| Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students Y Zheng, S Yu Assessing Writing 37, 13-24, 2018 | 366 | 2018 |
| Peer feedback in second language writing (2005–2014) S Yu, I Lee Language Teaching 49 (4), 461-493, 2016 | 334 | 2016 |
| Improving student feedback literacy in academic writing: An evidence-based framework S Yu, C Liu Assessing Writing 48, 100525, 2021 | 157 | 2021 |
| Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective S Yu, I Lee Language Teaching Research 19 (5), 572-593, 2015 | 157 | 2015 |
| Understanding university students’ peer feedback practices in EFL writing: Insights from a case study S Yu, G Hu Assessing Writing 33, 25-35, 2017 | 155 | 2017 |
| An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing S Yu, I Lee System 47, 28-38, 2014 | 153 | 2014 |
| Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study S Yu, L Jiang, N Zhou Assessing Writing 44, 100451, 2020 | 137 | 2020 |
| Hong Kong secondary students' motivation in EFL writing: A survey study I Lee, S Yu, Y Liu Tesol Quarterly 52 (1), 176-187, 2018 | 135 | 2018 |
| Exploring Chinese students' strategy use in a cooperative peer feedback writing group S Yu, I Lee System 58, 1-11, 2016 | 129 | 2016 |
| What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai J Zhang, R Yuan, S Yu Educational Management Administration & Leadership 45 (2), 219-237, 2017 | 128 | 2017 |
| Understanding student engagement with peer feedback on master’s theses: A Macau study S Yu, Y Zhang, Y Zheng, K Yuan, L Zhang Assessment & Evaluation in Higher Education 44 (1), 50-65, 2019 | 125 | 2019 |
| Evaluating student motivation and engagement in the Chinese EFL writing context S Yu, N Zhou, Y Zheng, L Zhang, H Cao, X Li Studies in Educational Evaluation 62, 129-141, 2019 | 123 | 2019 |
| Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback? S Yu, G Hu Teaching in Higher Education 22 (2), 178-192, 2017 | 123 | 2017 |
| A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study Z Cao, S Yu, J Huang Studies in Educational Evaluation 63, 102-112, 2019 | 114 | 2019 |
| A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing W Chen, S Yu System 82, 83-96, 2019 | 113 | 2019 |
| A review of research on professional learning communities in mainland China (2006–2015) Key findings and emerging themes X Qiao, S Yu, L Zhang Educational management administration & leadership 46 (5), 713-728, 2018 | 110 | 2018 |
| Academic identities and university faculty responses to new managerialist reforms: experiences from China Y Huang, SK Pang, S Yu Studies in Higher Education 43 (1), 154-172, 2018 | 107 | 2018 |
| Giving genre-based peer feedback in academic writing: Sources of knowledge and skills, difficulties and challenges S Yu Assessment & Evaluation in Higher Education 46 (1), 36-53, 2021 | 101 | 2021 |
| Chinese ethnic minority students’ investment in English learning empowered by digital multimodal composing L Jiang, M Yang, S Yu Tesol Quarterly 54 (4), 954-979, 2020 | 94 | 2020 |
| Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers L Jiang, S Yu Computer Assisted Language Learning 35 (7), 1329-1353, 2022 | 91 | 2022 |
Lianjiang JiangThe University of Hong KongEmail được xác minh tại hku.hk