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Yan Ding
School of Language and Communication Studies, Beijing Jiaotong University, Beijing 100044, China

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Journal article
Published: 22 June 2021 in Sustainability
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This paper explored crucial factors to achieve sustainable development of early language education by examining the relationship between two dimensions of family language policy—language ideologies and language practices—as well as the relationship between family language policy and the development of children’s narrative macrostructure. Data were collected via a language performance test and a questionnaire survey of 131 kindergartners from 10 kindergartens in a Chinese city. Structural equation modeling corroborated the relationship between family language ideologies and family language practices proposed by family language policy theorists. Results showed that family language policy significantly predicted kindergarteners’ development of narrative macrostructure. In addition, age was shown to be a significant predictor of narrative macrostructure development, whereas gender was not. Implications for early intervention of children’s narrative macrostructure development were discussed.

ACS Style

Jing Yin; Yan Ding; Lin Fan. Language Ideologies, Practices, and Kindergarteners’ Narrative Macrostructure Development: Crucial Factors for Sustainable Development of Early Language Education. Sustainability 2021, 13, 6985 .

AMA Style

Jing Yin, Yan Ding, Lin Fan. Language Ideologies, Practices, and Kindergarteners’ Narrative Macrostructure Development: Crucial Factors for Sustainable Development of Early Language Education. Sustainability. 2021; 13 (13):6985.

Chicago/Turabian Style

Jing Yin; Yan Ding; Lin Fan. 2021. "Language Ideologies, Practices, and Kindergarteners’ Narrative Macrostructure Development: Crucial Factors for Sustainable Development of Early Language Education." Sustainability 13, no. 13: 6985.

Research article
Published: 22 January 2021 in Journal of Multilingual and Multicultural Development
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This paper reports a study that used a quantitative method to explore literacy planning in Chinese kindergartener families as well as the influences of socioeconomic status (SES) on it. The conceptual framework of family language policy (FLP), which consists of three components–language ideology, language management, and language practice, was adopted to examine literacy planning. The SES factors investigated included mother’s education, mother’s occupation, father’s education, father’s occupation, and household income. Data were collected via a questionnaire survey of 664 kindergartener families from 10 kindergartens in a Chinese city. Descriptive statistics revealed reasonable language ideology and practice but relatively weak language management in Chinese kindergartener families. Structural equation modelling corroborated the relationships between language ideology, language management, and language practice hypothesised in the FLP theory. It also indicated that only mother’s education significantly predicted the literacy planning of a family. Implications for early intervention for children’s language development were discussed.

ACS Style

Jing Yin; Yan Ding; Maolei Song. Literacy planning: family language policy in Chinese kindergartener families. Journal of Multilingual and Multicultural Development 2021, 1 -14.

AMA Style

Jing Yin, Yan Ding, Maolei Song. Literacy planning: family language policy in Chinese kindergartener families. Journal of Multilingual and Multicultural Development. 2021; ():1-14.

Chicago/Turabian Style

Jing Yin; Yan Ding; Maolei Song. 2021. "Literacy planning: family language policy in Chinese kindergartener families." Journal of Multilingual and Multicultural Development , no. : 1-14.

Journal article
Published: 30 September 2020 in The EuroCALL Review
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In the wake of rapid development of Language MOOCs (LMOOCs), numerous studies have proposed principles and guidelines to inform curriculum design. Very few of them have, however, reported on learners’ views. This study aims to contribute to this line of research by bringing in a learners’ perspective. It is based on a content analysis of 3,510 learner reviews on 41 English LMOOCs offered by a national MOOC provider in China. It focuses on Chinese EFL learners’ views of LMOOCs. The results indicate that their views pertain mainly to seven categories: (1) content design of course videos, (2) presentation design of course videos, (3) MOOC program instructors, (4) assessments and assignments, (5) course settings, (6) forum discussions, and (7) technological environment, of which the first three are of the most importance to the learners. It is argued that Chinese EFL learners’ perception of English LMOOCs might be rooted in their engagement pattern with the courses, their perceptions of the role of teachers, the design of existing English LMOOCs, and a preference for the traditional way of foreign language teaching and learning they are acquainted with before engaging with the LMOOCs. The context-specific evidence could be used as an empirical base to guide future design of LMOOCs for foreign language learning in China.

ACS Style

Yan Ding; Hui-Zhong Shen. English Language MOOCs in China: Learners’ Perspective. The EuroCALL Review 2020, 28, 13 -22.

AMA Style

Yan Ding, Hui-Zhong Shen. English Language MOOCs in China: Learners’ Perspective. The EuroCALL Review. 2020; 28 (2):13-22.

Chicago/Turabian Style

Yan Ding; Hui-Zhong Shen. 2020. "English Language MOOCs in China: Learners’ Perspective." The EuroCALL Review 28, no. 2: 13-22.

Article
Published: 17 December 2019 in Journal of Computer Assisted Learning
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Emotions are critical to learning. However, the function of emotions in the emerging context of massive open online courses (MOOCs) has been under‐researched. The present study complemented this line of research by modelling the relation between learner emotions, engagement with videos, engagement with assignments, and self‐perceived achievement in a small private online course—a localized instance of an extended MOOC. The results suggested that whereas enjoyment, excitement, boredom, and annoyance were all significant predictors of video engagement, only excitement and annoyance were significant predictors of assignment engagement. Excitement, in particular, was the strongest or stronger predictor of both types of engagement. In addition, both types of engagement predicted self‐perceived achievement, but video engagement predicted self‐perceived achievement via the mediation of assignment engagement. Implications for designing more effective MOOCs were proposed.

ACS Style

Yan Ding; Ting Zhao. Emotions, engagement, and self‐perceived achievement in a small private online course. Journal of Computer Assisted Learning 2019, 36, 449 -457.

AMA Style

Yan Ding, Ting Zhao. Emotions, engagement, and self‐perceived achievement in a small private online course. Journal of Computer Assisted Learning. 2019; 36 (4):449-457.

Chicago/Turabian Style

Yan Ding; Ting Zhao. 2019. "Emotions, engagement, and self‐perceived achievement in a small private online course." Journal of Computer Assisted Learning 36, no. 4: 449-457.

Articles
Published: 06 November 2019 in Computer Assisted Language Learning
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Autonomy of language learners in technology-supported learning environments has attracted much scholarly attention. However, few studies, to date, have examined the issue in the emerging context of language MOOCs. The present study complemented this line of research via a qualitative investigation of a group of Chinese EFL learners in an English language MOOC. Data were collected via a prior interview (N = 38), four interviews held at different stages of the MOOC (N = 36, 27, 17, 13, respectively), and a post-course interview for dropouts (N = 14). A framework consisting of seven constructs in three dimensions, namely, the situational, the behavioral, and the psychological, was employed for analyzing the data. The results showed that the learners exhibited individual and dimensional variation in the extent to which they exercised autonomy. Participants were also observed to have adopted a variety of metacognitive strategies, motivation control strategies, and emotion control strategies to regulate their learning. The findings highlight the complexity of learner autonomy as displayed in the new learning interface as well as the potential of language MOOCs for fostering learner autonomy.

ACS Style

Yan Ding; Huizhong Shen. Delving into learner autonomy in an EFL MOOC in China: a case study. Computer Assisted Language Learning 2019, 1 -23.

AMA Style

Yan Ding, Huizhong Shen. Delving into learner autonomy in an EFL MOOC in China: a case study. Computer Assisted Language Learning. 2019; ():1-23.

Chicago/Turabian Style

Yan Ding; Huizhong Shen. 2019. "Delving into learner autonomy in an EFL MOOC in China: a case study." Computer Assisted Language Learning , no. : 1-23.