Works by Fei Han
31 found
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| Fei Han [38] | Feifei Han [7] |
- An Improved Multiobjective Quantum-Behaved Particle Swarm Optimization Based on Double Search Strategy and Circular Transposon Mechanism.Fei Han,Yu-Wen-Tian Sun &Qing-Hua Ling -2018 -Complexity 2018:1-22.No categories
- Self-Concept and Achievement in Math Among Australian Primary Students: Gender and Culture Issues.Feifei Han -2019 -Frontiers in Psychology 10.
- Using Phenomenography to Tackle Key Challenges in Science Education.Feifei Han &Robert A. Ellis -2019 -Frontiers in Psychology 10.This article describes how phenomenography, as a qualitative research method, can be used to tackle key challenges in science education. It begins with an overview of the development of phenomenography. It then describes the philosophical underpinnings of phenomenographic inquiry, including ontological and epistemological roots, and its unique second-order perspective. From theoretical background to practicality, the paper uses rich examples to describe in detail the procedures of conducting a phenomenographic study, including sampling and data collection, analyzing phenomenographic data, and communicating key (...) findings. The paper concludes by showing how the phenomenographic method can be used to develop students’ conceptual understanding of scientific concepts, to inform effective instructional design in science teaching, and to identify and improve evidence-based factors in student learning to enhance learning outcomes in science. (shrink)
- (1 other version)Applicability of the Compensatory Encoding Model in Foreign Language Reading: An Investigation with Chinese College English Language Learners.Feifei Han -2017 -Frontiers in Psychology 8.
- (2 other versions)Han Feizi ji jie.Xianshen Wang &Fei Han -1896 - [n.p.]: Zhonghua shu ju. Edited by Hsien-shên Wang.
- Exploring social media technologies for novice EFL school teachers to collaborate and communicate: A case in the Czech Republic.Jinjin Lu,Feifei Han &Tomáš Janík -2022 -Frontiers in Psychology 13.With an increasing number of international schools, traditional EFL teaching methods may not satisfy students’ needs. This study aims to investigate perceptions of social media technologies and willingness to adopt such technologies to collaborate and communicate in multicultural classrooms among novice EFL schoolteachers in the Czech Republic. The participants were 100 novice EFL schoolteachers in Prague and the South Moravian regions of the Czech Republic. The study used a mixed research method consisting of a survey and a semi-structured interview. The (...) survey examined the participants’ appraisal and concerns of using social media technologies to collaborate and to communicate as well as the level of willingness to use social media technologies. A hierarchical cluster analysis using participants’ responses regarding their attitudes and behavioural tendency towards using Web 2.0 social media technologies in language classrooms identified three clusters of teachers. The teachers who were most likely to adopt social Web 2.0 technologies were those who had the highest ratings on both appraisals and concerns regarding the use of social media in language classrooms. The results from the semi-structured interviews were consistent with those from the survey. Together, the results from the two stages demonstrated that most pre-service teachers favoured using Web 2.0 technology for collaboration and communication among colleagues and stakeholders in a broader community, but they displayed contrasting levels of appraisal of and concerns towards using social media technologies. Participants believed that this might be due to their different levels of ICT proficiency, workload, and working environment. The political and practical implications in K-12 education in the Czech context are also discussed. (shrink)
- (3 other versions)Han Feizi.Fei Han -1913Export citation
Bookmark - Han Feizi bai hua jin yi =.Fei Han -1994 - [Peking]: Zhongguo shu dian. Edited by Yadong Li.
- Han Feizi ji shi bu.Fei Han -1961 - Beijing: Zhonghua shu ju. Edited by Qiyou Chen & Fei Han.Export citation Bookmark
- (2 other versions)Han Feizi jiao shi.Fei Han -1958 - Beijing,: Zhonghua shu ju. Edited by Chʻĕn, Chʻi-tʻien & [From Old Catalog].Export citation Bookmark
- Han Feizi jing hua.Fei Han -1935Export citation Bookmark
- Han Feizi.Fei Han -1977No categoriesExport citation Bookmark
- Han Feizi xuan yi.Fei Han -1991 - Shanghai: Xin hua shu dian Shanghai fa xing suo fa xing. Edited by Yucheng Shen & Yongzhi Guo.
- Han Feizi xuan ping.Fei Han (ed.) -1976Export citation Bookmark
- Han Feizi xuan zhu.Fei Han (ed.) -1976 - [Beijing]: Beijing ren min chu ban she.Export citation Bookmark
- (1 other version)Han Feizi xuan.Fei Han -1965 - Edited by Wang, Huan-Piao & [From Old Catalog].Export citation Bookmark
- Han Fei yu yan gu shi xuan.Fei Han -1976 - [s.n.,:
- Han Feizi zhen yan lu.Fei Han -1992 - Beijing: Xin hua shu dian Beijing fa xing suo fa xing. Edited by Qing Ye, Wu Xiao & Fei Han.Export citation Bookmark
- Han Pija.Fei Han -1976 - Sŏul: Hyŏnamsa. Edited by Man-sŏng Nam.
- Hanzi qian jie.Fei Han -1960 - Edited by Chʻi-Hsiung Liang.Export citation Bookmark
- Kanpishi: gendaigoyaku.Fei Han -1925 - Tokyo: Shina Tetsugaku Sōsho Kankōkai.Export citation Bookmark
- (3 other versions)Kanpishi.Fei Han -1921 - Tōkyō: Yūhōdō. Edited by Tetsuzō Tsukamoto.
- Metastable superconducting state in quenched KxFe2−ySe2.Fei Han,Huan Yang,Bing Shen,Zhen-Yu Wang,Chun-Hong Li &Hai-Hu Wen -2012 -Philosophical Magazine 92 (19-21):2553-2562.
- Sinyŏk Han Pija.Fei Han -1976 - Edited by Man-sŏNg[From Old Catalog] Nam.Export citation Bookmark
- Strategic Processing of Chinese Young English Language Learners in an International Standardized English Language Test.Feifei Han -2018 -Frontiers in Psychology 9.
- Han Feizi yi zhu.Qianxian Liu &Fei Han (eds.) -2003 - Haerbin Shi: Heilong Jiang ren min chu ban she.孙子一书,即孙子兵法,该书以其睿智而富有思辨性,反映了春秋末期,战国初年社会变革的历史,总结了一套科学,实用的系统军事理论.
- Shinsen Kanpishi shō shōkai.Sōsei Sawada,Yoshika Tatsuzawa &Fei Han (eds.) -1932 - Tōkyō: Kenbunsha.Export citation Bookmark
- Shang jun shu, Xunzi, Han Feizi xuan zhu.Yang Shang, Xunzi &Fei Han (eds.) -1975Export citation Bookmark
- Shang Yang, Xun Kuang, Han Fei lun shu qian zhu.Yang Shang, Xunzi &Fei Han (eds.) -1974Export citation Bookmark
- The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research.Zehua Wang &Feifei Han -2022 -Frontiers in Psychology 13.Feedback plays a crucial role in the writing processes. However, in the literature on foreign language writing, there is a dearth of studies that compare the effects of teacher feedback and automated feedback on both cognitive and psychological aspects of FL writing. To fill this gap, the current study compared the effects of teacher feedback and automated feedback on both revision quality and writing proficiency development, and perceived usefulness and perceived ease of use of the feedback in English writing among (...) English learners as an FL in China. It also investigated students’ perceptions of the strengths and weaknesses of the two types of feedback. The study adopted a mixed-methods design. The quantitative method collected the data through a pre-test and a post-test, which measured the participants’ English writing proficiency development; a writing task, which received either teacher feedback or automated feedback; and a close-ended questionnaire, which examined students’ perceived usefulness and perceived ease of use of the feedback. The qualitative method collected the data through an open-ended questionnaire, which examined the participants’ perceptions of the strengths and weaknesses of teacher feedback or automated feedback depending on the type of feedback they received. Chinese university EFLs in two English classes taught by the same English teacher participated in the study: one class received teacher feedback while the other received automated feedback using Pigaiwang. While the students in the two classes did not differ significantly on the pre-test of students’ writing proficiency, students who received teacher feedback scored significantly higher on revision than those who received automated feedback. Students in the teacher feedback class also had significantly higher ratings on perceived usefulness and perceived ease of use of the feedback than those in the automated feedback class. However, students in the automated feedback class obtained significantly higher scores on the post-test of the writing proficiency. The qualitative results identified three themes of strengths and two themes of weaknesses for the teacher feedback and the automated feedback, respectively. The results suggest that while teacher feedback has a more positive effect on the psychological aspect of FL writing, automated feedback may be more effective in developing FL writing proficiency in the long run. (shrink)
- Han Fei yü yen ku shih hsüan.Mei-hua Yen &Fei Han (eds.) -1974Export citation Bookmark
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David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Area Editors:
David Bourget
Gwen Bradford
Berit Brogaard
Margaret Cameron
David Chalmers
James Chase
Rafael De Clercq
Ezio Di Nucci
Esa Diaz-Leon
Barry Hallen
Hans Halvorson
Jonathan Ichikawa
Monte Johnson
Michelle Kosch
Øystein Linnebo
Paul Livingston
Brandon Look
Manolo Martínez
Matthew McGrath
Michiru Nagatsu
Susana Nuccetelli
Giuseppe Primiero
Jack Alan Reynolds
Darrell P. Rowbottom
Aleksandra Samonek
Constantine Sandis
Howard Sankey
Jonathan Schaffer
Thomas Senor
Daniel Star
Jussi Suikkanen
Aness Kim Webster
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