• Ph.D. 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, 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.

For an updated list of publications, please visit my Google Scholar Profile at https://scholar-google-com.libezproxy.um.edu.mo/citations?hl=en&user=yWVOPEMAAAAJ and my Researchgate Profile at https://www.researchgate.net/profile/Shulin-Yu.

Books

• Yu, S. (2024). Peer Assessment in Writing Instruction. Cambridge University Press. https://doi.org/10.1017/9781009429979
• Zhang, D., & Yu, S. (2024). Assessing L2 Digital Multimodal Composing Competence (Routledge Focus on Applied Linguistics). Routledge: New York. https://doi.org/10.4324/9781003475729
• Geng, F., & Yu, S. (2024). Understanding the Emotions of Second Language Writing Teachers: A Chinese Tertiary Educational Context. Springer: Singapore. https://doi.org/10.1007/978-981-97-4484-8

Journal articles

• Yu, S., Zhang, D., & Liu, C. (2025). Research into practice: Digital multimodal composition in L2 writing. Language Teaching. DOI: https://doi.org/10.1017/S0261444824000375
• Yu, S. & Lee, I. (2024). Writing assessment and feedback literacy: Where do we stand and where can we go?. Assessing Writing, 60, 100829.
• Yu, S., Liu, C., & Zhang, L. (2023). Understanding L2 writers’ lived experiences of informal writing: A phenomenological approach. Journal of Second Language Writing, 60, 100979. https://doi.org/10.1016/j.jslw.2023.100979
• Yu, S., Yuan, K., & Wu, P. (2023). Revisiting the conceptualizations of feedback in second language writing: a metaphor analysis approach. Journal of Second Language Writing, 59, 100961. https://doi.org/10.1016/j.jslw.2022.100961
• Yu, S., Jiang, L., & Zhou, N. (2023). The impact of L2 writing instructional approaches on student writing motivation and engagement. Language Teaching Research, 27(4), 958-973. https://doi.org/10.1177/1362168820957024
• Yu, S., Zhou, Y., & Zhang, E. D. (2022). Discourses of writing and learning to write in L2 writing curriculum in Chinese universities. Language Teaching Research, 13621688221113929. https://doi.org/10.1177/13621688221113929
• Liu, C., & Yu, S. (2022). Reconceptualizing the impact of feedback in second language writing: A multidimensional perspective. Assessing Writing, 53, 100630. https://doi.org/10.1016/j.asw.2022.100630
• Yu, S., Zhang, Y., Liu, C., & Lee, I. (2022). From theory to practice: Understanding the long-term impact of an L2 writing education course on writing teachers. Language Teaching Research, 13621688221130852. https://doi.org/10.1177/13621688221130852
• Yu, S. (2021). Feedback-giving practice for L2 writing teachers: Friend or foe? Journal of Second Language Writing, 52, 100798. https://doi.org/10.1016/j.jslw.2021.100798
• Yu, S., & Liu, C. (2021). Improving student feedback literacy in academic writing: An evidence-based framework. Assessing Writing, 48, 100525. https://doi.org/10.1016/j.asw.2021.100525
• 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. https://doi.org/10.1016/j.asw.2021.100528
• Yu, S. (2021). Giving genre-based peer feedback in academic writing: Sources of knowledge and skills, difficulties and challenges. Assessment & Evaluation in Higher Education, 46(1), 36-53. https://doi.org/10.1080/02602938.2020.1742872
• 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, 44, 100451. https://doi.org/10.1016/j.asw.2020.100451
• Yu, S., Xu, H., Jiang, L., & Chan, I. K. I. (2020). Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective. Journal of Second Language Writing, 48, 100728. https://doi.org/10.1016/j.jslw.2020.100728
• 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. https://doi.org/10.1016/j.asw.2019.03.004
• 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. https://doi.org/10.1016/j.stueduc.2019.06.002
• 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. https://doi.org/10.1016/j.edurev.2018.06.001
• 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. https://doi.org/10.1016/j.asw.2018.03.001
• Yu, S., & Hu, G. (2017). Understanding university students’ peer feedback practices in EFL writing: Insights from a case study. Assessing Writing, 33, 25-35. https://doi.org/10.1016/j.asw.2017.03.004
• Yu, S., & Lee, I. (2016). Peer feedback in second language writing (2005–2014). Language Teaching, 49(4), 461-493. https://doi.org/10.1017/S0261444816000161
• 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. https://www.jstor.org/stable/43893831
• 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. https://doi.org/10.1177/1362168814541714