Honored as the Outstanding International Discipline Leader of SIP, Dr. Rong Yan is currently the Programme Director of MA in Child Development & Family Education and a Senior Associate Professor of Developmental and Educational Psychology at Xi'an Jiaotong-Liverpool University. Before coming to XJTLU, he was a Full Professor of Applied Linguistics and Deputy Dean of the School of English Language, Literature & Culture, Beijing International Studies University. Dr. Yan obtained his Ph.D. from the Institute of Psychology, Chinese Academy of Sciences in 2007. Two years later, he went to the Patton College of Education, Ohio University, to further his study in bilingual education as a post-doc researcher. Dr. Yan has presented his work internationally and served on various committees in China, the US, and Canada, including the Chinese Psychological Association, China National Society of Early Childhood Education, Association for Childhood Education International, Center for Language Acquisition & Precision Education (CLAPE), Family-School-Community Education Professional Committee of China Family Education Institute and Special Education Specialist Committee of SIP. His primary research areas are developmental and educational psychology, language acquisition, and bilingual education. So far, as PI and key member, he has led and participated in more than 20 research projects, some of which were funded by the China National Humanities and Social Science Foundation, the State Ministry of Education of China, and the Beijing Municipal Government. With more than 18 years of teaching and research experience in language education and developmental and educational psychology, he has published five books and over 40 research articles. In 2013, Dr. Yan received the Top Award for Outstanding Education Research by Beijing Municipal Education Commission.
2009-2010 Post Doc Researcher in Bilingual Education, Patton College of Education, Ohio University
2003-2007 PhD in Educational & Developmental Psychology, Institute of Psychology, Chinese Academy of Sciences
1997-2000 MA in International Education, Faculty of Education, Shaanxi Normal University
1990-1994 BA in English Education, School of Foreign Languages, Shaanxi Normal University
Senior Associate Professor of Educational Psychology, Department of Educational Studies, Academy of Future Education, Xian-Jiaotong Liverpool University 05/2021-Present
Senior Researcher & Associate Dean, Institute of Leadership and Education Advanced Development (ILEAD) at Xi’an Jiaotong-Liverpool University (XJTLU) 03/2019 - 05/2021
Professor, School of English Language, Literature and Culture, Beijing International Studies University 12/2012 - 03/2019
Guest Professor, Center for Language Acquisition & Precision Education (CLAPE), Canada 03/2017 - Present
Dean, Research Center for Theoretical and Applied Linguistics, BISU; Associate Director, Center for Language & Cognition, BISU 01/2014 - 10/2016
Visiting Scholar, OISE, University of Toronto, Canada 02-08/2014
Associate Professor/ Associate Dean, School of English Language, Literature and Culture, Beijing International Studies University 07/2007- 12/2012
Visiting Scholar, Kwansei Gakuin University, Japan 09/2012
Lecturer, School of English Language, Literature and Culture Beijing International Studies University 09/2000 -09/2007
Visiting Scholar, Faculty of Education, University of British Columbia, Canada 04/2012
International Program Coordinator, Office of International Programs of Shaanxi Normal University 09/1994-09/2000
Developmental & Educational Psychology
Early Childhood & Bilingual Education
Yan, Y., Yan, R*., Zare, S. & Li, Y. X. (2023). Teachers' attitudes towards the effectiveness of collaborative reflection support method: The impact of achievement goal and community identification. International Journal of Teacher Education and Professional Development, 6(1), 1-18. DOI: 10.4018/IJTEPD.333899
Bi, H., Zare, S., Kania, U. & Yan, R.* (2022). A systematic review of studies on connected speech processing: Trends, key findings, and implications. Frontiers in Psychology, 13, 1056827. DOI: 10.3389/fpsyg.2022.1056827
Bi, H., Liu, J., & Yan, R.* (2022). The Impact of maternal parenting style on sibling relationships: A transnational study on two-child families of China and the United Kingdom. Journal of Comparative Family Studies, 53(3), 426-448. DOI:10.3138/jcfs.53.3.070
Bai, R., Yan, R., Wang, Q., Li, Y., & Xing, S. (2022). The relationships between executive functions and problem behavior: Situational specificity and gender differences. Psychological Development and Education, 38(1), 35-44. (学前儿童执行功能与问题行为的关系：情境和性别的特异性. 心理发展与教育) DOI: 10.16178/j.cnki.issn1001-4918.2022.01.05
Gao, X., Yan, R., Fang, X., et al. (2022). Intrusive psychological control and children’s behaviors in Chinese multigenerational families: Role of children’s temperamental reactivity. Journal of Child & Family Studies, 31, 2582-2593. DOI:10.1007/s10826-021-02048-5
Xue, J., Li, B. B., Yan, R., Gruen, J. R., Feng, T., Joanisse, M. F., & Malins, J. G. (2020). The temporal dynamics of first and second language processing: ERPs to spoken words in Madarin-English bilinguals. Neuropsychologia, 146, 10752. DOI: 10.1016/j.neuropsychologia
Xue, J., Hu, X. L., Yan, R., Wang, H., Chen, X., & Li, M. (2019). Onset age of language acquisition effects in a foreign language context: Evidence from Chinese-English Bilingual Children, Journal of Psycholinguistic Research, 50, 239-260. DOI: 10.1007/s10936-019-09637-y
Qi, Z., & Yan, R. (2015). Spatial cognitive representations of language and mind. Foreign Language Research, 4, 31-35. (空间认知的语言与心智表征. 外语学刊) DOI: 10.16263/j.cnki.23-1071/h.2015.04.007
Yan, R., Li, T., Li, S., & Yu, H. (2015). Impact of time interval for clue encoding and retrieval on EFL learners’ meta-comprehension monitoring accuracy. Journal of Beijing International Studies University, 37(8), 1-6. (线索编码和提取时间间隔对外语阅读元理解监测精确性的影响. 北京第二外国语学院学报)
Yan, R., & Zhang, L. (2015). Effects of task complexity, task difficulty and self-efficacy on EFL writing. Foreign Language World, 1, 40-47. (任务复杂度任务难度和自我效能感对外语写作的影响. 外语界) DOI: cnki.0.2015-01-008
Fu, Q., Yang, X., & Yan, R. (2015). Writing Teachers’ Feedback and its Function and Effect. Chinese Teaching in Middle School, 1(2). (写作教师的反馈、功能和效果，中学语文教学参考)
Yan, R. (2014). Meta Comprehension in EFL Listening: A New Exploring Field. Journal of Beijing International Studies University, 36(6), 83. (外语听力的元认知监测研究: 一个有待拓展的领域. 北京第二外国语学院学报)
Yan, R., Huang, H. & Li, R. (2014). Inhibition of Distracting Information in Textual Reading and its Relations with Reading Efficiency: An Empirical Study on Chinese EFL Learners with Different Cognitive Styles. Journal of Beijing International Studies University, 36(4), 6. (不同认知风格外语学习者篇章阅读中对无关信息的抑制及其与阅读效率的关系. 北京第二外国语学院学报)
Yan, R. & Feng, T. (2014). EFL Learners' Inhibition of Distracting Information in Textual Reading. Jiangsu Foreign Language Teaching and Research, 1-7.(外语学习者篇章阅读中对无关信息的抑制. 江苏外语教学研究) DOI:10.3969/j.issn.1003-6539.2014.04.002
Yan, R., Zhang L., & Shang, R. (2013). Meta-comprehension accuracy in FL textual reading: A study based on “Situation Model Approach to Monitoring Cues”. Journal of PLA University of Foreign Languages, 6, 61-67. (基于“情景模型线索假设”的外语阅读元理解监测精确性研究. 解放军外国语学院学报) DOI: cnki.0.2013-06-013
Yan, R., & Shang, R. (2014). A study of meta-comprehension accuracy in EFL listening. Foreign Language World, 5, 2-11. (外语听力的元理解监测精确性研究. 外语界) DOI: cnki.0.2013-05-002
Yan, R., & Huo, J. (2013). Meta-comprehension monitoring competence in EFL textual reading: Development and effect of cross-language transfer. Modern Foreign Languages, 36(2), 8. (外语篇章阅读元理解监测能力的发展及其跨语言迁移效应. 现代外语) DOI: cnki.0.2013-02-012
Zhang, L., & Yan, R. (2012). Impact of immersion teaching on English socio-pragmatic awareness of Chinese kindergarten children: A pilot study. International Education, 41(2), 1-14.
Yan, R. (2011). The development of politeness strategies by Chinese primary school children with language learning difficulties. Chinese Applied Linguistics, 3, 8. (语言学习困难儿童礼貌策略的认知发展特点. 语言文字应用) DOI: cnki.0.2011-03-013
Yan, R. (2011). Learner’s spontaneous and teacher’s feedback-initiated attention in writing: relations and their effects on revision. Journal of PLA University of Foreign Languages, 34(3), 46-50. 二语写作中学习者自发注意与教师反馈引发注意的关系及其对习作修改的影响. 解放军外国语学院学报) DOI: cnki.0.2011-03-009
Yan, R. (2010). Revising strategies in SLW: individual differences and their relations with working Memory. Foreign Language Education, 6, 5. (二语写作篇章修改的个体差异及其与工作记忆的关系. 外语教学) DOI: cnki.0.2010-06-017
Wu, J., Yan, R., Li, X., Yang, X., & Yang, J. (2010). The study of efficacy of teacher’s feedback and its gender difference. Journal of Xi’an International Studies University, 3, 5. (教师反馈的有效性及性别差异研究. 西安外国语大学学报) DOI：10.3969/j.issn.1673-9876.2010.03.025
Yan, R., & Yu, G. (2009). Comprehension of verbal communication strategies characterized by Chinese primary school students with learning disabilities: A developmental study. Acta Psychologica Sinica, 41(7), 602-612. (小学学习不良儿童言语交际策略理解水平及其发展特点. 心理学报) DOI 10.3725/SP.J.1041.2009.00602
Yan, R., Wu, J., Li, X., & Yang, X. (2009). A study of SLW teacher feedback: Explicitness, face threatening and their effect on revisions of high and low self-esteem learners. Modern Foreign Languages, 2, 168-177. (二语写作教师反馈研究-明晰度、面子威胁程度对不同自尊水平学习者篇章修改的影响. 现代外语) DOI: cnki.0.2009-02-012
Yan, R., & Yu, G. (2008). Comprehension and application of verbal communication strategies characterized by Chinese primary school children with learning disabilities. International Journal of Psychology, 602-612. DOI:10.3724/SP.J.1041.2009.00602
Yan, R., Zhang, L. (2008). The effects of discussion oriented intensive reading instruction on the English pragmatic development of non-English majors: An experimental study. Journal of Beijing International Studies University, 37(8), 1-6. (启发讨论式大学英语精读教学对大学生英语语用习得影响的实验研究. 北京第二外国语学院学报)
Zhang, L., & Yan, R. (2007). The impact of English reading instructions on the vocabulary learning of Chinese English bilingual children in an early partial English immersion programme. Early Childhood Education, 6. (英语认读教法对早期半浸入式双语儿童词汇认读的影响. 幼儿教育)
Yan, R., Chi, Y., & Zhang, L. (2007). English phonological processing, vocabulary size and passage reading comprehension of non-English majors: Correlation, predication and application. Foreign Language Education, 6, 54-58. (非英语专业大学生英语语音加工对词汇量及篇章阅读理解的影响. 外语教学) DOI：10.3969/j.issn.1000-5544.2007.06.013
Yan, R. (2007). Suppression in FL textual reading comprehension: Mechanism and individual differences. Journal of PLA University of Foreign Languages, 30(6).4. (外语篇章阅读理解的抑制机制及其个体差异. 解放军外国语学院学报) DOI：10.3969/j.issn.1002-722X.2007.06.011
Xin, Z., Lin, C., Zhang, L., & Yan, R. (2007). The performance of Chinese primary school students on realistic arithmetic word problems. Educational Psychology in Practice, 23(2), 149-159. DOI: 10.1080/02667360701320853
Yan, R., & Yu, G. (2006). The pragmatic competence of learning-disabled children: A new perspective for social skill studies. Psychological Science, 5, 1167-1170. (学习不良儿童社会技能研究的语用视角. 心理科学) DOI：10.3969/j.issn.1671-6981.2006.05.034
Yan, R., & Yu, G. (2006). Cognitive flexibility of reading-disabled children: Development and characteristics. Chinese Journal of Clinical Psychology, 14(1), 33-36. (阅读困难儿童认知灵活性发展特点研究. 中国临床心理学杂志) DOI：10.3969/j.issn.1005-3611.2006.01.012
Yu, G., & Yan, R. (2006). Comprehension and application of verbal communication strategy characterized by Chinese learning-disabled Children in primary schools. Journal of East China Normal University, 24(1), 6. (学习不良儿童对言语交际策略的理解与运用. 华东师范大学学报) DOI：10.3969/j.issn.1000-5560.2006.01.007
Yu, G., Zhang, Y., & Yan, R. (2005). Loneliness, peer acceptance and family functioning of Chinese children with learning disabilities: Characteristics and relations. Psychology in the Schools, 42(3), 325-331. DOI: 10.1002/pits.20083
Zhang, L. & Yan, R. (2005). Can kindergarten children learn English? Childhood Education Guidance, 6, 1-10. (孩子可以学英语吗? 幼儿教育导读. 中国人民大学书报资料中心）
Yan, R. (2005). Research on adults with learning disabilities in the US: Review and enlightenment. Advances in Psychological Science, 13(5), 569-575. (西方成人学习不良社会适应研究. 心理科学进展) DOI：10.3969/j.issn.1671-3710.2005.05.005
Yu, G., & Yan, R. (2005). Moral education curriculum for children and adolescents: A comparative study. Educational Science Research, 3, 45-48. (中外青少年德育课程比较. 教育科学研究) DOI: cnki.0.2005-03-012
Yan, R., Yu, G., & Zhang, L. (2005). Correlations of phonological awareness with word reading ability among Chinese bilingual children. Psychological Science, 28(2), 304-308. (双语儿童语音意识与词汇认读关系的研究. 心理科学) DOI：10.3969/j.issn.1671-6981.2005.02.011
Yan, R., & Yu, G. (2004). Social adjustment of adults with learning disabilities: A review of the west literature. Advances in Psychological Science, 2, 891-899. (美国成人学习不良研究及其启示. 心理科学进展) DOI: cnki.0.2004-06-011
Zhang, X., & Yan, R. (2004). An experimental study on the effects of discussion oriented intensive reading instruction. Foreign Language Education, 25(4), 3. (讨论式大学英语精读教学实验研究. 外语教学) DOI: 10.3969/j.issn.1000-5544.2004.04.020
Yan, R. (2009). Formalizing trust based on usage behaviors for mobile applications. Paper presented at the 6th International Conference on Autonomic and Trusted Computing, 2009. (SCI & EI)
Zhang, L. & Yan, R. (2009). Impact of immersion teaching on English social-pragmatic awareness of Chinese kindergarten children. Paper presented at the 3rd Conference of CCUEI, Macau.
Yan, R. (2004). Social information processing of children with learning disabilities. Paper presented at 28th International Congress of Psychology, Beijing, China.
Books, monographs, compilations and manuals
外语篇章阅读的元理解研究，陕西师范大学出版社，Meta-comprehension in EFL Reading. Xi’an: Shaanxi Normal University Publishing House. 2014.
外语篇章阅读理解的抑制机制研究，中国社会科学出版社，EFL Learners' Inhibition of Distracting Information in Textual Reading. Beijing: Chinese Social Science Publishing House. 2013.
大学英语自主学习综合训练教程，陕西师范大学出版社，English for Successful Autonomous Learners (Book 1-4). Xi’an: Shaanxi Normal University Publishing House. 2013.
二语写作教师反馈的认知研究，陕西师范大学出版社，Teacher Feedback in Second Language Writing: A Cognitive Exploration. Xi’an: Shaanxi Normal University Publishing House. 2012.
轻轻松松读英语，陕西师范大学出版社，English Phonics (Book 1-4). Xi’an: Shaanxi Normal University Publishing House. 2010
语言礼貌的认知研究，中国社会科学出版社，Linguistic Politeness: Cognition and Development. Beijing: Chinese Social Science Publishing House. 2010;
Chapters, cases, readings and supplements
Trube, B. M., & Yan, R. (2018). The FOBI-P4 innovative approach for kindergarten dual language learners in the China, Canada, United States English immersion (CCUEI) research collaborative: A Case Study. In Jean-Francois, E. (eds.) Transnational Perspective on Teaching and Learning Technology (pp.89-117). USA: Sense Publishers. DOI: 10.1163/9789004366077_005
Trube, M., Yan, R., & Zhang L. (2013). Chapter 13 Young Dual Language Learners in China. In Wortham S. C. (eds). Common Characteristics and Unique Qualities in Preschool Programs: Global Perspectives in Early Childhood Education (pp. 139-146). Dordrecht Heidelberg London, New York: Springer. DOI:10.1007/978-94-007-4972-6_13
A systematic error analysis of Chinese EFL young Learners' English language connected speech perception. Accepted for lightning talk at the 25th Warwick International Conference in Applied Linguistics (WICAL 2023), University of Warwick, United Kingdom.
A systematic review of studies on connected speech processing: Trends, key findings, and implications. Paper accepted for oral presentation at the 12th Tsinghua IOE Doctoral Forum, Upholding Fundamental Principles and Breaking New Ground: Constructing a New Educational Ecology in the Age of Digital Intelligence. Institute of Education, Tsinghua University, Beijing, China.
Connected speech assessment and its implications for future classroom instructions: An empirical study on Chinese EFL children. Paper accepted for oral presentation at the International Conference on Learning and Teaching for Future Readiness 2023 (ICLT2023), The Education University of Hong Kong, Hong Kong.
The influence of the home literacy environment on the development of written narrative skills in Chinese children aged between 8-11, Paper accepted for oral presentation at British Education Association Conference (2023)
Meta-comprehension monitoring competence in EFL learning: development and effect of cross-language transfer, speech made in the Center of Language and Cultural Studies, Kwansei Gakuin University(Japan), Sep.2012.
Cross linguistic Influence of phonological awareness to word reading competence of Chinese children in an early-partial English Immersion context, guest speaker invited by School of Hearing, Speech and Language Sciences, Ohio University at Athens, USA. Jan. 2010.
Chinese elementary education in my understanding, guest speaker invited by Shawnee State University, Ohio, USA. Oct. 2009.
Impact of immersion teaching on English socio-pragmatic awareness of Chinese kindergarten children: A polite study, speech presented in the 3rd China-Canada-US English Immersion(CCUEI) Annual Conference(Macaw). Mar. 2009
The teaching of Chinese preschool EFL Learners: The Immersion approach, guest speaker at the “Workshop on Bilingual Teaching”at OISE, University of Toronto, Canada. Jan. 2008
2023-2025 Learning to Love Learning: Taking Control, Responsibility, and Pride through Self-Regulated Leaning and Assessment---Grant by Social Sciences and Humanities Research Council of Canada, Co PI. 311,712CSD
2023-2025 Home Literacy Environment and Reading Comprehension of Chinese Rural-to-Urban Migrant Children: Association and Intervention---Key Research Grant of China Family Education Institute, PI. 30,000RMB （2023年度中国家庭教育学会重点课题）
2023-2026 English Connected Speech Perception of Chinese EFL Children: Development & Processing Mechanism---RDF, XJTLU, PI. 60000RMB
2022-2024 Social Support and Mental Health of the Adolescent with Different Levels of Academic Achievement: The Mediating Role of Attributional Style---Research Grant for SIP Leading Talent in International Disciplines, PI, 250,000RMB（苏州工业园区国际学科领军人才项目）
2020-2021 Analysis on the Causes of English Reading and Writing Errors and Effective Classroom Teaching Intervention in Junior Middle Schools: A study based on Big Data--- Key Project Sponsored by Suzhou Education Bureau, PI. 100,000RMB（2021年度苏州教育改革和发展战略性与政策性重点课题）
2016-2020 A Study on The Development of Second Language Learners' Speech Perception---Project sponsored by the Beijing Municipal Education Commission Social Science Foundation, Co PI. 50,000RMB（2016年度北京市社科面上项目）
2016-2020 A Study on Cognitive- Neural Mechanism of Spatial concepts and Language Generation among Blind & Deaf Students---Key Project sponsored by the Beijing Municipal Education Commission (Grant No. 535017/008), Co PI. 50,000RMB（2016年度北京市教委社科一般项目）
2014-2015 A Cognitive Study of Pragmatics---Special Top Talent Project sponsored by the Beijing Municipal Education Commission (Grant No. 391002/002), PI. 670,000RMB（2014年度北京市创新团队项目）
2013-2015 Theoretical Linguistics and Applied Linguistics---Project sponsored by Beijing International Studies University (Grant No. 210026), PI. 240,000RMB（北京第二外国语学院理论与应用语言学基地建设项目）
2010-2012 Meta-comprehension Monitoring Competence and its Impact on EFL Textual Reading Efficacy---Project sponsored by the State Ministry of Education Social Science Fund (Grant No. 10YJC740117), PI. 70,000RMB（2010年度教育部人文社科青年项目）
2009-2012 Corpus-Based Studies of Collocational Features of Translated Texts---Project sponsored by the National Social Science Fund (Grant No. 09CYY006), Co PI. 60,000RMB（2019年度国家社科基金青年项目）
2007-2010 EFL Learners' Inhibition of Distracting Information in Textual Reading---Project sponsored by the Beijing Municipal Education Commission Social Science Fund (Grant No. SM20090031001), PI. 150,000RMB（2007年度北京市教委社科面上项目）
2003-2005 Mental and Behavioral Problems of Chinese Learning Disabled Children---Project sponsored by the National Science Fund (Grant No. 30270472), Co PI. 15,000RMB（2003年度教育部人文社科重大项目）