Dr Feifei Han

BA (XISU), MA (USYD), MEd (USYD), PhD (USYD)
Research Fellow

Member of China Studies Centre

F03 - Fisher Library
The University of Sydney

Telephone 86270199

Website Complex Learning Spaces

Biographical details

Feifei obtained a Doctor of Philosophy from the University of Sydney in 2014. As a mixed-methods researcher, she has high level research skills in both quantitative and qualitative methodologies and has rich research experience in language and literacy education, applied linguistics, psycholinguistics, and language testing. Apart from these research areas, Feifei has also worked on a number of large scale research projects funded by Australian Research Council in learning, teaching, and educational technology in higher education, educational psychology, school education, and Indigenous education.

Research interests

Language and literacy education --- L1/L2/bilingual literacy acquisition

Learning, teaching, and educational technology in higher education

Educational psychology, school education, and Indigenous education

Teaching and supervision

Teaching:

EDPJ5020---Literacy and Language Teaching---Master of Education (TESOL) program, The University of Sydney

Supervision:

10237---Master of Arts in TESOL program, Western Sydney University

Dissertation title: An exploration of willingness to communicate in English among Chinese students studying in English for academic purposes program in Australia

Current projects

Test taking strategy of Cambridge English tests YLE Flyers by Chinese young test takers

Modeling the complex learning spaces---DP150104163

Investigating educator-infant talk and infant peer interactions in long day care---DP140101238

Associations

American Association for Applied Linguistics (AAAL)

Applied Linguistics Association of Australia (ALAA)

Asia Teaching English as a Foreign Language (Asia TEFL)

Association for Language Testing and Assessment of Australia and New Zealand(ALTAANZ)

Australian Council of TESOL Associations (ACTA)

Centre for Research on Learning and Innovation (the University of Sydney)

China Education Centre (the University of Sydney)

China Studies Centre (the University of Sydney)

International Association of Teachers of English as a Foreign Language (IATEFL)

International Systemic Functional Linguistics Association (ISFLA)

New South Wales Institute for Educational Research (NSWIER)

Pan-Pacific Association of Applied Linguistics (PAAL)

Linguistics Society (the University of Sydney)

Society for Learning Analytic Research (SoLAR)

TESOL Asia

TESOL International

TESOL Research Network (the University of Sydney)

Awards and honours

Early Career Mobility Scheme (the University of Sydney, 2017)

Travel Award for Distinguished Young Scholars to attend 2nd Silk Road International Symposium (Xi’an University of Architecture and Technology, 2016)

Travel Award for Distinguished Young Scholars to attend 1st Silk Road International Symposium (Xi’an Jiaotong University, 2015)

Thesis Allowance (the University of Sydney, 2013)

David Nunan Travel Scholarship (2013)

Travel Award to present a paper at the UPALS Conference (the University of Sydney, 2013)

Best Research Paper Award (the University of Sydney, 2013)

New South Wales Institute of Educational Research Grant (2012)

Language Learning Dissertation Grant (2012)

ALAA Travel Scholarship (ALAA, 2012)

MAK Halliday Scholarship (ALAA, 2012)

Travel Award to present a paper at the BAAL Conference (the University of Sydney, 2012)

Thomas T. Roberts Education Fellowship (the University of Sydney, 2012)

Alexander Mackie Research Fellowship (the University of Sydney, 2012)

Travel Award to present a paper at the 5th TESOL Asia Conference, (the University of Sydney, 2011)

University of Sydney Postgraduate Award for PhD in Education (the University of Sydney, 2009-2013)

Referred conference presentations

33. Degotardi, S., & Han, F. (2016). Quality dynamics of the language environment of infants in early childhood centres.Paper Presentation atthe Annual Conference of European Early Childhood Education Research Association. Dublin, Ireland.

32. Ellis, R., & Han, F. (2016). Development and validation of the perceptions of blended learning environment questionnaire. Paper Presentation at the Pacific Rim Objective Measurement Symposium (PROMS) 2016. Xi’an, China.

31. Pardo, A., Han, F., & Ellis, R. (2016). Exploring the relation between self-regulation, online activities, and academic performance: A case study. Paper Presentation at the 6th International Learning Analytics and Knowledge Conference. Edinburgh, UK.

30. Han, F. & Han, X. (August, 2014). Which is more important for FL reading self-efficacy: L1 reading self-efficacy or FL reading proficiency?Paper Presentation at the 9thTESOL Colloquium.Sydney, Australia.

29. Han, F. (August, 2014). Evidence for the two competing hypotheses in FL reading among Chinese students: inhibition or compensation? Paper Presentation at International Association of Applied Linguistics World Congress 2014. Brisbane, Australia.

28. Han, F. (November, 2013).Speed of lexical access and strategic processing in foreign language reading. Paper Presentation at the 2nd International Conference on Psycholinguistics in China. Fuzhou, China.

27. Han, F. (November, 2013). Evidence for the inhibition and compensation hypotheses in FL reading: a mixed-methods approach. Paper Presentation at 3rd Annual Higher Degree Research Student-Led Conference. Sydney, Australia.

26. Han, F. (September, 2013).Lexical access efficiency, lexical inferencing use, and incidental vocabulary learning. Paper Presentation at the 8th TESOL Colloquium.Sydney, Australia.

25.Han, F. (May, 2013). Doeslower-level processing affect lexical inferencing use and incidental vocabulary learning through reading? Paper Presentation at the 2nd UPALS International Conference on Language 2013, Penang, Malaysia.

24.Han, F. (December, 2012). The contribution of lexical access and working memory to FL reading and incidental vocabulary learning during reading. Poster Presentation at AARE Conference 2012. Sydney, Australia.

23.Han, F. (December, 2012). Transfer or threshold: The relationship between L1 and FL comprehension monitoring. Paper Presentation at theJoint AARE APERA International Conference2012. Sydney, Australia.

22.Han, F. (November, 2012). The interaction between lower-level processing and reading strategy use in FL reading by Chinese EFL readers. Paper Presentation at the Applied Linguistics Association of Australia Conference. Perth, Australia.

21. Han, F. (October, 2012).The relationship between lower-level processing, lexical inferencing use and incidental vocabulary learning by Chinese EFL Reader. Paper Presentation atNew South Wales Institute for Educational Research Postgraduate Student Conference.Sydney, Australia.

20.Han, F. (October, 2012).The contribution of lower-level processing to FL reading: an investigation for the inhibition and compensation hypotheses.Paper Presentation at the6th Free Linguistics Conference. Sydney, Australia.

19. Han, F. (September, 2012). The contribution of lexical access and working memory to reading and incidental vocabulary learning in FL. Paper Presentation at BAAL 2012 Conference. Southampton, UK.

18. Han, F. (September, 2012). The role of lexical access and working memory to reading and incidental vocabulary learning in two reading conditions in FL. Paper Presentation at the 7th TESOL Colloquium.Sydney, Australia.

17.Han, F. (August, 2012).The relationship between L1 and FL comprehension monitoring with Chinese EFL readers. Virtual Presentation at the 19th International Conference on Learning. London, UK.

16. Han, F. (April, 2012).The interaction between lower- and higher-level processing in foreign language (FL) reading: An examination of the inhibition and compensation hypotheses for Chinese university-level EFL readers. Virtual Presentation at the 2st Asian Conference on Language Learning.Osaka, Japan.

15. Han, F. (November, 2011). Interaction between lower-level processing and lexical inferencing in FL reading by Chinese university EFL learners. Paper Presentation atNew South Wales Institute for Educational Research Postgraduate Student Conference.Sydney, Australia.

14. Han, F.(October, 2011). Chinese EFL learners’ attribution beliefs and self-efficacy in English reading. Paper Presentation at the 5th Free Linguistics Conference. Sydney, Australia.

13. Han, F. (September, 2011). Inhibition or compensation: the role of word processing and working memory capacity in FL reading and incidental vocabulary learning? Paper Presentation at the 6th TESOL Colloquium.Sydney, Australia.

12. Han, F. (August, 2011). Lower-level processing in FL reading and incidental vocabulary learning Paper Presentation atthe 5th TESOL Asia Conference. Cebu, the Philippines.

11. Han, F. (August, 2011). Self-efficacy and attribution beliefs to FL reading. Paper Presentation at the atthe 5th TESOL Asia Conference. Cebu, the Philippines.

10. Han, F. (August, 2011). The motivation in FL reading and its interrelationship with reading frequency, awareness of strategy use and reading comprehension: A case for Chinese EFL readers. Paper Presentation at the 16th Conference of Pan-Pacific Association of Applied Linguistics. Hong Kong, China.

9. Han, F. (August, 2011). Inhibition or compensation: the role of lower level processing in FL reading and incidental vocabulary learning?Poster Presentation atthe 16th Conference of Pan-Pacific Association of Applied Linguistics. Hong Kong, China.

8. Han, F. (June, 2011). The interlanguage of English articles of two advanced Chinese learners of English. Virtual Presentation at the 1st Asian Conference on Language Learning. Osaka, Japan.

7. Han, F. (March, 2011). The relationship between motivation in L2 reading and awareness of strategy use in L2 reading. Paper Presentation atthe American Association for Applied Linguistics Annual Conference 2011,Chicago, USA.

6. Han, F. (December, 2010). Relationship among motivation, awareness of strategy use, reading amount and comprehension in FL reading with Chinese university EFL learners. Paper Presentation at the 16th ALANZ Symposium. University of Wellington, New Zealand.

5. Han, F. (October, 2010). Motivation in L2 reading: An investigation of Chinese EFL learners.Paper Presentation at the 4th Free Linguistics Conference, the University of Sydney.

4. Han, F. (October, 2009). Interlanguage and metalinguistic knowledge of English articles of two advanced Chinese EFL learners.Paper Presentation atthe 3rd Free Linguistics Conference.Sydney, Australia.

3. Han, F. (September, 2009). Interlanguage of English article system of Chinese EFL learners. Paper Presentation atthe4th TESOL Colloquium. Sydney, Australia.

2. Han, F. (September, 2008). Comprehension monitoring in first and foreign language reading. Paper Presentation atthe3rd TESOL Colloquium. Sydney, Australia.

1. Han, F. & Stevenson, M. M. (July, 2008). Comprehension monitoring in foreign language reading. Paper Presentation at theApplied Linguistics Association of Australia Conference. Sydney, Australia.

Selected grants

2017

  • The Effect of L1 Background on Written Performance in the TOEFL Junior Comprehensive Writing Tasks; Han F; Educational Testing Service (ETS)/Research Grant.

Selected publications

Download citations: PDF RTF Endnote

Book Chapters

  • Han, F. (2016). Integrating Pronunciation Instruction With Passage-Level Reading Instruction. In Tamara Jones (Eds.), Pronunciation in the classroom: The overlooked essential, (pp. 143-151). Alexandria, USA: TESOL Press.
  • Han, F. (2016). New developments in lexical inferencing and incidental vocabulary acquisition in foreign language learning. In Adrienne Murphy (Eds.), New developments in foreign language learning, (pp. 161-173). New York: Nova Science Publishers.
  • Yeung, A., Han, F., Lee, F. (2016). Reciprocal relations between Chinese students' beliefs of competence, effort goal, and academic achievement. In Ronnel B. King & Allan B. I. Bernardo (Eds.), The psychology of Asian learners: A festschrift in honor of David Watkins, (pp. 319-335). Singapore: Springer. [More Information]

Journals

  • Pardo, A., Han, F., Ellis, R. (2017). Combining University Student Self-Regulated Learning Indicators and Engagement with Online Learning Events to Predict Academic Performance. IEEE Transactions on Learning Technologies, 10(1), 82-92. [More Information]
  • Ellis, R., Pardo, A., Han, F. (2016). Quality in blended learning environments - Significant differences in how students approach learning collaborations. Computers & Education, 102, 90-102. [More Information]
  • Han, F. (2015). Word recognition research in foreign language reading: A systematic review. University of Sydney Papers in TESOL, 10, 57-91. [More Information]
  • Craven, R., Yeung, A., Han, F. (2014). The impact of professional development and Indigenous education officers on Australian teachers� Indigenous teaching and learning. Australian Journal of Teacher Education, 39(8), 85-108. [More Information]
  • Han, F. (2013). Pronunciation problems of Chinese learners of English. ORTESOL Journal, 30, 26-30. [More Information]
  • Han, F. (2013). The interlanguage of English articles of two Chinese learners of English at upper-intermediate level. Internet Journal of Language, Culture and Society, 38, 45-56. [More Information]
  • Han, F. (2013). The relationship between L1 and FL comprehension monitoring with Chinese EFL readers. International Journal of Literacies, 19(1), 13-24.
  • Trigwell, K., Caballero Rodriguez, K., Han, F. (2012). Assessing the impact of a university teaching development programme. Assessment and Evaluation in Higher Education, 37(4), 499-511. [More Information]
  • Han, F. (2012). Comprehension monitoring in reading English as a foreign language. New Zealand Studies in Applied Linguistics, 18(16), 36-49.
  • Trigwell, K., Ellis, R., Han, F. (2012). Relations between students' approaches to learning, experienced emotions and outcomes of learning. Studies in Higher Education, 37(7), 811-824. [More Information]
  • Han, F. (2010). Compliment in English and Chinese. Academic Exchange Quarterly, 14(3), 211-215.
  • Han, F., Stevenson, M. (2008). Comprehension monitoring in first and foreign language reading. University of Sydney Papers in TESOL, 3, 73-110.

Conferences

  • Pardo, A., Han, F., Ellis, R. (2016). Exploring the relation between Self-regulation, Online activities, and academic performance: A case study. 6th International Conference on Learning Analytics and Knowledge, LAK 2016, New York: ACM. [More Information]
  • Han, F. (2012). Transfer or threshold: The relationship between L1 and FL comprehension monitoring. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE). [More Information]

2017

  • Pardo, A., Han, F., Ellis, R. (2017). Combining University Student Self-Regulated Learning Indicators and Engagement with Online Learning Events to Predict Academic Performance. IEEE Transactions on Learning Technologies, 10(1), 82-92. [More Information]

2016

  • Pardo, A., Han, F., Ellis, R. (2016). Exploring the relation between Self-regulation, Online activities, and academic performance: A case study. 6th International Conference on Learning Analytics and Knowledge, LAK 2016, New York: ACM. [More Information]
  • Han, F. (2016). Integrating Pronunciation Instruction With Passage-Level Reading Instruction. In Tamara Jones (Eds.), Pronunciation in the classroom: The overlooked essential, (pp. 143-151). Alexandria, USA: TESOL Press.
  • Han, F. (2016). New developments in lexical inferencing and incidental vocabulary acquisition in foreign language learning. In Adrienne Murphy (Eds.), New developments in foreign language learning, (pp. 161-173). New York: Nova Science Publishers.
  • Ellis, R., Pardo, A., Han, F. (2016). Quality in blended learning environments - Significant differences in how students approach learning collaborations. Computers & Education, 102, 90-102. [More Information]
  • Yeung, A., Han, F., Lee, F. (2016). Reciprocal relations between Chinese students' beliefs of competence, effort goal, and academic achievement. In Ronnel B. King & Allan B. I. Bernardo (Eds.), The psychology of Asian learners: A festschrift in honor of David Watkins, (pp. 319-335). Singapore: Springer. [More Information]

2015

  • Han, F. (2015). Word recognition research in foreign language reading: A systematic review. University of Sydney Papers in TESOL, 10, 57-91. [More Information]

2014

  • Craven, R., Yeung, A., Han, F. (2014). The impact of professional development and Indigenous education officers on Australian teachers� Indigenous teaching and learning. Australian Journal of Teacher Education, 39(8), 85-108. [More Information]

2013

  • Han, F. (2013). Pronunciation problems of Chinese learners of English. ORTESOL Journal, 30, 26-30. [More Information]
  • Han, F. (2013). The interlanguage of English articles of two Chinese learners of English at upper-intermediate level. Internet Journal of Language, Culture and Society, 38, 45-56. [More Information]
  • Han, F. (2013). The relationship between L1 and FL comprehension monitoring with Chinese EFL readers. International Journal of Literacies, 19(1), 13-24.

2012

  • Trigwell, K., Caballero Rodriguez, K., Han, F. (2012). Assessing the impact of a university teaching development programme. Assessment and Evaluation in Higher Education, 37(4), 499-511. [More Information]
  • Han, F. (2012). Comprehension monitoring in reading English as a foreign language. New Zealand Studies in Applied Linguistics, 18(16), 36-49.
  • Trigwell, K., Ellis, R., Han, F. (2012). Relations between students' approaches to learning, experienced emotions and outcomes of learning. Studies in Higher Education, 37(7), 811-824. [More Information]
  • Han, F. (2012). Transfer or threshold: The relationship between L1 and FL comprehension monitoring. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE). [More Information]

2010

  • Han, F. (2010). Compliment in English and Chinese. Academic Exchange Quarterly, 14(3), 211-215.

2008

  • Han, F., Stevenson, M. (2008). Comprehension monitoring in first and foreign language reading. University of Sydney Papers in TESOL, 3, 73-110.

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