Profile of Dr YAN, Jing 延晶 - The Education University of Hong Kong


Assistant Professor	Department of Chinese Language Studies

Contact

ORCiD

0000-0002-0680-657X

Phone

(852) 2948 7506

yanj@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=254644&name=YAN, Jing

Research Interests

• Task-based language teaching
• Oral interaction in Chinese as a second language
• Chinese language teacher cognition and education

Teaching Interests

I am currently teaching the following courses:

Pedagogy On International Chinese: Listening & Speaking
Academic Writing and the Use of Research Resources
The Teaching of Putonghua
Curriculum & Teaching Materials for International Chinese

Personal Profile

Academic Qualifications

Ph.D. in Chinese Language and Literature

Faculty of Education, The University of Hong Kong

MSc. in Applied Linguistics and Second Language Acquisition

Department of Education, Oxford University

Academic/Teaching Appointments

Assistant Professor, Department of Chinese Language Studies, The Education University of Hong Kong

Lecturer, Singapore Centre for Chinese Language, Nanyang Technological University, Singapore

Honorary Assistant Professor, Faculty of Education, Hong Kong University

Research Interests

• Task-based language teaching
• Oral interaction in Chinese as a second language
• Chinese language teacher cognition and education

Teaching Interests

I am currently teaching the following courses:

Pedagogy On International Chinese: Listening & Speaking
Academic Writing and the Use of Research Resources
The Teaching of Putonghua
Curriculum & Teaching Materials for International Chinese

Research Outputs


Scholarly Books, Monographs and Chapters Yan, J., Goh, H.H. & Zhou, H.X. (2018). Improving the Teaching of Chinese Speaking of Young Students from English-Speaking Families: Teacher's Professional Development. In Soh, K. (Eds.), Teaching Chinese Language in Singapore: Efforts and Possibilities (65-82). Singapore: Springer. 延晶、蘇啟禎、吳福煥 (2018)。研究型教師專業發展-行動研究。新加坡: 南大--新加坡華文教研中心出版社。
Journal Publications Yan, J., Zhu, Y., & Ye, X. (2024). The impact of peer feedback on L2 literature review writing: A mixed methods study. SAGE Open, 14(4). https://doi.org/10.1177/21582440241288737 Huang, H., Scott, G., & Yan, J. (2024). ‘How anxious I am’: The effect of different online modalities on Chinese language beginners’ classroom anxiety. The Language Learning Journal, 52(5), 539-555. https://doi.org/10.1080/09571736.2024.2365375 Yan, J. & Goh, C.C. (2024). Impact of task type and task complexity on negotiation of meaning in young learners of Chinese as a second language. IRAL - International Review of Applied Linguistics in Language Teaching https://doi.org/10.1515/iral-2023-0327 Jin, Chaoyang; Jing, Yan (2024). The effects of task complexity and task sequencing on L2 performance: A systematic review. The Language Learning Journal. https://doi.org/10.1080/09571736.2024.2345911 Yan, J., & Goh, H. H. (2023). Exploring the cognitive processes in teacher candidates' collaborative task-based lesson planning. Teaching and Teacher Education, 136, 104365. https://www.sciencedirect.com/science/article/pii/S0742051X23003530?dgcid=coauthor 延晶、關靖琳 (2023). 香港華語小學生與少數族裔小學生口語互動中話語標記語「同埋」的使用情況. 華語文教學研究, 20(2), 45-69. 延晶 (2021)。國際漢語教學專業線上教學模式探索：基於文本挖掘分析（text-mining）。國際中文教育學報，10，67-82。 https://ijcle.eduhk.hk/article/id-73published version Yan, J., & Cai, Y. (2021). Teachers’ Instruction of Reading Strategies and Primary School Students’ Reading Literacy: An Approach of Multilevel Structural Equation Modelling. Reading & Writing Quarterly, Retrived from https://www.tandfonline.com/doi/citedby/10.1080/10573569.2021.1923100?scroll=top&needAccess=true, 38(2), 139-155. Yan, Jing (2021). Developing Chinese student teachers’ understanding of task-based language teaching by online collaborative discussion. Journal of Chinese Language Teaching, 18(1), 1-32. Yan, J (2020). Chinese vocabulary learning strategies by English-speaking learners: A think-aloud study. Global Chinese, 6(2), 237-262. https://doi.org/10.1515/glochi-2020-0013 延晶 (2019)。新加坡小學華文新口語課程的分析—基於交際法的理論框架。國際中文教育學報，5（2），93-107。 Yan, J., Chin, C. K., & Tse, S. K. (2017). The development of narrative ability in English-Chinese bilingual primary school students in Singapore. L1 Educational Studies in Language and Literature, 17, 1-26. Yan, J. & Matthews, S (2017). Relative clauses in Singapore Primary students-cross-linguistic transfer. Chinese Language and Discourse, 8(1), 1-17. 延晶 (2016)。新加坡小學生的優勢語言。華語文教學研究，13(2)，89-108。 Yan, J. (2016). Investigating the development of Chinese oral explanation and justification in Singapore primary students. Cogent Education, 3, Article 1248645. https://doi.org/10.1080/2331186X.2016.1248645

Scholarly Books, Monographs and Chapters
Yan, J., Goh, H.H. & Zhou, H.X. (2018). Improving the Teaching of Chinese Speaking of Young Students from English-Speaking Families: Teacher's Professional Development. In Soh, K. (Eds.), Teaching Chinese Language in Singapore: Efforts and Possibilities (65-82). Singapore: Springer.
延晶、蘇啟禎、吳福煥 (2018)。研究型教師專業發展-行動研究。新加坡: 南大--新加坡華文教研中心出版社。

Journal Publications
Yan, J., Zhu, Y., & Ye, X. (2024). The impact of peer feedback on L2 literature review writing: A mixed methods study. SAGE Open, 14(4). https://doi.org/10.1177/21582440241288737
Huang, H., Scott, G., & Yan, J. (2024). ‘How anxious I am’: The effect of different online modalities on Chinese language beginners’ classroom anxiety. The Language Learning Journal, 52(5), 539-555. https://doi.org/10.1080/09571736.2024.2365375
Yan, J. & Goh, C.C. (2024). Impact of task type and task complexity on negotiation of meaning in young learners of Chinese as a second language. IRAL - International Review of Applied Linguistics in Language Teaching https://doi.org/10.1515/iral-2023-0327
Jin, Chaoyang; Jing, Yan (2024). The effects of task complexity and task sequencing on L2 performance: A systematic review. The Language Learning Journal. https://doi.org/10.1080/09571736.2024.2345911
Yan, J., & Goh, H. H. (2023). Exploring the cognitive processes in teacher candidates' collaborative task-based lesson planning. Teaching and Teacher Education, 136, 104365. https://www.sciencedirect.com/science/article/pii/S0742051X23003530?dgcid=coauthor
延晶、關靖琳 (2023). 香港華語小學生與少數族裔小學生口語互動中話語標記語「同埋」的使用情況. 華語文教學研究, 20(2), 45-69.
延晶 (2021)。國際漢語教學專業線上教學模式探索：基於文本挖掘分析（text-mining）。國際中文教育學報，10，67-82。 https://ijcle.eduhk.hk/article/id-73published version
Yan, J., & Cai, Y. (2021). Teachers’ Instruction of Reading Strategies and Primary School Students’ Reading Literacy: An Approach of Multilevel Structural Equation Modelling. Reading & Writing Quarterly, Retrived from https://www.tandfonline.com/doi/citedby/10.1080/10573569.2021.1923100?scroll=top&needAccess=true, 38(2), 139-155.
Yan, Jing (2021). Developing Chinese student teachers’ understanding of task-based language teaching by online collaborative discussion. Journal of Chinese Language Teaching, 18(1), 1-32.
Yan, J (2020). Chinese vocabulary learning strategies by English-speaking learners: A think-aloud study. Global Chinese, 6(2), 237-262. https://doi.org/10.1515/glochi-2020-0013
延晶 (2019)。新加坡小學華文新口語課程的分析—基於交際法的理論框架。國際中文教育學報，5（2），93-107。
Yan, J., Chin, C. K., & Tse, S. K. (2017). The development of narrative ability in English-Chinese bilingual primary school students in Singapore. L1 Educational Studies in Language and Literature, 17, 1-26.
Yan, J. & Matthews, S (2017). Relative clauses in Singapore Primary students-cross-linguistic transfer. Chinese Language and Discourse, 8(1), 1-17.
延晶 (2016)。新加坡小學生的優勢語言。華語文教學研究，13(2)，89-108。
Yan, J. (2016). Investigating the development of Chinese oral explanation and justification in Singapore primary students. Cogent Education, 3, Article 1248645. https://doi.org/10.1080/2331186X.2016.1248645

Projects


Impact of Explicit Instruction and Task Repetition on Non-Chinese Speaking Students' Oral Interaction: A Quasi-Experimental Study Project Start Year: 2024, Principal Investigator(s): YAN, Jing
Investigating How Second Life Can Support the Development of Intercultural Sensitivity Among Chinese Native Speakers and Chinese Language Learners Project Start Year: 2023, Principal Investigator(s): YAN, Jing
Impact of task type and task complexity on young CFL learners’ negotiation of meaning .. Project Start Year: 2023, Principal Investigator(s): YAN, Jing
The Impact of Task Characteristics on Repaired Negotiations and Language-related Episodes in Young L2 Learners’ Interactions . Project Start Year: 2023, Principal Investigator(s): YAN, Jing
Impact of Explicit Instruction and Task Repetition on Non-Chinese Speaking Students’ Oral Interaction: A Quasi-Experimental Study . Project Start Year: 2023, Principal Investigator(s): YAN, Jing
Investigation on the Impact of Task Characteristics on Topic Management Skills .. Project Start Year: 2022, Principal Investigator(s): YAN, Jing
Understanding How Young Non-Chinese Speaking Students Interact in Chinese: Influences of Task Characteristics and Intersubjectivity This project studies the Chinese oral communicative competence of Non-Chinese Speaking (NCS) students by investigating the influences of task characteristics and intersubjectivity on students’ negotiation of meaning. Project Start Year: 2021, Principal Investigator(s): YAN, Jing
Understanding How Young Non-Chinese Students Interact with Each Other in Cantonese: Influences of Task Characteristics and Intersubjectivity (start-up research grant) .. Project Start Year: 2020, Principal Investigator(s): YAN, Jing 延晶