Professor HAN , Ye
Professor, Ph.D.
https://www.researchgate.net/profile/Ye-Han-7?ev=prf_overview
Email: hanye@szu.edu.cn
Research Interests
feedback literacy in second language writing, learner engagement, academic emotion & emotion regulation, teacher development, computer-assisted language learning
Education and Qualifications
•Ph.D. in English Language Education, University of Hong Kong, 2016
•M.A. in Teaching English for Speakers of Other Languages (TESOL), Teachers College, Columbia University, 2010
•B.A. in Chinese Language & Literature, Wuhan University, 2008
Previous Positions
Jan 2024 – Jun 2025 Professor, Harbin Institute of Technology, Shenzhen
Jan 2021 – Dec 2023 Associate Professor, Harbin Institute of Technology, Shenzhen
Jan 2017- Dec 2020 Assistant Professor, Harbin Institute of Technology, Shenzhen
Aug 2010-Jul 2012 Instructor, Shantou University
Honors
•Stanford/Elsevier Top 2% Scientists (2024, 2025)
•Elsevier List of Most Cited Chinese Researchers (2022, 2023, 2024)
•Heilongjiang provincial excellent social science research output in the discipline of foreign languages and literature (1st place) (2023)
•Heilongjiang provincial social science excellent output (3rd place) (2023)
Editorial Board Membership
•Editorial Board Member, International Review of Applied Linguistics in Language Teaching (IRAL)
Research Grants (Selected)
• 2019-2024 The National Social Science Fund of China, The character-building mechanism embedded in the learning of English academic writing from a socio-cognitive perspective (19CYY052)
• 2022-2024 Guangdong Provincial Educational Science (Higher Education), Nurturing positive postgraduate supervisory relationship in STEM disciplines from a perspective of positive psychology (2022GXJK428)
Publications (Selected)
1.Xu, Y., & Han, Y.* (2025). An autoethnography of a university-based teacher educator aspiring to address theory-practice divide: Care enough to “time travel” despite vulnerability. TESOL Quarterly. doi:10.1002/tesq.70030 (corresponding author)
2.Han, Y. (韩晔), Hu, C. (胡辰), & Xu, Y. (许悦婷). (2025). A review of domestic and international research on the relationship between foreign language teachers’ professional identities and their emotions (国内外近十年外语教师专业身份认同与情绪的关系研究述评)，Foreign Language Education(外语教学), 46(4): 49-55. (CSSCI)
3.Han, Y. (韩晔), Xu, Y. (许悦婷), Li, B. (李斑斑), & Gao, X. (高雪松) (2024). Investigating postgraduate students’ emotion regulation strategies in writing and publishing academic papers (研究生学术论文写作发表情境下的情绪调节策略研究). Modern Foreign Languages(现代外语), 47(1): 114-125. (CSSCI)
4.Li, C., & Han, Y.* (2024). Learner-internal and learner-external factors for boredom amongst Chinese university EFL students. Applied Linguistics Review, 15(3), 901-926. doi:10.1515/applirev-2021-0159 (corresponding author)
5.Li, F., & Han, Y.* (2024). The influences of international master’s students’ feedback seeking behaviour on their feedback literacy and feedback contexts: An ecological perspective. Journal of English for Academic Purposes, 71, 101424. doi:10.1016/j.jeap.2024.101424 (corresponding author)
6.Han, Y., & Xu, Y. (2023). Emotional support from the perspective of extrinsic emotion regulation: insights of computer science doctoral supervisors. Teaching in Higher Education, 28(7), 1725-1743. doi:10.1080/13562517.2021.1928059
7.Li, F., & Han, Y. (2022). Student feedback literacy in second language disciplinary writing: Insights from international graduate students at a UK University. Assessment & Evaluation in Higher Education, 47(2), 198-212. doi:10.1080/02602938.2021.1908957 (corresponding author)
8.Han, Y., & Xu, Y. (2021). Student feedback literacy and engagement with feedback: A case study of Chinese undergraduate students. Teaching in Higher Education, 26(2), 181-196. doi: 10.1080/13562517.2019.1648410
9.Han, Y.(韩晔) & Yang, L.(杨鲁新). (2021). A case study of non-English major postgraduates’ cognitive engagement with peer feedback on multiple drafts over writing process. (非英语专业硕士生对多稿多轮同伴反馈认知投入的个案研究). Foreign Languages and Their Teaching(外语与外语教学), 318(3): 92-101. (CSSCI)
10.Han, Y., & Xu, Y. (2020). The development of student feedback literacy: The influences of teacher feedback on peer feedback. Assessment & Evaluation in Higher Education, 45(5), 680-696.
11.Han, Y.(韩晔), & Xu, Y.(许悦婷) * (2020). Emotion experiences and emotion regulation strategies in second language writing classrooms from the perspective of positive psychology: What can we learn from written corrective feedback situations?(积极心理学视角下二语写作学习的情绪体验及情绪调节策略研究——以书面纠正性反馈为例). Foreign Language World (外语界), 196, 50-59. (CSSCI)
12.Han, Y. (2019). Written corrective feedback from an ecological perspective: The interaction between the context and individual students. System, 80, 288-303.
13.Han, Y., & Hyland, F. (2019). Academic emotions in written corrective feedback situations. Journal of English for Academic Purposes, 38, 1-13. doi: 10.1016/j.jeap.2018.12.003
14.Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133-142. doi: 10.1016/j.system.2017.07.003
15.Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31-44. doi: 10.1016/j.jslw.2015.08.002
