Dr YANG, Lan    楊蘭 博士
Associate Professor
Department of Curriculum and Instruction
Co-Director
Centre for Special Educational Needs and Inclusive Education
Contact
ORCiD
0000-0002-3457-0330
Phone
(852) 2948 6387
Fax
(852) 2948 7563
Email
yanglan@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=152193&name=YANG, Lan
Scopus ID
57460670400
SDGs
3 - Good Health and Well-Being
4 - Quality Education
8 - Decent Work and Economic Growth
10 - Reduced Inequality
Research Interests
• Harnessing the power of feedback in education
• Feedback orientation and its role in the power of feedback
• Development of the Feedback Ecological Model
• Assessment for learning (AfL)
• Assessment as learning (AaL)
• Positive psychology and assessment


Teaching Interests
  • Feedback and emotion
  • Assessment for learning
  • Assessment as learning
  • Questionnaire development
  • Quantitative research methodology
External Appointments

Member

  • International Positive Psychology Association (IPPA)
  • The European Association for Research on Learning and Instruction (EARLI)
  • The American Educational Research Association (AERA)
  • International Forum of Researchers in Education (IFORE)
  • International Association of Cross-cultural Psychology (IACCP)
  • International Research Network on Equity in Youth Education and Training (IRNEYET)
  • The Comparative Education Society of Hong Kong
  • The Special Education Society of Hong Kong
  • Centre for Excellence in Learning and Teaching (CELT), the Education University of Hong Kong
  • Centre for Research on Chinese Language and Education (CRCLE), the Education University of Hong Kong
  • Centre for Advancement in Inclusive and Special Education (CAISE), The University of Hong Kong
  • Social Metacognition and Big Data International Research Network, World Educational Research Association (WERA)
  • UNESCO Inclusive Policy Lab

Judge

  • QS Reimagine Education Awards

Editorial Board

  • Contemporary Education and Teaching Research
  • Frontiers in Education: Assessment, Testing and Applied Measurement Section (Associate Editor)
  • Frontiers in Education: Special Educational Needs Section (Review Editor)
  • Frontiers in Education: Educational Psychology (Review Editor)
  • Educational Psychology: An International Journal of Experimental Educational Psychology (Consulting Editor)
  • Educational Psychology: An International Journal of Experimental Educational Psychology (Leading Guest Editor of a Special Issue on Harnessing the Power of Teacher Feedback)
  • Educational Psychology: An International Journal of Experimental Educational Psychology (Leading Guest Editor of a Special Issue on Harnessing the Power of AI-assisted Feedback)
  • Educational Research for Policy and Practice
  • Educational Studies, AESA
  • Humanities and Social Sciences Communications
  • International Journal of Comparative Education and Development
  • Journal of Global Humanities and Social Sciences
  • Studies in Educational Evaluation (Leading Guest Editor of a Special Issue on Harnessing the Power of Peer Feedback)

Reviewer

  • Asia Pacific Journal of Education
  • Applied Developmental Science
  • British Journal of Educational Psychology
  • CAISE Review
  • Education Psychology
  • Educational Research and Evaluation
  • Educational Research for Policy and Practice
  • European Journal of Psychology of Education
  • Education Journal
  • Education Technology & Society
  • Frontier in Education
  • Frontier in Psychology
  • Higher Education
  • Hong Kong Journal of Special Education
  • International Journal of Educational Psychology
  • International Journal of Chinese Language Education
  • Language Assessment Quarterly
  • Learning and Individual Differences
  • Pedagogies: An International Journal
  • PlosOne
  • SAGE Open
  • School Psychology International
  • Studies in Educational Evaluation
  • Teaching and Teacher Education
  • Teachers and Teaching: Theory and Practice
  • The Asian-Pacific Education Researcher
  • The Internet and Higher Education
Personal Profile

Dr. YANG Lan (Joy) is an Associate Professor at the Department of Curriculum and Instruction, the Education University of Hong Kong. She obtained her PhD from The University of Hong Kong and her doctoral dissertation on a longitudinal intervention on promoting Chinese students’ academic self-concept and academic achievement was awarded the "Highly Commended Dissertation Award" by the Global SELF Research Network (2013); selection panel was chaired by Prof. Herbert Marsh (Top 1% Highly-Cited Researcher in the Social Sciences and one of the most productive educational psychologists in the world).  Her recent research focuses on harnessing the power of formative assessment from the perspective of psychology including a wide range of influential psychological constructs (e.g., self-concept, achievement emotions, learning engagement etc.). Recently, the Psychology and Assessment SIG led by Dr. Joy Yang has been established under the KRA, the Education University of Hong Kong.

:-) For more updated publication outputs, please see Joy's ORCID

Research Interests
• Harnessing the power of feedback in education
• Feedback orientation and its role in the power of feedback
• Development of the Feedback Ecological Model
• Assessment for learning (AfL)
• Assessment as learning (AaL)
• Positive psychology and assessment


Teaching Interests
  • Feedback and emotion
  • Assessment for learning
  • Assessment as learning
  • Questionnaire development
  • Quantitative research methodology
External Appointments

Member

  • International Positive Psychology Association (IPPA)
  • The European Association for Research on Learning and Instruction (EARLI)
  • The American Educational Research Association (AERA)
  • International Forum of Researchers in Education (IFORE)
  • International Association of Cross-cultural Psychology (IACCP)
  • International Research Network on Equity in Youth Education and Training (IRNEYET)
  • The Comparative Education Society of Hong Kong
  • The Special Education Society of Hong Kong
  • Centre for Excellence in Learning and Teaching (CELT), the Education University of Hong Kong
  • Centre for Research on Chinese Language and Education (CRCLE), the Education University of Hong Kong
  • Centre for Advancement in Inclusive and Special Education (CAISE), The University of Hong Kong
  • Social Metacognition and Big Data International Research Network, World Educational Research Association (WERA)
  • UNESCO Inclusive Policy Lab

Judge

  • QS Reimagine Education Awards

Editorial Board

  • Contemporary Education and Teaching Research
  • Frontiers in Education: Assessment, Testing and Applied Measurement Section (Associate Editor)
  • Frontiers in Education: Special Educational Needs Section (Review Editor)
  • Frontiers in Education: Educational Psychology (Review Editor)
  • Educational Psychology: An International Journal of Experimental Educational Psychology (Consulting Editor)
  • Educational Psychology: An International Journal of Experimental Educational Psychology (Leading Guest Editor of a Special Issue on Harnessing the Power of Teacher Feedback)
  • Educational Psychology: An International Journal of Experimental Educational Psychology (Leading Guest Editor of a Special Issue on Harnessing the Power of AI-assisted Feedback)
  • Educational Research for Policy and Practice
  • Educational Studies, AESA
  • Humanities and Social Sciences Communications
  • International Journal of Comparative Education and Development
  • Journal of Global Humanities and Social Sciences
  • Studies in Educational Evaluation (Leading Guest Editor of a Special Issue on Harnessing the Power of Peer Feedback)

Reviewer

  • Asia Pacific Journal of Education
  • Applied Developmental Science
  • British Journal of Educational Psychology
  • CAISE Review
  • Education Psychology
  • Educational Research and Evaluation
  • Educational Research for Policy and Practice
  • European Journal of Psychology of Education
  • Education Journal
  • Education Technology & Society
  • Frontier in Education
  • Frontier in Psychology
  • Higher Education
  • Hong Kong Journal of Special Education
  • International Journal of Educational Psychology
  • International Journal of Chinese Language Education
  • Language Assessment Quarterly
  • Learning and Individual Differences
  • Pedagogies: An International Journal
  • PlosOne
  • SAGE Open
  • School Psychology International
  • Studies in Educational Evaluation
  • Teaching and Teacher Education
  • Teachers and Teaching: Theory and Practice
  • The Asian-Pacific Education Researcher
  • The Internet and Higher Education
Research Outputs
Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Chen, J., Li, Y.X., Yang, L., & Xu, W.D. (2023). Teacher Emotions Do Predict Teacher Effectiveness: Empirical Evidence from Chinese Teachers. In R.B. King, I.S. Caleon, & A.B.I. Bernardo (Eds.), Positive Psychology and Positive Education in Asia: Understanding and Fostering Well-Being in Schools (pp. 133-149). London/Berlin: Springer. https://doi.org/10.1007/978-981-99-5571-8
Frondozo, C.E., & Yang, L (2023). Feedback Orientation and Learning-Related Academic Emotions: An Exploratory Study in Filipino University Students. In R.B. King, I.S. Caleon, & A.B.I. Bernardo (Eds.), Positive psychology and positive education in Asia: Understanding and fostering well-being in schools (pp. 57-75). Springer: Springer. https://doi.org/10.1007/978-981-99-5571-8
Yang, L.*, Liang, Y., Gao, F. Z., & Yang, R. (2023). Assessing the Psychometric Properties of the Feedback Orientation Scale among Chinese Education Students in Higher Education. In C. H. HO, C. K. Chan, & C. M. Si (Eds.), New Explorations of Chinese Language Teaching Strategies and Practices (262-278). Hong Kong: Joint Publishing (H. K.) Co., Ltd..
Frondozo, E. C. & Yang, L.* (2021). Changing external feedback to learning opportunities: A study on Filipino university students’ feedback orientation. Z. Yan & L. Yang, Assessment as learning: Maximising opportunities for student learning and achievement (190-205). Routledge. https://doi.org/10.4324/9781003052081
Yan, Z. & Yang, L. (2021). Assessment-as-learning in the global assessment reforms. Zi YAN, Lan YANG, Assessment as learning: Maximising opportunities for student learning and achievement (1-8). Routledge. https://doi.org/10.4324/9781003052081
Yang, L. (2021). The role of feedback orientation in converting external feedback to learning opportunities for implementing assessment-as-learning in the context of feedback. Zi YAN, Lan YANG, Assessment as learning: Maximising opportunities for student learning and achievement (53-76). Routledge. https://doi.org/10.4324/9781003052081
Yang, M., Yang, L., & Song, B.R. (2021). Interplay between students’ perceived utility, accountability, self-efficacy and social awareness when engaged with peer feedback: A qualitative interpretation. Z. Yan & L. Yang, Assessment as learning: Maximising opportunities for student learning and achievement (79-97). London: Routledge.
Wang, H., Yang, L., King, R. B., Sin, K.-F., & Yan, Z. (2021). Values, emotions, and emotion regulation in special education teachers: Influences on life satisfaction and occupational stress.. R. B. King & J.-J. Chen (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives (146-162). London: Routledge.
Yang, L., Zhu, J. X. & Chen, J. J. (2021). Validating the teacher emotion inventory among special education teachers in Hong Kong using Rasch analysis.. In J.-J. Chen & R. B. King (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives (127-145). London: Routledge.
Yang, L., Yuen, M. T., Wang, H., Wang, Z. Y. & Sin, K. F. (2020). Assessing career life skills self-efficacy of students with special educational needs: A comparative study in Hong Kong.. In M. Yuen, W. Beamish, and V. S. Solberg (Eds.), Careers for students with special educational needs: Perspectives on development and transitions from the Asia-pacific region (313-326). Singapore: Springer.
Yang, L. & Yang, M. (2018). Exploring the Power of Teacher Feedback in Chinese Students: Testing the Relationships between Students’ Feedback Beliefs and Student Engagement. In Liem, G. A. D., & Tan, S. H. (Eds.)., Asian Education Miracles: In Search of Sociocultural and Psychological Explanations (155-173). New York: Routledge.
Yang, L. (2018). The internal/ external frame of reference model of academic self-concept formation: Extension to a foreign language and Chinese vocational students. In Kennedy, K. J. & Lee, J.C.K. (Eds.), Routledge International Handbook of Schools and Schooling in Asia (189-204). United Kingdom: Routledge.
Lee, J.C.K., Maclean, R., and Yang, L.J. (2018). Life Planning Vocational and Technical Educations and Secondary Schooling in the Context of Educational Reform and Socioeconomic Changes in Hong Kong. M. Pavlova, J. C-K. Lee and R. Maclean (Eds.), Transitions to Post-School Life: Responsiveness to Individual, Social and Economic Needs (129-150). Singapore: Springer.
Sin, K.F. & Yang, L. (2018). Post-school Transition of Students with Special Educational Needs in Hong Kong.. In Pavlova, M., Lee J. K., & Maclean, R. (eds.), Transitions to Post-School Life. (183-195). Singapore: Springer.
Yang, L. (2017). Academic Self-Concept and Academic Achievement: Taking account of the twofold multidimensional structure of academic self-concept and cultural influences on learning beliefs. In Margaret, W. (Eds.), Self-concept perceptions, cultural influences and gender differences (27-41). New York: Nova Science Publishers.
Yang, L., Arens, K., Xu, M., & Sin, K.F. (2016). Testing the Internal/External Frame of Reference for Academic Self-Concept in Chinese Vocational Students.. In R. B. King & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (101-123). Singapore: Springer.
Yang, L., & Watkins, D. A. (2013). The effectiveness of two treatments to enhance academic self-concept among low-achieving secondary school students in China. In Y. Kashima, E. S. Kashima & R. Beatson (Eds.), Steering the Cultural Dynamics (160-166). IACCP: International Association for Cross-Cultural Psychology.
Edited book (editor)
Yan, Z., & Yang, L. (Eds.) (2021). Assessment as learning: Maximising opportunities for student learning and achievement.. London: Routledge. (in press).

Journal Publications
Publication in refereed journal
Gao, X., Ye, F. T.-F., Lee, K., Bautista, A., Sin, K.-F., & Yang, L (2024). Parents differ in their sensitivity to the environment: An investigation of the relationship between socioeconomic status, social support, and child maltreatment risks. Child Abuse and Neglect, 158, Article 107131. https://doi.org/10.1016/j.chiabu.2024.107131
Gao, X., Ye, F. T.-F., Lee, K., Bautista, A., Sin, K.-F., & Yang, L. (2024). Chaotic or crowded? The role of physical household environment in children's learning during the COVID-19 pandemic. Journal of Environmental Psychology, 100, Article 102474. https://doi.org/10.1016/j.jenvp.2024.102474
Yang, L., Pang, F. & Sin, K. F. (2024). Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education. Teaching and Teacher Education, 144, Article 104595. https://doi.org/10.1016/j.tate.2024.104595
Sun, D., Chou, K.L., Yang, L., & Yang, Y. (2024). A Systematic Review of Technology-Supported Scaffoldings in Empirical Studies from 2017-2022: Trends, Scaffolding Design Features and Learning Outcome.. Educational Technology & Society, 27(3), 185-203. https://doi.org/10.30191/ETS.202407_27(3).RP11
Datu, J. A. D., Chiu, M. M., Mateo, N. J. & Yang, L., (2024). Persisting in tough times across Hong Kong, mainland China, and the Philippines: Grit, achievement goal orientation, and science engagement. International Journal of STEM Education, 11, Article 2. https://doi.org/10.1186/s40594-024-00462-x
Yang, L.*, Lee, C. K. J., Zhang, D., & Chen, J. (2023). Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfaction. Teachers and Teaching: Theory and Practice, TBC, 1-25. https://doi.org/10.1080/13540602.2023.2265825
Yang, L.*, Wu, Y., Liang, Y., & Yang, M. (2023). Unpacking the Complexities of Emotional Responses to External Feedback, Internal Feedback Orientation and Emotion Regulation in Higher Education: A Qualitative Exploration. Systems, 11(6), 315. https://doi.org/10.3390/systems11060315
Ye, F. T.-F., Gao, X., Sin, K.-F., & Yang, L. (2023). Remote learning and mental health during the societal lockdown: A study of primary school students and parents in times of COVID-19. BMC Public Health, 23(1), 1106. https://doi.org/10.1186/s12889-023-16040-9
Sin, K. F., Yang, L. & Ye, T. F. (2023). Self-dehumanization and other-dehumanization toward students with special educational needs: examining their prevalence, consequences and identifying solutions—a study protocol. BMC Psychology, 11, 137. https://doi.org/10.1186/s40359-023-01178-3
Yang, L., Yan, Z., Zhang, D., Boud, D., & Datu, J. A. (2023). Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices. Assessment in Education: Principles, Policy and Practice. https://doi.org/10.1080/0969594X.2023.2191161
Yang, L., Sin, K. F., & Savickas, M. L. (2023). Assessing factor structure and reliability of the career adaptability scale in students with special educational needs. Frontiers in Psychology, 14, Article 1030218. https://doi.org/10.3389/fpsyg.2023.1030218
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
Zhang, D., & Yang, L. (2023). Assessing psychometric properties of the self-directed learning scale in Chinese university students. Journal of Psychoeducational Assessment. https://doi.org/10.1177/07342829231153490
Ye, T. F., Gao, F. Z., Yang, L., Hsu, C., & Sin, K. F. (2022). Development and Psychometric Evaluation of the Generic Skills Teacher-Rating Scale for Students with SEN in Hong Kong. Hong Kong Journal of Special Education, 24, 1-20. https://www.seshk.org.hk/%E5%88%8A%E7%89%A9/%E7%AC%AC%E4%BA%8C%E5%8D%81%E5%9B%9B%E6%9C%9F2022
Yan Z., Lao H., Panadero E., Fernández-Castilla, B., Yang L., & Yang M. (2022). Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review, 37, Article 100484. https://doi.org/10.1016/j.edurev.2022.100484
Yang, L., Hsu, C.-L., Ye, T., & Sin, K. F. (2022). Assessing emotions of teaching assistants in inclusive education. Frontiers in Psychology, 13, Article 813726. https://doi.org/10.3389/fpsyg.2022.813726
彭梓鳴、冼權鋒、蘇建群、李子建、盧成皆、楊蘭、鍾燕嫻、司徒勝營 (2021). 「香港特教畢業生持續進修的機遇：賽馬會特教青年學苑」. 《香港特殊教育期刊》, 23, 64-68.
Yang, L., Chiu, M. M., & Yan, Z. (2021). Editorial: The power of teacher feedback in affecting student learning and achievement: Insights from students’ perspective. Educational Psychology, 41(7), 821-824. https://doi.org/10.1080/01443410.2021.1964855
Datu, J. A. D., Yang, L., & Mateo, N. J. (2021). Are gritty students academically engaged in Math and Science?. School Psychology Quarterly, 36(3), 190-195.
Yan Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228-260.
Yang, L., Gao, F. Z., Sin, K. F. & Lo, S. K. (2020). Linking Family Functioning to Career Planning Self-Efficacy from both Theory and Assessment Perspectives. Advances in Psychology, 10(6), 814-829.
Yang, L. & Wong, P.Y. L. (2020). Career and life planning education: Extending the self-concept theory and its multidimensional model to assess career-related self-concept of students with diverse abilities. ECNU Review of Education, (online first), 1-19.
Yang, L., Gao, F.Z., & Sin, K.F. (2019). Using Rasch Measurement Model to Examine the Psychometric Properties of the Career Adapt-Abilities Scale (Short Form) among Students with Special Educational Needs. Hong Kong Journal of Special Education, 21, 33-52.
Yang, L., Gao, F. Z. & Sin, K. F. (2018). Validation of the Self-report Family Inventory (SFI) in Chinese students with special educational needs. Hong Kong Journal of Special Education, 19, 1-19.
Yang, L. (2017). Understanding In-School and Post-School Success of Adolescents: An Integrative Perspective of Multidimensional Self-Concepts in Education and Career Development. Psychology and Behavioral Science International Journal, 6(3), 1-6.
Lui, M., Yang, L., & Sin, K. F. (2017). Parents’ perspective of the impact of school practices on the functioning of students with special educational needs. International Journal of Disability, Development and Education, 64(6), 624-643.
Yang, L., Arens, A. K., & Watkins, D. A. (2016). Testing the twofold multidimensionality of academic self-concept: a study with Chinese vocational students.. Educational Psychology, 36(9), 1651-1669.
Spector, J. M., Ifenthaler, D., Samspon, D., Yang, L., Mukama, E. Warusavitarana, A. Dona, K. L., Eichhorn, K. , Fluck, A., Huang, R., Bridges, S., Lu, J. Y., Ren, Y., Gui, X., Deneen, C., Diego, S., & David, C. (2016). Technology Enhanced Formative Assessment for 21st Century Learning.. Journal of Educational Technology & Society, 19 (3), 58-71.
Yang, L., Sin, K. F., Cheng, S. Y., & Gao, F. Z. (2015). Developing a short form of Career Development Self-Efficacy Inventory (SF-CD-SEI) for students with special educational needs. Hong Kong Journal of Special Education, 17, 28-39.
冼權鋒、楊蘭、盧成皆、李萍英、高鳳展、栾昕暢、程三銀 (2015)。 「融合學生離校後轉銜的困境」。 香港特殊教育期刊，17，124-133。
Yang, L., Sin, K. F. & Lui, M. (2015). Social, emotional, and academic functioning of children with SEN integrated in Hong Kong primary schools.. The Asia-Pacific Education Researcher, 24(4), 545-555.
Lui, M., Sin, K. F., Yang, L., Forlin, C., & Ho, F. C. (2015). Knowledge and perceived social norm predict parents’ attitudes towards inclusive education. International Journal of Inclusive Education, 19(10), 1052-1067.
Yang, L., Watkins, D., Mok, M. C., & Sin, K. F. (2014). What matters to the achievement of academically disadvantaged students? An investigation of academic self-concept, perceived control and approaches of learning as predictors.. Hong Kong Journal of Special Education, 16, 24-47.
冼權鋒、楊蘭、呂明、程三銀、欒昕暢、高鳳展 (2014)。 「香港特殊學習需學生高中後轉銜現狀研究: 來自特殊學習需要學生家長的聲音」。 香港特殊教育期刊，16，82-95。
Yang, L., Sin, K. F., Li, X. Y., Guo, J. S. & Lui, M. (2014). Understanding the power of feedback in education: A validation study of the Feedback Orientation Scale (FOS) in Classrooms.. The International Journal of Psychological and Educational Assessment, 16 (2), 21-46.

Conference Papers
Invited conference paper
Yang, L. (2023, June). From external Human- and ChatGPT-based feedback to personal growth: The role of student feedback orientation in the era of artificial intelligence. Invited Keynote Speech Delivered (online) at The 11th International Psychology and Health Conference (PHC 2023)., June 2 - June 4, 2023 in Chengdu, China.
Yang, L., & Lim, C. P. (2021, December). Harnessing the power of assessment to support teaching and learning through an innovative blended learning approach (A+BLe). Paper presented at International Conference on Learning and Teaching 2021 (ICLT2021), Hong Kong.
Yang, L. (2021, June). Teacher feedback is powerful only when it is valued and used by students to enhance learning: Assessing Chinese students’ feedback orientation towards teacher feedback. Online Keynote Speech Delivered at The 9th International Psychology and Health Conference (PHC 2021), June 1-3, Guilin, China.
Yang, L. (2021, June). Testing the Psychometric Properties of the Short-Form (12 Items) of Feedback Orientation Scale in Assessing Chinese Students' Multidimensional Perceptions of Feedback From Teachers. Paper presented The Global Conference on Education and Research (GLOCER2021, Online), June 8-10, University of Florida, USA.
Yang, L. (2020, November). Feedback and Emotion: Assessing the Impact of Chinese Students’ Feedback Perceptions on Learning-related Emotions. Online Keynote Speech delivered at The 8th International Psychology and Health Conference (PHC 2020), Xiamen, China.
Vyas, V. P. & Yang, L.* (2019, October). Implementation of assessment for learning through written feedback: Empirical evidence from physics education. Invited paper presented at Evidence-Based Practice International Conference, Oct 25, Hong Kong Shue Yan University, Hong Kong SAR, PRC..
Yang, L., & Frondozo, C.E. (2019, October). More Than Reappraisal and Suppression? A Qualitative Inquiry and Some New Evidence of Hong Kong University Students’ Emotion Regulation Strategies. Paper presented at the Evidence-Based Practice International Conference 2019 “Evidence Matters: ‘What Works’ for Learning and Teaching”, Hong Kong.
Yang, L., Lee, J.C.K., Yan, Z., Chiu, M. M., Mok, M. C. & Yang, M. (2019, October). Empowering future assessment for learning by changing monologue to dialogue by assessing students’ feedback beliefs toward teacher feedback. Invited paper presented at The 21st Symposium on Curriculum Theories in Mainland China, Taiwan and Hong Kong, 18-21 October, 2019, ShenZhen University, Shenzhen, China.
Sin, K. F., Yang, L., & Gao, F. Z. (2019, August). The support of career planning for SEN students in mainstreaming schools. Paper presented in The World Education Research Association WERA Conference, Tokyo, Japan.
Yang, L. (2019, June). Inside out: The importance and necessity of assessing students’ self-perceptions of teacher feedback for harnessing the power of feedback.. Keynote Speech delivered at The 7th International Psychology and Health Conference (PHC 2019), Kunming, China.
Yang, L., Sin, K. F., & Gao, F. Z. (2019, May). Exploring psychological growth of students with special educational needs from a perspective of family functioning. Paper presented at Social Psychology and Social Governance Practices in New Era hosted by Southwestern University of Finance and Economics, 24-25 May, Chengdu, China.
Yang, L. (2019, April). Harness the power of feedback: The necessity of assessing students’ individual differences. 5th International Conference on Humanities and Social Science Research (ICHSSR 2019), Guilin, China.
Yang, L. & Tang, S. B. (2018, November). Exploring teachers’ perceptions of feedback usefulness, their self-efficacy, responsibility and social awareness in feedback provision. 2nd International Conference on Social Science, Public Health and Education (SSPHE 2018), Sanya, China.
Yang, L, Chiu, H. M., Sin, K. F. and Lui, M. (2018, June). The effects of school support on school engagement with self-determination as a mediator in students with special educational needs. Poster displayed in The 2nd Asia Pacific Conference on Inclusive Education, Taiwan.
Sin, K. F., Yang, L., Lo, S. K., & Li, P. Y. (2015, January). Post-school transition of students with disabilities in Hong Kong: A qualitative investigation.. The KCPMHD International Conference, South Korea.
Sin, K. F., & Yang, L. (2014, December). A qualitative study of post-school outcomes of senior secondary graduates with special educational needs in Hong Kong.. The Learning & Teaching Expo, 11-13 December, Hong Kong.
Sin, K. F. & Yang, L. (2013, September). Understanding SEN students integrated in regular primary schools in Hong Kong. The 7th SELF Biennial International Conference’ and the ‘ERAS Conference’, jointly organized by The Educational Research Association of Singapore (ERAS), the National Institute of Education, Singapore, and SELF (Self-concept Enhancement and Learning Facilitation), Singapore.
Refereed conference paper
Frondozo, C.E., Yang, L., & Kwan, K.T. (2024, April). Testing the Mediating Role of Feedback Orientation in the Relationship between Feedback Environment and Learning-Related Emotions [Paper presentation]. 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" (AERA 2024), Philadelphia, USA. https://www.aera.net/AERA24
Sin, K.F., Lan, Y., So, K.K., Gao, F. (2024, April). Career Assessment Development for the Future: A Game-based Perspective on Developing Career Adaptability Assessment in SEN Students [Paper presentation]. International Congress on Educational Futures 2024, Hong Kong. https://www.eduhk.hk/icef2024/programme/
Frondozo, C.E., Yang, L., & Kwan, T. (2023, August). Examining Psychometric Properties of the Feedback Environment Scale for Education through Multidimensional Rasch Analysis [Paper presentation]. The18th Pacific Rim Objective Measurement Symposium (PROMS) 2023., Macau, China. https://thewsu.org/en/proms-2023
Hai, Y. H., Yang, L.*, Liang, Y., & Gao. F. Z. (2023, June). Implementing Team-based E-Assessment to Enhance Learning Chinese as A Second Language in an International Primary School in Hong Kong. The 8th International Conference on Teaching Chinese as a Second Language, June 9-10, Swarthmore College, Pennsylvania, USA..
Gao, F. Z., Sin, K. F., Yang, L. & So, K. K. (2023, May). Game-Based assessment of career adaptability for students with special educational beeds - A pilot study. Paper presented in the International Conference on Learning and Teaching for Future Readiness 2023, Hong Kong, China.
Frondozo, C. E., Yang, L.*, Chiu, M. M., King, R. B. & Ye, T. F. (2023, April). Validation and measurement invariance of the Feedback Orientation Scale in Filipino secondary and university students. Paper presented at 2023 Annual Meeting of American Educational Research Association: "Interrogating Consequential Education Research in Pursuit of Truth", April 13-16, Chicago, IL, USA.
Zhang, D., & Yang, L.* (2023, April). Psychometric assessment of the Formative Orientation Scale in Chinese undergraduates. Paper presented at 2023 Annual Meeting of American Educational Research Association: "Interrogating Consequential Education Research in Pursuit of Truth", April 13-16, Chicago, IL, USA.
Gao, J. & Yang, L.* (2022, December). Exploring the Evolution of Technology-enhanced Peer Feedback Research in English Language Education: A Bibliometric Review of Research from 2010 to 2022. Paper presented (online) at International Congress on English Language Education & Applied Linguistics(ICELEAL 2022), The Education University of Hong Kong, Hong Kong.
Hai, Y. H., Yang, L.*, & Yang, R (2022, December). Exploring the Role of Team-based E-Assessment in Teaching Chinese as A Second Language: A Perspective of Pedagogical Design in an International Primary School in Hong Kong. The 7th International Conference on Teaching Chinese as a Second Language, Dec. 15-16, Online via Zoom,The Education University of Hong Kong, Hong Kong.
梁源、楊蘭、李欣欣 (2022，12). 評估香港非華語學生的中文學習需求：個體差異與漢字書寫表現。第七屆國際漢語教學研討會，香港。 https://www.eduhk.hk/tcsl_7/view.php?secid=54526&u=u
Qin, L., Yang, L.*, & Gao, F. Z. (2022, July). Enhancing self-feedback and feedback orientation to uptake feedback by using IEA and SEA in English teaching and learning in shadow education. Paper presented at The 1st APSCE International Conference on Future Language Learning (ICFULL), Hong Kong.
Yang, L.*, Liang, Y., Lim, C. P., Wu, Y., Yang, R., & Gao, F. Z. (2022, July). An exploratory intervention study on the effect of Team-based E-assessment (TEA) on facilitating formative assessment in Chinese language studies in higher education. Paper presented at The 1st APSCE International Conference on Future Language Learning (ICFULL), Hong Kong, China.
Lam, B. H., Yang, L., Cheng, R. W. Y., Cheng, E. C. K., & Ng, J. Y. K. (2022, June). Conference presentation. Paper presented at Tenth SELF international Conference. Québec City, Canada., Canada. https://event.fourwaves.com/self-2022/pages
Lam, B. H., Yang, L., Cheng, R. W. Y., Cheng, E. C. K., Ng, J. Y. K., & Wu, Z. H. (2022, May). Social Support as an engaged behavior of teaching – a self-determination theory perspective" [Paper presentation. Redesigning Pedagogy International Conference 2022, Singapore. https://nie.edu.sg/redesigning-pedagogy-international-conference/rpic-2022
Frondozo, C.E., & Yang, L. (2022, April). The Way From Feedback Environment to University Students' Learning-Related Emotions: Examining the Mediating Role of Feedback Orientations. Paper presented at American Educational Research Association Annual Meeting (AERA 2022), San Diego, USA. https://www.aera.net/Events-Meetings/2022-Annual-Meeting/2022-Annual-Meeting-Program-Information
Frondozo, C.E., & Yang, L (2021, December). Feedback Orientation, Learning-related Emotions and Learning Engagement of Filipino University Students. Paper presented at the International Conference on Learning and Teaching in Higher Education, Virtual.
LAM, B. H. (2021, December). Implementing a Design Thinking Curriculum in Pedagogy Courses to Nurture Creative Teachers.. The International Conference on Learning and Teaching 2021 (ICLT2021). Hong Kong., Hong Kong. https://www.eduhk.hk/iclt2021/program.html
Lam, B. H., Yang, L., Cheng, R. W. Y., Cheng, E. C. K., & Ng, J. Y. K. (2021, December). Examining the relationship among basic psychological need, social support and well-being of Hong Kong secondary school teachers. The HKERA-APERA International Conference 2021, Hong Kong. https://www.hkera-apera2021.com/en/about.asp
Yang, L.*, Hsu, C. L., Chen, C., & Tang, S. (2021, December). A Rasch analysis of the internal structure of the Feedback Orientation Scale (FOS) in education. Paper presented at Pacific Rim Objective Measurement Symposium (PROMS) 2021, Nanjing, China.
Yang, L., Belykh, A., Frondozeo, C.E., Gao, J., Hu, Y., & Wu. Y. (2021, December). The Impact of Teacher Feedback on University Students’ Growth in the COVID-19 Pandemic across Three Countries: An Integrative Perspective of Assessment and Positive Psychology. A Symposium presented at the Paper presented at the HKERA-APERA International Conference 2021, Hong Kong. https://www.hkera-apera2021.com/en/about.asp
Yu, M., Gong, X., Chen, C.* & Yang, L. (2021, December). A longitudinal study on the mediation of achievement goals in the effects of perfectionism on university students’ academic emotions. Paper presented at Pacific Rim Objective Measurement Symposium (PROMS) 2021, Nanjing, China.
Frondozo, C.E., & Yang, L. (2021, September). Exploring the Links between Feedback Orientation and Filipino University Students' Learning-Related Emotions: A Control-Value Approach. Paper presented at the HKERA-APERA International Conference 2021, Hong Kong. https://www.hkera-apera2021.com/en/about.asp
Yang, L.*, Zhang, L., Liang, Y., Zhang, Q. P., Sin K. F., Ye, T. F., Gao, F. Z, Gao, J., & Wu, Y. Q. (2021, June). Making the most out of TEA and SPA time: A symposium on introducing two innovative technology-enhanced assessment platforms to enhance students’ assessment literacy and learning outcomes. Four papers presented at The 2nd International Conference on Language Teaching and Learning 2021 (Online) Conference, 19-20 June, The Education University of Hong Kong, Hong Kong SAR, China.
Frondozo, E. C. & Yang, L.* (2020, December). Examining the Relationships between Feedback Orientation and Learning-Related Achievement Emotions.. Paper presented (online) at International Conference on Learning and Teaching 2020, 2-4 December 2020, The Education University of Hong Kong, Hong Kong SAR, China.
Gao, F.Z., Yang, L.*, & Sin, K. F. (2020, December). Examining the impact of cognitive-oriented self-efficacy on affecting action-oriented self-efficacy of career development of SEN students in Hong Kong. Paper presented at The International Conference on Learning and Teaching 2020 (ICLT2020)
Gao, J. & Yang, L.* (2020, December). Exploring the Trend of Research on Feedback and Self-Regulated Learning: A CiteSpace analysis.. Paper presented (online) at International Conference on Learning and Teaching 2020, 2-4 December 2020, The Education University of Hong Kong, Hong Kong SAR, China.
Ye, L. J., Yang, L., & Liang, Y. (2020, December). Gender differences in Vietnamese university students’ motivation and strategies of Chinese character writing. Paper presented at International Conference on Gender
Sun, D., & Yang, L. (2020, November). Designing technology supported scaffolding for fractions learning in primary schools. ICCE 2020-28th International Conference on Computers in Education Conference proceedings, Virtual.
Yang, L.* & Wu, Y. Q. (2020, November). Negative Emotions Induced by Feedback and Emotion Regulation of Hong Kong University Students. Paper presentation at The 3rd Conference for Higher Education Research- Hong Kong 2020 (Online) with a Key Theme on Innovations of Higher Education Amid the Pandemic: Institutional Management, Teaching, and Research Perspectives. 13-14 November 2020, Lingnan University, Hong Kong SAR, China.
Yang, M., Yang, L., Xu, H.X., Lee, T.T.H., Han, C., & Song, B. (2019, December). Reconsidering Students’ Experience of Peer Assessment Practices. Paper presented at Australian Association of Research in Education (AARE) Conference, Brisbane, Australia.
Yang, L. (2019, August). The impact of Team-based Learning (TBL) on enhancing emotions and learning engagement of university students.. Paper presented at the 18th Biennial European Conference for Research on Learning and Instruction (EARLI 2019), 12-16 August, Aachen, Germany.
Yang, L. (2019, July). Exploring the emotional power of teacher feedback by examining the relationships between students’ feedback orientations and positive emotions in learning. Paper presented at the 6th World Congress on Positive Psychology, 18-21 July, 2019, Melbourne, Australia.
Yang, L., Sin, K. F., Frondozo, E. C., & Gao, F. Z. (2019, July). Meaning in Life, Career Goal-Setting, and Academic Self-Concept.. Paper presented at 13th Biennial Asian Association of Social Psychology Academia Sinica, Taipei, July 11-13, Taiwan.
Yang, L. (2019, June). Inside out: Assessing English teachers’ perceptions of feedback utility, self-efficacy and responsibility.. Paper presented at Inaugural Conference on Language Teaching and Learning: Cognition and Identity, 28-29 June 2019, The Education University of Hong Kong, Hong Kong.
Yang, L., Gao, F. Z., & Sin, K. F. (2019, June). In search of SpLD students’ optimal growth: What do we know about their self-determining capabilities and opportunities at home and school?. Poster presented at research conference entitled Child Development: The Role of Family and School Practices hosted by ECE,The Education University of Hong Kong, Hong Kong.
Yang, L., Sin, K. F., & Gao, F. Z. (2019, June). In search of smooth post-school transition: A perspective of career development self-efficacy with a sample of students with special educational needs. Poster presented at Rehabilitation International Asia & Pacific Regional Conference (RIAPRC2019), 26-28 June, Macau.
Yang, L., Sin, K. F., & Gao, F. Z. (2019, June). Self-Determination of Students with Specific Learning Difficulties (SpLD): Are boys more self-determined than girls?. Poster presented at Rehabilitation International Asia & Pacific Regional Conference (RIAPRC2019), 26-28 June, Macau.
Sin, K. F., Yang, L., & Gao, F. Z. (2019, April). Career Adaptability of Gifted students: A Pilot Study in Hong Kong. Poster presented at the International Research Association for Talent Development and Excellence (IRATDE), Taiwan.
Sin, K. F., Yang, L., & Gao, F. Z. (2019, April). Are students with giftedness more capable of developing their careers than those with SpLD? A comparative study in Hong Kong. Poster presented at the International Research Association for Talent Development and Excellence (IRATDE), Taiwan.
Sin, K. F., Yang, L., & Gao, F. Z. (2019, April). How do gifted students feel in school and what school support do they need? A qualitative study in Macau. Paper presented at the International Research Association for Talent Development and Excellence (IRATDE), Taiwan.
Sin, K. F., Yang, L., & Gao, F. Z. (2019, April). Teacher support and peer support: Are they perceived similarly important to social and emotional competences of gifted students?. Paper presented at the International Research Association for Talent Development and Excellence (IRATDE), Taiwan.
Yang, L. & Yuan, Y. F. (2019, April). Gratitude matters to well-being, but who is aware of this? A study of gratitude awareness in China. Poster presented at 5th International Conference on Humanities and Social Science Research (ICHSSR 2019), Guilin, China.
Yip, Y. T. & Yang, L. (2019, March). The effects of feedback on promoting English language learning in primary education: a comparative perspective on teachers’ reflections and students’ gains based on the FOF(Feedback Orientation Framework). Annual Conference 2019: Sustainable Development and Comparative Education: Goals, Reification and Heresies, Comparative Education Society of Hong Kong, The Education University of Hong Kong, Hong Kong SAR.
Sin, K. F., Yang, L. & Luan, X. C. (2018, December). Testing the Relationships Between Optimism, Joy, Anger and Helplessness in Macau Teachers. Paper Presented at the Symposium Entitled What Do We Know About the Effects of Inclusive Education? An Integrative Perspective of Students and Teachers on Career Adaptability, Emotions, Self-concept, and Psychological Well-being. HKERA International Conference 2018, Hong Kong SAR, PRC.
Sin, K. F., Yang, L., Gao, F. Z., & Deng, H. W. (2018, December). Post-school Transition Options for SEN Students: A Comparative Perspective Between Parents of SEN Students in Special Schools and Those in Mainstream Schools. Paper presented at HKERA International Conference 2018, Hong Kong SAR, PRC.
Yang, L. & Mok, M. M. C. (2018, December). Perceived Usefulness of Teacher Feedback, School Engagement, and Psychological Well-being of Chinese Students: The Self-system Processes Perspective. Paper Presented at the HKERA International Conference 2018, Hong Kong SAR, PRC.
Yang, L. & Sin, K. F. (2018, December). The Relationships Between Self-concept of Competence, Academic Emotions and Career Adaptability With a Sample of SpLD in Hong Kong. Paper Presented at the Symposium Entitled What Do We Know About the Effects of Inclusive Education? An Integrative Perspective of Students and Teachers on Career Adaptability, Emotions, Self-concept, and Psychological Well-being. HKERA International Conference 2018, Hong Kong SAR, PRC.
Yang, L. & Yuan, Y. F. (2018, December). State of Research on Gratitude Awareness in China: A systematic review of empirical studies published from 2005 to 2018. Paper presented at the 1st academic annual conference, 22-23 December, Tsinghua University, The Positive Psychology Committee of Chinese Psychological Society, Beijing, China.
Yang, L., Gao, F. Z. & Sin, K. F. (2018, December). Career Adaptability of Students With Special Educational Needs in Hong Kong. Paper Presented at the Symposium Entitled What Do We Know About the Effects of Inclusive Education? An Integrative Perspective of Students and Teachers on Career Adaptability, Emotions, Self-concept, and Psychological Well-being. HKERA International Conference 2018, Hong Kong SAR, PRC..
Yang, L., Sin, K. F., Wang, H., & Gao, F. Z. (2018, December). Self-concept, Emotions, and Career Planning: Multiple Voices from Stakeholders in Inclusive Education and Special Education. A session presented at The Learning & Teaching Expo, 11-13 December, Hong Kong SAR, PRC.
Yang, L., Wang, H. & Sin, K. F. (2018, December). What Do We Know About Special School Teachers’ Emotions, and Emotion Regulation, Occupational Stress and Life Satisfaction?. Paper Presented at the Symposium Entitled What Do We Know About the Effects of Inclusive Education? An Integrative Perspective of Students and Teachers on Career Adaptability, Emotions, Self-concept, and Psychological Well-being. HKERA International Conference 2018, Hong Kong SAR, PRC.
Yang, L., Yang, M. & Lee, I. (2018, December). Harnessing the power of feedback: A symposium of three papers on examining feedback from multiple perspectives. HKERA International Conference, Hong Kong SAR, PRC.
Yang, M., Song, B. R., Tsui, K. T., Yang, L., & Tam, C. H. (2018, December). How does friendship influence intercultural adaptation among Mainland Chinese students studying in Hong Kong?. HKERA International Conference, Hong Kong SAR, PRC.
Yang, M., Tam, C. H., Tsui, K. T., Yang, L., & Song, B. R. (2018, December). The acculturation experiences and intercultural communication competence among non-local university students in Hong Kong. HKERA International Conference, Hong Kong SAR, PRC.
Yang, M., Tsui, Kwok Tung, Yang, L. Song, B.R, and Chen, S.S, (2018, December). Peer assessment in higher education classrooms: Comparing students’ and teachers’ perspectives. International Conference 2018: Equity, Access and Diversity in Education: Theory, Practice and Research, Hong Kong.
Yang, L. (2018, November). Promoting Enjoyment and Hope in Learning: An exploratory intervention study in Hong Kong university students. ERAS-APERA International Conference 2018, Singapore..
Yang, L. (2018, November). The Power of Teacher Feedback in Education: A perspective of testing the links between Chinese students’ feedback beliefs and achievement emotions. Poster presented at ERAS-APERA International Conference 2018, Singapore.
Yang, L. (2018, November). The power of teacher feedback in education: A perspective of testing the links between Chinese students’ feedback beliefs and achievement emotions.
Sin, K. F., Yang, L., Gao, F. Z., & Deng, H. W. (2018, September). Aim for the moon? Or target at living realistically and adaptively on the earth? A comparative study between two groups of parents’ career expectations to SEN students. Autumn Forum: Advances and emerging issues in international and comparative education research, Comparative Education Society of Hong Kong, Hong Kong SAR, PRC.
Yip, Y. T., & Yang, L. (2018, September). Revealing the effectiveness of Oral Feedback(OFB) in English language acquisition: To hear not only teachers’ voices from the heart, but also those from students with diverse abilities. Autumn Forum: Advances and emerging issues in international and comparative education research, Comparative Education Society of Hong Kong, Hong Kong SAR, PRC.
Yang, M., Christina Han, C., Yang, L., Xu, H. X., & Lee, T. H. (2018, July). Peer feedback via mobile devices: Is it useful? Is it trustworthy? Is it safe?. Higher Education Academy Annual Conference, Birmingham, UK.
Yang, L. (2018, June). Developing a 24 items’ short-form of learning-related achievement emotions questionnaire (SF-L-AEQ) in Chinese students. Poster presented at the 9th European Conference on Positive Psychology (ECPP), Budapest, Hungary.
Yang, L. (2018, June). Enhancing positive emotions and reducing negative emotions of Chinese university students: An exploratory intervention study in a general education course.. 9th European Conference on Positive Psychology (ECPP), Budapest, Hungary.
Yang, L. & Qiao, S. (2018, March). Enhancing information literacy of university students: Do male students benefit more than their female peers?. Comparative Education Society of Hong Kong (CESHK) 2018 Conference, Hong Kong.
Yang, L. & Qiao, S. (2018, February). Exploring an innovative teaching approach (TBL) to implement formative feedback to support students’ learning: Looking back and looking forward. Technology-Enhanced Assessment Conference, Hong Kong.
Yang, L. (2017, December). Developing a Chinese version of Achievement Emotion Questionnaire. WERA Focal Meeting & HKERA International Conference, Hong Kong.
Yang, L. (2017, December). Promoting Chinese students’ positive achievement emotions: A systematic review of enhancement interventions in China. Poster presented at WERA-HKERA International Conference, Hong Kong SRA, PRC.
Yang, L. & Wu, X. Y. (2017, December). Enhancing positive achievement emotions and academic performance: Cross-cultural evidence from Germany and China. WERA Focal Meeting & HKERA International Conference, Hong Kong.
Sin, K. F., Yang, L., Gao, F. Z., & Bao. H. (2017, October). The relationship between self-perceptions of academic competence and career goal-setting in SEN students: Testing the mediating and moderating role of meaning in life.. Paper presented in The Inclusive Education Summit 2017, Australia..
Yang, L. (2017, June). Achievement emotions and academic achievement of vocational students: How do they feel in learning and class-related situations?. The 4th International Conference on Positive Psychology and Well-being (CPPWb2017), Hangzhou, China.
Yang, L., Qiao, S. & Yeung, S.S. (2017, June). Testing the Effectiveness of Team-Based Learning (TBL) in Promoting Student’s Academic Functioning in a General Education Course: A Pilot Study in Hong Kong. International Conference on Modern Education and Information Technology (MEIT2017), Chongqiong, China.
Sin, K. F., Yang, L., & Gao, F. Z. (2016, December). Social support, mental health and self-determination of students with special educational needs:A comparative study. Asia Mental Health Conference, Hong Kong.
Yang, L., Sin, K. F. & Gao, F.Z. (2016, December). What do we know about self-understanding, career exploration and career management of students with special educational needs?. Learning & Teaching Expo, Hong Kong, China.
Yang, L., Sin, K. F., & Gao, F. Z. (2016，12). 有特殊需要學生的自我認識，職業探索，職業生涯規劃與管理我們知道多少？(How much do we know about self-knowledge, career exploration, career planning and management of students with special educational needs?)。論文發表於「學與教博覽 2016：特殊教育需要研討會」 https://www.hkedcity.net/sen/directory/opinion/page_58c76179316e833445000000webpage
Yang, L. (2016, August). Achievement Emotions of Chinese Students: An Investigation in Technical and Vocational Education. The 23rd International Congress of the International Association for Cross-Cultural Psychology, Nagoya, Japan, Nagoya, Japan.
Sin, K. F., Yang, L., Cheng, S. Y. (2016, April). Career development self-efficacy of students with special educational needs: An investigation in Hong Kong.. The 2016 Annual Conference of the Comparative Education Society of Hong Kong, 15-16 April, Hong Kong.
Sin, K. F., Yang, L., Lo, S. K., Li, P. Y., & Lui, M. (2015, August). Influence of family functioning on Hong Kong Chinese students' mental health: A comparative study between students with and without special educational needs.. The 18th ARAHE Biennial International Congress, August 3-7, Hong Kong.
Sin, K. F. & Yang, L. (2015, July). Calling for effective career planning training for students with special educational needs in Hong Kong: Preliminary findings of their perceived post-school outcomes. The CUSCS Golden Jubilee Conference: Lifelong Education and Career Development, 7 July, Hong Kong.
Sin, K. F., Yang, L., Cheng, S. Y. & Lui, M. (2015, July). Parents’ attitude toward inclusive education: An integrated perspective of family functioning and SEN students’ self-determination.. The Fifteenth International Conference on Diversity in Organizations, Communities, and Nations, July 15-17, Hong Kong.
Sin, K. F., Yang, L., Li, P. Y., & Lo S. K. (2015, July). To continue or not to continue education in universities: Post-school outcomes of students with special educational needs in Hong Kong.. the International Conference on Special Education 2015 (ICSE2015), July 28-31, Bangkok, Thailand.
Sin, K. F., Yang, L., Li, P. Y., & Lo, S. K. (2015, July). What do we know about post-school transition outcomes of secondary students with disabilities in Hong Kong? A qualitative investigation.. The Fifteenth International Conference on Diversity in Organizations, Communities, and Nations, July 15-17, Hong Kong.
Sin, K. F., & Yang, L. (2015, June). Developing a Chinese version of Learning-related Achievement Emotions Questionnaire (LAEQ).. Redesigning Pedagogy Conference, June 2-4., Singapore.
Sin, K. F., Yang, L., & Cheng, S. Y. (2015, June). Disabled children’s development of social, emotional competences, and academic performance in regular classrooms: A comparative study between children and parents in Hong Kong.. Quality Childhood Conference International (QCCI), June 18-19, Hong Kong.
Sin, K. F., Yang, L., Lui, M., & Kan, M. Y. (2015, June). Early childhood teachers’ confidence in identifying and supporting children with special educational needs: A large scale survey in Hong Kong.. Quality Childhood Conference International (QCCI), 2015, Hong Kong.
Sin, K. F., & Yang, L. (2014, November). Innovative research and practice to support students with special educational needs.. The Asia Pacific Educational Research Association International Conference (APERA), November 19-21, Hong Kong.
Sin, K. F., Yang, L., & Lui, M. (2014, October). Teacher preparation for identifying and intervening children at risk of developmental disorders.. The 17th United Nations Educational, Scientific and Cultural Organization (UNESCO) & Asia-Pacific Programme of Educational Innovation for Development (APEID) International Conference, 29-31 October, Bangkok,Thailand.
Yang, L., & Sin, K. F. (2014, July). A cross-cultural validation of the Feedback Orientation Scale (FOS) in a vocational education setting in mainland China.. The 28th International Congress of Applied Psychology (ICAP), 8-13 July, Paris, France.
Other conference paper
Gao, F. Z., Yang, L., Sin, K. F. & Chung, Y. H. (2023, July). The assessment of career maturity of post-secondary students with special educational needs - A pilot study. Poster presented in the 15th Biennial Conference of the Asian Association of Social Psychology, Hong Kong, China.
Gao, F. Z., Yang, L. & Sin, K. F. (2022, July). Understanding gifted students’ self-assessment of career adaptability in Hong Kong: A Rasch analysis of the psychometric properties of CAAS-SF. Paper presented in the 2022 Asia-Pacific Conference on Giftedness, Taiwan.
Yang, L. & Yang, M. (2018, July). Peer feedback provision, the effectiveness of peer feedback and university students’ achievement emotions. Higher Education Academy Annual Conference, Birmingham, UK.
Yang, L. & Yang, M. (2017, November). Exploring the relations between the effectiveness of peer feedback and achievement emotions. WERA-HKERA International Conference, Hong Kong SRA, PRC.

Creative and Literary Works, Consulting Reports and Case Studies
Consulting or contract research report
Sin, K. F., Lui, M., Fung, K. Y., Yang, L., Liu, Y. T., Cheng, S. Y., Gao, F. Z., Luan, X. C., & Bao, H. (2018). A survey of the perception amongst early childhood educators on the needs related to identifying and supporting children at risk of developmental disabilities. Hong Kong: Society for the Protection of Children & Centre for Special Educational Needs and Inclusive Education (Chinese and English version).
陳韻玲、冼權鋒、楊蘭、高鳳展、程三銀 (2016)。 《「有特教育需要學生的職業導向及職業發展效能感」調查報告》。香港: 循道衛理觀塘社會服務處，香港教育學院特殊學習需要與融合教育中心。

All Other Outputs
Other outputs
冼權鋒、李子建、盧成皆、楊蘭和鍾燕嫻 (2022)。 《認識自我創未來 : 4C個人資源評測工具》。香港: 香港教育大學特殊學習需要與融合教育中心。 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018071856703410&vid=EDUHKFind@EdUHK Library
Yeung, S. S., Yang, L., Hui, L. P. (2017). Enhancing Student’s Learning Through Team-based Learning (TBL): A Practical Guide for TBL Practitioners.. Hong Kong: The Education University of Hong Kong.
Yang, L. (2016). Achievement emotions,school engagement, and feedback orientations of secondary students. The Education University of Hong Kong: School-based research report to seven secondary schools in Guangdong, Guangzhou Province.
Yang, L. (2016). Feedback beliefs and self-efficacy of Chinese teachers in seven secondary schools. The Education University of Hong Kong: School-based research report to seven secondary schools in Guangdong, Guangzhou Province.
Yang, L., & Sin, K. F. (2013). Pilot Study on feelings toward Class, Learning and Test: Achievement emotions of Chinese students in vocational education. Research report.. The Hong Kong Institute of Education

Projects
Foster or Hinder Learning? The Role of Generative Artificial Intelligence in the Self-assessment Process
Self-assessment can improve both academic performance (e.g., Brown & Harris, 2013; *Yan et al., 2022, 2023) and self-regulated learning (e.g., Panadero et al., 2017; *Yan et al., under review). However, as students' self-assessments often lack timely feedback (e.g., from a teacher), they can be inaccurate and fail to provide references for critical judgement, which reduces their potential to enhance long-term learning capacities (*Yan & Carless, 2022). As many teachers lack the time to provide such feedback, Generative Artificial Intelligence (GenAI) tools could possibly give such immediate feedback, enabling students to self-assess anytime, anywhere. This gives GenAI the potential to redefine feedback sources and reshape the way students interact with feedback in self-assessment. However, if GenAI gives incorrect, unclear, or confusing information, or if students use it inappropriately (e.g., to avoid making their own judgements), it can hinder their learning.

This project explores GenAI's role in the self-assessment process in higher education. By examining the interactions between students and GenAI during the self-assessment process, we will address four specific research objectives (ROs):
RO1. Develop a framework for evaluating the quality of GenAI-assisted self-assessments;
RO2. Identify ways in which students use GenAI for self-assessment;
RO3. Investigate the relationship between students' use of GenAI for self-assessment and the quality of their self-assessments; and
RO4. Examine the impact of prompt training on the quality of GenAI-assisted self-assessment.
Project Start Year: 2025, Principal Investigator(s): YAN, Zi (YANG, Lan as Co-Investigator)

 
Empowering Digital Learners in Higher Education Through Case-Based Creativity and Entrepreneurship with Virtual Reality Artifacts

Project Start Year: 2024, Principal Investigator(s): WENG, Xiaojing (YANG, Lan as Team Member)

 
Assessing the Relationships between Chinese Students' Feedback Orientation, Feedback Literacy and Learning Engagement: A Structural Equation Modeling Approach

Project Start Year: 2024, Principal Investigator(s): YANG, Lan

 
Developing Students' Digital Assessment Feedback Orientation and Engagement in the Post-COVID-19 Era with SMART E-assessment Tools
With the shift to online and blended learning due to the pandemic, assessing and providing feedback to students digitally has become increasingly important. This study will employ various SMART e-assessment tools to conduct formative and summative assessments of students' work. Feedback will be automatically generated and personalized based on students' responses. It is hypothesized that these interactive digital tools will help optimize students' feedback orientation and keep them engaged in the online learning process. The findings could offer insights into best practices for digital assessment and feedback to support student learning in the new normal of education.
Project Start Year: 2023, Principal Investigator(s): YANG, Lan

 
Feedback Orientation, Feedback Literacy, and Learning Engagement: A Pilot Study of their Interrelationships among Secondary School Students
This pilot study examines the relationships between feedback orientation, feedback literacy, and learning engagement among secondary school students. This pilot study will provide preliminary evidence to support researchers’ and educators’ development of enhancement programs aiming at developing students' capacity and willingness to engage effectively with feedback in order to boost their learning engagement
Project Start Year: 2023, Principal Investigator(s): YANG, Lan

 
Exploring Theories and Technologies to Integrate Humour with Artificial Intelligence in Education
This project is the second study of a laboratory on Metaverse and Human-Computer Interaction to promote artificial intelligence (AI) innovations in education. This project explores recent theoretical AI models integrating humour and computational humour technologies in different applications (e.g., e-platforms, mobile applications, educational games, and educational materials) and educational research activities to enhance teaching quality and learner experience. Individual investigators will cover four areas of technological applications of humour in education: 1) innovative entrepreneurship, 2) instruction and motivation, 3) positive psychology, and 4) parent-child interaction. Both systematic reviews and humourous algorithms (or computational humour) will be generated as research or professional development outputs.
Project Start Year: 2022, Principal Investigator(s): YANG, Lan

 
Exploring Technologies to Advance Massive Open Online Courses with Artificial Intelligence in Education
This project is the first study to establish a laboratory on Metaverse and Human-Computer Interaction to promote artificial intelligence (AI) innovations in education. This project explores recent theoretical AI models and technologies (speech, vision, digital human, etc.) for Massive Open Online Courses (MOOCs). It investigates the educational value of cutting-edge AI technologies on the way students learn and how teachers teach and develop new educational content and paradigms on a MOOC platform. Recent AI advancements and the increasing speed of adopting MOOCs in higher teacher education are explored to predict the future nature of higher teacher education. We pinpoint some challenges and opportunities for institutions of higher teacher education and student learning in adopting these technologies for teaching and learning and exploring further directions for research.
Project Start Year: 2022, Principal Investigator(s): YANG, Lan

 
Revisiting and Reexamining University Students' Knowledge Transfer and Collaboration in Computer Supported Collaborative Learning (CSCL) Environment in Higher Education: Social Network Analysis

Project Start Year: 2022, Principal Investigator(s): SUN, Daner (YANG, Lan as Co-Investigator)

 
What Can Secondary Students Benefit from Team-based E-Assessment (TEA) and Immediate Feedback? Examining the Impact of TEA on Student Learning via Knowledge Transfer Activities
This research aims to develop and implement an e-assessment tool called Team-based E-Assessment (TEA) to support secondary teaching and learning. TEA allows for formative assessments to be conducted collaboratively in small groups. This study evaluates TEA's impact on students' social-emotional skills, academic achievement, and teacher feedback abilities. Insights on optimizing digital tools for online/blended learning are explored.
Project Start Year: 2022, Principal Investigator(s): YANG, Lan

 
An AI-enhanced Way to Learn Chinese Culture: Starting from Classical Chinese Poetry
This project aims to promote learning of classical Chinese poetry by integrating AI technology. We will first set to complete a set of innovative sub-projects, including developing an AI-powered “Fun to Chinese Poetry” (樂遊古詩) application, providing customised support to students’ learning of Chinese poetry with various multimedia learning activities (e.g., animation, games, read to sing). Next, we will conduct various activities such as trial use in schools to promote our products. A series of KT workshops and activities in facilitating the application of AI in Chinese classical poetry learning will also be organized. Relevant research publications will also be generated. It is expected that this project will foster students’ interest in learning classical Chinese poetry and cultivate their recognition of Chinese culture, which will respond to the pressing needs to enhance Chinese culture education in society and strengthen the regional leadership of CRCLE in Chinese language and education.
Project Start Year: 2022, Principal Investigator(s): ZHU, Qingzhi (YANG, Lan as Co-Investigator)

 
Preparation for Post Pandemic Society: Providing Technology-Supported Adaptive Scaffoldings for Students with Mathematics Learning Difficulties in Hong Kong Primary Schools
In this project, we describe the background information of the proposed project, articulate the literature and rationales of the system development, as well as how to operate this project methodologically. Specifically, an interactive learning environment, namely, ScaffoldiaMyMaths with features of adaptive scaffoldings for mathematics problem solving and responsive assessment in the form of learning analytics is introduced. To explore the impact of ScaffoldiaMyMaths, experimental research design together with the pedagogical design of learning activities, will be conducted involving Grade 4, 5 and 6 primary students in Hong Kong. The statistical data analysis will be conducted on students mathematics achievement test, self-concept and motivation pre and post-tests for exposing the impact of scaffolding changes and scaffolding logic and the interaction effect between them on the changes of students learning performance. The beneficial impact of ScaffoldiaMyMaths on students with learning difficulties and typical achievers will also be compared for exposing the internal factors related to students performance. The study will not only fill the blank on technology-supported mathematics education for students with learning difficulties but also provide in-time facilitation for them to better adapt formal and informal learning contexts.
Project Start Year: 2022, Principal Investigator(s): SUN, Daner (YANG, Lan as Co-Investigator)

 
Self-dehumanization and other-dehumanization toward students with special educational needs: Examining their prevalence, consequences and identifying solutions
Dehumanization, that is perceiving others as lacking humanness, has been recently brought to public attention. The perpetrators of dehumanization may be less prosocial, more antisocial, and negatively shape public policies, while the victims of dehumanization may suffer from mental and functional issues. It is unarguably a common phenomenon with profoundly harmful consequences. Research in dehumanization has begun to highlight its existence across cultures, affecting targets like ethnic minorities, gender groups, and socioeconomically disadvantaged groups. However, little attention has been paid to students with special education needs (SEN) in inclusive settings.
Built upon the Dual Model of Dehumanization, which differentiates between human uniqueness (i.e., differences between humans and animals) and human nature (i.e., differences between humans and objects), the research, with mixed methods design, aims at examining the dehumanizing perceptions of SEN students through various lenses (SEN students, parents, peers, teachers and the public), investigating its role in mental health and well-being, and exploring effective intervention strategies to reduce dehumanization.
In Phase 1, it examines self-dehumanization (whether and how SEN students dehumanize themselves), and its relationship with psychological well-being and school functioning, as well as dyadic relations with peers, parents, and teachers. Subjects (N over 1015 in total) are invited to complete measures of humanness, well-being, school functioning, and prejudice, followed by a survey among the non-SEN majority group members in society to examine how they dehumanize SEN students (other-dehumanization) and how it is related to prejudice and public policy support. In Phase 2, drawing on the quantitative findings of Phase 1, experiments are conducted to directly manipulate the perception of humanness of SEN students and measure its effects on dehumanization, prejudice, subjective well-being, and public policy support (N over 540 in total). Findings from Phase 2 not only substantiate the previous studies in this field, but also provide practical implications to reduce dehumanization and its negative consequences for SEN students.
In summary, the identified prevalence and key features of the dehumanization of SEN students and their associations with psychological consequences will contribute to the limited literature on this important topic in SEN students. The outcome is also significant as it further explores its underlying mechanisms through experimental studies to offer more solid empirical data as compared to previous cross-sectional designs, as well as sheds valuable insights for future practical endeavours on providing solutions to both self- and other-dehumanization of this vulnerable group in Chinese context.

Project Start Year: 2022, Principal Investigator(s): SIN, Kuen Fung 冼權鋒 (YANG, Lan 楊蘭 as Co-Investigator)

 
Development and Evaluation of the Cognitive Function Training Set among Children with SEN in Hong Kong
In the research matching grant proposal, it aims at examining the effectiveness of using the innovative Feuerstein approach in training SEN students. The project will
1. Develop a set of tools that is parallel to the Feuerstein instruments so that the training of cognitive functions can be popularized among Children with SEN in Hong Kong;
2. Adapt the training set to be user-friendly, so it could be able to reach a broad range of audiences;
3. Evaluate the effects of the training set by examining the cognitive functions of the participants;
4. Provide training to the parents of children with SEN, empower them with the Mediate Learning Experience technique to enhance the cognitive functions in family settings;
Project Start Year: 2021, Principal Investigator(s): SIN, Kuen Fung, Kenneth (YANG, Lan as Co-Investigator)

 
Development and Evaluation of the Cognitive Function Training Set among Children with SEN in Hong Kong (RMG)
In the research matching grant proposal, it aims at examining the effectiveness of using the innovative Feuerstein approach in training SEN students. The project will
1. Develop a set of tools that is parallel to the Feuerstein instruments so that the training of cognitive functions can be popularized among Children with SEN in Hong Kong;
2. Adapt the training set to be user-friendly, so it could be able to reach a broad range of audiences;
3. Evaluate the effects of the training set by examining the cognitive functions of the participants;
4. Provide training to the parents of children with SEN, empower them with the Mediate Learning Experience technique to enhance the cognitive functions in family settings;
Project Start Year: 2021, Principal Investigator(s): SIN, Kuen Fung (YANG, Lan as Co-Investigator)

 
Feedback Matters to Achievement, but How it is Proceeded Psychologically by University Students to Harness its Sustainable Power? A Cross-Cultural Longitudinal Study
In search of the underlying mechanisms of feedback in influencing student achievement, this research cluster will bring together international higher education experts and researchers across three countries to explore students’ Feedback Orientations (FO) which is a psychological construct comprised of multiple feedback perceptions that collectively determine an individual students’ overall willingness and readiness to use the feedback (London & Smither, 2002; Yang, 2018, 2019, 2020, 2021, 2022).
Project Start Year: 2021, Principal Investigator(s): YANG, Lan

 
Teachers' revised assessment practices and effects on secondary-four students' learning outcomes and wellbeing: Assessment reform of Liberal Studies / Civic and Social Development
1. Determine if and how teachers adjust their assessment practice in response to the reform of Liberal Studies HKDSE
2. Determine which factors influence such adjustments
3. Determine the extent to which teachers' adjusted assessment practices align (or not) with their beliefs about assessment in the reformed Liberal Studies
4. Determine how teachers' adjusted assessment practices influence secondary-four students' learning outcomes (academic achievement) and wellbeing in the reformed Liberal Studies
Project Start Year: 2021, Principal Investigator(s): YANG, Min 楊敏 (YANG, Lan 楊蘭 as Co-Investigator)

 
Empowering university students’ autonomy during and after the COVID-19 pandemic through autonomy support giving in an Innovative Formative Feedback Schedule (IFFS)
During the COVID-19 pandemic period, teaching is shifted to purely online; learners’ autonomy is a salient factor to determine high quality learning. This project incorporates ‘autonomy support’ as the principle of designing an innovative formative feedback schedule (IFFS) for enhancing learners' self-autonomy in their study. The IFFS enables various types of feedback activities to be implemented via a virtual space throughout the course, on three groups of students. It supports students to become autonomous learners who are self-directed in their study. Evaluation of the project will be based on self-regulated learning, intrinsic goal orientation, perceived psychological needs satisfaction, and feedback orientation. The project incorporates emotional factor as the key concern in the study of feedback pedagogy, promoting human flourishing as the goal of education.
Project Start Year: 2021, Principal Investigator(s): LAM, Bick Har 林碧霞 (YANG, Lan 楊蘭 as Co-Investigator)

 
Harnessing the Power of Teacher Feedback to Enhance Learning Outcomes: The Roles of Students’ Feedback Orientations and Learning Engagement
This GRF project across Hong Kong, Macau and the mainland of China will help determine the mechanisms underlying student use of teacher feedback. Informed by these results, teachers can design and provide effective feedback that students (a) perceive as useful and (b) use to facilitate their active engagement and improve learning outcomes.
Project Start Year: 2021, Principal Investigator(s): YANG, Lan 楊蘭

 
Study on Transition of Chinese Language Learning and Teaching of Non-Chinese Speaking Children from Kindergarten Education to Primary Education
This project investigate how kindergartens, primary schools and student parents assist non-Chinese speaking (NCS) children to develop their Chinese abilities from the perspective of transitioning from kindergarten education to primary education.
Project Start Year: 2021, Principal Investigator(s): LIANG, Yuan 梁源 (YANG, Lan 楊蘭 as Co-Investigator)

 
The Predictor and Outcome of Social Support Giving – a Self-Determination Theory Perspective
This study examines the predictor and outcome of teachers’ provision of social support. It investigates whether ‘basic psychological need satisfaction at work’ is associated with ‘well-being’, and whether such a predicted relationship can be mediated by ‘social support giving’. Data will be gathered on local junior secondary school teachers based on a battery of questionnaires, from schools with varying backgrounds. The study extends the application of self-determination theory to study teachers’ well-being, with a connection to social support giving. The theoretical framework contributes a cross-disciplinary inquiry on teacher engagement, it suggests a crucial dimension to the universal belief of human satisfaction. The study will offer suggestions to promote teacher development.
Project Start Year: 2021, Principal Investigator(s): LAM, Bick Har (YANG, Lan as Co-Investigator)

 
Cultivating Student Teachers' Capability for Collaborative Problem-solving in Curriculum and Assessment Planning through Communities of Inquiry
(i) Develop an effective teaching-assessment strategy of supporting collaborative problem-solving in student teachers’ curriculum and assessment planning
(ii) Generate a set of resources of collaborative problem-solving tasks for curriculum and assessment planning at undergraduate and post-graduate levels respectively, which include: (a) Text-based/multimedia materials; (b) Teacher instruction (discussion questions and planning templates) for problem identification and solving through in-group discussion and curriculum/assessment planning tasks, as well as inter-group sharing and peer critique.
(iii) Implement the collaborative problem-solving strategy by conducting online (Moodle, Google Sites, etc.) and face-to-face learning activities
(iv) Recommend design principles of collaborative problem-solving strategy in teacher education and other disciplines in higher education
Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏 (YANG, Lan 楊蘭 as Co-Investigator)

 
Implementing a design thinking curriculum in pedagogy courses to nurture creative teachers
This project applies the concept of design thinking in organising the curriculum of pedagogy courses and develop a set of creative and innovative materials with the purpose of helping students to master pedagogical knowledge effectively, in two connected phases. In the problem phase, students are guided to develop sensible judgement for lesson planning based on learners' need and issues within a real teaching context. In the production phase, students are involved in a full design thinking process involving ‘empathise’, ‘define’, ‘ideate’, ‘prototype’ and ‘test’ iteratively that support them to complete an innovative lesson design. The project involves students from B.Ed, M.Teach and M.Ed. programmes. Students’ creative self-efficacy, teaching innovation and engagement will be measured in evaluating the impact of the project. The project aligns closely with the university’s mission to prepare high quality, creative learners and teachers.
Project Start Year: 2020, Principal Investigator(s): LAM, Bick Har 林碧霞 (YANG, Lan 楊蘭 as Co-Investigator)

 
Extending the Impact of the Project on Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development through an Innovative Blended Learning Approach (A+BLe) in EdUHK to Local Schools: A Knowledge Transfer Perspective
This KT project aims to extend the innovative A+BLe approach developed by the PI to train pre-service teachers' assessment literacy to support them to apply effective assessment packages (online and offline) to promote their students' learning when they conduct block practices in local schools.
Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭

 
Interpersonal Strengths as Predictors of Pro-Environmental Behaviors in Collectivist Societies
This project will assess how kindness or individual’s dispositions to perform good deeds to others may be associated with positive environmental attitudes and “eco-friendly behaviors” using structural equation modeling approach. To provide evidence about precise mechanisms underscoring the link of kindness to pro-environmental behaviors, we will also explore the mediating effects of nature connectedness and positive emotions.
Project Start Year: 2020, Principal Investigator(s): DATU, Jesus Alfonso Daep null (YANG, Lan 楊蘭 as Co-Investigator)

 
Translating Research into Actionable Approaches for Developing Student Assessment Literacy
We will specifically focus on how teachers can
i. Design and implement strategies for inducting students to basic knowledge and skills of making evaluative judgment
ii. Adapt evaluative tools to assess impact of the strategies on student assessment literacy
Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏 (YANG, Lan 楊蘭 as Co-Investigator)

 
Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe)
Educators in higher education encounter lots of difficulties in maintaining high academic standards and high quality attributes in today's classes with a large number of students with diverse needs. It remains a challenging task for teachers to, on one side, well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and on the other side, to well assess students’ use of their higher-order/self-directed learning processes (e.g., self-assessment, peer-assessment, use of formative feedback from teachers) to achieve academic success and high quality attributes upon graduation. There is a compelling need to provide a rigorous blended learning approach that can link teaching, both online and offline learning and assessment practices (self-assessment, peer-assessment, and teacher-assessment) in a visible, achievable and sustainable way. The A+BLe approach is expected to also encourage students to not only undertake the learning activities actively, but also tell students and teachers how well the objectives of teaching and learning have been achieved. Based on these concerns, this project aims to provide an innovative and creative blended learning approach (A+BLe) to link teaching, learning, and assessment practices in a visible and systematic way to promote EdUHK students’ multiple learning outcomes that are essential for their professional development.
Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭

 
Piloting a multi-layered interface exchange mechanism among professionals, master students and undergraduate students to enhance students' meta-cognitive awareness and reflective capacity
This project aims to enhance the learning effectiveness of two professional study courses by engaging university students in an interface exchange among different student groups and primary school teachers. The project tightens the link between theory and practice as the instructor apply metacognitive awareness and reflective capacity in designing the learning context of the targeted courses.
Project Start Year: 2020, Principal Investigator(s): LAM, Bick Har 林碧霞 (YANG, Lan 楊蘭 as Co-Investigator)

 
Supporting education students’ constructive peer feedback seeking and self-reflection
• Develop a package (with guidelines and tools) to support education students’ peer feedback seeking and self-reflection on their own assessment task design and redesign
• Evaluate the effects of the Peer Feedback Seeking Package on education students’ learning outcomes
Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏 (YANG, Lan 楊蘭 as Co-Investigator)

 
Are Triarchic Model of Grit Dimensions Related to Subsequent Achievement Goals and Academic Engagement in Math and Science in Hong Kong, Mainland China, and Philippines?
This project will adopt a longitudinal structural equation modeling approach to explore: (a) the association of triarchic model of grit facets with Math and Science academic engagement; and (b) the mediating effects of achievement goal orientations on the hypothesized link of grit to engagement in such academic domains among over 2,100 secondary school students, over 700 each in HK, mainland China, and Philippines.
Project Start Year: 2020, Principal Investigator(s): DATU, Jesus Alfonso Daep null (YANG, Lan 楊蘭 as Collaborator)

 
Jockey Club Youth Academy for Special Educational Needs (JCYASEN)
Funded by the Chief Executive’s Community Project Fund of The Hong Kong Jockey Club Charities Trust, this project is to respond to the global trend and local concern to the education of person with disabilities, for providing the alternative learning opportunities in the university campus with unified effort and in an innovative approach. In order to fill the missing service gap, it aims at providing continual education and lifelong learning opportunities for SEN school leavers in tertiary institutions; building up an e-learning infrastructure for the course development; mobilizing the university academics and researchers for nurturing the talents of SEN students; being collaborative with schools and community experts for innovative practices in the mode of delivery; and empowering the pre-service teachers, community helpers and parents with the necessary knowledge and skills for catering for diversity.
The project tasks include course development and implementation, e-learning, knowledge transfer seminars, empirical study, resource development, and training for different stakeholders. The coverage of the beneficiaries not only addresses the needy group, SEN youths, but also extends to a wide range of stakeholders, such as pre-service teachers, parents and community helpers. It is expected that over 3270 participants (Courses: SEN youth=750, Preservice teachers=360, Parents=180, Helpers=180) (Seminars: Teachers=1200, Parents=600) will be benefitted at different levels and stages of project implementation. The deliverables and reports will also help the advancement for course development, teacher education and policy development.
Project Start Year: 2020, Principal Investigator(s): SIN, Kuen Fung 冼權鋒 (YANG, Lan 楊蘭 as Co-Principal Investigator)

 
Developing Evaluative Judgment among Students: An Interactive Assessment and Feedback Process
This project aims to develop an Interactive Assessment and Feedback Process (IAFP) and investigate its effectiveness in enhancing students’ academic achievement and developing their evaluative judgment in the context of higher education.
Project Start Year: 2019, Principal Investigator(s): YAN, Zi 晏子 (YANG, Lan 楊蘭 as Co-Investigator)

 
Jockey Club Experiential Learning Project for Students with Special Educational Needs: Development of Generic Skills Measurement Tool and Project Evaluation Study
Funded by The Hong Kong Jockey Club Charities Trust, The Hong Kong Christian Service is collaborating with 6 special schools for students with intellectual disabilities (ID) (CCC Kei Shun Special School, CCC Mongkok Church Kai Oi School, Hong Chi Pinehill No.3 School, PLK Anita LL Chan (Centenary) School, PLK Law’s Foundation School and PLK Mr and Mrs Chan Pak Keung Tsing Yi School) on a joint project for providing adventure based learning (ABL) and virtual reality based learning (VRBL) to students and graduates with intellectual disabilities (ID) with the aims to develop their generic skills in the exposure and after the training. The Centre for Special Educational Needs and Inclusive Education (CSENIE) is invited to be a partner in the project for the consultancy, evaluation, resource development, training and knowledge dissemination in the project.

In 2019-2021, while the team are developing the ABL/VRBL curriculum and conducting the teaching and training of students with ID in the seed schools/adult centers, CSENIE will help examining the program effectiveness by developing instrument for measuring the attainment of generic skills of individual students with different extent of intellectual disabilities, by evaluating the effectiveness of resources, services and training of the project programs; and by identifying successful evidence-based practices through a wide range of investigation. Furthermore, for sustainability, CSENIE will offer training the pre-service teachers to be ABL/VRBL mentors/coaches as well as organize knowledge transfer activities for the outcome dissemination. The committed tasks will be
a) To provide professional advice/input on the design of the ABL/VRL training programmes and optimization of performance indicators;
b) To validate the measuring instrument developed for measuring ID individuals’ attainment of generic skills and related areas;
c) To evaluate the effectiveness of ABL and VRBL activities on students with intellectual dis
Project Start Year: 2019, Principal Investigator(s): SIN, Kuen Fung (YANG, Lan as Co-Investigator)

 
Investigating SEN Students’ Academic and Career self-concepts, School engagement, and Outcomes in Inclusive Education Integrated with Career Planning
The present Early Career Scheme (ECS) project (funded by University Grant Council, Hong Kong SAR) extends self-concept research by examining academic self-concept, career-related self-concept, school engagement and academic achievement in SEN students. Although not documented systematically in a single study, these factors have been consistently associated with students’ quality of learning and quality of life in and beyond schools. To overcome the limitations of cross-sectional design, the PI uses a 2-year research design with two phases. The quantitative Phase I focuses on testing the relationships among these variables (before and after an academic year) in SEN students. Phase II is a follow-up qualitative study to collect in-depth data through individual interviews. Three cohorts (S4-S6) of secondary students will participate. Another key feature of this study is the inclusion of an equivalent number of non-SEN students as a comparative group. In inclusive education, both SEN and non-SEN students are learning in same classrooms. The ideal goal is to cultivate similar academic and career-related outcomes between the two groups of students. The comparative results are expected to generate a deeper understanding of SEN students’ self-concepts for follow-up development of enhancement programs.
Project Start Year: 2019, Principal Investigator(s): YANG, Lan 楊蘭

 
Exploring the Power of Teacher Feedback in Affecting Learning through Testing the Relationships between Students’ Feedback Orientations and School Engagement
This large scale project in mainland Chinese students aimed to 1) reveal the underlying mechanisms of teacher feedback from the students’ perspective, 2) make relevant recommendations to effective feedback practices and 3) set a follow-up research agenda by taking account of students’ feedback beliefs, feedback literacy and school engagement in promoting influential teacher feedback practices to enhance student learning.
Project Start Year: 2018, Principal Investigator(s): YANG, Lan 楊蘭

 
Adaptive Scaffolding for Learning Fraction among Students with Learning Disabilities
Scaffolding is generally attributed to Wood, Bruner and Ross (1978) who describe it is as a: ∙∙∙process that enables a child or a novice to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts (p. 90). If a leaner is scaffolded by the tutor, he could not lonely accomplish the task at higher level, but also would be able to internalize their thinking, strategies or mechanisms used to be able to approach other similar tasks (Rogoff and Gardner, 1984). Recognizing its merits and potential benefits, scaffolding has become the frequently discussed topic in the field of learning sciences and relevant research areas. Recently, computer-mediated scaffoldings attract eye balls of many educators and scholars with focusing on their effectiveness of students’ learning. Although relevant studies have been conducting for addressing this, limited studies exploring the students with learning disabilities learning abstract concepts in key subjects in STEM education. To bridge the gap between research on computer-mediated scaffoldings and its impact on students with learning disabilities, in this proposed project, we will conduct research on the influence of computer-mediated scaffoldings on students who have learning disabilities learning the mathematical concept: fraction, which has been identified the concept received comparative more misconceptions and learning difficulties in maths subject. In the study, the research team will design the computer-supported mathematic program following a similar program called Fun Fraction (Shin and Bryant, 2017) with particular design features of fixed scaffoldings and adaptive scaffoldings. Students with learning disabilities will be recruited and randomly assigned into three groups:1) fixed scaffolding 2) self-selected scaffolding; and 3) performance-based scaffolding. Pre- and post-tests will be administrated and the results will be analyzed for exposing the impacts of different types of computer-mediated scaffoldings on students maths learning. The quality of tasks regarding to fraction calculation done in the computer program will also been categorized and analyzed for identifying students differences in the conceptual understanding. Classroom observation will be conducted for observing students’ interaction with the program and the teacher, which will be used a supplementary data for identifying the differences affected by these types of computer-mediated scaffoldings. The study will inform the learning design of maths subject, technology-supported learning, as well as teacher education in special education. Furthermore, the study will fill the blank of the research on learning disabilities students’ learning supported by technology.
Project Start Year: 2018, Principal Investigator(s): SUN, Daner 孫丹兒 (YANG, Lan 楊蘭 as Co-Principal Investigator)

 
Exploring an Innovative Teaching Approach (TBL) to Implement Formative Feedback to Support Students’ Learning
This study aims to integrate an innovative pedagogy called team-based learning (TBL) with formative
feedback practices to improve learning outcomes in terms of academic achievement and other social and emotional gains among university students.
Project Start Year: 2018, Principal Investigator(s): YANG, Lan 楊蘭

 
Teaching Development Grant (2018-2019). Productive Failure Meets the Flipped Classroom: An Innovative Pedagogy to Improve Student Learning
University lecturers typically use the direct instruction (DI) approach. Despite the strengths of DI, there is a need for constructivist pedagogy that can enhance content mastery while at the same time optimizing skills for self-regulation, collaboration, and optimal learning. The aim of this project is to apply productive-failure based flipped classroom (PF-FC) instructional design in both teacher education- and non-teacher education courses. PF-FC instructional design synergizes the strengths of productive failure (PF)-a learning design that engages students in generating solutions to novel problems first before teaching them the concept—and the flipped classroom design—which emphasizes the seamless integration of online and face-to-face sessions. The PF-FC instructional design is hypothesized to lead to improved student learning, higher levels of motivation and positive emotions, and improved self-regulation and collaboration skills. The proposed project is closely aligned with the thematic areas of the Teaching and Development Grants on innovative curriculum design, enhancement of learning outcomes, and e-learning. Upon completion of the project, it will have created a new curriculum design, engaged in teacher capacity building, and improved student learning.
Project Start Year: 2018, Principal Investigator(s): KING RONNEL BORNASAL 龔仁崇 (YANG, Lan 楊蘭 as Co-Investigator)

 
All that Effort of Feedback Research, But what is the Effect in Chinese Secondary Students? Identify Impact through INFACT (Innovative Formative Assessment Collaborative Team)
The major purpose of this cluster is to develop a new Area of Strength on feedback research by integrating research and practical strengths of the team members.
Project Start Year: 2017, Principal Investigator(s): YANG, Lan 楊蘭

 
Unpacking Student Self-assessment: What Are the Self-assessment Processes and How Do They Work?
The proposed cluster aims to develop a new Area of Strength by integrated cutting-edge research and high-impact knowledge transfer. Under this ultimate goal, there are three inter-related major purposes. First, the cluster aims to draw inter-disciplinary expertise to investigate a well “known unknown” area – student self-assessment, in particular, the inner process of self-assessment and the mechanism through which self-assessment influences student learning, both cognitive and emotional aspects. Second, the cluster aims to serve a worldwide educational need (i.e., to know how to understand and promote self-assessment and self-regulated learning) by transferring the research findings into education practice in a concrete and feasible way. Third, the cluster aims to form a synergic team with a critical mass for a coherent and sustainable research theme and maximize the University’s impact locally and internationally
Project Start Year: 2017, Principal Investigator(s): YAN, Zi 晏子 (YANG, Lan 楊蘭 as Co-Investigator)

 
In-school and Post-school Success of Students with Diverse Abilities: Testing the Longitudinal Relationships between the Academic and Career-related Domains of Self-concept, School Engagement, Academic and Career-related Outcomes
This project aims to examine the relationships between students’ multi-faceted self-concepts, school engagement and related outcomes. Students with diverse abilities are my targeted population. Possible disadvantages of students with low academic abilities in terms of these key variables will be tested. Based on findings of this study, recommendations to help with those students in need will be made.
Project Start Year: 2017, Principal Investigator(s): YANG, Lan 楊蘭

 
UGC T&L Project on Information Literacy: Enhancing information literacy (IL) in Hong Kong Higher Education through the Development and Implementation of Shared Interactive Multimedia Courseware
This project is part of UGC T&L Project on Information Literacy granted to EdUHK library. It aims to enhance university students’ information literacy and positive academic functioning through a general education breath course lectured by the PI.
Project Start Year: 2017, Principal Investigator(s): YANG, Lan 楊蘭

 
Developing Peer- and Self-assessment Strategies for the Enhancement of Student Learning Outcomes
This project will seek to enhance student learning outcomes by developing peer-and self-assessment (PASA) strategies and training resources. PASA are student-led assessment practices in which students provide peer- and self-feedback to enhance learning (Harris, Brown, & Harnett, 2015). Hattie and Timperley’s (2007) Model of Feedback Levels will inform the development of PASA strategies and training resources. The PASA strategies will involve the use of feedback prompts for training students in giving peer- and self-feedback, and the engagement of students in recurring cycles of PASA practices, which will be facilitated by the use of learning technologies. Outcomes from the project will encompass pedagogical and scholarship of learning and teaching outcomes.
Project Start Year: 2017, Principal Investigator(s): YANG, Min 楊敏 (YANG, Lan 楊蘭 as Co-Investigator)

 
Testing Longitudinal and Reciprocal Relationships between Academic Self-Concept, Career-related Self-Concept, and Academic Achievement: A 3-year Longitudinal Study among SEN and Non-SEN students in Hong Kong
..
Project Start Year: 2017, Principal Investigator(s): YANG, Lan 楊蘭

 
Creating a Situated Learning Environment for Constructing Knowledge
This project is to research and experiment a ‘situated learning’ learning model through activities that promote learning by doing, in a community of practice; to enhance the effectiveness of learning and teaching of the courses on areas related to students’ generic skills development.
Project Start Year: 2017, Principal Investigator(s): LAM, Bick Har 林碧霞 (YANG, Lan 楊蘭 as Co-Investigator)

 
Supporting and Evaluating the E-Learning Resource Development in Hong Kong Special Schools
In 2016, for celebrating the HSBC 150th Anniversary, eleven large projects, on a very competitive basis, was awarded and supported by The HSBC 150th Anniversary Charity Program. In 2016-2019, members from Centre for Special Educational Needs and Inclusive Education participated in an innovative e-Learning project “Special School School-based Learning Materials Digitization Scheme”, with amount of HKD 31.5 million funded by HSBC 150th Anniversary Charity Programme. The project was led by Sam Shui Natives Association Lau Pun Cheung School with members of CCC Kei Shun Special School, TWGHs Tsui Tsin Tong School, The Education University of Hong Kong and Open Knowledge Association Ltd. In the project, CSENIE was granted an amount of about HKD 3 million for leading the work on “Supporting and evaluating the e-Learning resource development in Hong Kong special schools”. Prof. Sin led the team for school based consultancy, research activities, knowledge dissemination and staff training. The school and university partnership did help the setting up an e-Learning platform, digitizing the subject learning contents, enhancing professional development and evaluating the effectiveness.

This project created Hong Kong’s first e-Learning platform in schools for students with intellectual disabilities and allowed students to learn anywhere and at their own pace, using various interactive media. It featured tools that reduce repetitive work for teachers, making the platform an efficient learning and teaching implement. Teachers and parents could track students’ progress within the platform, understand each one’s strengths and weaknesses, and then made necessary improvements. Teachers were trained to adjust the e-Learning materials to suit individual needs of their students. The E-learning for Inclusive Education Association (ELFIE) was established - a community to champion the development of e-Learning in SEN schools and mainstreaming schools through collaboration and sharing, inc
Project Start Year: 2016, Principal Investigator(s): SIN, Kuen Fung (YANG, Lan as Team Member)

 
Positive Psychology and Education Research Program
Positive education and well-being
Project Start Year: 2016, Principal Investigator(s): KING RONNEL BORNASAL 龔仁崇, YEUNG, Siu Sze 楊少詩 (YANG, Lan 楊蘭 as Co-Investigator)

 
Enhancing Students' Learning through Team-based Learning (TBL)
To examine the effects of an innovative pedagogy (TBL) in higher education
Project Start Year: 2016, Principal Investigator(s): YEUNG, Siu Sze 楊少詩 (YANG, Lan 楊蘭 as Co-Principal Investigator)

 
A Multidisciplinary Approach to Investigate Acculturation Orientation and Chinese Language Learning among Ethnic Minorities in Hong Kong
The proposed study is a cross-discipline research project that aims at examining the relative value of assimilation and integration acculturation orientation for Chinese language learning among ethnic minority (EM) students in Hong Kong.
Project Start Year: 2016, Principal Investigator(s): GAO, Fang 高放 (YANG, Lan 楊蘭 as Co-Investigator)

 
The Longitudinal Impact of Career Planning Education on Career Development of Students with and without Special Educational Needs in Inclusive Education of Hong Kong
The major purpose of study is to study the longitudinal effects of annual career-planning programs on the expected learning outcomes among students with and without SEN. Specific research objectives are to 1) compare SEN and regular senior secondary students’ cognitive-person gains from career planning programs in terms of their career decision self-efficacy, career outcome expectations, career-related goals, career planning and career exploration; 2) examine SEN and regular senior secondary students’ perceived career supports on these key cognitive-person variables in career development process; 3) identify the developmental changes of both cognitive-person gains and perceived career supports and barriers to career development needs of students with and without SEN; and 4) review the effectiveness of career planning programs for students with and without SEN to offer recommendations for policy-making and instructional practice.
Mixed research methods are adopted. With the quantitative approaches, the project incorporates both cross-sectional and longitudinal designs. Data will be collected from S.4 to S.6 students in secondary schools at two time points: pre- and posttests before the commencement and after the ending of the annual programs of career planning education in the targeted schools. With the qualitative approaches, in-depth interviews are also designed for finding out about a wide range of stakeholders’ perceptions of career planning education, so as to help analyze the types of support and barriers in the implementation of career planning programs in Hong Kong.
The study will include both theoretical advances in career development in an Asian setting and practical implications in addressing the career development needs of adolescents. The outcome will help policy makers and school stakeholders evaluate the impact of current implementations of career planning programs on the career related self-efficacy, outcome expectations, and career development needs of students with and without SEN.

Project Start Year: 2016, Principal Investigator(s): SIN, Kuen Fung 冼權鋒 (YANG, Lan 楊蘭 as Co-Principal Investigator)

 
Testing the Generalisability of the Control-Value Theoretical Model of Achievement Emotions in China
This research project aims to test the generalisability of the control-value theoretical model of achievement emotions in China with diverse samples of students.
Project Start Year: 2015, Principal Investigator(s): YANG, Lan 楊蘭

 
How Do They Feel in Class, Learning, and Test Related Situations? Testing Achievement Emotions of Secondary Students from Academically Disadvantaged Backgrounds
..
Project Start Year: 2015, Principal Investigator(s): YANG, Lan 楊蘭

 
Prizes and awards
President's Award for Outstanding Performance in Teaching 2022/2023
Individual Award (General Faculty Member Category) -For details, please visit: http://p-awards.eduhk.hk/DrYangLan.php
Date of receipt: 19/5/2023, Conferred by: The Education University of Hong Kong
 
Faculty Teaching Award (individual) 2021/2022
Assessment Criteria of FEHD Teaching Award: Making reference to the President’s Award and UGC’s Teaching Award, the Faculty Teaching Award requires nominees to show evidence of excellence in teaching in all areas listed below:  An average SET score of the last 2 years at or above the University mean  Adoption of learner-centred approaches, ability to engage/inspire/impact on students and demonstration of superior acumen in teaching  Course/programme/curriculum design that can reflect a command of the field  Past/present achievement(s), leadership in teaching and potential scholarly contribution to & impact on the development of effective teaching practice https://www.eduhk.hk/fehd/en/highlights.php?s=news_event&id=7497
Date of receipt: /11/2022, Conferred by: Faculty of Education and Human Development, The Education University of Hong Kong
 
President’s Awards for Outstanding Performance in Knowledge Transfer 2021/2022 (Team)
In 2019, Prof. Sin led the team to set up the Jockey Club Youth Academy for Special Educational Needs (YASEN) to respond to the global trend of, and local concern about, continuing education for persons with disabilities. The Education Bureau and heads of special schools highly commended and supported this initiative. SEN school leavers received lifelong learning opportunities on the University campus to develop 21st century skills and competences beyond schools. The success was multidimensional. The project tasks included course delivery, e-learning, SEN YouTube, mentorship, seminars, empirical studies and resource development. The training benefitted over 3,000 participants, including the SEN youths, pre-service teachers, parents and community helpers. The concerted effort among academics and community helpers created a synergic effect in course design and delivery. YASEN provided a successful and sustainable model of continuing education and social inclusion for SEN school leavers.
Date of receipt: 12/7/2022, Conferred by: The Education University of Hong Kong
 
Hong Kong ICT Awards: Smart People (Smart Inclusion) Gold Award
CSENIE worked in partnership with Sam Shui Natives Association Lau Pun Cheung School, C.C.C. Kei Shun Special School, TWGHs Tsui Tsin Tong School and Open Knowledge Association for a funded project titled Special school's school-based learning materials digitization scheme and establishment of "E-learning for Inclusive Education Association (ELFIE)". In this three-year project, ELFIE set up a learning management system RainbowStar, and developed a total of 572 electronic textbooks in different subjects. The team has conducted over 1000 sections of e-Book trials, lesson observations, and teaching exchanges. We also conducted research and sharing sessions for teachers, therapists, scholars and researchers. Until 2021, more than 60% of special schools were RainbowStar users. In the pandemic, the outcome was with significant impact on supporting the home learning for students with intellectual disabilities. The digital inclusion was finally achieved.
Date of receipt: /11/2021, Conferred by: The Hong Kong Council of Social Service
 
Outstanding Social Service Awards & Service Delivery Award (Innovative Ideas & User Participation)
The Hong Kong Christian Service led the 6 special schools for students with intellectual disabilities and CSENIE at EdUHK for a project on Adventure Based Learning and Virtual Reality Learning, funded by The Hong Kong Jockey Club Charities Trust. For research purpose, CSENIE helped prepare the tool for measuring the generic skill enhancement. The project was awarded the Outstanding Social Service Awards, Service Delivery Award (Innovative Ideas & Service Delivery Award (User Participation). Details may refer to the links below. https://www.facebook.com/262651629903/posts/10159732594199904/?d=n www.hkcs.org www.jcelp.org.hk
Date of receipt: 22/11/2021, Conferred by: The Hong Kong Council of Social Service
 
Excellent University ePortfolio Supervisor
This is a scheme to acknowledge the excellent UePortfolio supervisor’s effort in supervising the UePortfolio construction of final-year undergraduate students.
Date of receipt: /4/2021, Conferred by: The Education University of Hong Kong
 
Faculty Impact Development Award 2019/20 (Team Award)

Date of receipt: /8/2020, Conferred by: EdUHK
 
Outstanding Teaching Performance Award

Date of receipt: /12/2019, Conferred by: Department of Curriculum & Instruction, The Education University of Hong Kong
 
Excellent GECC supervisor
Recognition under “Support Scheme for Excellent General Education Consolidation Course (GECC) ePortfolio Supervision”. This is a new scheme launched in 2018/19 to acknowledge the excellent GECC supervisor’s effort in supervising the GECC ePortfolio construction.
Date of receipt: 24/5/2019, Conferred by: The Education University of Hong Kong
 
President’s Awards for Outstanding Performance in Knowledge Transfer 2018/2019 (Team)
For E-learning enhancement, the team was invited as a collaborative partner with three pioneer special schools for developing an e-learning platform, so as to foster innovative e-strategies and e-practices for teaching students with intellectual disabilities. Prof. Sin led the team for the knowledge transfer activities such as school-based consultancy, research activities, knowledge dissemination and staff training. Over 570 e-books across subjects and at different levels were available to students with different needs and abilities, giving both teachers and parent access, and promoting digital inclusion across all Hong Kong special schools and beyond. This project has demonstrated an important innovation of e-learning development with far-reaching knowledge transfer impact on quality education for SEN students. The E-learning for Inclusive Education Association was then set up for sustainable development and wider dissemination.
Date of receipt: 25/3/2019, Conferred by: The Education University of Hong Kong
 
Outstanding Teaching Performance Award

Date of receipt: /12/2018, Conferred by: Department of Curriculum & Instruction, The Education University of Hong Kong
 
The Best Paper Award
According to HKERA, high scoring papers signpost originality, rigour and significance. Detailed descriptions are as follows: 1) Originality: the paper proposes new ways forward, challenges old ideas and takes the scholarship to the next level, 2) Significance: tries to sustain the theoretical analysis and applications throughout the paper to avoid lapsing into descriptive writing, 3) Rigour – the paper adopts innovative methods; or there is a rigorous analytical narrative in terms of intellectual argument developed in the paper.
Date of receipt: 15/12/2018, Conferred by: The Hong Kong Institute of Educational Research (HKERA)
 
Outstanding Teaching Performance Award

Date of receipt: /11/2017, Conferred by: Department of Curriculum & Instruction, The Education University of Hong Kong
 
Outstanding Teaching Performance Award

Date of receipt: /10/2016, Conferred by: Department of Curriculum & Instruction, The Education University of Hong Kong
 
International Highly-Commended PhD Award
Three young scholars achieved this international award at the 7th SELF Biennial International Conference & ERAS Conference in 2013.
Date of receipt: /9/2013, Conferred by: The Global SELF (Self-concept Enhancement and Learning Facilitation) Research Network
 
Patents
A system and method for teaching mathematics through adaptive scaffolding support
The project delivers an AI-powered mathematics learning system, ScaffoldiaMyMaths, accessible via a website on various devices, complemented by e-learning materials and hardcopy versions. Key features include generative AI feedback for instant, perso - G/G16