Associate Professor & Programme Coordinator of Bachelor of Education Programme (English)
Faculty of Education, University of Macau
Ph.D. Education, Faculty of Education, The Chinese University of Hong Kong, China
M.A. Linguistics and Applied Linguistics in Foreign Languages,School of International Studies, Zhejiang University, China
B.A. English, Department of Foreign Languages,China University of Petroleum, China
Second language writing
Classroom feedback and assessment
Second language teacher education
Curriculum design and materials development
Teaching English to Primary Students (Undergraduate Programme)
Teaching Second Language Writing (Master Programme)
Curriculum Design and Materials Development (Master Programme)
Supervised Teaching Practice (Undergraduate Programme)
Research Writing and Ethics (Doctoral Programme)
Associate Professor (August 2020 – present), Faculty of Education, University of Macau, Macau, P. R. China
Assistant Professor (August 2014 – August 2020), Faculty of Education, University of Macau, Macau, P. R. China
Visiting scholar (September 2013 – December 2013). Department of English, Pennsylvania State University, U. S. A.
Lecturer (July 2010 – August 2013), Department of Foreign Languages and Literature, Shandong University, Jinan, Shandong, P. R. China.
Yu, S. (2021). Feedback-giving practice for L2 writing teachers: Friend or foe? Journal of Second Language Writing, 52, 100798.
Yu, S., & Liu, C. (2021). Improving student feedback literacy in academic writing: An evidence-based framework. Assessing Writing, 48, 100525.
Yu, S., & Jiang, L. (2021). L2 university students’ motivational self system in English writing: a sociocultural inquiry. Applied Linguistics Review, 1-26.
Yu, S., Zheng, Y., Jiang, L., & Liu, C. (2021). “I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing. Assessing Writing, 48, 100528.
Jiang, L., & Yu, S. (2021). Understanding Changes in EFL Teachers’ Feedback Practice During COVID-19: Implications for Teacher Feedback Literacy at a Time of Crisis. The Asia-Pacific Education Researcher, 1-10.
耿峰、于書林、王俊菊（2021）。同伴回饋對英語辯論文思辨品質提升的有效性研究。外語界，3，37-45。[Geng, F., Yu, S., & Wang, J. (2021). Investigating the effectiveness of peer feedback on critical thinking skills in second lanugage writing. Foreign Language World,3, 37-45.]
Geng, F., Yu, S., Liu, C., & Liu, Z. (2021). Teaching and Learning Writing in English as a Foreign Language (EFL) School Education Contexts: A Thematic Review. Scandinavian Journal of Educational Research, 1-14.
Yu, S., Jiang, L., & Zhou, N. (2020). The impact of L2 writing instructional approaches on student writing motivation and engagement. Language Teaching Research, 1-16.
Jiang, L., Yu, S., & Zhou, N. (2020). English writing instruction in Chinese students’ experience: A survey study. RELC Journal, 0033688220980227.
Zheng, Y., Yu, S., & Liu, Z. (2020). Understanding individual differences in lower-proficiency students’ engagement with teacher written corrective feedback. Teaching in Higher Education, 1-21.
Yu, S., Jiang, L., & Kei, W. S. (2020). Early career English teachers’ professional commitment change: a Macau study. Asia-Pacific Journal of Teacher Education, 1-15.
Jiang, L., Yuan, K., & Yu, S. (2020). Transitioning from Pre-service to Novice: A Study on Macau EFL Teachers’ Identity Change. Asia-Pacific Education Researcher, 1-11.
Yu, S., Xu, H., Jiang, L., & Chan, K. (2020). Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective. Journal of Second Language Writing.
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.
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.
Jiang, L., & Yu, S. (2020). Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers. Computer Assisted Language Learning.
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.
Yu, S., Jiang, L., & Wan, S. (2020). Early career English teachers’ professional commitment change: A Macau study. Asia Pacific Journal of Teacher Education.
Zhang, L., Yu, S., & Jiang, L. (2020). Chinese preschool teachers’ emotional labor and regulation strategies. Teaching and Teacher Education.
Jiang, L., Yu, S., & Wang, C. (2020). Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective. System.
Chen, W., & Yu, S. (2019). Implementing collaborative writing in teacher- centered classroom contexts: student beliefs and perceptions. Language Awareness.
Zhang, L., Yu, S., & Liu, H. (2019). Understanding teachers’ motivation for and commitment to teaching: profiles of Chinese early career, early childhood teachers. Teachers and Teaching.
Jiang, L., Yu, S., & Zhao, Y. (2019). Teacher engagement with digital multimodal composing in a Chinese tertiary EFL curriculum. Language Teaching Research.
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.
Yu, S., Zhou, N., Zheng, Y., Zhang, L., Cao, H., & Li, X. (2019). Evaluating student motivation and engagement in the Chinese EFL writing context. Studies in Educational Evaluation, 62, 129-141.
Chen, W., & Yu, S. (2019). A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing. System, 82, 83-96.
Zhang, Y., Yu, S., & Yuan, K. (2019). Understanding master’s students’ peer feedback practices from the academic discourse community perspective: A rethinking of postgraduate pedagogies. Teaching in Higher Education.
Jiang, L., Yu, S., & Zhao, Y. (2019). An EFL teacher’s investment in digital multimodal composing. ELT Journal.
Zheng, Y., & Yu, S. (2019). What has been assessed in writing and how? Empirical evidence from Assessing Writing (2000-2018). Assessing Writing.
Cao, Z., Yu, S., & Huang, J. (2019). A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study. Studies in Educational Evaluation.
Zhang, X., & Yu, S. (2019). Training student writers in conducting peer feedback in L2 writing: A meaning-making perspective. Applied Linguistics Review.
Yu, S., Zhang, Y., Zheng, Y., Yuan, K., & Zhang, L. (2019). Understanding student engagement with peer feedback on master’s theses: A Macau study. Assessment and Evaluation in Higher Education, 44(1), 50-65.
張麗敏、張怡然、喬雪峰、于書林 (2019)。師範生教育實習中的回饋研究：議題、方法與啟示。全球教育展望，48,78-91. [Zhang, L., Zhang, Y., Qiao, X., & Yu, S. (2019). Research on Feedback in Teaching Practicum: Issues, Methodologies and Implications. Global Education.]
Yu, S., Zhang, Y., Zheng, Y., & Lin, Z. (2019). Written corrective feedback strategies in English-Chinese translation classrooms. The Asia Pacific Education Researcher.
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.
Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37, 13–24.
Huang, Y., Pang, S., & Yu, S. (2018). Academic identities and university faculty responses to new managerialist reforms: experiences from China. Studies in Higher Education.
Xu, Q., & Yu, S. (2018). An action research on computer-mediated communication (CMC) peer feedback in EFL writing context. Asia-Pacific Education Researcher,27(3), 207–216.
Yang, Y., Hu, B. Y., Yu, S., Roberts, S. K., & Ieong, S. S. L. (2018). A qualitative case study of Instructional Support practices in Chinese preschool classrooms. Learning, Culture and Social Interaction, 18, 133-144.
Qiao, X., Yu, S., & Zhang, L. (2018). A review of research on professional learning communities in mainland China (2006–2015). Educational Management Administration & Leadership,46(5), 713–728.
Wu, P., & Yu, S. (2018). Understanding the use of mediational means in academic writing: A case study of a novice EFL academic writer. Spanish Journal of Applied Linguistics, 31(1), 378-407.
Yuan, R., Zhang, J., & Yu, S. (2018). Understanding teacher collaboration processes from a complexity theory perspective: A case study of a Chinese secondary school. Teachers and Teaching,24(5), 520-537.
Lee, I., Yu, S., & Liu, Y. (2018). Hong Kong secondary students’ motivation in EFL writing: A survey study. TESOL Quarterly,52(1), 176–187.
Yu, S., & Hu, G. (2017). Understanding university students’ peer feedback practices in EFL writing: Insights from a case study. Assessing Writing, 33, 25-35.
Yu, S., & Hu, G. (2017). Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback? Teaching in Higher Education, 22(2), 178-192.
Zhang, J., Yuan, R., & Yu, S.(2017). What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai. Educational Management Administration & Leadership, 45(2), 219–237.
Wu, P., & Yu, S. (2017). Developing Pedagogical Content Knowledge (PCK) Through Module Team Collaboration: A Case Study of Business English Teachers in China. Asia-Pacific Education Researcher,26(1-2), 97-105.
Yu, S., & Lee, I. (2016). Peer feedback in second language writing (2005–2014). Language Teaching, 49(4), 461–493.
Yu, S.(2016). An exploratory study on the role of L1 use in peer written feedback of L2 writing. Porta Linguarum, 25, 135-146.
Yu, S., & Lee, I. (2016). Understanding the role of learners with low English language proficiency in peer feedback of second language writing. TESOL Quarterly, 50(2), 483-494.
Yu, S., & Lee, I. (2016). Exploring Chinese students’ strategy use in a cooperative peer feedback writing group. System,58, 1-11.
Yu, S., Lee, I., & Mak, P. (2016). Revisiting Chinese cultural issues in peer feedback in EFL writing: Insights from a multiple case study. Asia-Pacific Education Researcher,25(2), 295-304.
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.
Yu, S.(2015). Becoming a teacher in a gambling city: A case study of two pre-service teachers’ motivation for teaching in Macau. Journal of Education for Teaching, 41(4), 447-450.
于書林(2013)。教師書面反饋中的母語仲介功能探究：社會文化活動理論視角。外語界, 155(2), 77-86。[Yu, S. (2013). The mediating role of L1 in teacher written feedback: A sociocultural perspective. Foreign Language World , 155 (2), pp 77-86.]
于書林(2013)。教師反饋與同伴反饋：社會文化活動理論視角下的差異與融合。現代外語, 36(1), 70-76。[Yu, S. (2013). Teacher feedback and peer feedback: An activity theoretical perspective. Modern Foreign Languages (Quarterly), 36(1), pp 70-76.]
于書林、李潔冰(2013)。基於社會文化活動理論的二語寫作同伴回饋系統模型構建。山東外語教學，156(5)，24-29。[Yu, S.*, & Lee, I. (2013). Constructing the peer feedback model of L2 writing: A sociocultural activity-theory perspective. Shandong Foreign Language Teaching Journal, 156 (5), 24-29.]
Yu, S., & Lee, I. (2013). Understanding supervisors’ commentary practices in doctoral research proposal writing: A Hong Kong study. Asia-Pacific Education Researcher, 22(4), 473-483.
于書林、韩佶颖、王俊菊(2012)。對大學外語課堂環境的探索性研究。外語界，148 (1), 27-34。[Yu, S., & Wang, J. (2012). An exploratory study on the classroom environment of college English teaching and learning. Foreign Language World, 148 (1), pp 27-34.]
Yu, S., & Wang, J. (2011). Review of Writing in the Devil’s Tongue: A History of English Composition in China. English for Specific Purposes.
2020 – present Editorial Board Member, Journal of Second Language Writing
2019 – present Editor, Chinese Journal of Second Language Writing
2020 – present Editorial Advisory Board, Journal of Further and Higher Education
2020 – present Guest Editor, The Asia Pacific Education Researcher
Language Learning, TESOL Quarterly, The Modern Language Journal, Language Awareness, Journal of Second Language Writing, Journal of English for Academic Purposes, Studies in Educational Evaluation, System, Language Teaching Research, English for Specific Purposes, International Journal of Educational Research, Assessing Writing, Language Testing, Teaching and Teacher Education, Pedagogies: An Inter-national Journal, Studies in Educational Evaluation, Language, Culture and Curriculum, Language Awareness, Teaching in Higher Education, Studies in Higher Education, Interactive Learning Environments, Assessment and Evaluation in Higher Education, Language Testing, Reading and Writing Quarterly, Applied Linguistics Review, Language Assessment Quarterly, Educational Management Administration & Leadership, Educational Psychology, Studies in Second Language Learning and Teaching, Educational Science: Theory and Practice, Frontiers in Higher Education, Linguistics and Education, English Teaching: Practice and Critique, Studies in Second Language Learning and Teaching, Writing & Pedagogy, Educational Technology & Society, Asia-Pacific Education Researcher, TESL Canada Journal (TESL Canada), EURASIA Journal of Mathematics, Science and Technology Education, Journal of EFL Writing Teaching and Research, New Horizons in Education (Hong Kong), Education Journal (Hong Kong), English Teaching and Learning (Taiwan), Asian Journal of English Language Teaching, 現代外語, 北京第二外國語學院學報, 中國外語教育, 《台灣英語教學期刊》, 全球教育展望，外語教育研究前沿