詹颖｜贵州大学｜学者主页

2026

Students' interaction patterns of online dialogic peer feedback from a perspective of community of inquiry: An Epistemic network analysis approach

Ying Zhan, Lingyun Huang, Shen Ba

Internet And Higher Education，Vol. 68

DOI

2025

The effects of online student feedback sandwich on undergraduates' problem-solving awareness and critical thinking disposition

Ye Zeng, Ying Zhan

Cogent Education，Vol. 12, No. 1

DOI

2025

[Review] Designing for authentic assessment: a scoping review

Ying Zhan, David Boud, Zilu Du

Higher Education

DOI

2025

Testing the interplay among peer feedback, self-regulation, and writing performance: a cross-lagged analysis

Ying Zhan, Mark Feng Teng

Language Testing In Asia，Vol. 15, No. 10

DOI

2025

Students' English writing feedback literacy in peer assessment: validating a discipline-and-context-specific scale

Ying Zhan, Zhi Hong Wan, Nangsamith Each

Language Testing In Asia，Vol. 15, No. 10

DOI

2025

Investigating the impact of ChatGPT-assisted feedback on the dynamics and outcomes of online inquiry-based discussion

Shen Ba, Ying Zhan, Lingyun Huang, Guoqing Lu

British Journal Of Educational Technology，Vol. 560, No. 50

DOI

2025

Interplay between student and teacher feedback literacies within pre-service teachers: a mixed-methods study

Ying Zhan

Assessment & Evaluation In Higher Education

DOI

2025

Modeling student teachers' self-regulated learning of complex professional knowledge: A sequential and clustering analysis with think-aloud protocols

Lingyun Huang, Ying Zhan, Shen Ba

Computers & Education，Vol. 233

DOI

2025

What predicts undergraduates' student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking

Ying Zhan, Zhi Hong Wan, Munty Khon

Teaching In Higher Education，Vol. 300, No. 4

DOI

2025

Students' engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence

Ying Zhan, Zi Yan

Assessment & Evaluation In Higher Education

DOI

2025

Assessing English Writing Self-Efficacy Beliefs, Self-Regulation, and Performance Through Asynchronous Computer-Mediated Feedback and Face-to-Face Peer Feedback

Ying Zhan, Mark Feng Teng

Educational Assessment，Vol. 300, No. 10

DOI

2025

[Review] Identifying the roles of technology: a systematic review of STEM education in primary and secondary schools from 2015 to 2023

Daner Sun, Ying Zhan, Zhi Hong Wan, Yuqin Yang, Chee-Kit Looi

Research In Science & Technological Education，Vol. 430, No. 10

DOI

2024

Primary school teachers' classroom-based e-assessment practices: Insights from the theory of planned behaviour

Ying Zhan, Daner Sun, Ho Man Kong, Ye Zeng

British Journal Of Educational Technology，Vol. 550, No. 60

DOI

2024

Exploring the effects of SPOC-based blended learning on students' learning performance at higher vocational education

Wuxue Jiang, Ying Zhan, Daner Sun, Jin Sun, Peiyao Tian

Interactive Learning Environments，Vol. 320, No. 10

DOI

2024

Feedback Literacy of Teacher Candidates: Roles of Assessment Course Learning Experience and Motivations for Becoming a Teacher

Ying Zhan

Asia-Pacific Education Researcher，Vol. 330, No. 5

DOI

2024

How is Student Resilience Affected by Teacher Feedback, Teacher Support, and Achievement Goals? A Mediation Model Based on PISA 2018 Survey Data

Ying Zhan, Zhi Hong Wan, Junjun Chen, Mi Wang

Asia-Pacific Education Researcher，Vol. 330, No. 3

DOI

2024

What are the effects of formative assessment on students' science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners

Yanan Zhang, Ying Zhan, Zhi Hong Wan, Daner Sun

International Journal Of Science Education，Vol. 460, No. 9

DOI

2024

Are they ready? An investigation of university students' difficulties in peer assessment from dual perspectives

Ying Zhan

Teaching In Higher Education，Vol. 290, No. 4

DOI

2024

[Review] A Scope Review of the Teacher Well-being Research Between 1968 and 2021

Lutong Zhang, Junjun Chen, Xinlin Li, Ying Zhan

Asia-Pacific Education Researcher，Vol. 330, No. 1

DOI

2023

[Review] A Systematic Review on Students' Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation

Zi Yan, Ernesto Panadero, Xiang Wang, Ying Zhan

Educational Psychology Review，Vol. 35, No. 3

DOI

2023

Empowering students'engineering thinking: An empirical study of integrating engineering into science class at junior secondary schools

Xiaohong Zhan, Daner Sun, Rui Song, Yuqin Yang, Ying Zhan

Thinking Skills And Creativity，Vol. 49

DOI

2023

Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing

Mark Feng Teng, Zhan Ying

Assessing Writing，Vol. 57

DOI

2023

What do college students think of feedback literacy? An ecological interpretation of Hong Kong students' perspectives

Ying Zhan

Assessment & Evaluation In Higher Education，Vol. 480, No. 50

DOI

2023

[Review] Effects of online peer assessment on higher-order thinking: A meta-analysis

Ying Zhan, Zi Yan, Zhi Hong Wan, Xiang Wang, Ye Zeng, Min Yang, Lan Yang

British Journal Of Educational Technology，Vol. 540, No. 40

DOI

2023

Investigating the Effects of Design-Based STEM Learning on Primary Students' STEM Creativity and Epistemic Beliefs

Zhi Hong Wan, Wing Mui Winnie So, Ying Zhan

International Journal Of Science And Mathematics Education，Vol. 210, No. 1

DOI

2023

Beyond technology: factors influencing the effects of teachers' audio feedback on students' project-based learning

Ying Zhan

Technology Pedagogy And Education，Vol. 320, No. 10

DOI

2023

Embedding teacher scaffolding in a mobile technology supported collaborative learning environment in English reading class: students' learning outcomes, engagement, and attitudes

Qiwen Xu, Daner Sun, Ying Zhan

International Journal Of Mobile Learning And Organisation，Vol. 17, No. 12

DOI

2022

Who perceives more value of teacher feedback? Exploring the roles of college students' possible second language selves and language learning strategies

Ying Zhan, John Chi-Kin Lee, Zhi Hong Wan

Language Testing In Asia，Vol. 12, No. 10

DOI

2022

Investigating Students' Engagement in Mobile Technology-Supported Science Learning Through Video-Based Classroom Observation

Xiaohong Zhan, Daner Sun, Yun Wen, Yuqin Yang, Ying Zhan

Journal Of Science Education And Technology，Vol. 310, No. 4

DOI

2022

For harmony and democracy: Secondary students' views on the value of developing critical thinking in a Confucian heritage context

Zhi Hong Wan, Shui Lan Wan, Ying Zhan

Thinking Skills And Creativity，Vol. 44

DOI

2022

[Review] Online formative peer feedback in Chinese contexts at the tertiary Level: A critical review on its design, impacts and influencing factors

Ying Zhan, Zhi Hong Wan, Daner Sun

Computers & Education，Vol. 176

DOI

2021

[Review] STEM Education in Early Childhood: A Review of Empirical Studies

Zhi Hong Wan, Yushan Jiang, Ying Zhan

Early Education And Development，Vol. 320, No. 7

DOI

2021

What matters in design? Cultivating undergraduates' critical thinking through online peer assessment in a Confucian heritage context

Ying Zhan

Assessment & Evaluation In Higher Education，Vol. 460, No. 40

DOI

2021

Is There an Expectancy x Value Effect? Investigating the Impact of Self-Efficacy and Learning Motives on Chinese Undergraduates' Use of Deep Language Learning Strategies

Ying Zhan, Yushan Jiang, Zhi Hong Wan, Jin Jun Guo

Asia-Pacific Education Researcher，Vol. 300, No. 1

DOI

2020

Motivated or informed? Chinese undergraduates' beliefs about the functions of continuous assessment in their college English course

Ying Zhan

Higher Education Research & Development，Vol. 390, No. 50

DOI

2019

Conventional or sustainable? Chinese university students' thinking about feedback used in their English lessons

Ying Zhan

Assessment & Evaluation In Higher Education，Vol. 440, No. 70

DOI

2017

Students' beliefs and experiences of interdisciplinary learning

Ying Zhan, Winnie Wing Mui So, Irene Nga Yee Cheng

Asia Pacific Journal Of Education，Vol. 370, No. 30

DOI

2017

Views and practices from the chalkface: development of a formative assessment multimedia learning environment

Ying Zhan, Winnie Wing Mui So

Technology Pedagogy And Education，Vol. 260, No. 40

DOI

2016

Implementation Matters: Teachers' Pedagogical Practices During the Implementation of an Interdisciplinary Curriculum in Hong Kong

Ying Zhan, Wing Mui Winnie So, Nga Yee Irene Cheng

Asia-Pacific Education Researcher，Vol. 250, No. 4

DOI

2016

Appreciated but constrained: reflective practice of student teachers in learning communities in a Confucian heritage culture

Ying Zhan, Zhi Hong Wan

Teaching In Higher Education，Vol. 210, No. 6

DOI

2014

RETRACTED: Dynamic nature of washback on individual learners: the role of possible selves (Retracted article. See vol. 40, pg. 329, 2015)

Ying Zhan, Zhi Hong Wan

Assessment & Evaluation In Higher Education，Vol. 390, No. 70

DOI

2013

Focusing on the Classical or Contemporary? Chinese Science Teacher Educators' Conceptions of Nature of Science Content to Be Taught to Pre-service Science Teachers

Zhi Hong Wan, Siu Ling Wong, Bing Wei, Ying Zhan

Research In Science Education，Vol. 430, No. 6

DOI

2013

Teaching Nature of Science to Preservice Science Teachers: A Phenomenographic Study of Chinese Teacher Educators' Conceptions

Zhi Hong Wan, Siu Ling Wong, Ying Zhan

Science & Education，Vol. 220, No. 10

DOI

2013

香港公开考试英语科校本评核及其启示

詹颖

《中国考试》，No. 5

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2012

高风险英语考试对学习的后效研究：现状与展望

詹颖

《中国考试》，No. 1

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2010

对新大学英语四级考试后效的质性研究

詹颖

《中国考试》，No. 6

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精选作品

期刊论文

Students' interaction patterns of online dialogic peer feedback from a perspective of community of inquiry: An Epistemic network analysis approach

The effects of online student feedback sandwich on undergraduates' problem-solving awareness and critical thinking disposition

[Review] Designing for authentic assessment: a scoping review

Testing the interplay among peer feedback, self-regulation, and writing performance: a cross-lagged analysis

Students' English writing feedback literacy in peer assessment: validating a discipline-and-context-specific scale

Investigating the impact of ChatGPT-assisted feedback on the dynamics and outcomes of online inquiry-based discussion

Interplay between student and teacher feedback literacies within pre-service teachers: a mixed-methods study

Modeling student teachers' self-regulated learning of complex professional knowledge: A sequential and clustering analysis with think-aloud protocols

What predicts undergraduates' student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking

Students' engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence

Assessing English Writing Self-Efficacy Beliefs, Self-Regulation, and Performance Through Asynchronous Computer-Mediated Feedback and Face-to-Face Peer Feedback

[Review] Identifying the roles of technology: a systematic review of STEM education in primary and secondary schools from 2015 to 2023

Primary school teachers' classroom-based e-assessment practices: Insights from the theory of planned behaviour

Exploring the effects of SPOC-based blended learning on students' learning performance at higher vocational education

Feedback Literacy of Teacher Candidates: Roles of Assessment Course Learning Experience and Motivations for Becoming a Teacher

How is Student Resilience Affected by Teacher Feedback, Teacher Support, and Achievement Goals? A Mediation Model Based on PISA 2018 Survey Data

What are the effects of formative assessment on students' science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners

Are they ready? An investigation of university students' difficulties in peer assessment from dual perspectives

[Review] A Scope Review of the Teacher Well-being Research Between 1968 and 2021

[Review] A Systematic Review on Students' Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation

Empowering students'engineering thinking: An empirical study of integrating engineering into science class at junior secondary schools

Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing

What do college students think of feedback literacy? An ecological interpretation of Hong Kong students' perspectives

[Review] Effects of online peer assessment on higher-order thinking: A meta-analysis

Investigating the Effects of Design-Based STEM Learning on Primary Students' STEM Creativity and Epistemic Beliefs

Beyond technology: factors influencing the effects of teachers' audio feedback on students' project-based learning

Embedding teacher scaffolding in a mobile technology supported collaborative learning environment in English reading class: students' learning outcomes, engagement, and attitudes

Who perceives more value of teacher feedback? Exploring the roles of college students' possible second language selves and language learning strategies

Investigating Students' Engagement in Mobile Technology-Supported Science Learning Through Video-Based Classroom Observation

For harmony and democracy: Secondary students' views on the value of developing critical thinking in a Confucian heritage context

[Review] Online formative peer feedback in Chinese contexts at the tertiary Level: A critical review on its design, impacts and influencing factors

[Review] STEM Education in Early Childhood: A Review of Empirical Studies

What matters in design? Cultivating undergraduates' critical thinking through online peer assessment in a Confucian heritage context

Is There an Expectancy x Value Effect? Investigating the Impact of Self-Efficacy and Learning Motives on Chinese Undergraduates' Use of Deep Language Learning Strategies

Motivated or informed? Chinese undergraduates' beliefs about the functions of continuous assessment in their college English course

Conventional or sustainable? Chinese university students' thinking about feedback used in their English lessons

Students' beliefs and experiences of interdisciplinary learning

Views and practices from the chalkface: development of a formative assessment multimedia learning environment

Implementation Matters: Teachers' Pedagogical Practices During the Implementation of an Interdisciplinary Curriculum in Hong Kong

Appreciated but constrained: reflective practice of student teachers in learning communities in a Confucian heritage culture

RETRACTED: Dynamic nature of washback on individual learners: the role of possible selves (Retracted article. See vol. 40, pg. 329, 2015)

Focusing on the Classical or Contemporary? Chinese Science Teacher Educators' Conceptions of Nature of Science Content to Be Taught to Pre-service Science Teachers

Teaching Nature of Science to Preservice Science Teachers: A Phenomenographic Study of Chinese Teacher Educators' Conceptions

香港公开考试英语科校本评核及其启示

高风险英语考试对学习的后效研究：现状与展望

对新大学英语四级考试后效的质性研究