Name & Title
Jining Han, Associate Professor
Contact Information
Office：GDC G502
E-mail：jnhan@cityu.edu.mo
Academic Qualification
Dr. Ji-Ning Han earned his Master’s degree in Pedagogy from Arizona State University and his Ph.D. in Second Language Acquisition and Instructional Technology from the University of South Florida. He subsequently completed a postdoctoral fellowship at the Georgia Institute of Technology.
Professional Experience
Dr. Han has led and participated in numerous domestic and international research projects, including China’s National Key R&D Program, the National Natural Science Foundation of China, the National Social Science Fund of China, projects by the Center for Language Education and Cooperation (Ministry of Education), and provincial social science planning projects. Internationally, he has contributed to initiatives such as The Language Flagship and the STARTALK program in the United States.
Research Interest
AI-Assisted Learning
AI Literacy for Teachers
Virtual Reality (VR) and Augmented Reality (AR)
STEM and Maker Education
Technology-Enhanced Language Learning (TELL)
Research & Publication
Li, M., Han, J., & Taha, G. (2026). Generative AI for Second Language Writing Feedback, Assessment, and Instruction. Cambridge: Cambridge University Press.
Han, J., & Li, M. (2026). ChatGPT-supported teacher feedback on L2 students’ writing: EFL teachers’ perspectives. The Asia-Pacific Education Researcher, 35, 727-744, https://doi.org/10.1007/s40299-025-01068-9. [SSCI Q1].
Ren. B., & Han, J. (2026). Pre-service teachers’ imagined identities in their teaching philosophy statements (TPSs). The Asia-Pacific Education Researcher, 35, 769-778, https://doi.org/10.1007/s40299-025-01071-0. [SSCI Q1].
Geng, J., Wuttiphan, N., Han, J., & Kwangmuang, P. (2026). AI-driven innovative personalized learning to enhance Chinese pronunciation and grammar skills for university students. Language Teaching Research. DOI:10.1177/13621688261440791. [SSCI Q1].
Han, J., Yang, Y., & Liu, G. (2025). Are teachers assessing work written by students or by AI? A rapid literature review of research on detecting content generated by generative AI. European Journal of Education, 60(4), e70240. [SSCI Q1].
Han, J., Liu, G., & Yang, Y. (2025). To engage with AI or not: Learning engagement among rural junior high school students in an AI-powered adaptive learning environment. Humanities and Social Sciences Communications, 12(1), 1292. [SSCI Q1].
Han, J., Yang, Y., & Ren, B. (2025). “I am too nervous to speak”: The impact of teacher questioning on L2 learners’ emotions in a synchronous online class based on AI emotion recognition. Language Teaching Research, 1371143. https://doi.org/10.1177/13621688251371143. [SSCI Q1].
Li, Y., Han, J., & Wu, X. (2025). A study on Chinese learners’ stress appraisal and coping strategies in response to ChatGPT-involved writing feedback. International Journal of Chinese Language Teaching, 6(03), 67-75. https://doi.org/10.46451/ijclt.250505
李韵, 韩继宁, 李雨瞳. 人机双师协同写作反馈在汉语二语教学中的应用及其效果评估. 语言教学与研究, 2025, 2, 25-37 [CSSCI].
Han, J., & Li, M. (2024). Exploring ChatGPT-supported teacher feedback in the EFL context. System, 126, 103502. [SSCI Q1、高被引論文].
Han, J. (2024). Students’ responses to computer-mediated coded feedback and the factors influencing those students’ responses: A multiple-case study in the CFL setting. Language Learning & Technology, 28(1), 1–23. [SSCI Q1].
韩继宁, 李韵. 世界一流高校语言类实验室建设探究. 外语教育研究前沿, 2024,7(01): 44-51 [CSSCI].
Han, J., Liu, G., Liu, X., Yang, Y., Quan, W., & Chen, Y. (2024). Continue using or. gathering dust? A mixed method research on the factors influencing the continuous use intention for an AI-powered adaptive learning system for rural middle school students. Heliyon, 10(12), e33251 [SCI Q1].
Han, J., Li, Y., & Qin, Y. (2023). Applying DBR to design protocols for synchronous. online Chinese learning: An activity theoretic perspective. System, 116, 103092. [SSCI Q1].
韩继宁, 刘革平, 王思玉.元宇宙中社会化交互学习的特征与发展路向. 现代远程教育研究, 2023, 35(02): 57-66 [CSSCI].
Han, J., Zheng, Q., & Ding, Y. (2021). Lost in virtual reality? Cognitive load in high immersive VR environments. Journal of Advances in Information Technology, 12(4), 302-310.
韩继宁, 李玲, 阳姗珊. 世界一流教育类实验室对一流学科建设的支撑研究. 中国电化教育, 2021, (07): 89-96 [CSSCI].
Professional Services
Currently serving as Associate Editor for Future in Educational Research (ESCI/Scopus), Editorial Board Member for Humanities & Social Sciences Communications (SSCI), Editorial Board Member for Journal of International Chinese Language Teaching, Director of the Society of International Chinese in Educational Technology (SICET), and Director of the Association for the Modernization of Chinese Language Teaching. Additionally, a long-term reviewer for multiple SSCI/SCI journals.