个人基本信息

中文姓名：吕伯宁

籍贯：北京

性别：女

最后学历：博士

毕业院校：香港大学教育学院

职称：副教授

研究方向：智能技术辅助语言学习

承担课程：人工智能技术与国际中文教学应用、中文教育技术、课堂观察与实践、课堂教学案例分析与实践

电子邮件：bnlyu@xmu.edu.cn

个人经历

2010.09-2014.06 华东师范大学本科（外语学院日语系）

2014.09-2016.06 台湾师范大学硕士（国际与社会科学学院应用华语文学系（现华语文教学系））

2016.09-2020.12 香港大学博士（教育学院中国语言与文学系（现教师教育与学习领导力系））

2016.09-2017.10 香港大学教育学院普通话中心讲师

2016.09-2020.12 香港大学教育学院研究助理

2021.03至今 厦门大学国际中文教育学院/海外教育学院副教授

论文著作

主要发表论文

[1].Guo, J., Lyu, B.*, Zhang, J., & Qi, X. (2025). The impact of error diagnosis in handwriting practice on learners’Chinese character production and orthographic awareness. Computer Assisted Language Learning, (online first). Doi: 10.1080/09588221.2025.2505917. (SSCI)

[2].Lyu, B., Lai, C.*, & Guo, J. (2025). Effectiveness of chatbots in improving language learning: A meta-analysis of comparative studies. International Journal of Applied Linguistics, 35(2), 834-851. Doi: 10.1111/ijal.12668. (SSCI)

[3].Lyu, B. & Lai, C.*. (2024).Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective. Computer Assisted Language Learning, 37(1-2), 114-148.  Doi: 10.1080/09588221.2022.2030364. (SSCI)

[4]. 赖春, 吕伯宁*, 龚阳. 外语教学活动设计中的教师数字素养框架[J]. 外语界, 2023, (3): 31-38.  (CSSCI)

[5].Lyu, B. & Lai, C.*. (2022). Learners’ engagement on a social networking platform: An ecological analysis. Language Learning & Technology, 26(1), 1-22. Doi: 10125/73468. (SSCI)

[6].Lyu, B., Lai, C., Lin, C. H., & Gong, Y.*. (2021). Comparison studies of typing and handwriting in Chinese language learning: A synthetic review. International Journal of Educational Research, 106 (online first). Doi: 10.1016/j.ijer.2021.101740. (SSCI)

[7].Gong, Y.*, Gao, X., & Lyu, B. (2020). Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014-2018). Language Teaching, 53(1), 44-62. Doi:10.1017/S0261444819000387. (SSCI)

[8].Lai, C., Qi, X., Lü, C., & Lyu, B. (2020). The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing. Language TeachingResearch, 24(4), 496-518. Doi: 10.1177/1362168818805265 (SSCI)

[9].Lyu, B. & Lai, C.* (2020). Interacting with native speakers of Chinese through online learning communities: A case study with East Asian learners. Global Chinese, 6(2), 215-235. Doi: 10.1515/glochi-2020-0012.

[10].Lyu, B. & Qi, X. D.* (2020). A review study of technology-assisted L2 Chinese learning and teaching: from 2008 to 2018. Frontiers of Education in China, 15(1), 142-163. Doi: 10.1007/s11516-020-0006-8.

[11].Lan, Y. J.*, Lyu, B. N., & Chin, C. K. (2019). Does 3D immersive experience enhance Mandarin writing by CSL students? Language Learning & Technology, 23(2), 125-144. Doi:10125/44686. (SSCI)

[12].Gong, Y., Lyu, B.*, & Gao, X. (2018). Research on teaching Chinese as a second or foreign language in and outside mainland China: A bibliometric analysis. The Asia-Pacific Education Researcher, 27(4), 277-289. Doi: 10.1007/s40299-018-0385-2. (SSCI)

[13].Lai, C., Hu, X. *, & Lyu, B. (2018). Understanding the nature of learners’ out-of-class language learning experience with technology. Computer Assisted Language Learning, 31(1-2), 114-143. Doi: 10.1080/09588221.2017.1391293. (SSCI)

[14].吕伯宁* (2017). 基于现代汉语语料库考察下的“苦”之义项分析。海外华文教育， 2017(3),308-320. Doi: 10.14095/j.cnki.oce.2017.03.003.

[15].吕伯宁* (2016). 新 HSK 词表与 TOCFL 词表中的文化词汇比较研究。云南师范大学学报 (对外汉语教学与研究版)，81(4), 69-82. Doi: 10.16802/j.cnki.ynsddw.2016.04.011.

图书章节

[1].Lyu, B., & Lai, C. (2024). Technology-enhanced Chinese language teaching and learning. In Lam, S. M. S., Lee, C.-K. J., Si, C. M. (Eds.), Learning and teaching Chinese as a first language, pp. 120-134. Routledge.

[2].Lai, C.*, & Lyu, B. (2019). Hong Kong and informal language learning. In Dressman, M. & Sadler, R. W. (Eds.), Handbook of Informal Language Learning, pp. 271-287. Wiley Blackwell. Doi: 10.1002/9781119472384.ch18

[3].Lyu, B. & Lai, C*. (2018). The “informal” aspect of blended language learning: An overview of learners’ self-initiated language learning with technology beyond the classroom. In Palalas, A. (Ed.), Blended Language Learning: International Perspectives on Innovative Practice，pp. 87-110. 国家开放大学出版社(China Central Radio & TV University Press).

[4].吕伯宁 & 篮玉如* (2018)。在“第二人生”中进行会话练习对汉语为二语学习者学习动机影响之试探性研究。范静哗(主编)，《教学环境转变下的华语文教学创新》，45-63页。新加坡华文教研中心出版社。

会议论文

[1].吕伯宁，陈文倩.（2025）.新西兰华裔儿童的文化认同及其影响因素研究。中美高校中文教师联盟第二届研讨会，2025年6月20-21日，中国，香港。

[2].吕伯宁（2023）.近二十年中文智能研究回顾与发展。“国际中文教育数智化发展”智库论坛，2023年11月24-26日，福建，厦门。

[3].Lyu, B. & Guo, J. (2023). A Meta-analysis of the Effectiveness of Chatbots in Language Learning and Teaching. GLoCALL 2023学术年会暨第19届 语言智能教学国际会议，2023年8月10-12日，内蒙古，呼和浩特。

[4].Hou, T. & Lyu, B.* (2023). Analysis of Foreign Language Online Course Comments through Text Mining.  GLoCALL 2023学术年会暨第19届 语言智能教学国际会议，2023年8月10-12日，内蒙古，呼和浩特。

[5].吕伯宁（2023）. 智能对话机器人的语言教学应用：理论、工具与启示。第19届国际中文教育国际学术研讨会，2023年7月7-10日，北京。

[6].吕伯宁（2023）. 社会学习理论视角下在线学习投入机制研究。 第二届语言理论与语言教学专题研讨会：国际中文教育理论与方法前沿问题探讨，2023年6月9-13日，天津。

[7].吕伯宁, 赖春, 林金锡, 龚阳 (2021). 汉语学习中的拼打与手写对比研究。第17届国际中文教育国际学术研讨会，2021年7月9-12日，北京。

[8].Lyu, B. & Lai, C. (2019). Language Learners Perceptions and Behaviors on An Instructional-oriented Social Networking Site Out-of-classroom: A case of Lang-8. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) (Vol. 2161, pp. 272-274). IEEE Publish.

[9].Lyu, B. & Lai, C. (2019). Learning through Social Media in the Ecology of Language Learners. In 2019 20th International Conference on Computer Assisted Language Learning (CALL) (pp. 202-208). University of Antwerp Publish.

[10].Lyu, B. & Lai, C. (2019). The Nature of Feedback in an Online Language Learning Community. Paper presented at the 2nd International Conference on Pan-Pacific Technology-Enhanced Language Learning Conference (PPTELL 2019). July 3-5, 2019, Taiwan, China.

[11].Lyu, B. N. & Lan, Y. J. (2018). Adopting Second Life in Chinese Writing Instructions in Singapore. Paper presented at the 5th International Conference on the Teaching and Learning of Chinese as a Second Language (TLCSL 2018). September 10-14, 2018, Singapore.

[12].Lyu, B. & Lai, C. (2018). An ecological analysis of social networking platform-mediated learning beyond the classroom. Paper presented at the 5th International Conference on Chinese as a Second Language Research (CASLAR 2018). June 14-16, 2018, Hong Kong, China.

[13].Lyu, B. (2017). A Review of Blog Assisted Language Learning Research: Based on Bibliometric Analysis. Paper presented at the19th International Conference on Advanced Learning Technologies (ICALT 2017). October 19-20, 2017, Paris, France.

[14].Lyu, B. N. & Lan, Y. J. (2015). The Effects of Conversation Practices in Second Life on Learning Attitude: An Exploratory Study. Paper presented at the 4th International Conference on the Teaching and Learning of Chinese as a Second Language (TLCSL 2015). September 9-10, 2015, Singapore.

科研课题

[1].华裔新生代数字话语与身份认同关系研究，国家社会科学基金青年项目（23CYY055），主持。

[2].社交媒体融合国际中文教育研究，中央高校基本科研业务费项目（ZK1128），主持。

[3].基于探究社区理论的国际中文在线学习成效研究，福建省社会科学青年基金项目（FJ2021C055），主持。

[4].国际中文在线学习投入度及其影响因素研究，教育部语合中心青年项目（21YH47D），主持。

[5].当代中国文化数字化教材的开发与应用，教育部语合中心重点项目（21YH28B），第一参与者。

[6].An Interest-Driven Vocabulary-Based Approach to Foster Out-of-Class Autonomous Language Learning in the Digital Wilds，香港大学Seed Fund for Basic Research，共同研究者。

[7].来华留学生汉语语用教学有效性的实证研究，教育部青年基金项目(19YJC740057)，第一参与者。

奖项

[1].厦门大学第十一届英语教学比赛一等奖，2023年。

[2].厦门大学国际中文教育学院/海外教育学院2022年度教师教学技能比赛三等奖，2022年。

社会服务

Computer Assisted Language Learning、Language Learning & Technology、The Asia-Pacific Education Researcher等SSCI期刊匿名评审委员。

Educational Technology and Society编委（2024年-2027年）