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Yan Jun Isabel Wang

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Yan Jun Isabel Wang

Yan Jun Isabel Wang

Lecturer and Coordinator, Chinese
Global Cultures & Languages

Room L217, Arts Building

+61 3 6324 3046 (phone)

+61 3 6324 3652 (fax)

Yanjunw@utas.edu.au

Dr Isabel Wang is a Chinese lecturer in Global Cultures & Languages in the School of Humanities. Enthusiasm, engagement and energy are the hallmarks of Isabel's teaching. Her commitment to reflection on the teaching/learning process has been integral to her own research interests.

She has conducted a range of research activities that demonstrate a direct nexus between her research and teaching.

Isabel's achievements were also recognised in the receipt of three University Teaching Merit awards and three Teaching Development Grant.

In 2014, she was awarded a prestigious research fellowship from the Centre of Chinese Studies in Taiwan.

Career summary

Qualifications

DegreeTitle of ThesisUniversityCountryAwarded
PhDEducationUniversity of TasmaniaAustralia2014
Certificate IVTraining and AssessmentTAFE TasmaniaAustralia2006
MEd (Hons) University of TasmaniaAustralia2005
MEd University of TasmaniaAustralia2004
BA Heilongjiang UniversityChina1996
GradDip Harbin Teachers' Training CollegeChina1995

Languages (other than English)

  • Chinese

Teaching

Second/foreign language teaching and learning; teaching Chinese as a foreign/second language

Teaching expertise

Undergraduate level: Co-ordination Chinese program across campuses; Design and deliver of Chinese language teaching across all year level; Design and develop a brand new introductory level breadth unit delivered fully online; Honours supervision. Introductory Chinese University Connection Program (UCP): Coordination and delivery of this innovative offering linking University with the College Sector. Postgraduate level: Primary and second supervisor of three PhD students.

Teaching responsibility

View more on Dr Isabel Wang in WARP

Research Themes

Isabel's research aligns with the University research theme of Creativity, Culture and Society.

Her research area encompasses applied linguistics including language and culture; language use in the workplace, and ICT in language learning. In particular, she has a strong interest in the area of culture and communication in tertiary education.

Fields of Research

  • Higher Education (130103)
  • Chinese Languages (200311)
  • LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori) (130207)
  • Multicultural, Intercultural and Cross-cultural Studies (200209)
  • Education (139999)
  • Language Studies (200399)
  • Education Systems (130199)
  • Language, Communication and Culture (209999)
  • Applied Linguistics and Educational Linguistics (200401)
  • Engineering (099999)
  • Educational Technology and Computing (130306)
  • English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) (130204)
  • Education Assessment and Evaluation (130303)

Research Objectives

  • Education and Training (939999)
  • Languages and Literacy (950202)
  • Teaching and Instruction (930299)
  • Cultural Understanding (959999)
  • Education and Training Systems (930599)
  • Pedagogy (930201)
  • Learner and Learning Processes (930102)
  • Syllabus and Curriculum Development (930302)
  • Expanding Knowledge through Studies of Human Society (970116)
  • Learner and Learning (930199)
  • Learner and Learning Achievement (930101)

Publications

Total publications

15

Journal Article

(2 outputs)
YearCitationAltmetrics
2014Wang Y, Le Q, 'Intercultural awareness: A qualitative study of foreign language students in an Australian tertiary context', The International Journal of Innovative Interdisciplinary Research, 2, (3) pp. 33-42. ISSN 1839-9053 (2014) [Refereed Article]

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Co-authors: Le Q

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2012Wang Y, 'Teaching Chinese as a Foreign Language to Beginners in an Australian University Context', The Internet Journal of Language, Culture and Society, (35) pp. 68-75. ISSN 1327-774X (2012) [Refereed Article]

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Chapter in Book

(3 outputs)
YearCitationAltmetrics
2015Wang Y, Le Q, 'Teaching for intercultural awareness through language classroom practice and beyond', Linguistics and language education in new horizons: The link between theory, research and pedagogy, Nova Science Publishers, S Fan, T Le & Q Le (ed), New York, pp. 211-218. ISBN 978-1-63482-800-0 (2015) [Research Book Chapter]

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Co-authors: Le Q

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2013Le T, Wang YI, Doan T, Yeoh JSW, Zhao S, 'Plagiarism and Creativity: Are they Mutually Exclusive?', Conducting Research in a Changing and Challenging World, Nova Science Publishers, Inc., Thao Le and Quynh Le (ed), New York, pp. 351-358. ISBN 9781626186514 (2013) [Other Book Chapter]

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Co-authors: Le T; Yeoh JSW

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2008Wang Y, 'Collaborative Language Learning', Current Themes in Engineering Technologies, American Institute of Physics, Sio-Long Ao, Mahyar A Amouzegar, Su-Shing Chen (ed), USA, pp. 189-198. ISBN 978-0-7354-0526-4 (2008) [Research Book Chapter]

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Conference Publication

(10 outputs)
YearCitationAltmetrics
2019To V, Wickins M, Tanasaldy T, Wang I, 'Perceptions of languages education from leaders and educators in Tasmanian primary and secondary schools', 22nd AFMLTA International Languages Conference, 7-9 July 2019, Wrest Point Conference Centre, Hobart, Tasmania (2019) [Conference Extract]

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Co-authors: To V; Tanasaldy T

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2018Fan S, Garg SK, Kregor GM, Yeom SJ, Wang Y, 'Exploring the potential of learning analytics to measure student participation and engagement: Researchers' experiences from an exploratory study', Australian Association for Research in Education (AARE) Annual Conference, December, University of Sydney, Australia (2018) [Conference Extract]

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Co-authors: Fan S; Garg SK; Kregor GM; Yeom SJ

2018Jaikaran-Doe S, Leon de la Barra B, Lyden S, Wang I, Fan F, et al., 'Strategies for promoting cultural diversity within student laboratory groups in an engineering degree course at an Australian university', Proceedings of the 29th Australasian Association for Engineering Education Annual Conference (AAEE 2018), 09-12 December 2018, Hamilton, New Zealand (2018) [Refereed Conference Paper]

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Co-authors: Jaikaran-Doe S; Leon de la Barra B; Lyden S; Fan F; Henderson A; Franklin E; Doe P

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2017Wang YanJun, 'The World Chinese Language Association Conference 2017', WCLA Conference Proceedings, 14-17 December, National Chi Nan University, Puli, Taiwan (2017) [Conference Extract]

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2012Wang YanJun, 'Speak the language, understand the culture', Innovative Research in a Changing and Challenging World Conference Proceedings, 16-18 May 2012, Phuket, Thailand, pp. 63-69. ISBN 978-0-646-58268-9 (2012) [Non Refereed Conference Paper]

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2010Ma Chunmei, Wang Y, 'Teaching Materials and Authentic Language: A Report of an Action Research Study', AARE 2009 Conference Proceedings, 29 Nov - 3 Dec 2009, Canberra, ACT, pp. WAN091143 1-10. (2010) [Refereed Conference Paper]

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2007Wang Y, 'Intercultural Awareness: Theory in Research', AARE 2006 Conference Proceedings, 27 Nov - 1 Dec 2006, Adelaide EJ (2007) [Refereed Conference Paper]

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2007Wang Y, 'Are We Ready? A Case Study of Technology-enhanced, Collaborative Language Learning', Proceedings, World Congress on Engineering and Computer Science 2007, 24-26 October 2007, San Francisco, USA, pp. 499-503. ISBN 978-988-98671-6-4 (2007) [Refereed Conference Paper]

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2007Wang Y, Le T, 'Teaching, learning and management: A case study of intercultural communication and education', AARE 2006 Conference Proceedings, 27-30 November, Adelaide EJ ISSN 1324-9339 (2007) [Refereed Conference Paper]

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Co-authors: Le T

2004Wang Y, Le T, 'Views and Attitudes of Academic and Administrative Staff Members torwards the Role of Intercultural Communication in Tertiary Education', Doing the Public Good: Positioning Education Research, December, Melbourne EJ ISSN 1324-9339 (2004) [Non Refereed Conference Paper]

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Co-authors: Le T

Grants & Funding

Funding Summary

Number of grants

3

Total funding

$34,818

Projects

'Big Data' and learning analytics for Australian higher education: second stage of pilot project (2018)$11,132
Description
The primary aim of this prospective project is to examine university lecturers and tutors' pedagogical approaches and student engagement in online learning, through the use of Big Data and learning analytics, using UTAS as a starting point. In this project, emerging analytic techniques and skills (e.g. R & Python) will be adopted to analyse archived data from MyLO, including: online discussions, lecturer feedback, news . items, unit materials/resources, and student engagement statistics generated by MyLO analytics. This proposed project examines correlations between student engagement and participation and the following factors: 1.lecturers' and tutors' pedagogical support;2.student interactions with the lecturer, tutors and peers;3.types of teaching materials/resources uploaded; and4.student results and evaluation.Big Data indicates "large pools of data that can be captured, communicated, aggregated, stored, and analysed" (Manyika et al., 2011, p.4). Big Data analytics analyses the flow of information, and thereby, reveals hidden threads, trends and patterns in the data (Matteson, 2013). Therefore, it is relevant to all organisations, including higher education institutions, that produce large data sets, and wish to benefit from the interpretation of these data.In recent years, there has been an increase in the use of Big Data analytics for educational purposes, driven and facilitated by various reasons, one of which is the pressure faced by educational institutions towards performance management and student retention (Beer, 2010). One most common form of Big Data analytics in higher education is learning analytics. Learning analytics applications enable institutions to build predictive models on student outcomes, especially to identify at-risk students and to provide early warnings so that interventions can be made (Rienties et al., 2016). The proposed project, is the second stage of a frontier research to explore the use of Big Data and learning analytics to identify such patterns for higher education.
Funding
University of Tasmania ($11,132)
Scheme
Grant - CALE Hothouse Alignment Scheme
Administered By
University of Tasmania
Research Team
Fan S; Wang Y; Garg SK; Yeom SJ; Kregor GM
Year
2018
Increasing engagement of online students through well-designed activities, content and instructional design. (2018)$9,800
Description
This project aims to seek an understanding of how pedagogical and curriculum designs can develop social and academic integration for diverse online students.
Funding
University of Tasmania ($9,800)
Scheme
Grant-CAL Hothouse Research Enhancement Program
Administered By
University of Tasmania
Research Team
Masters JE; Wang Y; Muir T; Douglas T
Year
2018
An investigation into languages education in Tasmanian primary and secondary schools (2018)$13,886
Description
Over the past decades the Australian Government has had many policies to develop the learning of languages throughout the country (Lo Bianco & Slaughter, 2009), particularly Asian languages. The importance of engaging with Asian nations in the era of global integration and international mobility was stated in the Melbourne declaration on educational goals for young Australians (2008). In the Australian Curriculum, Asia and Australias engagement with Asia is the cross-curriculum priority and intercultural awareness is the general capability. Within the Tasmanian context, the 2013 White Paper, Tasmanias Place in the Asian Century, emphasized the crucial engagement with Asia to enhance Tasmanias opportunities in the global market. Although some planning is underway for language education as part of the implementation of the Australian Curriculum: Languages, a formal date for this implementation is still unknown (Asia Education Foundation, 2014). Currently, not many languages are offered in Tasmanian schools. This urges a timely and much needed investigation into the reality of languages education in Tasmanian schools to provide some interventions to increase the uptake of language studies in Tasmania to meet the Australian Governments demand on Asian literacy. The project seeks the answers for the following key questions:1. Which (Asian) languages in the national curriculum are taught in Tasmanian schools? Why?2. How many primary and secondary schools have offered a language education program in their curriculum to date?CAL Hothouse Research Enhancement Program EOI 2017 Page 2 of 83. What are the perceptions of principals, teachers, parents and students on languages education in Tasmanian schools?4. How are the aspects of culture presented in the current Asian languages classes to promote intercultural understanding about Asia?5. How are language and content integrated in the current Asian languages lessons in Tasmanian schools?6. What are the challenges of languages education in the Tasmanian context?
Funding
University of Tasmania ($13,886)
Scheme
Grant - CALE Hothouse Alignment Scheme
Administered By
University of Tasmania
Research Team
To VT; Swabey KJ; Wang Y; Tanasaldy WT; Thai B
Year
2018

Research Supervision

Current

3

Completed

1

Current

DegreeTitleCommenced
PhDThe Impressions of Tasmanian Chinese Learners after Leaving Formal Chinese Study; Motivations, achievements and experiences2017
PhDConstructing WeChat-based English Hidden Cirricula in a Chinese Higher Education Context: A case study2018
PhDThe Loneliness of The Online Learner: An exploratory study of the constructs underpinning the lonely online student2019

Completed

DegreeTitleCompleted
PhDAn Investigation of Online Maritime English Education in China
Candidate: Jingyi Shi
2019