Yongcan Liu

University of Cambridge

United Kingdom

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Articles (15)

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2025

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2025

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2025

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2025

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2022

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2021

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2021

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2021

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2020

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2020

Collaborators (5)

Karen Forbes

Associate Professor in Second Language Education

University of Cambridge

UNITED KINGDOM

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Dieuwerke Rutgers

Sheffield Hallam University

UNITED KINGDOM

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Jiaqi Feng Guo

University Lecturer

University of Turku

FINLAND

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Angela Gayton

University of Glasgow

UNITED KINGDOM

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Constant Leung

King’s College London

UNITED KINGDOM

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Yongcan Liu

Research Interests

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Articles (15)

Willingness to identify: an exploration of the factors that influence secondary school students’ willingness to identify as multilingual

Tame the beast of ChatGPT: developing design principles to strategically integrate ChatGPT into EFL writing through an activity theory perspective

Contextualising High School English Teachers’ Well-Being in China: Validating and Extending PERMA in the Chinese School Context

Language learner well-being in heritage language learning: conceptualisation, measurement, and a pathway to flourishing

Narrating translingual teacher cognition: theorising the knowledge base of teaching Chinese as a first and second language in Hong Kong schools

‘I feel like I have a superpower’: a qualitative study of adolescents’ experiences of multilingual identity development during an identity-based pedagogical intervention

Diagnosing and promoting learners’ L2 inferential reading development through hybrid computerised dynamic assessment in the Chinese EFL classroom

Emergent LOTE motivation? The L3 motivational dynamics of Japanese-major university students in China

Language experiences, evaluations and emotions (3Es): analysis of structural models of multilingual identity for language learners in schools in England

Theorising the dynamics of heritage language identity development: a narrative inquiry of the life histories of three Chinese heritage speakers

Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England

Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention

English as an Additional Language Assessment Framework: Filling a Void in Policy and Provision in School Education in England

Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation

Navigating the complex landscape of cross-epistemic climates: migrant Chinese language teachers’ belief changes about knowledge and learning

Collaborators (5)

Karen Forbes

Dieuwerke Rutgers

Jiaqi Feng Guo

Angela Gayton

Constant Leung

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