The study investigated the effect of an instructor's positive (vs. neutral) emotions in video lectures on student learning using either easy or difficult geography topics (i.e. easy: the Earth within the universe; difficult: understanding time and date calculations of Earth). The results showed that, first, students responded more positively…

Language instructors worldwide use various types and strategies for providing feedback on the learners' written production. Written corrective feedback (WCF) plays a vital role in systematically learning second or other languages. Additionally, students' perception of feedback and its delivery has a specific value. Therefore, the current study…

Kahoot!, a game-based student response system, is increasingly being incorporated into classrooms to maintain student engagement, improve classroom dynamics, and enhance learning outcomes. However, empirical studies exploring how using Kahoot! affects university students' learning, particularly in China, are scant. This exploratory, one-group,…

Flipped classroom based on active learning is becoming an increasingly popular pedagogical method in higher education capable of increasing student performance in higher-order learning outcomes including application, analysis, evaluation, and creation. However, the success of a flipped classroom model relies on various supporting elements such as…

Teacher feedback literacy (TFL) is an important aspect of teacher professional development and can exert a huge impact upon student learning. However, it has not received sufficient attention from higher education researchers or feedback researchers. This study reports a novice Chinese university EFL teacher's efforts to develop her feedback…

The United States is the top destination for Chinese international students, receiving around 372,532 students from China from the academic year 2019 to 2020. The host institutions and countries have benefited from economic gains, diverse cultures, global competence, and human capital. The motivation of recruiting international students is framed…

This global lockdown of educational institutions by COVID-19 has caused overwhelming disruption in students' learning and assessment, which has substantial effects on their academic emotions. This study applied a mixed methods approach to investigate how COVID-19 influences Gaokao applicants' academic emotions in the Chinese context. The study…

Students' dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedback design) dimensions, students' emotions in peer assessment have received scant attention. This study investigates the social-affective impacts of peer…

This study investigated a 3-year implementation of accredited massive online open courses (MOOCs) in a conventional university in China. Fifteen students and two staff were interviewed, and relevant policy documents were examined. Thematic analysis was utilised to analyse the data. The study found that students mostly took a wary stance towards…

With increasing arguments and evidence suggesting its benefits, First Language (L1) use (including translation exercise) is experiencing a resurrection in Second Language or Foreign Language (SL/FL) classrooms. One form of L1 use is composing comparable and parallel texts, which can be an important pedagogical resource but which has received…

The paper takes 414 graduates from ZJU in 2011 and 2012, NIT as a case, analyzing the status of their writing of graduation thesis. It is found that a considerable number of students have problems in selection and report of topics, writing of each part and debating in the whole process of graduation thesis. In view of the situation, based on the…

This study explored teacher questioning as a formative assessment strategy by examining the practices of teachers of English as a Foreign Language in Chinese tertiary institutions. It investigated how teachers deployed questions to stimulate student thinking, uncover students' current level of learning, and allow responses to inform pedagogic…

Validity is a central principle of assessment relating to the appropriateness of the uses and interpretations of test results. Usually, one of the inferences that we wish to make is that the score reflects the extent of a student's learning in a given domain. Thus, it is important to establish that the assessment tasks elicit performances that…

Insufficient attention has been given to the role of cultural differences in feedback communication with the UK's increasingly internationalised student body. This issue is particularly significant for international students taking short -- one-year -- postgraduate taught courses and we illustrate this in a study of Chinese students at a UK…

Previous studies have shown that teachers' aggressive classroom management impacts negatively on students. The authors compared student reaction to teachers' use of aggressive management techniques in Australia, China, and Israel. Reactions included distraction negativity toward teachers and perceptions that teachers' responses were unjustified,…