World's Best Scientists 2026 revealed!
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Rising Stars
2025

D-Index & Metrics

Rising Stars

D-Index
37
Citations
3911
World Ranking
779
National Ranking
258

Social Sciences and Humanities

D-Index
41
Citations
5102
World Ranking
5145
National Ranking
78

Research.com Recognitions

  • 2025 - Research.com Rising Stars Award

Overview

Shulin Yu is affiliated with the University of Macau in China and works primarily in the fields of Arts and Humanities and Social Sciences. Their scholarly focus encompasses several subfields, including Education, Literature and Literary Theory, Language and Linguistics, Developmental and Educational Psychology, and Social Psychology.

The core topics of Shulin Yu's research include EFL/ESL Teaching and Learning, Student Assessment and Feedback, Second Language Learning and Teaching, Discourse Analysis in Language Studies, Reflective Practices in Education, Innovative Teaching and Learning Methods, and Educational and Psychological Assessments.

Their recent papers cover a range of issues related to academic writing and feedback literacy, motivational factors in writing for EFL learners, peer feedback dynamics, and automated feedback in L2 writing environments. Notable works include:

  • Improving student feedback literacy in academic writing: An evidence-based framework (2021), published in Assessing Writing
  • Investigating what feedback practices contribute to students' writing motivation and engagement in Chinese EFL context: A large scale study (2020), published in Assessing Writing
  • Giving genre-based peer feedback in academic writing: sources of knowledge and skills, difficulties and challenges (2020), published in Assessment & Evaluation in Higher Education

Shulin Yu has also contributed to scholarly books published by Cambridge University Press and Springer International Publishing, including titles such as Peer Assessment in Writing Instruction (2024) and Understanding the Emotions of Second Language Writing Teachers (2024).

Their frequent collaborators include Lianjiang Jiang, Feng Geng, Chunhong Liu, Yao Zheng, and Nan Zhou. This network reflects a collaborative research approach within the domain of language education and writing assessment.

Shulin Yu's research is dispersed across multiple academic venues, with repeated contributions to journals such as:

  • Language Teaching Research
  • Assessing Writing
  • Journal of Second Language Writing
  • European Journal of Education
  • System

Best Publications

  • Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students

    Yao Zheng;Yao Zheng;Shulin Yu

  • Peer Feedback in Second Language Writing (2005-2014).

    Shulin Yu;Icy Lee

  • Teacher Cognition and Language Education: Research and Practice

    Peng Wu;Shulin Yu

  • Improving student feedback literacy in academic writing: An evidence-based framework

    Shulin Yu;Chunhong Liu

  • Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective

    Shulin Yu;Icy Lee

  • An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing

    Shulin Yu;Icy Lee

  • Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study

    Shulin Yu;Lianjiang Jiang;Lianjiang Jiang;Nan Zhou

  • Understanding university students’ peer feedback practices in EFL writing: Insights from a case study

    Shulin Yu;Guangwei Hu

  • Exploring Chinese students' strategy use in a cooperative peer feedback writing group

    Shulin Yu;Icy Lee

  • Understanding student engagement with peer feedback on master’s theses: a Macau study

    Shulin Yu;Yiran Zhang;Yao Zheng;Kaihao Yuan

  • Evaluating student motivation and engagement in the Chinese EFL writing context

    Shulin Yu;Nan Zhou;Nan Zhou;Yao Zheng;Limin Zhang

  • Hong Kong Secondary Students’ Motivation in EFL Writing: A Survey Study

    Icy Lee;Shulin Yu;Yuan Liu

  • What Impedes the Development of Professional Learning Communities in China? Perceptions from Leaders and Frontline Teachers in Three Schools in Shanghai.

    Jia Zhang;Rui Yuan;Shulin Yu

  • Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback?

    Shulin Yu;Guangwei Hu

  • Chinese ethnic minority students' investment in English learning empowered by digital multimodal composing

    Lianjiang Jiang;Lianjiang Jiang;Miaoyan Yang;Shulin Yu

  • A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing

    Wenting Chen;Shulin Yu

  • Assessing L2 student writing feedback literacy: A scale development and validation study

    Unknown

  • Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice

    Unknown

  • Academic identities and university faculty responses to new managerialist reforms: experiences from China

    Yating Huang;Sun-Keung Pang;Shulin Yu

  • A Review of Research on Professional Learning Communities in Mainland China (2006-2015): Key Findings and Emerging Themes.

    Xuefeng Qiao;Shulin Yu;Limin Zhang

  • Giving Genre-Based Peer Feedback in Academic Writing: Sources of Knowledge and Skills, Difficulties and Challenges.

    Shulin Yu

  • Learning from giving peer feedback on postgraduate theses: Voices from Master's students in the Macau EFL context

    Shulin Yu

Frequent Co-Authors

Icy Lee
Icy Lee Chinese University of Hong Kong
Timothy Teo
Timothy Teo Chinese University of Hong Kong
Xiaoyi Fang
Xiaoyi Fang Beijing Normal University
Guangwei Hu
Guangwei Hu Hong Kong Polytechnic University
Cheryl Buehler
Cheryl Buehler University of North Carolina at Greensboro

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