Dr Feifei Han

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

Member of China Studies Centre

Telephone 86270199

Website Complex Learning Spaces

Map

Biographical details

Feifei obtained a Doctor of Philosophy from the University of Sydney in 2014. She is a member of Centre for Research on Learning and Innovation, University of Sydney. 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, educational technology, and higher education. Feifei has been working on a number of large scale research projects funded by Australian Research Council.

Research interests

English and Literacy Curriculum and Pedagogy (FOR code: 130204)

LOTE, ESL and TESOL Curriculum and Pedagogy (FOR code: 130207)

Educational Technology and Computing (FOR code: 130306)

Learning Sciences (FOR code: 130309)

Educational Psychology (FOR code: 170103)

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)

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

  • Yeung, A., Han, F. (2018). Chinese-background Australian students' academic self-concept, motivational goals, and achievements in math and English. In G. Li & W. Ma (Eds.), Educating Chinese-heritage students in the global-local nexus: Identities, challenges, and opportunities, (pp. 141-159). New York: Routledge.
  • Han, F., Pardo, A. (2018). Measuring engagement in the university student experience of learning in blended environments. In R. A. Ellis & P. Goodyear (Eds.), Spaces of teaching and learning: Integrating perspectives on research and practice, (pp. 129-152). Berlin: Springer.
  • Han, F., Wang, Z. (2018). Willingness to communicate: English language learners from China in Australian EAP programs. In D. M. Velliaris (Eds.), Study abroad contexts for enhanced foreign language learning, (pp. 96-119). Hershey, PA: IGI Global.
  • 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

  • Degotardi, S., Han, F., Torr, J. (2018). Infants' experience with 'near and clear' educator talk: Individual variation and its relationship to indicators of quality. International Journal of Early Years Education, Online first. [More Information]
  • Han, F. (2018). Reasons why some university students avoid the online learning environment in blended courses. Journal of Educational Multimedia and Hypermedia (JEMH), 27(2), 137-152.
  • Ellis, R., Han, F., Pardo, A. (2018). When does collaboration lead to deeper learning? Renewed definitions of collaboration for engineering students. IEEE Transactions on Learning Technologies, Online first. [More Information]
  • Han, F. (2017). Applicability of the Compensatory Encoding Model in foreign language reading: An investigation with Chinese college English language learners. Frontiers in Psychology, 8, 1-13. [More Information]
  • 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]
  • Han, F. (2017). Comprehension Monitoring in Chinese Reading among Chinese Adolescent Readers. Theory and Practice in Language Studies, 7(4), 241-247. [More Information]
  • Hu, J., Torr, J., Degotardi, S., Han, F. (2017). Educators' use of commanding language to direct infants' behaviour: Relationship to educators' qualifications and implications for language learning opportunities. Early Years, Online first. [More Information]
  • Ellis, R., Han, F., Pardo, A. (2017). Improving Learning Analytics - Combining Observational and Self-Report Data on Student Learning. Educational Technology and Society, 20(3), 158-169.
  • Wang, Z., Han, F. (2017). Metacognitive knowledge and metacognitive control of writing strategy between high- and low-performing Chinese EFL writers. Theory and Practice in Language Studies, 7(7), 523-532. [More Information]
  • Han, F. (2017). Metaphors in English and Chinese. Academic Exchange Quarterly, 21(1), 72-77. [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. [More Information]
  • 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(1), 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

  • Han, F., Ellis, R. (2017). Explaining learning achievement in student experience of blended learning: What can a sociomaterial perspective contribute? ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Toowoomba, QLD: University of Southern Queensland.
  • Ellis, R., Han, F. (2017). Reasons why some university students avoid the online learning environment in blended courses. EdMedia 2017 - World conference on educational Media and Technology, Waynesville, N.C.: Association for the Advancement of Computing in Education (AACE).
  • Han, F., Wang, Z. (2017). The effect of digital game-based language learning mobile application on the development of complexity, accuracy, and fluency in foreign language monologic oral production among Chinese learners of English as a foreign language. ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Toowoomba, QLD: University of Southern Queensland.
  • Han, F., Ellis, R. (2017). Variations in the coherence and engagement in students' experience of blended learning. ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Toowoomba, QLD: University of Southern Queensland.
  • 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]

2018

  • Yeung, A., Han, F. (2018). Chinese-background Australian students' academic self-concept, motivational goals, and achievements in math and English. In G. Li & W. Ma (Eds.), Educating Chinese-heritage students in the global-local nexus: Identities, challenges, and opportunities, (pp. 141-159). New York: Routledge.
  • Degotardi, S., Han, F., Torr, J. (2018). Infants' experience with 'near and clear' educator talk: Individual variation and its relationship to indicators of quality. International Journal of Early Years Education, Online first. [More Information]
  • Han, F., Pardo, A. (2018). Measuring engagement in the university student experience of learning in blended environments. In R. A. Ellis & P. Goodyear (Eds.), Spaces of teaching and learning: Integrating perspectives on research and practice, (pp. 129-152). Berlin: Springer.
  • Han, F. (2018). Reasons why some university students avoid the online learning environment in blended courses. Journal of Educational Multimedia and Hypermedia (JEMH), 27(2), 137-152.
  • Ellis, R., Han, F., Pardo, A. (2018). When does collaboration lead to deeper learning? Renewed definitions of collaboration for engineering students. IEEE Transactions on Learning Technologies, Online first. [More Information]
  • Han, F., Wang, Z. (2018). Willingness to communicate: English language learners from China in Australian EAP programs. In D. M. Velliaris (Eds.), Study abroad contexts for enhanced foreign language learning, (pp. 96-119). Hershey, PA: IGI Global.

2017

  • Han, F. (2017). Applicability of the Compensatory Encoding Model in foreign language reading: An investigation with Chinese college English language learners. Frontiers in Psychology, 8, 1-13. [More Information]
  • 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]
  • Han, F. (2017). Comprehension Monitoring in Chinese Reading among Chinese Adolescent Readers. Theory and Practice in Language Studies, 7(4), 241-247. [More Information]
  • Hu, J., Torr, J., Degotardi, S., Han, F. (2017). Educators' use of commanding language to direct infants' behaviour: Relationship to educators' qualifications and implications for language learning opportunities. Early Years, Online first. [More Information]
  • Han, F., Ellis, R. (2017). Explaining learning achievement in student experience of blended learning: What can a sociomaterial perspective contribute? ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Toowoomba, QLD: University of Southern Queensland.
  • Ellis, R., Han, F., Pardo, A. (2017). Improving Learning Analytics - Combining Observational and Self-Report Data on Student Learning. Educational Technology and Society, 20(3), 158-169.
  • Wang, Z., Han, F. (2017). Metacognitive knowledge and metacognitive control of writing strategy between high- and low-performing Chinese EFL writers. Theory and Practice in Language Studies, 7(7), 523-532. [More Information]
  • Han, F. (2017). Metaphors in English and Chinese. Academic Exchange Quarterly, 21(1), 72-77. [More Information]
  • Ellis, R., Han, F. (2017). Reasons why some university students avoid the online learning environment in blended courses. EdMedia 2017 - World conference on educational Media and Technology, Waynesville, N.C.: Association for the Advancement of Computing in Education (AACE).
  • Han, F., Wang, Z. (2017). The effect of digital game-based language learning mobile application on the development of complexity, accuracy, and fluency in foreign language monologic oral production among Chinese learners of English as a foreign language. ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Toowoomba, QLD: University of Southern Queensland.
  • Han, F., Ellis, R. (2017). Variations in the coherence and engagement in students' experience of blended learning. ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Toowoomba, QLD: University of Southern Queensland.

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. [More Information]

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(1), 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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