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客服刘老师：
教师姓名： | 于书林(兼职导师) |
邮箱地址： | shulinyu@um.edu.mo |
工作电话： | 未公开 |
于书林，澳门大学教育学院副教授，博士生导师，英语教育专业课程主任，香港中文大学教育学院课程与教学系博士。
研究方向：第二语言写作、课堂反馈与评估、外语写作教师教育。
近年来在外语类和教育类SSCI和CSSCI期刊发表论文60余篇，其中SSCI一区论文20余篇，主要期刊包括Journal of Second Language Writing, Language Teaching, Language Teaching Research, TESOL Quarterly, Assessing Writing, Educational Research Review, Journal of Education for Teaching, Studies in Higher Education, Assessment and Evaluation in Higher Education, Teachers and Teaching, System, Studies in Educational Evaluation, Teaching in Higher Education，Teaching and Teacher Education，《现代外语》《外语界》《中国外语》《全球教育展望》《外语教学理论与实践》等。目前担任Teaching and Teacher Education, Assessment and Evaluation in Higher Education, Language Learning, Journal of Second Language Writing, TESOL Quarterly, Assessing Writing, The Modern Language Journal, 《现代外语》《全球教育展望》等50多本SSCI期刊和CSSCI期刊的审稿人，国际SSCI一区期刊Assessing Writing编委，担任国际出版社Routledge, Palgrave Macmillan, 和Springer的书稿评审, 主持或参与国家社会科学基金、教育部人文社会科学研究项目、港澳地区政府和教育局项目多项。
代表性科研成果：
Yu, S., Jiang, L., & Zhou, N. (2020). Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study.Assessing Writing.[SSCI, 2018 IF= 1.841, 5 year IF= 2.265, SJR=Q1 for Linguistics] |
Yu, S., Xu, H., & Jiang, L. (2020). Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective.Journal of Second Language Writing. [SSCI, 2018 IF= 4.2, 5 year IF= 4.177, SJR=Q1 for Linguistics] |
Yu, S. (2020).Giving genre-based peer feedback in academic writing: sources of knowledge and skills, difficulties and challenges.Assessment and Evaluation in Higher Education.[SSCI, 2018 IF= 2.473, 5 year IF= 2.832, SJR=Q1 for Education & Educational Research] Jiang, L., Yang, M. &Yu, S.(2020). Chinese ethnic minority students’ investment in English learning empowered by digital multimodal composing.TESOL Quarterly,52(1), 176–187.https://doi.org/10.1002/tesq.364[SSCI, 2018 IF=2.718, 5 year IF=3.208, SJR=Q1 for Linguistics] Yu, S.(2019). Learning from giving peer feedback on postgraduate theses: Voices from Master’s students in the Macau EFL context.Assessing Writing, 40, 42-52. [SSCI, 2018 IF= 1.841, 5 year IF= 2.265, SJR=Q1 for Linguistics] Yu, S., Wang, B., & Teo, T. (2018). Understanding linguistic, individual and contextual factors in oral feedback research: A review of empirical studies in L2 classrooms.Educational Research Review, 24, 181-192. https://doi.org/10.1016/j.edurev.2018.06.001 [SSCI, 2017 IF=4.973, 5 year IF=7.055, SJR=Q1 for Education & Educational Research] Yu, S., & Hu, G. (2017). Understanding university students’ peer feedback practices in EFL writing: Insights from a case study.Assessing Writing, 33, 25-35.https://doi.org/10.1016/j.asw.2017.03.004[SSCI, 2017 IF=1.906,SJR=Q1 for Linguistics] Yu, S., & Lee, I. (2016). Peer feedback in second language writing (2005–2014).Language Teaching,49(4), 461–493. https://doi.org/10.1017/S0261444816000161[SSCI, 2017 IF=2.255, 5 year IF=3.215,SJR=Q1 for Linguistics] Yu, S., & Lee, I. (2015). Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective.Language Teaching Research,19(5), 572-593.DOI: 10.1177/1362168814541714[SSCI, 2017 IF=2.086,5 year IF=2.526,SJR=Q1 for Linguistics] Yu, S., & Lee, I. (2014). An analysis of EFL students’ use of first language in peer feedback of L2 writing.System, 47, 28-38.https://doi.org/10.1016/j.system.2014.08.007[SSCI, 2017 IF=1.547,5 year IF=1.826,SJR=Q1 for Linguistics] |
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