computer Science and Technologies in Education,, Xi An. Zhan, Y. (2021, July). What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context. Paper presented at WERA 2021 Virtual Focal Meeting Zhan, Y. (2017, August). Maintaining learning momentum: Chinese college students’ beliefs of formative assessment in their English learning. 2017 European Conference on Educational Research, Copenhagen, University College of Copenhagen. Zhan, Y., & Andrews, S. (2011, August). Investigating washback on learning process: Insights from possible self theories. 16th World Congress of Applied Linguistics, AILA, Beijing,Beijing Foreign Studies University. Zhan, Y. (2010, May). The development of possible L2 selves: A case study in China. Centre for English Language Communication Symposium 2010, National University of Singapore. Zhan, Y., & Andrews, S. (2009, September). Washback on the learning process: Chinese non-English-major undergraduates’ learning experiences. the 1st International Conference of Foreign Language Learning and Teaching, Thammasat University, Bangkok, Thailand. Zhan, Y, (2008, September). Washback on Chinese learners: An impact study of the College English Test Band 4. the 34th International Association of Educational Assessment Annual Conference, The University of Cambridge, UK. Other conference paper
Zhan, Y. (2020, December). Does Formative E-assessment Enhance Students’ Learning Engagement? A Pilot Study in Hong Kong. International Conference on Learning and Teaching 2020, Hong Kong. Zhan, Y. (2009, May). Where are we now? Recent developments in washback studies. the 2009 Postgraduate Research Conference, The University of Hong Kong.
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