姓名 楊敏
職稱 助理教授
最高學歷 香港 The University of Hong Kong 英語教育博士
研究領域 英語教師教育、學術英語寫作與回饋、語言社會化
研究室 文374
分機 31214
*the corresponding author

1. Yang, M., Mak, P., & Yuan, R. (accepted). Feedback experience of online learning during the COVID-19 pandemic: Voices from pre-service English language teachers. The Asia-Pacific Education Researcher. (SSCI)

2. Tsang, A., Yang, M., & Yuan, R. (2021). The relationships between participation in intercultural activities on campus, whole-person development, and academic achievement: a mixed-methods study. Journal of Multilingual and Multicultural Development, DOI:10.1080/01434632.2021.1963121 (SSCI)

3. Yuan, R., Yang, M., & Mak, P. (2021). Undergraduates’ motivations to engage in extracurricular research: Evidence from Hong Kong. Innovations in Education and Teaching International, DOI:10.1080/14703297.2021.1930568 (SSCI)

4. Yuan, R., Yang, M., & Lee, I. (2021). Preparing pre-service language teachers to teach critical thinking:
Can overseas field school experience make a difference? Thinking Skills and Creativity, 40, DOI:10.1016/j.tsc.2021.100832 (SSCI)

5. Yang, M.*, & Yuan, R. (2020). Early-stage doctoral students’ conceptions of research in higher education: Cases from Hong Kong. Teaching in Higher education. DOI:10.1080/13562517.2020.1775191 (SSCI)

6. Yuan, R., & Yang, M. (2020). Towards an understanding of translanguaging in EMI teacher education classrooms. Language Teaching Research, 1-23, DOI: 10.1177/1362168820964123 (SSCI)

7. Yuan, R., & Yang, M. (2020). Understanding university-based teacher educators’ boundary crossing experiences: Voices from Hong Kong. Teachers and Teaching, 26(2), 193-213. DOI:10.1080/13540602.2020.1777961 (SSCI)

8. Yuan, R., Mak, P., & Yang, M. (2020). ‘We teach, we record, we edit, and we reflect’: Engaging pre-service language teachers in video-based reflective practice. Language Teaching Research, 1-20. DOI:10.1177/1362168820906281 (SSCI)

9. Yuan, R., Yang, M., & Stapleton, P. (2020). Enhancing undergraduates’ critical thinking through research engagement: An exploratory qualitative study. Thinking Skills and Creativity, 38, DOI:10.1016/j.tsc.2020.100737 (SSCI)
*the corresponding author

1. Yang, M. (2018). "This type of feedback is biased toward Chinese people": Beginning doctoral students' ambivalence in the feedback-revision process from a second language socialization perspective. The Hong Kong Educational Research Association (HKERA) International Conference 2018, Hong Kong.

2. Yang, M. (2018). Dealing with Multiple Voices: Doctoral Students’ Responses to Feedback in Thesis Writing. The 16th Asia TEFL, The 1st Macau Association for Applied Linguistics (MAAL) & The 6th Hong Kong Association for Applied Linguistics (HAAL) International Conference, Macau.

3. Yang, M. (2017). Dealing with Multiple Voices: Academic Discourse Socialization of Non-native English Speaking Beginning Doctoral Researchers in Hong Kong. Paper presented at the BERA Annual Conference 2017, Brighton, UK.

4. Yang, M. (2017). Dealing with Multiple Voices: Academic Discourse Socialization of Beginning Doctoral Students Using English as an Academic Lingua Franca at a university in Hong Kong. Paper presented at the British Association for Applied Linguistics (BAAL) Conference 2017, Leeds, UK.

5. Yang, M.* (2016). Academic Discourse Socialization of Beginning Doctoral Researchers Using English as an Academic Lingua Franca in Hong Kong. Paper presented at JACET 55th International Convention, Sapporo, Japan.

6. Yang, M.*, Chang, Y., & Huang, H. (2013). EFL Students’ Use of Interpersonal Discourse Strategies in Oral Presentations. Paper presented at the 22nd ETA International Symposium and Book Fair on English Teaching, Taipei, Taiwan.

7. Yang, M.*, & Huang, H. (2013). Being Model Speakers: Investment and Challenges. Paper presented at the 39th JALT Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition, Kobe, Japan.