2020-11-03T03:20:25+08:00

Affiliation

Faculty of Education

University of Macau

Email

ericruiyuan@um.edu.mo

Tel

(853) 8822 8786

Fax

(853) 8822 2402

Office

Room 2023, Faculty of Education,

University of Macau, E33,

Av. da Universidade, Taipa, Macau, China

Rui (Eric) YUAN 袁睿

Associate Professor

Faculty of Education, University of Macau

Academic Qualifications

  • PhD in Education, The Chinese University of Hong Kong, China
  • MA in Applied Linguistics, Beijing Normal University, China
  • BA in English, Tianjin Foreign Studies University, China

Research Area

  • Teacher identity, cognition and emotion
  • Teacher educators in higher education
  • English as a medium of instruction (EMI) in higher education

Professional Positions

  • Associate Professor (September 2020 to present), Faculty of Education, University of Macau
  • Assistant Professor (July 2017 to August 2020), Department of English Language Education, Education University of Hong Kong
  • Lecturer (September 2015 to June 2017), Department of English Language Education, Education University of Hong Kong

Publications

Full length articles

  • Yuan, R. (Forthcoming). “Living in parallel worlds”: Investigating teacher educators’ academic publishing experiences in two Chinese universities. Compare: A Journal of Comparative and International Education.
  • Yuan, R., Chen, Y., & Peng, J. (Forthcoming). Understanding university teachers’ beliefs and practice in using English as a medium of instruction. Teaching in Higher Education.
  • Yuan, R., Lee, I., Xu, H., & Zhang, H. (Forthcoming). The alchemy of teacher mindfulness: Voices from veteran language teachers in China. Professional Development in Education.
  • Yuan, R., Mak, P., & Yang, M. (Forthcoming). We teach, we record, we edit, and we reflect”: Engaging pre-service language teachers in video-based reflective practice. Language Teaching Research.
  • Yuan, R. & Yang. M. (Forthcoming). Understanding language teacher educators’ boundary crossing experiences: Voices from Hong Kong. Teachers and Teaching: Theory and Practice.
  • Yuan, R., & Zhang, L. J. (Forthcoming). Teacher metacognitions about identities: A case study of expert language teachers in China. TESOL Quarterly.
  • Lee, I., & Yuan, R. (Forthcoming). Understanding L2 writing teacher expertise. Journal of Second Language Writing.
  • Yang, M., & Yuan, R. (Forthcoming). Beginning Doctoral Students’ Developing Conceptions of Research in Higher Education: Cases from Hong Kong. Teaching in Higher Education.
  • Yu, B., Ding, F., & Yuan, R. (Forthcoming). Understanding the long-term impact of an overseas immersion programme on pre-service teachers’ learning to teach: A Hong Kong case. Educational Studies.
  • Zhang, J., & Yuan, R. (Forthcoming). How can professional learning communities influence teachers’ job satisfaction? A mixed-method study in China. Teachers and Teaching: Theory and Practice.
  • Yuan, R. (2020). Novice nontraditional teacher educators’ identity (re)construction in Hong Kong. International Journal of Educational Research. 99, 101508.
  • Yuan, R. (2020). Promoting EMI Teacher Development in EFL Higher Education Contexts: A Teacher Educator’s Reflections. RELC Journal, 51(2), 309-317.
  • Yuan, R., & Stapleton, P. (2020). Student teachers’ perceptions of critical thinking and its teaching. ELT Journal, 74(1), 40-48.
  • Teng, L., Yuan, R., & Sun, P. (2020). Exploring motivational regulation strategy use in second/foreign language writing: A self-regulated learning perspective. System, 88, 102182.
  • Yung, K. & Yuan, R. (2020). ‘The most popular English star-tutor in Hong Kong’: Discursive construction of tutor identities in shadow education websites. Discourse: Studies in the Cultural Politics of Education.41(1), 153-168.
  • Zhang, H. & Yuan, R., He, X. (2020). Investigating University EFL teachers’ perceptions of critical thinking and its teaching: Voices from China. The Asia Pacific Education Researcher. 29(5), 483-493.
  • Yuan, R. (2019). A critical review of nonnative English teacher identity research: From 2008 to 2017. Journal of Multicultural and Multilingual Development. 6, 518-537.
  • Yuan, R. (2019). A comparative study on language teacher educators’ ideal identities in China: “More than just finding a middle ground”. Journal of Education for Teaching. 45 (2), 186-199.
  • Yuan, R., Li, S. & Yu, B. (2019). Neither “local” nor “global”: Chinese university students’ identity paradoxes in the internationalization of higher education. Higher Education. 77(6), 963-978.
  • Yuan, R., Liu, W. & Lee, I. (2019). Confrontation, negotiation and agency: Exploring the inner dynamics of teacher identity transformation during teaching practicum. Teachers and Teaching: Theory and Practice. 25(8), 972-993.
  • Bai, B. & Yuan, R. (2019). EFL teachers’ beliefs and practices about pronunciation teaching. ELT Journal. 73(2), 134-143.
  • Lee, I., Mak, P., & Yuan, R. (2019). Assessment as learning in L2 primary classrooms: Teachers’ and students’ perspectives. Studies in Educational Evaluation. 62, 72-81.
  • Nomura, K. & Yuan, R. (2019). Motivation for L2 Socialisation across the Lifespan: A Biographical Study from a Situated Learning Perspective. Journal of Multicultural and Multilingual Development. 40(2), 164-178.
  • Zhang, H., & Yuan, R. (2019). Understanding Non-higher-education-based EFL Teacher Educators’ Identities: A Third Space Theory Perspective. Teachers and Teaching: Theory and Practice. 25(7), 874-889.
  • Yuan, R. & Hu, Y. (2018). Teachers’ views on effective qualities of EFL teacher educators.ELT Journal, 72(2), 141-150.
  • Yuan, R. & Mak, P. (2018).Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong. Teaching and Teacher Education, 74, 205-214.
  • Yuan, R., Zhang, J. & Yu, S. (2018).Examining teacher collaboration processes from a complexity theory perspective. Teachers and Teaching: Theory and Practice, 24(5), 520-537.
  • Sun, P. & Yuan, R. (2018).Understanding Collaborative Language Learning in a Non-target Language Classroom Context: Perceptions of Novice-Level Language Learners and Teachers. Interactive Learning Environment, 26(2), 189-205.
  • Zhang, H., Yuan, R. & Wang, Q. (2018).Towards an Understanding of EFL Teacher Culture: An Ethnographic Study in China. Teachers and Teaching: Theory and Practice, 24(4), 413-430.
  • Yuan, R. (2017).Exploring pre-service school counselling teachers’ learning needs: Perceptions of teacher educators and student teachers. Journal of Education for Teaching, 43(4), 474-490.
  • Yuan, R. (2017).Appropriating national curriculum standards in classroom teaching: Experiences of novice language teachers in China. International Journal of Educational Research, 83, 55-64.
  • Yuan, R. (2017).“This game is not easy to play”: A narrative inquiry into a novice language teacher educator’ research experience in higher education. Professional Development in Education, 43(3), 474-491.
  • Yuan, R. (2017).Exploring university-based teacher educators’ teaching beliefs and practice: A Hong Kong study. Teaching in Higher Education, 22(3), 259-273.
  • Yuan, R. & Burns, A. (2017).Teacher identity development through action research: A Chinese experience. Teachers and Teaching: Theory and practice, 23(6), 729-749.
  • Yuan, R. & Zhang, L. (2017).Exploring student teachers’ motivation change in initial teacher education: A Chinese perspective. Teaching and Teacher Education, 61, 142-152.
  • Liao, W. & Yuan, R. (2017).Understanding an Emerging “Failure” of an Equality-Oriented Teacher Policy in China: A Job Search Perspective. International Journal of Educational Research, 81, 71-82.
  • Liao, W., Yuan, R. & Zhang, H. (2017).Chinese language teachers’ challenges in teaching in American K-12 classrooms: A dynamic portrait. The Asia-Pacific Education Researcher, 26(6), 369-381.
  • 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.
  • Yuan, R. (2016).The dark side of mentoring on student teachers’ identity formation. Teaching and Teacher Education, 55, 188-197.
  • Yuan, R. (2016).Understanding higher education-based teacher educators’ professional identities: A sociocultural linguistic perspective. Asia-pacific Journal of Teacher Education, 44(4), 397-400.
  • Yuan, R., & Lee, I. (2016).“I need to be strong and competent”: Understanding student teachers’ emotions and professional identity in teaching practicum. Teachers and Teaching: Theory and Practice, 22(7), 819-841.
  • Yuan, R. & Mak, P. (2016).Navigating the challenges arising from university-school collaborative action research. ELT Journal, 70(4), 382-391.
  • Yuan, R. & Zhang, J. (2016).Promoting Teacher collaboration through joint lesson planning: Challenges and coping strategies. The Asia-Pacific Education Researcher, 25(5), 817-826.
  • Yuan, R. (2015).Learning to become teacher educators: Testimonies of three PhD students in teacher education. Australian Journal of Teacher Education, 40(1), 94-116.
  • Yuan, R., & Lee, I. (2015).The cognitive, social, and emotional process of teacher identity construction in a pre-service teacher education program. Research Papers in Education, 30(4), 469-491.
  • Yuan, R., & Lee, I. (2015). Teacher development through collaborative action research.ELT Journal, 69(1), 1-10.
  • Yuan, R., & Lee, I. (2014).Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12.
  • Yuan, R., & Lee, I. (2014).Understanding language teacher educators’ professional experiences: An exploratory study in Hong Kong. The Asia-Pacific Education Researcher, 23(1), 143-149.
  • Lee, I., & Yuan, R. (2014).Motivation change of pre-service English teachers: A Hong Kong study. Language, Culture and Curriculum, 27(1), 89-106.

Brief reports and book reviews

  • Cao, H., & Yuan, R. (2020). Promoting English as a Medium of Instruction in University Teaching: an action research experience. Journal of Education for Teaching, 46(2), 240-243
  • Zhang, H., Yuan, R., & Liao, W. (2019). EFL teacher development facilitated by lesson study: A Chinese perspective.TESOL Quarterly, 53(2), 542-552.
  • Zou, M., & YUAN, R. (2018). Review of the book Portfolio assessment for the teaching and learning of writing, Ricky Lam, Springer, Singapore (2018). 121 pp., Paperback: $69.99; eBook: $54.99.Journal of Second Language Writing, 42, 70-72.
  • Yuan, R. (2018). “Practicing what I preach”: Exploring an EFL teacher educator’s modelling practice.TESOL Quarterly. 52(2), 414-425.
  • Liu, W., Yuan, R., & Zhang, H. (2018).An exploratory study of school counselling teachers’ motivation changes. Journal of Education for Teaching. 44(2), 237-240.
  • Yuan, R. (2017). Book review of “School-University Partnerships in English Language Teacher Education: Tensions, Complexities and the Politics of Collaboration”.The Journal of Asia TEFL. 14(2), 376-377.
  • Yuan, R., Sun, P., & Teng, L. (2016).Understanding language teachers’ motivation towards research. TESOL Quarterly, 50(1), 220-234.
  • Kong, D., & Yuan, R. (2016). Book review of “Experiences of Second Language Teacher Education”. 59, 135-137.
  • Yuan, R. (2015).Preparing future teacher educators in higher degree programs: A Chinese perspective. Journal of Education for Teaching, 41(1), 97-101.
  • , P., Yuan, R., & Teng, L. (2015).Understanding L2 French teaching strategies in a non-target language classroom context. Journal of Education for Teaching, 41(3), 324-328.