I joined Harbin Institute of Technology (Shenzhen) in early 2017, after obtaining a PhD in English Language Education from Faculty of Education at the University of Hong Kong. My research mainly concentrates on individual variations in second language writing, especially issues revolving around teacher provision of and learner engagement with feedback. I am also interested in learner beliefs and emotions involved in second language writing.
Second language writing and individual variations, written feedback and oral feedback, learner engagement, learner beliefs, sociocognitive perspective on second language acquisition
2012-2016 PhD in English Language Education, The University of Hong Kong
2008-2010 Master of Arts in Teaching English to Speakers of Other Languages, Teachers College, Columbia University
2004-2008 Bachelor of Arts in Chinese Language and Literature, Wuhan University
2010-2012 English instructor at English Language Center, Shantou University
2017 Reviewer of Journal of Second Language Writing (SSCI); International Journal of English Studies (ESCI)
2016 Certificate of Teaching and Learning in Higher Education
2016-present Reviewer of Asia-Pacific Education Researcher(SSCI); Writing and Pedagogy
2014-present Reviewer of System (SSCI)
2014-present Member of TESOL, AAAL, and HKAAL
2017 《“针对反馈的在线反馈”促进非英语专业研究生同伴反馈的研究》深圳市教育科学规划2017年度一般课题 负责人
2016 Best Research Postgraduate Student Publication Award, Faculty of Education, The University of Hong Kong
2016 TESOL International Participation Award of TESOL Convention 2016
2014 Best Presenter Award, Postgraduate Research Conference of Faculty of Education at HKU
2013 Best Presenter Award, Postgraduate Research Conference of Faculty of Education at HKU
2012 Hong Kong PhD Fellowship commencing from the 2012/13 academic year
2011 Travel Grant of the 9th Asia TEFL International Conference
Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133-142.(SSCI, IF: 1.400)
Li., Y., Han, Y., & Gao, X. (accepted for publication in 2018). Young learners’ English learning motivation. In S. Garton & F. Copland (Eds.), Routledge handbook of teaching English to young learners, Routledge.
Han, Y., & Hyland, F. (2017). Oral corrective feedback on L2 writing from a sociocultural perspective: A case study on two writing conferences in a Chinese university. Writing and Pedagogy (ERIH Plus indexed), 8(3), 433-459.
Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31-44. DOI: 10.1016/j.jslw.2015.08.002 (SSCI, IF:1.773)
Han, Y. (2015). L2 learners’ cognitive engagement with written corrective feedback: Processing stages. Research Studies in Education, 13,114-129.
Han, Y. (2012). The intra- and inter-task effectiveness of direct and indirect written corrective feedback. The Journal of Asia TEFL, 9(3), 71-96. (ESCI, SCOPUS)
Han, Y., & Wang, Y. (2007). The characteristics of sinicized “OK” in modern Chinese language. Contemporary Teacher Education , 24, 82-83. (text in Chinese)
Li, Y., & Han, Y. (Expected in March 2018). Written corrective feedback for individual learners in a Chinese EFL context. American Association for Applied Linguistics (AAAL) 2018 conference, Chicago, Illinois, USA.
Han, Y., & Li, Y. (July 2017). WCF from an ecological perspective: The interaction between contextual factors and learner factors. The 16th Symposium on Second Language Writing. Chulalongkorn University, Thailand.
Li, Y., & Han, Y. (July 2017). Investigating the differential effects of direct and coded written corrective feedback: A socio-cognitive perspective. The 16th Symposium on Second Language Writing. Chulalongkorn University, Thailand.
Han, Y, & Li, Y. (Apr 2016). Chinese EFL students’ beliefs and their engagement with error correction. TESOL Convention 2016. Baltimore, USA.
Li, Y., & Han, Y. (Apr 2016). The effects of two types of comprehensive written corrective feedback on EFL learners' writing development: Direct WCF versus coded WCF. American Association for Applied Linguistics (AAAL) 2016 conference, Orlando, USA.
Han, Y. (Nov 2015). The complexity of EFL learners’ affective responses to WCF: a multiple-case study. The 14th Symposium on Second Language Writing. AUT University, New Zealand.
Han, Y. (Mar 2015). Cognitive engagement with written corrective feedback: A case study on Chinese non-English major college students. American Association for Applied Linguistics (AAAL) 2015 conference, Toronto, Canada. (one of the 20 top-scoring student proposals, shortlisted for AAAL graduate student award)
Han, Y. (Nov 2014). Corrective feedback in teacher-student writing conference: Graduation and contingency. The 13th Symposium of Second Language Writing. Arizona State University, USA.
Han, Y. (Oct 2013). Learner engagement with written corrective feedback: An exploratory case study. The 12th Symposium of Second Language Writing. Shandong University, China.
Han, Y. (July 2011). The intra- and inter-task effectiveness of indirect and direct written corrective feedback. 9th Asia TEFL International Conference. Seoul, Korea.
Sep 2017 to present: Teaching two courses: English Listening and Speaking; Academic English Writing at HIT(Shenzhen)
2011-2012: College English; Chinese as a Second Language (medium) at Shantou University
2010-2011: English through Art at Shantou University