Global English Education

Annual
China Assembly
Organized by China Daily in partnership with
domestic and overseas academic institutions,

Meeting
the Global English Education China Assembly
is a high-level international English Language
Teaching event in China. It aims to promote
scholarship and cross-cultural understanding
among English educators in China, and
to enhance dialogue between China's ELT
professionals with their peers worldwide on
an international, professional and high-level
communication platform. The Assembly is an
annual event that has been held in Shanghai,
Hangzhou and Beijing since 2018. Through
face-to-face interaction with experts and
opportunities for peer-to-peer networking and
knowledge sharing, the Assembly provides
thousands of participants with practical,
OF THE GLOBAL ENGLISH
research-based ideas, strategies, and tools to
help improve their ELT work. EDUCATION CHINA ASSEMBLY

JULY
28-31, 2022
Hangzhou · China

(010) 64996411 tesol.i21st.cn [email protected] 扫描二维码，

(010) 64995598 [email protected] 关注官方公众号
(010) 64996408 [email protected] PROGRAM BOOK
 WELCOME
Contents
Welcoming Message ................................................................................................................................................... 4
Assembly Organization .............................................................................................................................................. 6
Assembly Partners ....................................................................................................................................................... 7
China Daily ...................................................................................................................................................................... 9
General Information .................................................................................................................................................. 11
Shanghai International Studies University ............................................................................................................. 13
National Association of Foreign Language Education, The Chinese Society of Education ...................... 15
School of Foreign Languages and Literature, Beijing Normal University ................................................... 16
TESOL International Association ............................................................................................................................ 17
Assembly at a Glance ............................................................................................................................................... 18
Hotel Map ................................................................................................................................................................... 19
How to Use This Book ............................................................................................................................................... 21
Highlights: Keynote Speakers .................................................................................................................................. 22
Assembly Daily Schedule ......................................................................................................................................... 28
Abstracts ..................................................................................................................................................................... 36
Presenters Index...........................................................................................................................................................100

3
WELCOME

Welcoming Message
On behalf of the hosts, academic supervisors and supporters, we are delighted to welcome
you to the fifth annual event of the Global English Education China Assembly.
This event aims to promote scholarship, professional development, and cross cultural
understanding among English language educators in China. It also aims to enhance
dialogue between China’s ELT professionals and their peers worldwide.
The theme of this year’s event is: Mutual Connectivity and Win-win with Co-existence:
Promoting and coordinating development of foreign language education worldwide.
The 12 sub-themes for the assembly range from academic research and publication to
curriculum-based political and virtuous awareness. There are many sessions of interest
for everyone.
Over the next three days, you will have the opportunity to interact face-to-face or
online with Chinese and international experts who will share their knowledge in keynote
speeches, panels, workshops, and demonstrations. You will leave the assembly with
practical, research-based ideas and strategies to enhance your professional skills in
English language teaching.
You will find during the Assembly, you will be challenged with new ideas, see familiar
ideas in a new light. You will see familiar faces and make new friends. You will, indeed,
be part of the very beginnings of Global English Education China Assembly professional
learning community.
It’s a pity that many teachers can’t attend the event this year due to the pandemic.
Although it is difficult time for all of us, we believe we will overcome adversity soon.
Wish you a wonderful Assembly!

Best wishes,
Organizing Committee
2022 Global English Education China Assembly

4 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

5
 Assembly Organization
Hosts

Organizer

Academic Supervisors

Academic Supporters

Acknowledgement
Computer-assisted Foreign Language Education
Foreign Languages in China
Foreign Language World
Foreign Lanuage Education
Foreign Language Teaching and Research
Foreign Literature
Foreign Language Research
Foreign Language Teaching Theory and Practice
Journal of Foreign Languages
Journal of Xi’an International Studies University
Chinese Journal of Applied Linguistics
Comparative Literature in China
Contemporary Foreign Language Studies
English Language Learning
Foreign Studies
Foreign Language and Literature Studies
Jiaoxueyuekan Waiyujiaoxue
Journal of Basic English Education
Journal of Beijing International Studies University
Journal of PLA University of Foreign Languages
Shandong Foreign Language Teaching
Academic Journals Centre of BFSU
China Foreign Language Strategic Research Center
iresearch
Tsinghua University Press

6 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

Assembly Partners

Lead Partner

Strategic Partner

Special Partner

Exhibitor

7
CHINA DAILY

Since its launch in 1981, China Daily has grown to become the nation’s leading English-
language newspaper. With a combined print, online and mobile readership of more than
360 million, it serves a vital role in telling the world about China, providing valuable insight
into the world’s second-largest economy. Consequently, it is quoted more often by overseas
media than any other Chinese publication.

THE HOSTS
APP

ABOUT
A global, customized news network A multimedia, multi-dimensional news system
Along with the flagship edition on Chinese mainland and Chinadaily.com.cn, a leading national website, is China’s
Hong Kong Edition, China Daily publishes an International most influential English-language multimedia platform. More
Edition – covering North and South America, Europe, the than 36 million readers from 180 countries have downloaded
Asia-Pacific and Africa – and various digital platforms. the China Daily app, and its PV reaches 52 million.
With 35 provincial and municipal bureaus in China, and China Daily also has accounts on well-known social media
four overseas bureaus in Asia-pacific, Europe, America and such as Sina Weibo, WeChat, Facebook and Twitter. By the
Africa, China Daily reports news throughout China and the end of May 2021, Facebook followers over 104 million, and
globe. Twitter followers 4.3 million.
China Daily Global Edition was launched on January 2, China Daily plays a key role as an Asia News Network
2019 along with the website, app and social media account. member by exchanging stories and staff with mainstream
The global edition will highlight China’s values, international media in other parts of Asia. ANN consists of 24 mainstream
view and in-depth reports; and multi-media makes it the news organizations in 20 Asian countries and through
main channel and new platform for telling China’s story. collaboration with them, we reach 40 million readers in Asia.
Readers can get the 16-page international edition Monday
to Friday, plus a 32-page weekend compact edition, with
a circulation of 300,000, covering high-end readers in 63
countries and regions.
Our four bureaus in Hong Kong, London, New York and
Nairobi and offices in other main cities manage China Daily
overseas reporting and business affairs.
21st Century, published by China Daily, is a well-known
English multimedia education group, catering to English
learners such as students of primary and high schools and
has established itself as “21 Century English Education
Media” brand. An international, diversified channel
China Daily collaborates with leading global media
organizations to publish China Watch, a supplement
published as an insert in major newspapers in more than 20
countries, including The Washington Post, The Wall Street
Journal, The Sydney Morning Herald, The Daily Telegraph,
Le Figaro, Handelsblatt, Sueddeutsche Zeitung, El País,
Rossiyskaya Gazeta and Mainichi Shimbun. With a combined
readership of more than 5 million, China Watch is published
in English, French, German, Japanese, Russian, Spanish and
Portuguese, and reaches opinion leaders of many countries
and high-end readers including politicians, businessperson

9
 CHINA DAILY
Competition, Global English Education China Assembly,
and inviting mainstream Asian media to China to conduct
interviews, which helps improving public diplomacy and
international communication.
THE HOSTS
ABOUT

Vision China, New Era Lectures

A series of talks organized by China Daily in which
prominent political and business figures are invited to speak
and scholars. and interact live with domestic and foreign audiences. The
China Daily is the official English-language newspaper for Vision China lectures focus on major issues facing China and
major international forums and activities held in China. the world, explore what China’s story means for the world,
They played a key role as international information and how Chinese wisdom can help the world.
exchange platforms during events such as the 1990 Beijing
Asian Games, the UN 4th World Conference on Women China Watch Think Tank Forum
in 1995, the 2008 Beijing Olympic Games, EXPO 2010, Elites, including opinion leaders, politicians and
the APEC forum in 2014, the G20 summit in 2016, businesspersons with expertise on China, discuss topics on
the Belt And Road Forum, BRICS summits, developments and the future of China and the world in China
Fortune Global Forum, the World Internet Watch Think Tank Forum.
Conference in 2017, the annual Boao
Forum, the Beijing Summit of the Dongfang Fellowship
Forum on China-Africa In collaboration with Shanghai International Studies
Cooperation, the Shanghai University, University of International Business and
Cooperation Organization Economics in Beijing, and China Eastern Airlines, China
summit in Qingdao, and the Daily invites senior reporters and editors of Belt and Road
China International Import countries to report and write on China.
Expo and 2022 Beijing The China Daily Asia Leadership Roundtable
Winter Olympics. The China Daily Asia Leadership Roundtable provides a
To enhance platform for high-level dialogue and communication among
communication by leaders and social elites in the fields of politics, business and
government organizations, academia in Asia.
China Daily has built
platforms including websites “21st Century Cup” National English Speaking Competition
and apps for the State Council, The competition is the most prestigious English-speaking
the Supreme People’s Court, competition in China. It is the qualifying round for students
the Ministry of Education, who wish to represent China in the International Public
the State Administration of Speaking Competition in London.
Foreign Experts Affairs, National
Health Commission and State-owned Inviting mainstream Asian media to China to conduct
Assets Supervision and Administration interviews
Commission of the State Council, among China Daily invites chief editors and senior reporters from
others, for which it has won wide praise from mainstream media in Asia and other regions to conduct
international media and other circles. group interviews in China, promoting communication and
The China Daily website has established professional cooperation between China and other countries.
English websites for hundreds of government organizations
and enterprises, providing effective communication channels Global English Education China Assembly
for government organizations and enterprises to publish Organized by China Daily in partnership with Shanghai
information timely for domestic and international readers. International Studies University, Global English Education
Branding events conducted by China Daily, include China Assembly is a high-level international English
the Vision China, New Era Lectures, China Watch Forum, Language Teaching (ELT) event in China. It aims to promote
Dongfang Fellowship, China Daily Asia Leadership scholarship and cross-cultural understanding among English
Roundtable, “21st Century Cup”National English Speaking educators in China, and to enhance dialogue between China’s
ELT professionals with their peers worldwide.
10 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY
The City of Hangzhou

THE HOSTS
ABOUT
General Information
P
 lease read this program book carefully, as well as the Assembly Notice 请认真阅读本会议手册及单独发放的《会
that has been provided separately. 务须知》，了解会议日程及活动安排，并
准时出席。
 ttendees are required to carry badges and meal coupons when
A
entering the assembly venue and canteen, as well as when taking the 请与会人员随身佩戴胸卡，并携带餐券，
shuttle bus. 须凭胸卡及餐券进入各会场、乘车及用
餐。
 uring the assembly, please pay attention to your personal safety
D
and property. Please store your valuables at the hotel reception desk 会议期间，请注意人身和财产安全，贵重
or bring them with you. Please lock the door whenever you are not in 物品请务必在酒店前台寄存或随身携带。
your room. 人不在房间或晚间休息时请务必锁好房
门。
 hen you are attending activities, please keep your mobile phone on
W
silent or vibrate mode. Refrain from making too much noise in public 会议过程中，请将手机静音或调成振动，
公共场合禁止大声喧哗；请勿将食品、口
areas. Please do not bring food into the assembly venues. Please keep
香糖等带入会场；请保持会场整洁。
the venues clean.
请不要在大会发言过程中拍摄演示稿，以
Please do not photograph the presentations, as this could distract the
免干扰发言。
presenters.
会议期间如出现问题，请及时与会务组工
 uring the assembly, please contact staff if you have any questions.
D
作人员联系，会务组联系方式见《会务须
In the event of an emergency, please follow the instructions given by 知》；如遇特殊或紧急情况时，请听从会
staff. 务人员指挥。

11
THE HOSTS
ABOUT

12 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

Shanghai International Studies University

Upholding the motto of “Integrity, Vision and Academic Excellence”, Shanghai International Studies University (SISU) is
an internationally recognized, prestigious academic institution distinctive for its multidisciplinary and multicultural nature
and is committed to preparing innovative professionals and future global leaders for a wide range of international expertise
to address the critical challenges of our times.

THE HOSTS
ABOUT
the International Association of Conference Interpreters,
as the only Asian university among the 15 top professional
SISU History
conference interpreting schools in the world.
Our history began in December 1949 with the
establishment of the Shanghai Russian School affiliated
to East China People’s Revolution University, as one of the
earliest institutions where China’s higher education in foreign Research Excellence
languages took shape. Its first president, Jiang Chunfang, With a mission to “introduce the rest of the world to China”
is a renowned translator of Russian and a publisher who and “present China globally”, SISU has won an unparalleled
pioneered the publication of The Encyclopedia of China. reputation in China’s linguistics and international studies
Throughout its history, SISU has attracted and retained communities, playing an active role in the country’s
distinguished scholars with a commitment to teaching and diplomatic decision-making. Our research excellence has
academic pursuits, including Fang Chong, Lu Peixian, Ling been further recognized for our progress in political science,
Dayang and Xu Zhongnian, who have become part of the by developing a focused research field in Area Studies.
university’s increased wealth of intellectual resources. Drawing on our strengths in multi-language programs and
multi-disciplinary resources, while responding to national
and regional strategies, we operate more than 70 research
institutes and centers, serving as academic think tanks to
Leading Academics
provide advisory services on language policies, diplomatic
As a globalized and top-notch university in China, SISU strategies and global public opinion of China. These
has successfully developed a diverse and distinctive mix academic entities have contributed landmark research and
of disciplines in the fields of arts, education, economics, are also dedicated to promoting the development of social
management and law, with language and literature as its sciences in China.
pillars.
Many of our faculty members are professional
Having established and maintained a high academic researchers as well as tutors and lecturers, carrying out
stature among other universities of its kind, SISU has been scholarly investigations into their specialist subjects and
funded to offer 12 national featured specialties and six making innovative and meaningful discoveries that feed into
Shanghai leading disciplines, adding to our existing three teaching and contribute to global knowledge.
national key disciplines and a national undergraduate
SISU currently edits and publishes 18 highly regarded and
education platform for European languages.
rigorously peer-reviewed academic journals. Among them,
In recent years, SISU’s distinctive strength has been the Journal of Foreign Languages, funded by China’s National
further enhanced with the number of language-related Social Science Foundation, is the only one on linguistic
degree programs increasing and the number of doctoral and studies among China’s “Top 30 University Journals in Social
master’s degree programs significantly growing, resulting in Sciences”.
a more balanced educational structure.
Currently, we offer courses in 37 modern languages,
including English, Russian, French, German, Spanish, Arabic,
Global Presence
Japanese, Greek, Italian, Portuguese, Korean, Persian, Thai,
Vietnamese, Indonesian, Swedish, Dutch, Hebrew, Ukrainian, We have made it a strategic priority in our development
Turkish, Hindi, Hungarian, Uzbek, Kazakh, Polish, Czech, planning to go global and actively encourage a global vision
Urdu, Malay, Swahili, Javanese, Pashto, Tajik, Romanian, by providing unique and valuable experience for students
Belarusian, Sundanese and Chinese. We also teach six and researchers from all over the world to interact across
classical and constructed languages: Latin, Ancient Greek, national, cultural and linguistic borders.
Old English, Sanskrit, Classical Syriac and Esperanto. We have now established partnerships with more
The Graduate Institute of Interpretation and Translation than 430 universities and institutions from 62 countries
(GIIT) of SISU has been awarded the highest ranking by AIIC, and regions, and have maintained close connection with

13
 Shanghai International Studies University

international organizations, including the United Nations professional knowledge, SISU faculty and students actively
and the European Union. volunteer their services at international conferences, sports
We have also compiled and published a series of games and other multilingual events.
Mandarin Chinese textbooks to be used by non-Chinese We are also committed to advancing China’s foreign
speakers as a means of further promoting cultural exchange language education. Since its inception, Shanghai Foreign
THE HOSTS

between China and the rest of the world. Over the past Language Education Press (SFLEP), affiliated with SISU, has
ABOUT

five years, around 4,000 international students have been published more than 9,000 books (0.9 billion volumes)
enrolled each year in our Chinese language programs or in 40 languages, of which over 70% have been reprinted.
other degree schemes, and nine Confucius Institutes have SFLEP ranked top in the category of language and literature
been established in Asia, Africa, Europe, North and South in the Chinese Book Citation Index 2015, indicating our
America. strong influence in Chinese academia.

Campus Facilities Core Values

SISU has two campuses, Hongkou Campus and Songjiang SISU has launched the “Multilingual+” Initiative,
Campus, covering a total area of 74.7 hectares. The two a pioneering educational reform strategy towards
campuses are closely interrelated but are distinct with global studies to meet with the future “multilingual+”
their own features. The SISU Library, one of the three core era. “Multilingual” means that our students should at
members of CALIS China Library Consortium of Foreign least master two second languages, and owns brilliant
Studies Universities, has a total collection of around 1.17 intercultural communication abilities. “+” (Plus) refers to
million cataloged volumes (over half in foreign languages) interdisciplinary education that “interconnects” different
and over 1.45 million electronic documents. fields of disciplines and subjects with area studies as its
SISU houses a range of state-of-the-art teaching and core.
research facilities, including world-class simultaneous We have been dedicated to providing our students with a
interpretation systems, satellite signal-receiving devices humanistic and holistic education that enables them to think
and linguistic laboratories. A powerful digital audio-visual globally and innovatively and make practical use of their
database containing multimedia resources in foreign studies professional knowledge and skills for smooth cross-cultural
has been set up to serve the needs of teaching and research. communication.
Over the past seven decades, our graduates have
been contributing to the economic, cultural and social
Social Engagement development of China and to the promotion of friendly
exchange with people around the world.
Taking advantage of their intercultural expertise and

14 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

National Association of Foreign Language Education,
the Chinese Society of Education

Established in 1981, The National Association of Foreign in countries including Australia, the United States, Canada,
Language Education (NAFLE), a member of The Chinese the United Kingdom, Japan, among others to facilitate in the
Society of Education, stands as a national organization international exchange of explorations and experience.
focusing on basic English language education research. In August of 2009, NAFLE established its “Academic

THE HOSTS
ABOUT
Founded 30 years ago, NAFLE has received widespread Committee”, chaired by nearly 30 experts and scholars from
recognition and accomplished many achievements in the field institutions across the country.
of foreign language education. Its main missions include: to In order to allow for more members of the field to participate
explore the theoretical and practical issues in primary and in the work of NAFLE and to create a platform for open source
secondary level foreign language education; to organize sharing and communication between higher-level and basic
academic events and exchange research and teaching foreign language teaching, the “Instructional Guidance and
experience; to conduct research programs, events and Teacher Education Committee” was established in 2010.
information exchange in partnership with foreign language Currently, over 200 teachers from institutions for higher
organizations nationally; to organize international academic learning and 300 municipal-level researchers and teachers
conferences; to advise and inform the Chinese Society of have participated in this program.
Education and other education administrations. The annual conference organized by NAFLE has become the
NAFLE has since been named as an advanced unit by event of the year for global academic exchange, with scholars
the Chinese Society of Education. Some of the committee joining from all over China. Internationally, participants
members of NAFLE directly participated in the designing come from the United Kingdom, the United States, Australia,
of foreign language syllabi and curriculum standards, Turkey, India, Canada, South Korea, Russia, among others.
textbook writing and evaluation, teacher training, evaluation The conference, hosting over 40 workshops and dozens of
of assessment programs, etc. NAFLE continues to lead the lectures, attracts over a thousand teachers, scholars and
way on the path to foreign language education reform, and experts annually.
proactively leads participants in the field to take part in its The annual “National Demonstration Class and Classroom
theoretical and practical exploration. Observation Workshop” has also become one of NAFLE’s
NAFLE draws on its extensive member base and trademarks. Never a dull event, outstanding teachers are
relationships with various provincial organizations and selected from across the nation to take part. Each year, more
academics to organize hundreds of research projects, than 5000 participants have attended the event at various
observation classes, seminars, conferences et cetera. Over locations across the nation.
the past 30 years, NAFLE has joined forces with relevant For 40 years since its establishment, under the supervision
organizations to provide primary and secondary school of the Chinese Society of Education, NAFLE has taken initiative
teacher training to tens of thousands of educators nationally. to carry out various education reform programs. Cultivating
International exchange and partnerships in the field of countless distinguished teachers and academics, while uniting
foreign language education is also highly regarded by NAFLE, our communities to contribute towards building of the field,
having established valued relationships with organizations NAFLE has immensely promoted the development of primary
such as TESOL and IATEFL. NAFLE members have actively and secondary level foreign language education, and increased
participated in academic events locally and internationally, its own appeal and influence as an organization.

ASSEMBLY FILE PHOTO

15
 School of Foreign Languages and Literature,
Beijing Normal University

The School of Foreign Languages and Literature The research on linguistic theory and literature has not only
developed from the English Department established in 1912. made great strides in theoretical research, but also provided
In the process of about 110 years’ development, numerous strong theoretical support for translation studies and foreign
THE HOSTS

renowned professors and researchers have worked here as language education research, highlighting the important
ABOUT

faculty members. Many graduates have become well-known role of the subject of foreign languages in promoting cultural
with great achievements. The school has a strong team of exchanges between China and foreign countries as well as
faculty members with diversified academic backgrounds. socio-economic and cultural development. The research on
Currently the school has nearly 100 faculty members, foreign language education and teacher education actively
including 81 teaching staff members and 15 executive explores the approaches to foreign language education and
staff members. Among the teaching staff, there are 21 foreign language teacher training, with particular emphasis
professors, 32 associate professors and 28 lecturers, among on carrying out research on pre- and in-service teacher
whom 45 teachers hold a doctoral degree and 15 percent development and the classroom teaching of primary and
of the teachers earned their doctoral degrees at overseas middle schools.
universities. Besides, there are 13 international teachers The school attaches great importance to academic
currently working at the school. research. There are 9 research centers and institutes:
The school is made up of 4 departments: the English Center for Russian Studies, Center for Functional Linguistics,
Department, the Japanese Department, the Russian Center for Comparative Study of East Asian Cultures,
Department and the College English Department, which Institute of Linguistic Studies, Institute of Foreign Language
provide BA, MA and PhD programmes in linguistics, Assessment, Center of Foreign Language Education and
literature, translation studies and language education. Teacher Education, Institute of Literature Studies, Institute
According to the fourth China University Subject Ranking of Comparative Cultural and Translation Studies, Center for
administered by the Ministry of Education, our program Educational Technology. In addition, the school publishes
ranks A-. two journals: Russian Literature and Foreign Language
The school enjoys an open and multicultural teaching and Teaching in Schools.
research atmosphere and takes the study of language and In order to encourage international exchange and
literature as its core foundation and expands the research collaboration, the school has established relationships with
directions via translation studies and foreign language universities in the US, the UK, the Netherlands, Japan, Russia
education research. The school is particularly strong in and Australia. Programmes in student exchange, teacher
the field of Functional Linguistics, with its leading role exchange and joint research projects have achieved fruitful
strengthened by the academic influence and research team. results.

16 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

TESOL International Association

newsletters, exclusive discounts on professional learning

programs, events and publications, and more. Join today at
TESOL International Association is a global professional
www.tesol.org/join.
community dedicated to advancing the quality of English-
language teaching. Through professional learning, research, 2. Join the myTESOL Lounge. Collaborate with like-minded
publications, standards, and advocacy, TESOL enables professionals from around the world and share resources
with colleagues through TESOL’s online community. Create

THE HOSTS
thousands of educators worldwide to become more effective,

ABOUT
more knowledgeable, and more skilled in their work. a free account at my.tesol.org.
TESOL International Association has set the bar for 3. Learn with TESOL. Gain the knowledge, tools, and
excellence in English-language teaching through The 6 resources necessary to enhance your expertise and practice.
Principles for Exemplary Teaching of English Learners™. Attend in-person events and participate in online learning
These universal, foundational guidelines are drawn from opportunities, including virtual seminars, online courses,
decades of research and should undergird any program and self-study courses. Earn a TESOL Certificate through
of English-language instruction. Learn more about The 6 TESOL’s certificate and leadership programs, available for
Principles at www.the6principles.org. novice to advanced teachers. Get started today at www.
tesol.org/learn.
TESOL’s 10,000+ members represent more than 150
different countries. They are teachers, students, teacher 4. Attend the TESOL International Convention & English
educators, administrators, researchers, authors, materials Language Expo. Join more than 6,500 English language
writers, curriculum developers, and more. professionals from around the world for four days of learning,
sharing, and networking. Enjoy more than 900 educational
Whatever your level or area of expertise, TESOL invites
sessions, four keynote addresses, and browse the latest
you to be part of an inspiring, collaborative community that
products and services in the exhibit hall. Learn more at www.
achieves the highest standards of excellence.
tesolconvention.org.
5. Access the Latest Resources. Enhance your professional
practice and get access to the latest research and practical
tips and tools through TESOL’s professional journals, the
Five Ways to Get Involved:
TESOL Blog, and the TESOL Press Bookstore. Subscribe to
1. Become a TESOL Member. There are a number of the TESOL Blog at blog.tesol.org and browse publications at
membership categories and rates available, including www.tesol.org/bookstore.
special bundles for individuals at the same institution.
TESOL Members have access to 20+ Professional Learning
Communities, monthly webinars and member-only Learn more at www.tesol.org

17
 2022 Global English Education China
Assembly & Innovation Exhibition
at a Glance
Friday, July 29
9:00 am - 9:30 am Opening Ceremony/开幕式

9:30 am - 12:00 pm Keynote Speeches/主旨发言

12:00 pm - 1:30 pm Lunch/午餐

FPSH/杭州龙禧福朋喜来登酒店
1:30 pm - 3:00 pm Concurrent Sessions/分会场
INFORMATION
GENERAL

3:00 pm - 3:10 pm Break/休息

3:10 pm - 5:40 pm Concurrent Sessions/分会场

Saturday, July 30
8:30 am - 11:20 am Keynote Speeches/主旨发言

12:00 pm - 1:30 pm Lunch/午餐

1:30 pm - 3:00 pm Concurrent Sessions/分会场 FPSH/杭州龙禧福朋喜来登酒店

3:00 pm - 3:10 pm Break/休息

3:10 pm - 5:40 pm Concurrent Sessions/分会场

Sunday, July 31
8:30 am - 11:00 am Keynote Speeches/主旨发言

11:00 am - 11:20 am Closing Ceremony/闭幕式 FPSH/杭州龙禧福朋喜来登酒店

12:00 pm - 1:00 pm Lunch/午餐

Exhibition Hours
Friday, July 29 8:30 am¬5:30 pm

Saturday, July 30 8:30 am¬5:30 pm FPSH/杭州龙禧福朋喜来登酒店

Sunday, July 31 8:30 am¬12:00 pm

18 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

 3F
会议区
Conference Area

主会场
Longhill Ballroom
N

W E

INFORMATION
GENERAL
S

Venue
Keynote Speeches,
July 29-31 mornings
Four Points by Sheraton
Hangzhou
No.868 Dongxin
Avenue Binjiang District,
Hangzhou China
7月29-31日上午会场
杭州龙禧福朋喜来登酒店
杭州市滨江区东信大道868号

19
 4F
会议区
Conference Area 7
厅 sion
蓉 s
芙 t Se
e n
urr
nc
Co

厅 6
Venue on
玫瑰 Sessi
Concurrent Sessions, July 29-30 afternoons ent
nc urr
Four Points by Sheraton Hangzhou Co
No.868 Dongxin Avenue Binjiang District,
INFORMATION

Hangzhou China
GENERAL

厅
樱花 ion 5
7月29-30日下午会场
e n t Sess
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20 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

How to Use This Book
Types of Sessions

KN Keynote Speech (KN): P Panel (P): PP Paper Presentation (PP):

Sessions featuring a speaker Multiple short presentations and A 20-minute oral presentation
selected by the Assembly discussions on a current ELT issue session by an individual
committee because he or she has focusing on practice, research,
a message that is important to all and/or advocacy D Demonstration (D):
A session for individual
attendees Workshop (W): presenters to demonstrate a
W
FS Featured Speech (FS): A carefully structured, hands-on, teaching design
Sessions featuring a presentation professional development activity
given by a speaker about a for presenters to share practical MW Mini Workshop (MW):
A small hands-on activity
current ELT issue skills, techniques or ideas in an
interactive format
Please note: Abstracts are arranged by date followed by room, then by time.

INFORMATION
GENERAL
Example

TYPE OF SESSION ICON DAY, TIME

Friday, 1:30 pm-3:00 pm
P SITE, ROOM
Concurrent session 2, FPSH

TITLE Publication advice for early-career

scholars
prototype paper can serve as a useful
strarting point for your first journal
PRESENTER(S) Wei Rining (魏日宁), Xi’an Jiaotong- article and provide a benchmark for
Liverpool University, China many decisions you need to make
Wang Chuang (王闯), University of during the research process (e.g.
Macau, China in terms of sample size). Several
Peter I. DE COSTA, Michigan State examples of ‘prototype papers’ are
University, US utilized to provide some concrete tips
vis-à-vis the preparation for your very
SUB-TITLE Publishing your first journal article: The first journal article.
role of ‘prototype papers’ BIOGRAPHY
Wei Rining is a tenured associate
PRESENTER Wei Rining (魏日宁), Xi’an Jiaotong- professor at Xi’an Jiaotong-Liverpool
Liverpool University, China University, China’s largest Sino-
foreign institution. Dr Wei directs
’Publish or perish’ and ‘publish and the MA TESOL Program. His areas
get cited’ are the two most widely of research include multilingualism,
accepted mottos in academia geronto-linguistics, and quantitative
today. In most tertiary educational methodology. He has published
ABSTRACT
institutions and research institutes in journals including Bilingualism:
where these mottos are followed, Language & Cognition, English Today,
without enough publications (e.g. in Journal of Multilingual and Multicultural
the form of ‘journal articles’ in referred Development, Journalism, Linguistics
academic periodicals) early-career and Education, System, and World
researchers cannot secure teaching- Englishes. He serves as (1) Associate
and-research-track positions, get Editor for TESOL International Journal,
academic promotions, earn perks (2) Co-Editor-in-Chief of International
or obtain funding for their research. Journal of EAP: Research and Practice,
This presentation will share some and (3) Director for the Special Topic
publication advice with early-career Committee of Academic Research
researchers, focusing on the role for the 2021 Global English Education
of what I call ‘prototype papers’. A China Assembly.

21
 Keynote Speakers
OPENING KEYNOTE

Presenter: Wen Qiufang (文秋芳)

Friday, 9:30 am-10:20 am The first two-year cloud (online) community, with 130
foreign language teachers from more than 90 universities
Longhill Ballroom, FPSH located in different parts of China, has been created. The
second two-year cloud community began in March 2022.
Developing cloud communities of About 460 teachers from more than 130 universities have
foreign language teachers across joined the second community. Developing such communi-
ties across the whole country serves two purposes: 1) to
different regions in China overcome geographical barriers and inequality of educa-
tional resources in China; 2) to promote the production-
oriented approach, an innovative pedagogy proposed by
the Chinese scholar. Based on practice, a theory of cloud
Wen Qiufang, Professor of applied linguistics, works at Beijing interconnectedness has been put forward for developing
Foreign Studies University (BFSU) as a full-time researcher such cloud communities. The theory can be best illustrated
at the National Research Center for Foreign Language diagrammatically in three circles. The inner circle includes
Education. She has published more than 200 papers and 20 cognitive, social and emotional interconnectedness, with
books, and has finished/is conducting more than 30 research “problem chains” as a node of the links. The middle circle
projects. Her research interests include second language demonstrates the working process of the online activities.
teaching and learning, teacher professional development and The outer circle shows human-network interconnections
national language capacity. as the basis of the cloud community. The theory of cloud
interconnectedness has three assumptions: 1) The closer
the interconnectedness, the better the learning outcomes;
2) The degree of interconnectedness depends on the qual-
HIGHLIGHTS

ity of the designed “problem chains” based on specific

tasks; 3) The three types of interconnectedness function
together to achieve the desired outcome.

KEYNOTE SPEAKER

Presenter: David Crystal

Friday, 10:20 am-11:10 am We take informal conversation for granted because it’s
so natural and everyday; but if we analyze it we can dis-
Longhill Ballroom, FPSH cover surprising features. The talk explores some of the
findings reported in David Crystal’s 2020 book, Let’s Talk:
Let’s talk about conversation How English Conversation Works, from the first recorded
instances a thousand years ago to the latest trends taking
place online.

David Crystal is honorary professor of linguistics at the

University of Bangor, and works from his home in Holyhead,
North Wales as a writer, editor, lecturer, and broadcaster in
language and linguistics. He is patron of IATEFL, and author
of over 100 books on various aspects of the English language,
including The Cambridge Encyclopedia of the English
Language (3rd ed 2019). A full biography and complete list of
his publications can be found at www.davidcrystal.com.

22 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

KEYNOTE SPEAKER

Presenter: Wang Xin

Friday, 11:10 am-12:00 pm Associative thinking is correlated with both divergent
thinking and convergent thinking, resonating with the cog-
Longhill Ballroom, FPSH
nitive capacity for categorisation. Associative thinking, as
an approach, a habit, and a competence as well, matters in
Why associative thinking matters English learning. Associative processes are highly encour-
in English learning? aged in English learning, which might reinforce the interac-
tion between new knowledge and old knowledge, promot-
ing the expansion and renewal of knowledge realm. The
employment of association-related categorized teaching
materials, accompanied by a variety of association tests,
Wang Xin is a professor of English and Dean of the School of may help produce the desirable improved learning effi-
English Studies at Shanghai International Studies University. ciency.
She is the Vice President of the China English Language
Education Association, China Association for Comparative
Studies of English and Chinese (CACSEC); Standing Council
Member of Shanghai Foreign Literature Association;
Standing Council Member of the Poetry Commission,
CACSEC; and Standing Council Member of the Shanghai
International Studies Association. Wang Xin’s main interests
in teaching and research include British and American
poetry, romanticism, eighteenth-century English literature,
and comparative literature.

HIGHLIGHTS
KEYNOTE SPEAKER

Presenter: Thomas S.C. Farrell

Saturday, 8:30 am-9:20am Gaining teaching experience is not enough to provide au-
Longhill Ballroom, FPSH tomatic professional development, for we do not learn
much from experience as much as we learn from reflecting
on that experience. Reflective practice involves teachers
Exploring reflective practice for systematically looking at what they do, how they do it, why
language teachers they do it, and what the outcomes are in terms of student
learning. Thus, experience combined with systematic re-
flection can lead to professional growth and more effec-
tive teachers. In this keynote presentation, I explore what
reflective practice is and conclude with four key principles
Thomas S.C. Farrell is a professor of Applied Linguistics at of reflective practice for language teachers.
Brock University, Canada. Professor Farrell’s professional
interests include reflective practice and language teacher
education & development. Professor Farrell has published
widely in academic journals and has presented at major
conferences worldwide on these topics. A selection of his
work can be found on his webpage: www.reflectiveinquiry.ca

23
 KEYNOTE SPEAKER

Presenter: Wang Qiang (王蔷)

Saturday, 9:20 am-10:10 am The newly issued English Curriculum Standards for
Longhill Ballroom, FPSH Compulsory Education (2022 Edition has designated a
new shift of goals from developing students’ overall lan-
guage abilities to cultivating students’ core competencies
Using Big Ideas as a bridge through English. Such a shift serves as a guiding compass
to cultivate students’ core for advancing China’s English education at the school level
competencies through the in the new era. Along with the new goals, both the curricu-
lar content and the instructional approaches have been
English subject restructured. To successfully implement the new curricu-
lum, the most urgent task is to support teachers to trans-
form the English curriculum blueprint into classroom prac-
Wang Qiang is a professor at the School of Foreign tice. This talk proposes using big ideas to link the two for
Languages and Literature at Beijing Normal University. For developing students’ language ability, cultural awareness,
the 20 years, she has headed the national English curriculum thinking capacity and learning ability by means of a unit
design and revision projects for both compulsory education design. This talk intends to answer three questions: What
and the senior high school. She is currently Director of is a big idea? Why big ideas? And how can big ideas be
the Steering Committee for Foreign Languages Education used to orientate teaching and learning towards the core
under the Ministry of Education. She is also the head of competencies specified in the new English curriculum?
National Association for Language Teacher Education and
Development (NALTED). Her research interests include
English education in schools, English curriculum development,
English reading literacy, and language teacher education and
development.
HIGHLIGHTS

KEYNOTE SPEAKER

Presenter: Willy A Renandya

Saturday, 10:10 am-11:00 am Learning takes place optimally when learners are fully en-
gaged during the learning process, in which they actively
Longhill Ballroom, FPSH
construct and co-construct knowledge under the skilful
guidance of an effective teacher. This type of learning can
Teach less so students can learn happen when educators adopt a student-centred teach-
more ing, i.e., an approach that enables the teacher to address
the cognitive, affective, kinaesthetic and social needs of
the students. In this presentation, I explore some of the
key features of student-centred teaching and discuss how
teachers can use a set of motivational strategies that can
Willy A Renandya is a language teacher educator with spark students’ genuine interest and curiosity to learn.
extensive teaching experience in Asia. He currently teaches
applied linguistics courses at the National Institute of
Education, Nanyang Technological University, Singapore.
He has given more than 100 keynote presentations at
international ELT conferences and has published extensively
in the area of second language education. His publications
include Language Teaching Methodology: An anthology
of current practice (2002, Cambridge University Press)
and Student-centred cooperative learning (2019, Springer
International).

24 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

KEYNOTE SPEAKER

Presenter: Amit Sevak

Saturday, 11:00am-11:20 am
Longhill Ballroom, FPSH

What’s possible in English

language learning and
assessments?

As President and CEO of ETS, Amit Sevak leads the largest

private educational assessment organization in the world,
with 20,000 employees across 200 countries serving over
50 million people each year. Sevak has been a driving force
in education, learning and workforce development around
the globe. He has led the University of Europe in Madrid
in Spain, INTI International University in Malaysia and
Universidad Tecnológica de México (UNITEC) in Mexico.
His transformational style of leadership consistently led to
innovation, better learning and improved job prospects for
hundreds of thousands of students and workers.

HIGHLIGHTS
KEYNOTE SPEAKER

Presenter: David Nunan

Sunday, 8:30am-9:20 am In this presentation, I examine global trends in our profes-
sion. These trends emerged from a TESOL summit on the
Longhill Ballroom, FPSH future of the profession. They are categorized according to
the three summit guiding principles of professionalism, in-
What’s new in TESOL? Global quiry and equity. I then argue for the importance of adapt-
trends and local practices ing these global trends to local practices, a process that is
known as ‘glocalization’. Illustrative examples of adapting
the global to the local are presented and discussed.

David Nunan is Professor Emeritus of Applied Linguistics at

the University of Hong Kong, and Distinguished Research
Professor at Anaheim University, California. He is a former
President of TESOL and currently serves as an Executive
Committee member of TIRF (The International Research
Foundation for Language Education). He has published over
100 scholarly books and articles on Applied Linguistics and
is the author of 14 textbook series for learning English as an
Additional Language.

25
 KEYNOTE SPEAKER

Presenter: Liu Jianda

Sunday, 9:20 am-10:10 am To support China’s development in the new era, impor-
Longhill Ballroom, FPSH tant changes have been implemented across the educa-
tion system in China. In foreign language education, great
attention has been given to the introduction of formative
Technology-supported formative assessment, and there is a growing shift away from teach-
assessment practice in Chinese ing to test to the cultivation of core communicative com-
EFL classrooms petencies. However, the practice of formative assessment
has not immediately been implemented on a large scale
and the results are not as satisfactory as expected. A lack
of real understanding of what formative assessment is and
Liu Jianda is a professor of linguistics and applied linguistics the arduous paperwork required for recording evidence
at the National Key Research Center for Linguistics and contribute the main reasons for this delay. The emergence
Applied Linguistics, Guangdong University of Foreign Studies. of new technology and e-portfolios help to further imple-
He is currently Vice-president of the Guangdong University ment formative assessment. This talk first introduces the
of Foreign Studies, and President of the CACSEC Association practice of formative assessment in Chinese EFL class-
for Language Testing and Assessment. He has worked in rooms, followed by a general review of theories and stud-
designing, developing, and validating language tests in China. ies concerning formative assessment. It finishes with an
His research interests include language testing, pragmatics, introduction of how formative assessment is implemented
and second language acquisition. He led the development with the support of modern technologies in EFL class-
of China’s Standards of English Language Ability and has rooms in Guangdong University of Foreign Studies.
published many academic papers in various refereed journals.
HIGHLIGHTS

CLOSING KEYNOTE

Presenter: Joyce Kling

Sunday, 10:10 am-11:00 am To understand how to locally approach English-medium
Longhill Ballroom, FPSH instruction, we must consider a range of contextual factors
that may contribute to the differences in language policies
and practices in higher education (Molino et al, 2022,
Kling & Dimova, forthcoming). In this talk, the presenter
Local context & EMI – the making reflects on experiences in EMI from multilingual HE insti-
of a conceptual framework tutions from around the world and introduce a conceptual
framework related to EMI research and implementation.

Joyce Kling is an Associate Professor at the University of

Copenhagen. She has worked as an English teacher and
teacher-trainer for over 30 years. She publishes in the areas
of English-medium instruction (EMI), teacher cognition,
the international classroom, and language testing. Her
work appears in TESOL Quarterly, Journal of English-
Medium Instruction, as well as several edited volumes and
monographs. She currently serves as TESOL International
President 2022-23.

26 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

27
 2022 Global English Education
China Assembly Schedule
Friday, July 29, 2022

Longhill Ballroom, FPSH 2:30 pm-2:50 pm A brand-new writing center - student

9:30 am-10:20 am Developing cloud communities of foreign struggles and how they inform EAP writing
language teachers across different regions in instructions
China Presenters: Li Shuhan, Yan Ping
Presenter: Wen Qiufang 3:10pm-5:40 pm Intercultural communication and critical
10:20 am-11:10 am Let’s talk about conversation thinking
Presenter: David Crystal Presenters: Wang Xin, Yu Rong, Wang
11:10 am-12:00 pm Why associative thinking matters in English Zichao, Luo Qiuhong, Yin Xue, Liang Haolan,
learning? Zhou Tianbao
Presenter: Wang Xin
Concurrent session 5, FPSH
1:30 pm-1:50 pm Practical ways to develop middle school
Concurrent session 1, FPSH English teachers’ academic research ability
1:30 pm-2:15 pm The holistic approach towards FLT: principles Presenter: Yan Wen
and implementation 1:50 pm-2:10 pm EFL teachers’ beliefs about reading and
Presenter: Han Baocheng reading teaching vs actual practices: A com-
2:15 pm-3:00 pm Good pronunciation for better communication plex dynamical systems perspective
Presenter: Liu Sen Presenter: Gao Yang
3:10 pm-4:40 pm Teachers in reading and writing classes 2:10 pm-2:30 pm Three pathways to teacher professional
Presenters: Wang Xiaojing, Chen Zehang, Bai development
Xiaohuang Presenter: Xia Qiuming
4:40 pm-5:40 pm Demonstration (Primary school) 2:30 pm-2:50 pm Facilitating EFL teachers’ professional de-
Presenters: Qi Chenghui, Jin Tongtong velopment through CLS of English literature
instruction
Concurrent session 2, FPSH Presenter: Zhang Huaqing
1:30 pm-3:00 pm Publication advice for early-career scholars 2:50 pm-3:10 pm Uncovering the language socialization
Presenters: Wei Rining, Wang Chuang, Peter mechanism in language teacher identity
I. DE COSTA formation
3:10 pm-5:40 pm Academic research and publication Presenter: Sang Yuan
Presenters: Ren Wei, Xun Hui, Chen Lulu, 3:20 pm-3:40 pm The construction of ESP teacher identity in
Shao Jing, Tian Yuxin, Xu Wenying, Lei Wen a Chinese context of internationalization of
higher education
Concurrent session 3, FPSH Presenter: Yin Tong
SCHEDULE

1:30 pm-3:00 pm Artificial intelligence and foreign language 3:40 pm-4:00 pm Becoming an EAP teacher: an auto-ethno-
teaching graphic study
Presenters: Zou Bin, Hayo Reinders, Philip Presenter: Li Xian
Hubbard 4:00 pm-4:30 pm How to help develop teachers via reading
3:10 pm-3:55 pm English for research publication purposes for group and lesson study group
TESOL educators: A bi-literacy approach Presenters: Wang Yi, Chen Zhengping , Li
Presenter: Zheng Yongyan Mei
3:55 pm-5:45 pm Demonstration (University) 4:30 pm-4:50 pm Exploring pre-service EFL teachers’ agency
Presenters: Xiao Weiqing , Yang Yanchao, from a CDST perspective
Hou Jingjing Presenter: Zhang Xiaodan
4:50 pm-5:10 pm Grace under pressure: the importance of
Concurrent session 4, FPSH teacher autonomy in an EAP context
1:30 pm-1:50 pm Providing access to world-class ELT content Presenter: Wei Shining
and resource（待添加） 5:10 pm-5:30 pm The effect of new curriculum reform: A
Presenter: Cheng Xiaotang comparison of senior high school EFL class-
1:50 pm-2:10 pm Vocabulary literacy instruction in language room interaction in 2010 and 2018 based on
classroom: Quizlet vs. traditional approach video analysis
Presenter: Yu Hongjuan Presenter: Zheng Ruoyu
2:10 pm-2:30 pm Investigating the complex dynamic interplay
of willingness to communicate: A multiple- Concurrent session 6, FPSH
case study of three Korean students of English 1:30 pm-1:50 pm Why teach English as a foreign language in
in a low-proficiency EAP classroom in a UK China? Pre-service EFL teachers’ motiva-
study-abroad context tions to teach and their cross-lagged rela-
Presenter: Zhou Qianqian tions with career choice satisfaction

28 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

 Presenter: Lin Yiwen through cross-contextual reading transfor-
1:50 pm-2:10 pm Teaching creative thinking in an ELT context: mations: A longitudinal case study of an
beliefs and practices EFL doctoral student
Presenter: Sun Yin Presenter: Song Beibei
2:10 pm-2:30 pm “I appreciate every opportunity that comes 5:20 pm-5:40 pm Influence of pitch modulations on Chinese
my way”: exploring teacher identity trans- English learners’ perception of the degree
formation through participating in an English of English offensive utterances
teaching contest in China Presenter: Moonkyoung (Christine) Cho
Presenter: Lin Chen 5:40 pm-6:00 pm Factors influencing students’ motivation in
2:30 pm-2:50 pm The self-revolution of a “Low Achiever”: The EAP self-study
development of an experienced teacher’s Presenter: Nie Yanwei
identity and agency in a professional learning
programme Concurrent session 8, FPSH
Presenters: Li Xueru, Sun Wanlei 1:30 pm-1:50 pm Gesture awareness and production in for-
3:10 pm-3:30 pm A study on the influence of cognitive devel- eign and second language development
opment in teachers’ questions on students’ Presenter: Tian Lixian
thinking levels in English reading class of 1:50 pm-2:10 pm To present compelling China stories: A
senior high school post-colonial narrative inquiry of Pearl S.
Presenter: He Xichen Buck’s “China Stories”
3:30 pm-3:50 pm Validating TEM-4 writing test from the per- Presenter: Lu Xinchen
spective of critical thinking 2:10 pm-2:30 pm Trilingual discussion on Chinese culture:
Presenter: Shi Difei high school students’ multilingual cross-
3:50 pm-4:10 pm A Study on cultivating students’ think- cultural narration from “self perspective”
ing qualities by developmental teachers’ Presenter: Liu Jingxian
responses to students’ answers in senior high 2:30 pm-2:50 pm From listening input to oral output: apply-
school English class ing post-listening reflective oral report for
Presenter: Chi Yani enhancing oral production in the digital era
4:10 pm-5:00 pm Critical thinking promotes the improvement Presenter: Zheng Cui
of multiple abilities of MUN students 3:10 pm-3:30 pm A study of emotion regulation strategies for
Presenters: Li Li, Huang Yajing, Tan college English learners in blended learning
Dongling, Ye Xingxia Presenter: Li Qiming
5:00 pm-5:20 pm A unique laboratory of Chinese and English 3:30 pm-3:50 pm Effects of students’ positive moods on the
languages English writing scores in MOOC learning
Presenter: Tammy Clark Presenter: Li Furong
3:50 pm-4:10 pm Systematic review on international eye-
Concurrent session 7, FPSH tracking research in second language
1:30 pm-1:50 pm Reading comprehension development acquisition
Presenter: Eduardo Gonzalez Presenter: Lin Ye
1:50 pm-2:10 pm Promoting thinking quality: English instruc- 4:10 pm-4:30 pm The application of ARCS motivation model
tion design based on the teaching-learning- to English reading teaching in Chinese
assessment alignment in secondary school senior high school
Presenter: Yuan Zhuojun Presenter: Zhou Qianru
2:10 pm-2:40 pm Art English course - to meet student needs 4:30 pm-4:50 pm A case study of the effects of teacher feed-

SCHEDULE
Presenters: Yan Xiaobiao, Wang Qi, Liang back on English learner agency under the
Shimin framework of Ecological Affordance Theory
2:40 pm-3:10 pm The construction and implementation of pri- Presenter: Ren Weihuan
mary school English TBLT curriculum system 4:50 pm-5:10 pm The impact of language ideology on indi-
based on activity-based approach viduals’ multilingual learning planning: A
Presenters: Huang Xiaolu, Wu Jing, Lu study from a language ecology perspective
Qiaoer Presenter: Wang Chenxin
3:20 pm-3:40 pm Managing motivation and discipline through
various activities Concurrent session 9, FPSH
Presenter: Wang Jingtong 1:30 pm-1:50 pm The factors affecting Chinese rural EFL
3:40 pm-4:00 pm Chinese rural senior students’ academic teachers’ perceptions and related chal-
resilience and teacher interpersonal behavior lenges to using different types of WCF
in English learning Presenter: Zhao Xinxin, Xue Shuting
Presenter: Wang Ying 1:50 pm-2:10 pm Can we avoid avoidance? Examining the ef-
4:00 pm-4:20 pm New story framework refocuses STEMM fects of PED-aided DDL on the avoidance in
graduate students on academic content senior secondary students’ English writing
Presenter: Paul Saunders using PED
4:20 pm-4:40 pm Metaphorical perceptions of engineering- Presenter: Chen Guangwei
major students about English learning 2:10 pm-2:30 pm Chinese L2 learners’ acquisition of English
Presenter: Yoo Young Ahn collocations through audiovisual input:
4:40 pm-5:00 pm Action research on students’ willingness to Subtitles and markedness constraints
communicate in online EAP Courses Presenter: Xie Han
Presenter: Bi Xiaoqing 2:30 pm-2:50 pm Student teachers’ applications of the CLT
5:00 pm-5:20 pm Sustaining academic literacy socialization approach during teacher practicum in Chi-

29
 na-through the lens of transfer climate
Presenter: Su Ting
2:50 pm-3:10 pm Scaffolding argumentation to support
evidence-based writing among under-
graduate EAP learners: A blended learn-
ing design
Presenter: He Huimin
3:20 pm-3:40 pm Demonstration writing lesson in a Chi-
nese bilingual high school
Presenter: Peter Beech
3:40 pm-4:00 pm Chinese university MTI students’ percep-
tions toward emergency distance educa-
tion during COVID-19
Presenter: Yan Zhou
4:00 pm-4:20 pm Chinese English teachers’ perception of
the usefulness of board work in teach-
ing practice and teachers’ professional
development
Presenter: Song Yingying
4:20 pm-4:40 pm Designing reading activities: be prepared
for the activity-based approach in the
new English curriculum standards
Presenter: Zhao Junyi
4:40 pm-5:00 pm Learner engagement with written correc-
tive feedback and pedagogical implica-
tions
Presenter: Zhang Xin
5:00 pm-5:20 pm The perceived applicability of Chinese
teachers’ beliefs after completing MA
TESOL Programs in the UK
Presenter: Wang Yonghua
5:20 pm-5:40 pm Exploring the relationship between multi-
lingualism and language learning curios-
ity: A survey study from the Chinese EFL
context
Presenter: Su Yue
SCHEDULE

30 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

 Saturday, July 30, 2022

Longhill Ballroom, FPSH Concurrent session 3, FPSH

8:30 am-9:20 am Exploring reflective practice for language 1:30 pm-3:00 pm Ideological and political education in college
teachers English courses: What, why and how
Presenter: Thomas S.C. Farrell Presenters: Wu Peng, Zhou Shuang, Jia Fan
9:20 am-10:10 am Using Big Ideas as a bridge to cultivate 3:10 pm-4:40 pm Paths to success in professional career
students’ core competencies through the development in TESOL
English subject Presenters: Wen Zhisheng, Fang Fan,
Presenter: Wang Qiang Lawrence Jun Zhang
10:10 am-11:00 am Teach less so students can learn more 4:40 pm-5:10 pm Task-based test preparation activities for AI
Presenter: Willy A Renandya scored language assessments
11:00 am-11:20 am What’s possible in English language Presenter: Ross Thorburn
learning and assessments? 5:10 pm-5:40 pm Using technologies to monitor and provide
Presenter: Amit Sevak feedback in process writing: A case study of lab
report writing sessions
Presenter: Wen Qing
Concurrent session 1, FPSH
1:30 pm-2:15 pm Challenges and strategies of foreign Concurrent session 4, FPSH
language teaching in rural China in the 1:30 pm-1:50 pm Applying blended teaching to cultivate learner
age of Opening-up: A case study of autonomy: A case study of teaching the art of
Hainan Island public speaking
Presenter: Luo Lianggong Presenters: Wu Yang, Wang Huiwen
2:15 pm-3:05 pm Live-stream English teaching and 1:50 pm-2:10 pm Impacts of an activity-based approach to
city-rural English teacher community English Learning for EFL students’ deep
development: A case study of Chengdu learning: A qualitative study
No. 7 High School Presenter: Ge Xiaopei
Presenters: Wang Ge, Liu Yu, Zhong 2:10 pm-2:30 pm An investigation of English learners’ attitudes
Changrong, Jiang Mingmei towards metaphors as resources for the
3:10 pm-4:40 pm English teaching in Chinese rural areas English Classroom: The case of Macau
Presenters: Luo Lianggong, Yan Presenter: Fang Xing
Chunmei, Chen Yihua, Lu Ziwen, Wang 3:10 pm-5:40 pm Curriculum development and material design;
Caiqin Language testing and assessment
4:40 pm-5:00 pm Designing materials for non-professional Presenters: Wu Zunmin, Tang Meng, Wei
volunteers – An NGO’s practice Yanhuan, Xie Shiyu, Shen Xinpei, Zhao
Presenter: Ding Yan Wangpan, Liu Xiujing, Liu Yuhua
5:00 pm-5:20 pm A shared criteria and practice on high-
quality English homework design for Concurrent session 5, FPSH
rural middle school students 1:30pm-3:30 pm Demonstration (Senior high school)
Presenter: Zhu Guangchun Presenters: Ge Bingfang, Ma Jinchen, Zhu Ou
3:30pm-5:40 pm Demonstration (Junior high school)

SCHEDULE
Presenters: Yu Haiyan, Ge Tingting, Su Xin
Concurrent session 2, FPSH
1:30 pm-3:00pm New Conception, new methodology Concurrent session 6, FPSH
Presenters: Wang Xuemei, Zhou Min, 1:30 pm-1:50 pm Listening and speaking class: A practice in
Sun Shanshan teaching listening first and assigning top-down
3:10 pm-3:55 pm Linguistic and cognitive factors in higher- activities
order L2 reading and writing acquisition Presenter: Liu Feiyang
Presenter: Zhang Haomin 1:50 pm-2:10 pm Word part instructions in pre-university EFL
3:55 pm-4:15 pm Application of the “Five Senses” method contexts
to improve the language used in story Presenter: Li Wangyin
continuation writing according to 2:10-2:30 pm Metadiscourse as rhetorical persuasive act in
picture(s) in high school English teaching spoken discourse: A study of China Daily “21st-
Presenter: Hu Mengxiao century cup” national college English speaking
4:15 pm-4:35 pm Formative assessment in senior high competition
school English writing classes based on Presenter: Huang Min
CSE 2:30 pm-2:50 pm The research trends of translanguaging and
Presenter: Zhao Juan new directions in foreign language education
4:35 pm-4:55 pm An evaluation of Korean EFL learners’ Presenter: Yuan Yue
suprasegmental features 3:10 pm-5:40 pm Reading, writing and literacy
Presenter: Hu Xin Presenters: Miao Xingwei, Wang Yao, Li
Huixian, Wang Jiali, Liu Yuwei,
Jia Yudan, Zhang Jian

31
 Concurrent session 7, FPSH writing
1:30 pm-1:50 pm Cultivating cultural awareness in whole Presenter: Huang Zi
book reading 4:10 pm-4:30 pm A case study on the dynamic development
Presenter: Dong Zhuoya of L2 learner’s engagement with writing
1:50 pm-2:10 pm Distribution of connectives errors in performance in iterative continuation
English writing of high school students Presenter: Li Xuan
Presenter: Jin Jingya 4:30 pm-4:50 pm Motivation, vocabulary learning strategies and
2:10 pm-2:30 pm Exploring EFL learners’ metacognitive L2 reading performance
awareness of reading strategies Presenters: Liu Hongli, Yang Jia
Presenters: He Lin, Xu Peiyang 4:50 pm-5:10 pm From abstract to concrete: developing Chinese
2:30 pm-2:50 pm Teaching design based on the view of EFL students’ concrete writing awareness in L2
English learning activities with the aid of digital multi-modal composing
Presenter: Zhai Huanyu Presenters: Luo Wenyun, Xiao Yawei
3:10 pm-4:40 pm Teaching-learning-assessment 5:10 pm-5:30 pm Primary school English education in Chinese
alignment: A task-based approach rural areas: X county as an example
Presenters: Gong Yafu, Wang Linshan, Presenters: Luo Zhengqing
Zhang Ning, Xuan Teng, Zhang Xin, 5:30 pm-5:50 pm Effects of viewing captioned English short
Wang Miaoding videos on incidental vocabulary learning of EFL
4:40 pm-5:00 pm Application of curriculum-based learners: A case of Eighth-grade students in a
political and virtuous awareness for rural area
English majors in smart classrooms: Presenter: Xia Jielin
taking integrated English course II as an
example
Presenter: Chen Fengchao Concurrent session 9, FPSH
5:00 pm-5:30 pm Raising students’ awareness of 1:30 pm-1:50 pm Exploring factors influencing English writing
contributing to sustainable development self-efficacy of electronics information majors
goals (SDGs) from an engineering Presenter: Li Dan
perspective in academic context through 1:50 pm-2:10 pm Infusing creative thinking in junior high English
a collaborative poverty-alleviation project reading teaching based on visualized thinking
Presenter: Wei Tingting Presenter: Long Yating
5:30 pm-5:50 pm The cultivation of thinking quality in 2:10 pm-2:30 pm A college English reading teaching model
senior English teaching of reading based on QQ group: construction and practice
Presenters: Li Peng, Chen Jing Presenters: Li Shuhong, Li Hongmei
5:50 pm-6:20 pm The unit overall English homework design 2:30 pm-3:00 pm Collaborative listening workshop: make
based on “the Big Idea” in junior middle students the agent of listening
schools under the background of the Presenters: Liu Tingting, Lyu Yanli, Zhou Xianli
“Double Reduction” policy 3:10 pm-3:30 pm Gender representation in 10 versions of
Presenters: Qiang Yun, Wang Liangju, widely-used government-mandated English
Wu Yuyan textbooks in China
Presenter: Zheng Yue
Concurrent session 8, FPSH 3:30 pm-3:50 pm Assessing the performance of content
1:30 pm-1:50 pm Exploring the alignment effects of connection in Chinese EFL learners’ Chinese
iterative continuation task (L1) and English (L2)integrated writing
SCHEDULE

Presenter: Yang Hongyi Presenter: Jiang Yue

1:50 pm-2:10 pm On the construction of practical teaching 3:50 pm-4:10 pm Technology-enhanced learning-oriented
system in local normal university assessment in college English teaching in the
from the perspectives of professional information Age
accreditation and new normal education Presenter: Dai Hua
Presenter: Zhang Huijun 4:10 pm-4:30 pm Research on speaking task difficulty factors:
2:10 pm-2:30 pm Pragmatic competence in request analysis based on CSE
writing: situational, cultural, and Presenter: Lu Weilie
individual variability 4:30 pm-4:50 pm Examining the mismatch of semiotic resources
Presenter: Jia Roujia in English-Chinese translation in the context of
2:30 pm-2:50 pm Does L1 affect argumentation in L2? testing
Comparing argumentative moves in Presenter: Zhao Xueyu
English writing across L1 groups 4:50 pm-5:10 pm A diachronic study on the content validity
Presenter: Song Jiaqi of grammatical clozes in Zhejiang English
3:10 pm-3:30 pm L2 writing in high school: A comparative matriculation test
analysis Presenter: Zou Han
Presenter: Yang Xiaoli 5:10 pm-5:30 pm Identifying and modeling learning oriented
3:30 pm-3:50 pm The use of graphic organizers in assessment practices in an English test
English reading class: A cognitive load preparation context in China
perspective Presenter: Yang Ruijin
Presenter: Lin Su
3:50 pm-4:10 pm Empirical research on story continuation
in senior high school English writing
teaching under the frame of creative

32 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

 Sunday, July 31, 2022

Longhill Ballroom, FPSH

8:30 am-9:20 am What’s new in TESOL? Global trends
and local practices
Presenter: David Nunan
9:20 am-10:10 am Technology-supported formative
assessment practice in Chinese EFL
classrooms
Presenter: Liu Jianda
10:10 am-11:00 am Local context & EMI – the making of a
conceptual framework
Presenter: Joyce Kling

SCHEDULE

33
34
 Abstracts FRIDAY, JULY 29

ASSEMBLY FILE PHOTO

to use language to construct meaning by performing these

Concurrent session 1 activities and achieving “whole person” development as well. 

Han Baocheng serves as Executive Deputy Dean of the

FS Friday, 1:30 pm-2:15 pm
Graduate School, Deputy Director of the Institute of Lin-
Concurrent session 1, FPSH
guistics, and Researcher at the National Research Centre for
The holistic approach towards FLT: principles and Foreign Language Education, Beijing Foreign Studies Univer-
implementation sity. He is also Secretary General of the Foreign Language and
Literature Committee of the China Council for Self-taught
Higher Education Examinations. His main research areas
Han Baocheng (韩宝成), Beijing Foreign Studies University,
include language education and language assessment. He is
China
particularly interested in the understanding of the nature of
language ability, second language proficiency development
The holistic approach towards foreign language teaching and is now conducting research on the Holistic Approach
(FLT) is a newly proposed approach which shares many towards foreign language teaching.
assumptions with the current approaches and methods.
 
Adopting a functional view of language, this approach aims
to simultaneously cultivate students’ language abilities, FS Friday, 2:15 pm-3:00 pm
FRIDAY, JULY 29

intellectual skills and humanistic qualities. It proposes that Concurrent session 1, FPSH
ABSTRACTS

language learning, being a process of meaning construction

and personality cultivation, should follow the principle of rich, Good pronunciation for better communication
meaningful, context-complete input and adequate, context-
complete output. This approach advocates that classroom
Liu Sen (刘森), East China Normal University, China
teaching should be centered around three categories of
language use activities: 1) meaning-comprehending activities,
including two subcategories of Experiencing Activity and Speech production is a cognitive process in which people
Exploring Activity; 2) meaning-negotiating activities, including convert their nonverbal communicative intentions into verbal
Engaging Activity and Empowering Activity; 3) meaning- actions. Pronunciation, to some extent, can influence or even
expressing activities, including Extending Activity and determine the success of a speech. As the saying goes “the
Exhibiting Activity. Mediated by the teacher, students learn moment you open your mouth, you are decided”. Correct
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36 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

production and clear articulation of the speech sounds, good Director of the College English Department at the School of
use of word sentence stress, variation of the tones in speech, Foreign Languages and Literature, Beijing Normal University.
and good control of pauses affect the audience’s view of Her research interests include second language teaching and
the speaker’s character and competence. Pronunciation learning and teacher education. She has published several books
personalizes our ideas and makes our narratives concrete and and journal articles in China and abroad.
visualized. Good pronunciation serves better communication.
 
Liu sen is a professor of Applied Linguistics at East China Reading and writing integrated instruction: Insights from
Normal University, Shanghai. She is Director of Oral English instructional design analysis
Teaching and Research Centre of ECNU and Vice Chairman
of Pronunciation Teaching and Phonetics Research Com-
Chen Zehang (陈则航), Beijing Normal University, China
mittee (PTPRC), China Association for Comparative Studies
of English and Chinese (CACSEC). She has won Shanghai
Municipal Government’s Achievement Award for Higher This talk begins by describing the theoretical support for
Education. Her National Project Better Pronunciation for integrating reading and writing in English language teaching
Communication has won Shanghai Municipal Government’s and explaining how the integrated perspective affects
Excellent Textbook Award. She has published and presented students’ reading and writing development. Next, instructional
widely in the areas of pronunciation teaching, public speaking designs from both middle school and university teachers
and teaching methods. are introduced to illustrate teaching practices under the
guidance of this perspective. A concluding section presents
the instructional design principles and useful methods for
Friday, 3:10 pm-4:40 pm designing reading-writing integrated instruction derived from
P
Concurrent session 1, FPSH a cross-case analysis of the teaching practices.

Teachers in reading and writing classes Chen Zehang is a professor in applied linguistics at the School

of Foreign Languages and Literature, Beijing Normal Univer-
sity. Her research interests include English language teach-
Wang Xiaojing (王筱晶) (Chair), Beijing Normal University, ing, teacher education and critical thinking development.
China She has been in charge of or involved in many national and
Chen Zehang (陈则航), Beijing Normal University, China provincial research projects, teacher training programs and
textbook writing projects. She has published widely journal
Bai Xiaohuang (白晓煌), Capital Normal University, China
articles and books in the field of applied linguistics.  

Like riding a roller-coaster: University teachers’ emotional

Designing comprehensive reading classes from the perspective
experiences in dealing with student plagiarism
of mutual cultural learning

Wang Xiaojing (王筱晶), Beijing Normal University, China

Bai Xiaohuang (白晓煌), Capital Normal University, China

In recent years, the Chinese higher education sector has

Reading plays an important role in the “appreciation of
placed greater emphasis on research ethics, especially
cultural diversity and of culture’s contribution to sustainable
plagiarism, and university instructors implement pedagogical
development” in SDG4. Apart from students’ acquiring
practices to help reduce this misconduct. However, little
information from reading, teachers may implement a
research has been conducted to investigate the emotional
comprehensive teaching design based on mutual cultural
experience that teachers have when facing student plagiarism
learning. In this way, students may be aware of of cultural
and their emotional changes in the process of handling such
FRIDAY, JULY 29

differences, be able to understand cultural differences, and be

misconduct in tertiary-level EAP writing courses. To address
ABSTRACTS

willing to accept cultural differences, and then appreciate the

this paucity of research, the current study employed interviews
cultural diversity. The presentation will take an English course
and focus group discussions, as well as teacher journals to
as an example to introduce the design and the effects of it.
examine teachers’ emotional experience when handling illicit
behavior in text-copying. The findings have revealed teachers’
emotional distress, and the factors that influence it, when Bai Xiaohuang is an associate professor of English in
strengthening academic integrity in tertiary institutions. Education in Capital Normal University. She holds an EdD
from Tsinghua University. Her major research areas include
teacher training, international communication and global
Wang Xiaojing received her PhD from Newcastle University,
competence. She was given the “Outstanding Teacher”
UK. She is currently an Associate Professor and Deputy
award at her university.

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37
 process (e.g. in terms of sample size). Several examples of
Friday, 4:40 pm-5:40 pm
‘prototype papers’ are utilized to provide some concrete tips
D vis-à-vis the preparation for your very first journal article.
Concurrent session 1, FPSH

Demonstration (Primary school) Wei Rining is a tenured associate professor at Xi’an Jiaotong-
Liverpool University, China’s largest Sino-foreign institution.
Dr Wei directs the MA TESOL Program. His areas of research
include multilingualism, geronto-linguistics, and quantitative
Instructor: Qi Chenghui (祁承辉), Shanghai Education methodology. He has published in journals including
Commission Teaching and Researching Department, China Bilingualism: Language & Cognition, English Today, Journal
Jin Tongtong (金彤彤), Tianjin No. 2 Nankai School Primary of Multilingual and Multicultural Development, Journalism,
School Department, China Linguistics and Education, System, and World Englishes.
He serves as (1) Associate Editor for TESOL International
Qi Chenghui is a primary school English teaching researcher Journal, (2) Co-Editor-in-Chief of International Journal of
at the Shanghai Education Commission Teaching and EAP: Research and Practice, and (3) Director for the Special
Researching Department. He has been honored as a Topic Committee of Academic Research for the 2021 Global
“Shanghai Super Teacher” and has won the following awards: English Education China Assembly.
“The first national foreign language teaching expert ”, “ The
first national foreign language teacher gardener ” and “ The
first prize of the first national primary school English quality Publish or Perish: A Journey of joy
course teaching competition”. He has also compiled and
published various monographs. Since 2011, he has organized Wang Chuang (王闯), University of Macau, China
or participated in the compilation of teaching manuals.
This presentation guides junior scholars towards enjoying
the journey of publishing academic papers with respect to
Concurrent session 2 writing the manuscript and finding a home for it. Choosing
a line of research that is interesting and significant to the
researcher is of critical importance. Reading not only equips
P Friday, 1:30 pm-3:00 pm the researcher with knowledge in their chosen field but
Concurrent session 2, FPSH also helps the researcher in writing. Keeping an annotated
bibliography of the read articles or writing a synthesis or
Publication advice for early-career scholars review of studies helps the researcher identify a problem
that deserves further investigation and then develop
relevant research questions. When writing a manuscript,
Wei Rining (魏日宁), Xi’an Jiaotong-Liverpool University, the researcher should keep the readers/reviewers in mind
China and make sure to justify the need of the study, clearly
Wang Chuang (王闯), University of Macau, China describe the research design, and discuss the findings in a
Peter I. DE COSTA, Michigan State University, US non-technical language. Finding a home for the manuscript
takes time and patience. Strategies to communicate with the
editor and to respond to reviewers’ comments facilitate the
Publishing your first journal article: The role of ‘prototype resubmitting process. Building a pipeline of manuscripts not
papers’ only reduces the pressure on the researcher, but also helps
the researcher control the publication process and enjoy this
Wei Rining (魏日宁), Xi’an Jiaotong-Liverpool University, China journey of academic life.

’Publish or perish’ and ‘publish and get cited’ are the two most Wang Chuang is Distinguished Professor and Dean of
widely accepted mottos in academia today. In most tertiary the Faculty of Education at the University of Macau. His
expertise includes applied statistics and English language
FRIDAY, JULY 29

educational institutions and research institutes where these

ABSTRACTS

mottos are followed, without enough publications (e.g. in the learner’s self-efficacy beliefs. He has published more than
form of ‘journal articles’ in referred academic periodicals) 180 books, book chapters, journal articles and conference
early-career researchers cannot secure teaching-and- proceedings. He received the 2008 American Educational
research-track positions, get academic promotions, earn Research Association Distinguished Paper Award and
perks or obtain funding for their research. This presentation the Excellent in Teaching Award, as well as The Harshini
will share some publication advice with early-career V. de Silva Graduate Mentor Award at the University of
researchers, focusing on the role of what I call ‘prototype North Carolina, Charlotte. He served as the Editor-in-Chief
papers’. A prototype paper can serve as a useful strarting of two peer-reviewed journals and the President of the
point for your first journal article and provide a benchmark Chinese American Educational Research and Development
for many decisions you need to make during the research Association (2008-2010).

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38 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

 Journal, Intercultural Pragmatics, International Journal of
Publishing in SSCI journals: An editor’s perspective Bilingual Education and Bilingualism, International Journal
of Multilingualism, Journal of Pragmatics, Pragmatics, and
Peter I. DE COSTA, Michigan State University, US System.

In light of the increasing demands placed upon applied

linguists to publish in international peer-reviewed journals, Task-based language learning research at home and abroad
the “publish or perish” phenomenon has manifested itself (2001-2021): Current status, trends and new frontiers
in many countries, including China. Chinese universities, in
particular, have embarked on repositioning themselves as Xun Hui (荀慧), Beijing Normal University, China
global producers of knowledge. Given these key academic
developments, the pressure to produce ground-breaking This study retrieved Task-Based Language Learning (TBLL)
work in applied linguistics has only escalated. It is against studies published in CNKI and WoS core collections from
this competitive backdrop that I situate my experience-based 2001 to 2021. After standardization and de-duplication
talk as I share with the audience my personal perspective processing, as well as the manual removal of the documents
as a journal editor. I first discuss the process of selecting that do not meet the requirements, 1692 valid documents
a journal. Next, I explore the procedures that I go through overall were generated, with 116 domestic and 1576 abroad.
when reviewing a manuscript. Finally, I provide a perspective Under the guidance of these Citespace-generated results,
on how editorial decisions are made in regard to accepting this paper then conducted an in-depth literature review of
and rejecting a manuscript, while also describing the TBLL. In general, the three most discussed topics in the past
complexities that need to be negotiated before a manuscript 20 years were summarized, and three major developmental
sees the light of publication.   trends were detected. Meanwhile, the TBLL research actively
seeks interdisciplinary references to other fields. Through
Peter I. De Costa  is an Associate Professor in the Department discussion, some new topics were subsequently proposed.
of Linguistics, Languages & Cultures and the Department of Finally, this paper would like to call for Chinese researchers
Teacher Education at Michigan State University, where he to carry out more innovative research in TBLL.
directs the Master’s in TESOL program. As a critical applied
linguist, his research areas include emotions, identity, Xun Hui currently is a PhD candidate at Beijing Normal
ideology and ethics in language learning, language teaching, University. She obtained her MA in TESOL at Durham
and language policy. In addition, his ecologically- and social University, UK in 2019. Her research interests concern
justice-oriented work looks at the intersection between Task-Based Language Learning Teaching (TBLLT), language
second language acquisition (SLA), second language teacher testing and English language pedagogy.
education (SLTE), and language policy. He is the co-editor
of  TESOL Quarterly  and the First Vice-President of the
American Association for Applied Linguistics. A Study of the effectiveness of multi-modal peer review on the
development of second language writing ability

Chen Lulu (陈露露), Qingdao University of Science and

P Friday, 3:10 pm-5:40 pm Technology, China
Concurrent session 2, FPSH
This study explores the development of learners’ second
Academic research and publication language writing abilities under different mutual review
modes through writing tests, questionnaires, semi-open
interviews and multi-modal mutual review corpus collection.
Instructor: Ren Wei (任伟), Beihang University, Beijing, China Sixty freshmen from two parallel classes of non-English
Xun Hui (荀慧), Beijing Normal University, China majors in a university in Shandong province were selected as
Chen Lulu (陈露露), Qingdao University of Science and the research subjects, and a second language writing class
Technology, China lasting one semester was carried out. The findings showed
FRIDAY, JULY 29

Shao Jing (邵静), Xi’an International Studies University, China

ABSTRACTS

that: 1) Compared with uni-modal peer review, multi-modal

Tian Yuxin (田雨鑫), Northwest University, China peer review is more conducive to the improvement of college
Xu Wenying (许文颖), Xi’an Jiaotong-Liverpool University, students’ second language writing ability; 2) In multi-modal
China peer review, there are also different attitudes and opinions
Lei Wen (雷雯), Xiangnan University, China among different learners; 3) In terms of mode-use, five
main modes are frequently used, respectively language,
Ren Wei is a professor at the School of Foreign Languages, posture, gesture, facial expression, and eye contact. Among
Beihang University, Beijing. His research interests include those five modes, language is the most used mode, and
pragmatics and second language acquisition. His recent facial expression and eye contact are used relatively less
publications include articles in Applied Linguistics, frequently.
Assessing Writing, Discourse Context & Media, ELT

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39
 Chen Lulu is a graduate student from Qingdao University of research. Meaningful Literacy Instruction as a new approach
Science and Technology. in the language classroom promotes the usefulness of
recognizing the subjectivity of the individual learner. Based
on the researcher’s practice of a poetry-narrative writing
A study on generic structures and phrase frames of method approach to meaningful literacy, I conclude that poetry
sections in journal articles of applied linguistics at home and writing provides teachers a hands-on pedagogical technique
abroad to practice meaningful literacy instruction in the second and
foreign language classroom. The poem writing process and
reflection help the individual learner gain perspective of their
Shao Jing (邵静), Xi’an International Studies University, China personal history and experience.

This study aims to analyze the method sections of journal Tian Yuxin is a language teacher at Northwest University.
articles in the field of applied linguistics from China and the Her research interests fall in the areas of TESOL and
United States in order to identify and compare the use of TCSOL.
rhetorical moves and steps and their associated linguistic
choices in the form of key phrase frames (p-frames). Two
corpora of published journal articles on applied linguistics in Foreign language peace of mind (FLPoM) and foreign language
China and abroad were established. Based on Swales’ genre classroom anxiety (FLCA) in learning English as a foreign
analysis theory, following Cotos’ (2017) model in method language (EFL): A study of Chinese EFL learners
sections, the study demonstrated the generic structures in
the writings of the two corpora. In addition, the four-word Xu Wenying (许文颖), Xi’an Jiaotong-Liverpool University,
and five-word p-frames in the two corpora were extracted China
by kfNgram. The preliminary findings of the study include
1) some p-frames show a tendency to appear in certain Foreign Language Peace of Mind (FLPoM) is a new construct
generic structures; 2) journal articles written by Chinese that can better predict learners’ self-perceived foreign
writers present less variants per p-frame type; 3) journal language proficiency compared to Foreign Language
articles written by Chinese writers contain more verb-based Enjoyment (FLE). To broaden the understanding of FLPoM,
frames (e.g. may be more * to), whereas American writers this study explores the relationship between FLPoM and
use more other content word p-frames (e.g. in the * context) Foreign Language Classroom Anxiety (FLCA) in Chinese
and function word p-frames (e.g. to the * of). The diversity context and to investigate the effects of conventional
can be explained by the writers’ expertise in the disciplinary demographic variables (e.g. age, gender, education level,
domain, academic writing abilities, linguistic backgrounds length of stay abroad, etc.) on FLPoM.
and cultural backgrounds. Two open-ended questions were employed to generate
narrative data to assess the sources of these two affective
Shao Jing is a graduate student from Xi’an International states. The use of triangulation enriched the collected
Studies University. datasets and improved the validity of the findings. The
conclusion section discusses the implications and possible
limitations of this study.
A qualitative study of L2 Chinese writer’s adaptation to a US
university Xu Wenying graduated from the University of Toronto with
degrees in Psychology and Economics, and is currently
Tian Yuxin (田雨鑫), Northwest University, China studying for a master’s degree in the TESOL program at Xi’an
Jiaotong-Liverpool University.
With the expanding discussion on individuals writing in
an ESL setting, the need to hear about the experiences of
individual language learners grows more and more important.
Under these circumstances, Chinese students, as the largest The social functions of university teachers’ positive emotions in
ethnic group of international students in the United States, teacher-student relationships
FRIDAY, JULY 29

must overcome many uncertainties. Language teachers

ABSTRACTS

have a responsibility to bridge the differences between Lei Wen (雷雯), Xiangnan University, China
international students and their host culture. Yet, poetry
writing as a literary genre is rarely employed in the ESL/EFL Even though views of researchers are differentiated in
language classroom, and teachers have often overlooked the various ways, there is an agreement that emotions have
benefits of writing poetry for language learners. Poetry is an functions. Early emotional studies focused on the emotions
example of meaningful writing for multilingual students in within-person, then researchers found emotions are socially
the language classroom to adapt to the host culture. connected. Therefore, researchers began to inquire into
Language learners’ memories, emotions, self-awareness, emotions’ social functions in various disciplines. Keltner
and perception of learning have received relatively little and Haidt (1999) provided four levels of social function
attention in current second language acquisition and literacy analysis of emotions: individual, dyadic, group and culture.

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40 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

Fredrickson (1998) raised a broaden-and-build theory The mixed methods in this study included questionnaires
involving positive emotions. Building on Fredrickson’s and interviews among students from various universities in
broaden-and-build theory, Shiota et al. (2004) proposed China. The study found that learners are satisfied with their
a framework for understanding the functions of positive practice of speaking on EAP Talk.
emotions in interpersonal relationships: informative,
evocative, and incentive functions, which echoed the model Zou Bin is an associate professor at the Department of
of Keltner and Kring (1998). However, their framework Applied Linguistics, Xi’an Jiaotong-Liverpool University
is only based on four specific relationships: parent-child, (XJTLU). He has been working on EFL teaching and research
romantic, peer and group relationships. In addition, Sels, at schools and universities for more than 30 years. His
Tran, Greenaway, Verhofstadt, and Kalokerinos (2021) research interests include Computer-Assisted Language
identified three functions positive emotions serve in social Learning (CALL), AI, EAP and ELT. He is the Founding
interactions and relationships: intimacy, impression, and Editor and Co-Editor-in-Chief of two international journals:
influence. I collected data from interviews of university the International Journal of Computer-Assisted Language
teachers. And the broaden-and-build theory was used as a Learning and Teaching (indexed in ESCI and Scopus) and
framework to analyze the data. Broaden-and-build theory the International Journal of EAP: Research and Practice. He
includes three aspects: broaden effect, build effect and has published more than 40 papers. He has also co-edited
undoing effect. Positive emotions can broaden the thought- several books with Professors David Nunan, Hayo Reinders,
action repertoire of individuals and build multiple resources Michael Hoey and Michael Thomas.
for them. In addition, positive emotions were considered to
“undo” the lingering effect brought by negative emotions and
help teachers develop psychological resilience. At last, the The future of English language education
initial findings will be given.
Hayo Reinders, Anaheim University, USA
Lei Wen is a PhD candidate at The Education University of
Hong Kong and an English teacher at Xiangnan University. Much has changed in recent years in language education,
and much of it has been mediated through technology. But
we are only at the start of a coming transformation of the
Concurrent session 3 way people learn and the ways we can support them. In
this talk, I will give a brief overview of some of the major
developments in the area of Computer-Assisted Language
P Friday, 1:30 pm-3:00 pm Learning (CALL) and review their impact on both lifelong and
Concurrent session 3, FPSH life-wide learning. I will review the potential benefits of new
Artificial intelligence and foreign language teaching technologies and consider how teachers can best prepare for
the future of English language education. 

Zou Bin (邹斌), Xi’an Jiaotong-Liverpool University, China Hayo Reinders is a TESOL professor and Director of
Hayo Reinders, Anaheim University, US Research at Anaheim University in the USA and professor of
Philip Hubbard, Stanford University, US Applied Linguistics at KMUTT in Thailand. He founded the
Institute for Teacher Leadership to empower teachers and
learners with research and leadership skills. He is the editor
Using the AI speech evaluation platform: EAP Talk for developing of Innovation in Language Learning & Teaching and edits
EFL speaking skills a book series on “New Language Learning and Teaching
Environments” for Palgrave Macmillan. He has published 25
Zou Bin (邹斌), Xi’an Jiaotong-Liverpool University, China books and over 150 articles in the areas of learner autonomy,
technology and teacher development.
Artificial Intelligence (AI) speech evaluation systems based
on speech recognition, natural language processing and
speech evaluation technology have reportedly contributed Language teaching for today and tomorrow: Lessons from TESOL
FRIDAY, JULY 29
ABSTRACTS

to the learning of EFL and have helped learners obtain an technology standards
evaluation of their EFL speaking performance. The presenter
has created an AI speech evaluation system - EAP Talk -
Philip Hubbard, Stanford University, US
to help EFL learners develop their speaking skills on their
computers and mobile devices via AI technology. EAP
In 2008, TESOL published its technology standards
Talk is an AI-powered platform that allows EFL learners to
framework for teachers and learners, identifying and
practice speaking in the context of higher education. The
justifying the need for the development of knowledge and
system is established using an automatic speech evaluation
skills in technology usage to meet the demands of 21st
system. This presentation explores student perceptions and
century English language teaching. Unfortunately, these
experiences using EAP Talk to develop their speaking skills.
and similar standards have been largely ignored by teacher

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41
 education and professional development programs, with the publications have appeared in Current Issues in Language
result being that current teacher technology competence Planning, International Journal of Multilingualism, Language
is often minimal or fragmented. In my portion of this panel, Awareness, Language Policy, Journal of Multilingual and
I revisit the 14 standards for teachers to show how they Multicultural Development, Journal of Scholarly Publishing
remain increasingly relevant today. I briefly summarize each System, and The Modern Language Journal. She is the Editor-
and provide explanations and examples of how teachers can in-Chief of Language, Culture and Curriculum, and also the
– and should – create a path to meeting them, along with Co-Editor-in-Chief of System.
links to resources that can support this goal.

Philip Hubbard is a Senior Lecturer Emeritus at the Stanford D Friday, 3:55 pm-5:45 pm
University Language Center, where he served as Director Concurrent session 3, FPSH
of the English for Foreign Students Program from 2004 to
2020. Working in the field of computer-assisted language Demonstration (University)
learning (CALL) since the early 1980s, he has published in
the areas of CALL theory, research, methodology, evaluation,
teacher education, learner training, and listening. He served Instructor: Xiao Weiqing (肖维青), Shanghai International
on the task force that developed the TESOL Technology Studies University, China
Standards and is associate editor of Computer Assisted
Language Learning and Language Learning & Technology. In Xiao Weiqing is a PhD Advisor of Translation Studies at
2018, he received a Lifetime Achievement Award from the Shanghai International Studies University. She is also Chair
Computer Assisted Language Learning Journal and Research of the Department of Translation and Interpreting. She is a
Conferences. former Senior Fulbright Scholar at the Middlebury Institute of
International Studies at Monterey (2010-2011). Her research
interests are audiovisual translation and T&I teaching. She
FS Friday, 3:10 pm-3:55 pm has given presentations on AVT studies and T&I pedagogy at
Concurrent session 3, FPSH conferences, seminars, and similar events held in China, the
UK, the US and New Zealand. She is also a prolific translator
English for research publication purposes for TESOL
of 12 books.
educators: A bi-literacy approach

Zheng Yongyan (郑咏滟), Fudan University, China The sound of silence

This talk situates the inquiry of English for research Yang Yanchao (杨艳超), North China University of
publication purposes (ERPP) for TESOL educators in Technology, China
the contemporary Chinese context. By investigating the
language beliefs and practices of Chinese scholars in English- Pauses are an important feature of intonational phrase
language related studies, this study aims to explore the (IP) boundaries in speech. Two types of pauses in speech
complex language dynamics in research communication. A – inter-sentential pauses and intra-sentential pauses – are
questionnaire survey consisting of closed multiple choice and introduced in this teaching demonstration, and feasible
open-ended questions was distributed to the scholars in English suggestions (use of punctuation marks and thought groups)
literature and linguistic studies in six national foreign-language to use proper pause in speech are provided. The instructor
universities in China, and 210 questionnaires were collected. adopts a blended approach by uploading two audio versions
The data were analyzed quantitatively, complemented with of a “Dear John Letter” (which differ in the manner of pause
a qualitative content analysis of open-ended comments. The in speech) to iSmart, a mobile learning platform launched
findings showed that the Chinese scholars preferred an English- by Higher Education Press in China. The students are
Chinese bi-literacy approach to research communication, encouraged to identify the difference in meaning between
and they did not perceive of ERPP as a threat to Chinese the two versions. In the offline teaching demonstration, the
as an academic language. Their beliefs were influenced
FRIDAY, JULY 29

instructor first asks the students to guess the topic for the
ABSTRACTS

by the macro-level policy narrative as well as their strong demonstration by showing them one slide showcasing The
professional and ethno-linguistic identity. We contrast the Sound of Silence to spark their interest. Then, the instructor
findings with previous research conducted in the European uses a famous Chinese example and encourages students
contexts and discuss the policy implications for ERPP and to read aloud and compare the manners to pause and their
for research assessment in China’s higher education. consequent meanings. The instructor will then encourage
the students to think about how written language and
Zheng Yongyan is a professor of Applied Linguistics at Fudan spoken language avoid ambiguity, thus highlighting the
University in China, where she teaches English academic importance of pauses in speech. To follow, the instructor
writing and applied linguistics. Her research interests include will introduce two types of pauses - intra-sentential pauses
second-language development, bilingual and multilingual (within sentences) and inter-sentential pauses (between
education, and academic literacy practices. Her recent

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42 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

sentences) - and explain how to avoid ambiguity in speech
by using punctuation marks and thought groups, during Concurrent session 4
which diverse examples will be illustrated.
PP Friday, 1:30 pm-1:50 pm
Yang Yanchao is the Director of the Center for Education
Concurrent session 4, FPSH
and Exchange at Qinggong College, North China University
of Technology, and is a PhD student at the Faculty of
Providing access to world-class ELT content and
Education, University of Macau. He has won two second
resource
prizes and two third prizes in the China Foreign Languages
Micro-Lecture Contest, five first prizes in the Hebei Foreign
Language Micro-Lecture Competition, one first prize in the
10th National Foreign Language Teaching Contest (NFLTC) Cheng Xiaotang (程晓堂), Beijing Normal University, China
of Hebei province, two third prizes in the Hebei Education
Teaching Achievement Award, and first prize in the 2021 Next Generation Learning Forum introduced by Cengage
Hong Kong Education University Corpus-based Teaching is a premium teaching content platform which caters to
Design Competition. schoolteachers in China. It introduces advanced and leading
English language teaching research studies and teaching
resources from both China and abroad. It aims to facilitate
Approaching nature part I quotations for discussion
English language teaching and world-wide communication
through broadening the global perspective of English
Hou Jingjing (候靖靖), Shanghai International Studies education in China. The Next Generation Learning Forum
University, China incorporates three parts: the Next Generation Learning
series ELT titles, ELTeach professional development service
The content of this lecture concerns “Part I Quotations for and the Next Generation Learning Forum.
Discussion – Chapter Two Approaching Nature” in Improving 2022 marks the 22nd year of Cengage’s presence in China.
Through English – An Integrated Course (Book III). The In the two decades’ time, Cengage/NGL is growing with the
lecturer will try to achieve the following three objectives: ELT community in China. Working with renowned education
imparting subject knowledge, developing English language publishers in China, such as People’s Education Press,
proficiency, and cultivating critical thinking skills. Through Shanghai Foreign Language Education Press and Tsinghua
six teaching modules, students are encouraged to appreciate University Press, we bring our value to the learning journey
and discuss the views of various Eastern and Western of tens of millions of teachers and students. With everyone
thinkers on the human-nature relationship, China’s major at the Assembly, we bring the world to the classroom, and
initiatives and achievements in environmental protection, classroom to life. This year, we proudly present to you our
and the similarities and differences between the Eastern and new publication with JiangSu Phoenix Education Press. They
Western conceptions of nature. Besides these, students are are: Our World series, Pathways Series, Time Zones series
also encouraged to improve their ability to describe Chinese , Reading Explorer, Reflect (to be published soon), Great
cultural elements in English. Under the “student-centered” Writing (to be published soon) etc. We hope to support
principle, the teacher adopts the heuristic lecture mode and teachers with their learning and digital journey in and out
guides the students to think independently. The teacher of classroom. Together, we teach English and we teach the
tries to make sure that the students are given an adequate world.
amount of subject knowledge and language input, as well as
ample opportunities to sharpen their critical thinking skills
and improve their English language proficiency. Cheng Xiaotang is a professor of Applied Linguistic at
Beijing Normal University. He serves as a key member of the
Hou Jingjing is an associate professor at the School of English National English Curriculum Standards Panel commissioned
Studies, Shanghai International Studies University, and a by the Chinese Ministry of Education and has been
visiting scholar at the Middlebury Institute of International extensively involved in the undergoing English curriculum
Studies at Monterey (2012-2013). Her main research reform in China. Professor Cheng is the China series editor
FRIDAY, JULY 29

for Pathways series.

ABSTRACTS

interests include translation studies and T&I teaching. She is

currently teaching Essential English and Interpretation.

PP Friday, 1:50 pm-2:10 pm

Concurrent session 4, FPSH

Vocabulary literacy instruction in language classroom:

Quizlet vs. traditional approach

Yu Hongjuan (于红娟), Xi’an Jiaotong-Liverpool University,

China

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 This research compares the effectiveness of vocabulary in various patterns of interactions before interdependently
teaching between Quizlet and the traditional approach. exerting a facilitative or inhibitive effect on the three students’
Aiming to better facilitate vocabulary teaching with WTC. The main interactional patterns or the signature
technology in the EMI setting at XJTLU, the two researchers dynamics demonstrates how individual and contextual
decided to figure out the efficacy of Quizlet in lexical antecedents interact and contribute to the momentary
acquisition by comparing it with the traditional teaching fluctuation of WTC that leads to individual differences in
method. This will provide reference to language lecturers communication frequency in the EAP classroom. A cultural
from similar education institutions in the choice of understanding was also presented to illustrate the impact of
vocabulary teaching methods and consolidate the study the covert Korean Confucian heritage on the three learners’
in CALL with further empirical evidence. A mixed-method WTC. The findings add empirical evidence to the complex
of experimentation and survey were employed to collect dynamic interplays in sustaining WTC. Lastly, the study
research data from two groups of a total 70 Year-1 students. provides classroom-ready pedagogical implications on the
The experimental group received Quizlet teaching while grounds of the findings.
a traditional teaching method was implemented on the
control group. A descriptive statistics analysis was employed Zhou Qianqian obtained her PhD in Language Education from
to examine whether there is a statistically significant the University of Edinburgh in 2021 and has recently joined the
increase in scores between pre- and post-tests of the two Department of Applied Linguistic at Xi’an Jiaotong-Liverpool
teaching groups. The findings showed significantly more University as an Assistant Professor. Her research interest
improvement of vocabulary scores in the post-test for the lies in the nature and impact of individual differences within
experimental group than the control group. Participants the broader domain of second language acquisition. She is
from the experimental group reported more positive learning particularly interested in classroom-based projects that
experiences in the follow-up survey. The pedagogical investigate individual difference variables such as willingness
implication of the present research is that modern language to communicate, motivation, attitude, learning styles and
instructors can attach great value to Quizlet when teaching emotion. Her research projects have focused primarily on
vocabulary in EMI context. ESL/EFL/CFL learners’ willingness to communicate in a
classroom setting, looking at its emergence and fluctuation
Yu Hongjuan is an Associate Language Lecturer in the ELC from a Complex Dynamic Systems Theory perspective.
at Xi’an Jiaotong-Liverpool University. Her research interests
lie in EAP writing, EFL pedagogy and syntactic structures. She
has published a few research articles regarding academic Friday, 2:30 pm-2:50 pm
PP
writing feedback, writing error analysis, WTC, vocabulary Concurrent session 4, FPSH
learning efficacy and pedagogical activities in EFL classrooms.
A Brand-new writing center - student struggles and
how they inform EAP writing instructions
Yu Hongjuan is an Associate Language Lecturer
Friday, in thepm
2:10 pm-2:30 ELC
PP
at Xi’an Jiaotong-Liverpool University. Her research
Concurrent session 4,interests
FPSH
lie in EAP writing, EFL pedagogy and syntactic structures. She Li Shuhan (李书涵), Yan Ping (严平), Xi’an Jiaotong-Liverpool
hasInvestigating
published research articles regarding academic University, China
the complex dynamic interplay of writing
feedback, writing
willingness error analysis,AWTC,
to communicate: vocabulary
multiple-case studylearning
of
efficacy Writing centers have become an integral part of students’
three and pedagogical
Korean studentsactivities
of EnglishininEFL classrooms.
a low-proficiency
academic support in higher education, students undergo
EAP classroom in a UK study-abroad context
intense English for Academic Purposes (EAP) courses that
emphasize academic reading and writing skills which are
Zhou Qianqian (周茜茜), Xi’an Jiaotong-Liverpool University,
regarded essential for their academic success in various
China
disciplines.
Data revealed that many students, despite receiving
This research adopts a qualitative multiple-case study
abundant writing instructions in EAP courses, struggle to
design comprised of three Korean students learning English
transfer strategies learned in the classroom to the paper.
FRIDAY, JULY 29

in a low-proficiency EAP classroom in the UK. It sets out

Overwhelmingly, they have difficulties interpreting and
ABSTRACTS

to investigate willingness to communicate (WTC), the

incorporating the feedback given by the instructors on their
mediating factors as well as interrelationships embedded
writing. Individual consultations also afforded an opportunity
in the individual learner and the immediate classroom
for students to share their experience learning to write and
context. Methodological triangulation is achieved by means
navigate academic communications in a second language, as
of classroom observation, learner journals, audio-stimulated
well as the daily challenges they face as they balance their
recall interview and semi-structured interview. Findings
identities as an L1 writer and L2 writer.
revealed five learner-internal antecedents – learner beliefs,
This presentation, therefore, will reflect on what we can
motivation, cultural factors, linguistic factors and affective
learn, as instructors, from the questions that students raise
factors, and three learner-external antecedents – topic,
during these sessions, the struggles that they voiced, the
interlocutor and classroom discussion, which were engaged
assumptions that we held about their writing and learning

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44 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

experience in a second language, and the implications these and object focus. This study has two main findings. First,
have on what we as instructors can do to design writing data analysis revealed 24 diverse academic emotions among
classes that help students grow as writers, as well as provide the six EFL learners in various socio-cultural contexts. The
feedback and offer support at different writing stages. emotions varied not only from person to person but also
from time to time and from event to event. Second, learners’
Li Shuhan is an English for Academic Purposes lecturer at emotions were influenced by 12 categories of mediating
Xi’an Jiaotong-Liverpool University (XJTLU), where she socio-cultural factors, including inter-mediating factors and
also works as the Coordinator for the Writing Consultation intra-mediating factors. Inter-mediating factors were related
service. Her research interests include independent language to feedback, community and writing tasks. Intra-mediating
learning, writing center development, and intercultural factors included beliefs, capacity, cognition, attitudes, emotions,
communication. expectations, outcomes, experience and writing problems.

Yan Ping received her Master’s degree in TESOL from Yu Rong is a postgraduate in the National Research Centre
University College London in 2018 and obtained the CELTA for Foreign Language Education at Beijing Foreign Studies
certificate at the same year. She joined XJTLU in 2020, University. Her major is Foreign Linguistics and Applied
teaching Y1 EAP and CS courses. Her research interest lies Linguistics with a focus on foreign language education,
in the areas of academic writing skills and critical thinking. and her current research interests are L2 writing, teacher
feedback and foreign language teacher education.

P Friday, 3:10pm-5:40 pm
Concurrent session 4, FPSH Research on online Chinese culture education from the
perspective of socio-cultural theory
Intercultural communication and critical thinking
Wang Zichao (王子超), Zhongnan University of Economics
Instructor: Wang Xin (王欣), Shanghai International Studies and Law, China
University, China
This study focuses on an online Chinese culture course for
Wang Xin is a professor of English and Dean of the School of international first-year students at a university in Wuhan,
English Studies at Shanghai International Studies University. and aims to reveal how social relations and cultural products
She is the Vice President of the China English Language affect learners’ mastery of cultural knowledge and the
Education Association, China Association for Comparative cultivation of intercultural awareness, pointing out problems
Studies of English and Chinese (CACSEC); Standing Council in online culture education and proposing suggestions. The
Member of Shanghai Foreign Literature Association; focal class comprises ten students from diversified linguistic
Standing Council Member of the Poetry Commission, and cultural backgrounds. The author recorded and transcribed
CACSEC; and Standing Council Member of the Shanghai eight online classes and conducted semi-structured online
International Studies Association. Wang Xin’s main interests interviews with the teacher and five students.
in teaching and research include British and American To analyze and evaluate the actual situation of online small-
poetry, romanticism, eighteenth-century English literature, class culture education, this study formulates a framework
and comparative literature. based on the questionnaire used in Qin Lili’s Introduction
to Socio-cultural Theory in Second Language Acquisition.
Based on classroom observation and interviews, this
Examining Chinese undergraduates’ academic emotions towards study found that online education, small class size and the
teacher written feedback on EFL writing multiculturalism of students are three characteristics that
need to be considered in teaching. Under the guidance of
socio-cultural theory, the focal Chinese culture class has
Yu Rong (余荣), The University of Hong Kong, China developed strengths and avoided weaknesses. To improve
online culture education, efforts should be made to update
Although a growing number of studies have investigated software, enrich teaching resources, and design classroom
FRIDAY, JULY 29

learner engagement with teacher written feedback (TWF) on

ABSTRACTS

activities and assessment methods conducive to mastery of

English-as-a-foreign-language (EFL) writing in recent years, knowledge and cultivation of intercultural awareness.
little attention has been paid to the academic emotions of
EFL learners in higher education. To address this gap, this Wang Zichao is a postgraduate at Zhongnan University of
longitudinal case study investigates six Chinese first-year Economics and Law studying sociolinguistics and multilingual
undergraduates’ emotional responses to TWF on their education.
second language (L2) writing and the mediating factors for
their academic emotions from a socio-cultural perspective
and the control-value theory. Effects of timing of form-focused instruction on learners’
Data were collected in the natural teaching context, and acquisition of the present progressive tense
were coded and analyzed according to the value, activation,

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45
 Luo Qiuhong (罗秋红), Xi’an International Studies University, Yin Xue is a PhD Candidate at University of Malaya. She
China achieved a Master’s degree in TESOL at the University
of Liverpool in the UK. Her research interests include
This research compares the effects of two kinds of timing critical thinking pedagogy, critical thinking and EFL writing
of form-focused instruction (FFI) on junior high school assessment, teaching methods and cross-disciplinary course
students’ acquisition of the present progressive tense in EFL design in EFL and technology-enhanced language learning.
environment in China. The present study investigates two
research questions: 1) What are the effects of isolated FFI
and integrated FFI on English learners’ grammar acquisition A culturally responsive English pedagogy for Chinese secondary
of the present progressive tense? 2) Is there any difference education from a critical thinking perspective
between the effects of the two types of form-focused
instruction on the learning of the target grammar feature? Liang Haolan (梁浩兰), University of Melbourne, Australia
Altogether, 101 students from a Chinese junior high school
were divided into two groups: the isolated FFI group (N=50) After synthesis and sorting out the existing definitions
and the integrated FFI group (N=51). All the students and teaching techniques of critical thinking, the present
finished the pretest, immediate post-test and delayed post- study summarizes the reasons behind Chinese students’
test. Scores for each group on the post-test showed that unsatisfying questioning ability, thus putting forward
there were significant differences among the scores on the culturally responsive class design and corresponding
the immediate post-test and the delayed post-test. On the theoretical analysis in improving students’ critical thinking
immediate and delayed post-tests, the isolated FFI gained ability. Four suggestions have been proposed accordingly.
significantly more than the integrated FFI group. Firstly, EFL teachers need to create a supportive environment
The results of this classroom-based study suggest that both that provides students with intellectual safety for discussion
the isolated FFI and Integrated FFI can promote learners’ and questioning to cultivate their understanding of
acquisition of the present progressive tense, but both questioning and critical thinking. Secondly, explicitly
the immediate and delayed effects of the isolated FFI are educating students about questioning is expected, with the
significantly better than that of the Integrated FFI. Concept Game being recommended to encourage students
to ask questions. In this stage, it has been emphasized to
Luo Qiuhong is a post-graduate student who majors in Foreign use L1 to assist in exploring philosophical problems, which
Linguistics and Applied Linguistics in Xi’an International is also considered a solution to the low participation in
Studies University. critical thinking caused by students’ lack of L2 proficiency.
Furthermore, scaffolding students with how to generate
questions under the guidance of Question Quadrant or The
A mixed critical thinking approach in EFL writing courses Good Thinker’s Toolkit is suggested to complement the
long-missing teaching of questioning. Lastly secondary EFL
Yin Xue (尹雪), University of Malaya, Malaysia teachers are advised to transfer their teaching mode and
beliefs into a student-teacher mode which emphasizes the
Critical thinking ability influences writing. However, in China, co-thinking and co-inquiring from both sides to promote
most universities do not provide CT-related courses for students’ substantive inquiry.
ESL learners. Reviewing previous literature, there is a lack
of theoretical foundation for domestic scholars in terms of Liang Haolan is a postgraduate in Master of Applied
1) understanding of CT concepts; 2) assessment tools for Linguistics (TESOL) at the University of Melbourne, with
critical thinking in writing; 3) ignorance of influence factors a keen interest in second language acquisition and English
such as writing topic familiarity and language proficiency language teaching. She currently lives in Wuhan, Hubei
for EFL learners. This study fills the gaps in these areas and Province.
provides a mixed CT approach with explicit instruction.
This mixed CT model includes: 1) “comprehensible input” of
CT concepts, including generic CT concepts and specific CT; The use of prototypical argumentative patterns in maintaining
2) infused writing practice guided by Dong’s CT-oriented China as a rational country in spokespersons’ argumentative replies
FRIDAY, JULY 29
ABSTRACTS

brainstorming worksheets and CT-oriented peer-review at regular press conferences of China’s Ministry of Foreign Affairs
checklist, which are adapted from Paul and Elder.
This way, a CT-oriented interactive environment is created Zhou Tianbao (周天宝), Jiangsu University, China
using this mixed approach. In this continuous process,
students gained a primary knowledge input of CT concepts in At regular press conferences, spokespersons are supposed to
the first stage. Then, the following online interactive activities convince different audiences of China’s actions by advancing
and infused writing practices provided a social constructivist well-designed argumentation and thus maintaining China’s
environment to gain in-depth learning of general and specific identity as a rational country. Within the framework of Pragma-
CT. Overall, this mixed approach provides explicit principles Dialectics, this article investigates prototypical argumentative
for teaching CT in an EFL writing course. patterns based on pragmatic argumentation embedded in

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46 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

the replies of spokespersons. It is found that spokespersons’
language use is constrained by seven institutional preconditions. PP Friday, 1:50 pm-2:10 pm
These preconditions bring out various contextual changes to Concurrent session 5, FPSH
pragmatic argumentation, leading to four variants. On the
second level of defense, supporting arguments of each EFL teachers’ beliefs about reading and reading teach-
variant are distinguished and prototypical argumentative ing vs actual practices: A complex dynamical systems
patterns based on these variants are defined. perspective

Zhou Tianbao is a post-graduate student of School of Foreign Gao Yang (高洋), Dalian Maritime University, China
Languages, Jiangsu University. His research interests lie in
argumentation and diplomatic discourse. In the presentation, we report that according to Gao
(2021) complexity is the primary feature of Chinese EFL
teachers’ belief systems. Quantitative findings from this
Concurrent session 5 study indicated that there was a significant association
between reading beliefs and teaching beliefs only in the
constructivist orientation, whereas there was no statistical
PP Friday, 1:30 pm-1:50 pm association between reading beliefs and teaching beliefs in
Concurrent session 5, FPSH either behaviorist or cognitivist orientations. Findings from
both within- and cross-case studies in the qualitative part
Practical ways to develop middle school English teach- also indicated how teachers’ stated beliefs interacted with
ers’ academic research ability actual practices. By joining the existing literature, we discuss
the findings of the study based on three research questions
Yan Wen (闫文), Huizhou Guangzheng Experimental School, and provide different, possible explanations for this complex
China phenomenon. We also offered theoretical and practical
implications for researchers, teachers, and teacher team
Teaching is the most important and basic function that leaders.
teachers should master, but academic research has gradually
been established as a factor reflecting teachers’ abilities. Gao Yang is a Xinghai Scholar and associate professor in the
Some people think that teaching and academic research are School of Foreign Languages at Dalian Maritime University
separate. However, in 1990, the American educationalist (DMU), China. Prior to his position at DMU, he taught for
Ernest Boyer proposed the concept of “Multi-scholarship”, years at Kent State University and California State University
which includes four interrelated aspects: inquiry scholarship, in the United States. His research interests include ESL/
integrated scholarship, applied scholarship and teaching EFL teacher beliefs and practice, sociolinguistics, and his
scholarship. In his thinking, teaching is regarded as a kind publications in indexed international journals, including
of academic level, and teachers are encouraged not only Education Policy, Higher Education Policy, Sustainability, and
to engage in teaching work, but also to be researchers of SAGE Open.
teaching work.
Therefore, for frontline teachers, starting from teaching
academics is an effective way for them to move toward
PP Friday, 2:10 pm-2:30 pm
academic research. Of course, in addition to the efforts of
Concurrent session 5, FPSH
the teachers themselves, the improvement of teaching
and academic ability also depends on the support of the
appropriate environment, the necessary training guidance, Three pathways to teacher professional development
and reasonable institutional guarantees. This paper will
analyze the existing problems in the academic research of Xia Qiuming (夏秋明), Beijing Institute of Technology
junior high school English teachers and combine the factors Experimental School, China
of teachers themselves and the environment and explore the
methods of improving the academic ability of middle school The experiences of transforming from being a complete
FRIDAY, JULY 29
ABSTRACTS

English teachers. novice at teaching to being an accomplished teacher have

inspired many English teachers, especially novices.
Yan Wen, from Huizhou, has been a teacher for nine years. First, professional guidance from experts and scholars helps
One thing she has learned from past working experience is a lot. Novices can attend seminars, meetings and lectures by
the importance of summarizing work. She thinks teachers experts and scholars. And they can turn to teacher who takes
should keep reflecting and summarize their teaching charge of teaching and research and the overall professional
experience in their daily work. development in a specific area, who often gives suggestions
on how to read books and organize activities by setting good
examples and giving guidance.
Second, great diligence in learning matters a lot. Teachers

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47
 should read classic literature, grammar books, and books Learning Studies and Foreign Language Teaching in Schools.
on linguistics and second language teaching and learning. Her book on English literature instruction and critical thinking
In addition, active sharing with other teachers encourages development was published by Foreign Language Teaching
novice teachers to refine their teaching materials and and Research Press.
approaches so as to take the lead most always and guide
other teachers properly.
Third, wide-ranging interests make a great difference. For
example, being good at singing English songs helps a lot in PP Friday, 2:50 pm-3:10 pm
sparking students’ interests in learning English and offering Concurrent session 5, FPSH
them learning channels. Hobbies that are seemingly irrelevant
to English teaching and learning may promote teacher Uncovering the language socialization mechanism in
professional development, as all fields are closely interlinked. language teacher identity formation
Thus, professional development is a more integrated network.
Sang Yuan (桑园), Shanghai Jiao Tong University, China
Xia Qiuming, from Beijing Institute of Technology
Experimental School, studied at University of Reading as Past studies investigated how L2 teachers are socialized
a visiting scholar in 2017. He has won prizes in language into professional communities of practice, whereas much
teaching in provincial and national competitions, and is remains unknown about the role of language socialization
honored as an Accomplished Teacher in Hebei Province. in language teacher identity formation. To bridge this gap,
the present study aims to reveal the language socialization
mechanism in language teacher identity formation.
PP Friday, 2:30 pm-2:50 pm This study conceives language socialization as a process
Concurrent session 5, FPSH where novices develop communicative competence, embrace
collective ideologies and seek community membership by
Facilitating EFL teachers’ professional development interacting with more experienced social members. Using an
through CLS of English literature instruction ethnographic design, this study was carried out in a Chinese
culture class at a Chinese university, over 3.5 months during
Zhang Huaqing (张华清), Chengdu No. 7 High School, China the fall 2020 semester. Participants involved the teacher
and 22 students. Data collection was conducted through
Against the backdrop of China’s curriculum reform, this ethnographic fieldwork involving participant observation,
paper explores how a Chinese lesson study (CLS) of English field notes, digital recordings and unstructured interviews.
literature instruction in a senior high school promotes the The results demonstrated three key themes in participants’
teacher participant’s professional development (PD) in interactions, including 1) using and exploring languages
teacher beliefs and emotions, teaching content, teaching for learning and work; 2) incorporating culture in identity
approaches and learner outcomes. This study adopted formation; and 3) positioning the responsibilities of the English
the CLS approach to explore the teacher participant, teaching profession. These themes revealed the meaningful
Lily’s PD. Three rounds of CLS of short fiction instruction avenues through which pre-service teachers were socialized
were conducted. Triangulated data including interviews, into particular language teacher identities, such as learning
reflection journals, discussion notes and lesson materials and speaking native/target language, contextualizing culture
were collected for directed qualitative content analysis. in the local teacher education environment and other-
The results show that through the CLS, Lily has 1) changed positioning expectations on professional novices.
her beliefs about the curriculum and literature instruction,
and improved her emotion management and become more Sang Yuan received a PhD in foreign and second language
resilient and motivated; 2) shifted her teaching focus from education and is currently Assistant Professor at Shanghai
forms and facts to meanings; 3) adopted a more learner- Jiao Tong University. His research focuses on English
centred and inquiry-based teaching approach and 4) teachers’ language teacher identity formation in professional
received satisfactory learner outcomes including increased growth and English learners’ engagement in the L2 classroom.
FRIDAY, JULY 29

learner participation and quality output. The follow-up class

ABSTRACTS

observations suggest the sustainability of such development.

This study applies and validates a conceptual framework PP Friday, 3:20 pm-3:40 pm
of teachers’ PD, and establishes the value of promoting Concurrent session 5, FPSH
curriculum reform and facilitating EFL teachers’ PD through
The construction of ESP teacher identity in a Chinese
CLS and literature instruction.
context of internationalization of higher education
Zhang Huaqing is currently an English teacher at Chengdu
No. 7 High School. Her research interests include second Yin Tong (尹彤), KU Leuven, Belgium
language teaching and teacher development. Her research
papers can be found in International Journal for Lesson and As a key path to internationalization, English for specific

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48 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

purposes (ESP) teaching has begun to gain momentum in implications for EAP teachers’ shifts from EGP and EAP
Chinese higher education settings. This study adopts an teachers’ professional development. It also contributes to
ESP-adapted version of Pennington’s analytic framework of provide methodological suggestion for linking research to
TESOL teacher identity, including instructional, disciplinary, classroom language teaching.
professional, vocational and economic frames, mediated by
global, societal and institutional contextual elements. The Li Xian is a lecturer at Shanghai Maritime University, where
study adopts online interviews with five respondents at a she teaches and supervises undergraduate and postgraduate
“Project 211” university in Northeast China. students. She achieved her doctoral degree from the
This study points out four potential ways to facilitate the University of Nottingham. Xian maintains a strong interest
successful development of ESP teacher identities and in educational research, especially in the field of teacher
achieve the coherence and synergies of stakeholders at all development, EAP and language policy.
levels in ESP practices. First, the provision of pre-service
and in-service professional training should be increased
for English language teachers who face challenges of the
shifting teaching environments. Second, as learner needs P Friday, 4:00 pm-4:30 pm
help to sustain ESP teachers’ identity development, students Concurrent session 5, FPSH
should be encouraged to carry out critical reflections on ESP
teaching. Third, multi-level policymakers should enact a set How to help develop teachers via reading group and
of educational policies, including fair rewarding mechanisms lesson study group
and systematic language-related regulations to show respect
for ESP teaching endeavors. Finally, institutions should Wang Yi (汪祎), Chen Zhengping (陈正平), Li Mei (李梅),
facilitate inter-disciplinary teaching communities between Chengdu Xichuan Middle School, China
the language faculty and the content faculties to build up a
platform for rapport and mutual assistance between content To develop a well-trained team, our school established a
and language experts. learning and research community via 2 groups -- Reading
Group and Lesson Study Group.
Yin Tong is a 2022 graduate, Master of Advanced Studies in It will be demonstrated how the Reading Group helps
Linguistics, at KU Leuven in Belgium. Her main research interests teachers in 2 cases based on the textbook Go for It. Case one
include English medium higher education, multilingual and is about the common problem new teachers have in Grade
foreign language learning and teaching, educational language 7- how to organize class teaching. Case two comes from
policy and practice, and English for specific purposes (ESP). after-teaching reflection on Unit 7 in Grade 8. Teachers find
difficulty giving language points lessons.
Lesson Study Group is more focused on researching a certain
PP Friday, 3:40 pm-4:00 pm class. We will take the public online writing class we did as
Concurrent session 5, FPSH the demonstration case. In order to polish students’ writing,
Becoming an EAP teacher: An auto-ethnographic we have conducted repeated discussions as follows: Step 1-
study Teachers in Grade 7, 8, and 9 first respectively discuss and
make different lesson plans. Step2 - The presentation teacher
Li Xian (李娴), Shanghai Maritime University, China will internalize useful thoughts and make an improved lesson
plan, and get ready for the first practice. Step 3 - All the
English for Academic Purposes (EAP) is thought to be group members will have different tasks while listening to it.
a current trend in college English teaching reform and Step 4- Group members will discuss the final plan, and group
development, therefore it is necessary for college English members are encouraged to write an academic thesis.
teachers to transition from teaching English for General
Purposes (EGP) to teaching EAP (Han et al. 2021; Campion, Wang Yi has 10 years of teaching experience and won second
2016). This paper reports on an auto ethnographic study place in the Sichuan Province online class competition.
based on the author’s 18-month teaching experience of an
Chen Zhengping has 20 years of teaching experience and
FRIDAY, JULY 29

EAP course at a Chinese university. Drawing on pedagogical

ABSTRACTS

data, field notes, reflective journals and ongoing dialogues has been honored as the Excellent Private Teacher of Sichuan
with students, this study examines an EAP teacher’s belief Province.
about EAP teaching, her identity construction shifting from
EGP to EAP teaching and how she exercised teacher agency Li Mei has 20 years of teaching experience and she is an
to teach EAP. The analysis ‘tells’ the auto ethnographic ‘EAP appointed teacher in Chengdu Digital School.
teacher story’ of the author. The author attempts to define
her own situation by recognizing roles and positions and
describing the life history of her own professional career.
This study attempts to demonstrate the tension between
theory and practice of teaching EAP and further provides

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49
 for EAP teachers to be more aware of the importance of
PP Friday, 4:30 pm-4:50 pm teacher autonomy for future professional development, and
Concurrent session 5, FPSH give insights for teachers to make professional development
plans to achieve a continuing and productive professional
Exploring pre-service EFL teachers’ agency from a development.
CDST perspective Although the proposed professional development plan will
probably encounter difficulties and will need to be revised,
it aims to enable teachers to be better prepared for the
Zhang Xiaodan (张晓丹), Beijing Foreign Studies University, possible reality shock as novice teachers and to continue
China to develop after the first year of teaching in an EAP context.

The present study takes a qualitative research method—a Wei Shining is a PhD candidate at the University of Leicester,
case study to explore the agency development processes of UK. Her research interests include second language teacher
two pre-service EFL teachers with a focus on their teaching development, cross-cultural studies and research methods
perspectives and teaching actions. Data were collected in education.
from semi-structured interviews, reflective journals, and
classroom observations. A new perspective — CDST was
adopted to analyze their development trajectories and the
PP Friday, 5:10 pm-5:30 pm
interaction between individuals and multi-layer contexts. Concurrent session 5, FPSH
The findings of this research show that pre-service
teachers’ beliefs, identities, self-efficacy and emotions The effect of new curriculum reform: A comparison of
are all key factors of their agency systems combined senior high school EFL classroom interaction in 2010
with multi-layer contexts. Any change in them will cause and 2018 based on video analysis
a change in the system, which appears to be dynamic,
contextual and non-linear. The development trajectories
of their agency are shown in a systematic way on both Zheng Ruoyu (郑若愚 ), Central China Normal University,
macro-level and micro-level timescales. In addition, it was China
found that agency evolves with the interaction and co-
adaptation between individuals and multi-layer contexts. This study attempts to investigate the status quo of high
Hopefully, the present study could shed light on teacher school English classes and the effect of curriculum reform by
education of pre-service EFL teachers to facilitate them in comparing 12 sample classes from the National Senior High
their future teaching careers. School Excellence English Class Competition observation
sessions in 2010 and 2018. Video analysis was employed,
Zhang Xiaodan is a PhD student from Beijing Foreign Studies and the improved Flanders Interaction Analysis System
University. (iFIAS) was adopted as the encoding system. In addition,
transcripts of some representative class scenarios/episodes
were collected.
PP Friday, 4:50 pm-5:10 pm In terms of the similarities, the percentages of teacher talk
Concurrent session 5, FPSH and student talk during the whole class time in both years
were similar, with more time spent on teacher talk. Secondly,
Grace under pressure: the importance of teacher the questioning took up a similar proportion in teacher talk.
autonomy in an EAP context Thirdly, students’ initiative question-raising was seldom.
The differences were: firstly, the beneficial classroom silence
accounted for more time in 2018’s cases. Secondly, in 2018,
Wei Shining, University of Leicester, UK teachers gave less positive feedback to students’ answers.
Thirdly, in 2018, students answered questions less actively.
This presentation will start by briefly introducing the concept It was concluded that the effectiveness of the curriculum
of teacher autonomy and its relevance to EAP teaching reform in terms of classroom interaction is not as rosy as one
FRIDAY, JULY 29

practice. Then it will move on to discussions of implications

ABSTRACTS

might have expected. These findings shed light on the current

to a practical professional development plan for EAP teaching and urge teaching practitioners and policymakers
teachers, I will focus on two specific research questions: 1) to reflect on how to improve English teaching quality in a real
What is the teachers’ understanding of and attitude towards sense.
teacher autonomy in an EAP context?; and 2) What factors
can contribute to enhancing teacher autonomy? Drawing Zheng Ruoyu is currently a postgraduate majoring in English
on the theory of reflective practice and research findings, education at Central China Normal University in Wuhan, China.
insights that were found to enhance teacher autonomy will Her recent research interests include technology-enhanced
be looked at in detail. teacher professional development and classroom interaction.
It is hoped that the presentation can provide implications

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50 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

 goals for English teaching at the basic education stage. This
Concurrent session 6 study aims to investigate and compare middle school English
teachers’ beliefs and classroom practices in teaching creative
thinking and explore the reasons leading to mismatches.
PP Friday, 1:30 pm-1:50 pm
Data were drawn from questionnaires, interviews and videos
Concurrent session 6, FPSH
of English teachers, and systematically examined according
Why teach English as a foreign language in China? to the framework developed in this study. Results indicate
Pre-service EFL teachers’ motivations to teach and their that teachers overall assign importance to creative thinking
cross-lagged relations with career choice satisfaction cultivation and creative pedagogy, but have an insufficient
and biased understanding of creative thinking and features of
creative students. Both consistency and inconsistency have
Lin Yiwen (林怡文 ), Beijing Normal University, China been identified between teachers’ beliefs and classroom
practices. A teacher-oriented, knowledge-transmission
The purpose of this study is to examine pre-service approach to instruction, which may hinder students’ creative
EFL teachers’ motivations to teach in China and test thinking development, has been adopted by all observed
longitudinally the relationships between intrinsic, extrinsic teachers. The inconsistency might be attributed to teachers’
amd altruistic motivations, self-perceived teaching ability, inadequate knowledge of creative thinking and its cultivation,
and career choice satisfaction as proposed in the Factors their core beliefs in teacher-oriented teaching, and their
Influencing Teaching Choice (FIT-Choice) framework, which perception of an unsupportive environment. This paper
has not been systematically applied to Chinese pre-service concludes with some implications for teacher educators,
EFL teachers. school administrators and policymakers.
The results show that pre-service EFL teachers are mainly
motivated by prior teaching and learning experiences, job Sun Yin is a PhD student in foreign linguistics and applied
security, perceived teaching ability, cultural interest, subject linguistics at Beijing Normal University.
interest, intrinsic career value, time for family, the desire to
work with children/adolescents, shape future of children/
adolescents, enhance social equity, and make a social PP Friday, 2:10 pm-2:30 pm
contribution, job transferability, social influences, supportive Concurrent session 6, FPSH
policies, and choosing teaching as a fallback career. The
cross-lagged panel analyses indicate that satisfaction at “I appreciate every opportunity that comes my way”:
time 1 can positively predict intrinsic motivation and self- Exploring teacher identity transformation through
perceived teaching ability at Time 2; extrinsic motivation participating in an English teaching contest in China
at time 1 can positively predict satisfaction at Time 2; and
satisfaction at Time 1 can negatively predict altruistic Lin Chen (林晨), Guangdong University of Foreign Studies,
motivation at Time 2. China
Understanding pre-service EFL teachers’ motivations to
teach and their relationships with career choice satisfaction Research on language teacher identities is burgeoning, yet
have implications for EFL teacher education policy, and EFL there is relatively little empirical evidence about teachers’
teacher education program enrollment and design. identity transformation during a well-intended professional
development activity. Therefore, this study investigates the
Lin Yiwen is currently a graduate student studying for a case of one English teacher in a provincial-level teaching
master’s degree in education at the Center for Teacher contest with the data collected from interviews, classroom
Education Research, Beijing Normal University. She graduated observations and journal entries. By considering teacher
from Capital Normal University with a bachelor’s degree in identity from the Dynamic Systems Model of Role Identity,
English teacher education. Her research interests include the study portrays how teacher identity construction is
teacher motivation, teacher professional development and inseparable from the experiences of learning to teach, and
teacher policy. exerts four mediating factors that affect teacher’s identity
change. This study provides suggestions for institutional
FRIDAY, JULY 29
ABSTRACTS

leaders and educators, and concludes with practical

PP Friday, 1:50 pm-2:10 pm implications that language teacher education programs
Concurrent session 6, FPSH should integrate identity as an explicit pursuit in their
practices.
Teaching creative thinking in an ELT context: Beliefs
and practices Lin Chen is a graduate student and majors in English
Education at Guangdong University of Foreign Studies.
Sun Yin (孙引 ), Dalian Maritime University, China

Creative thinking has been incorporated as one of the key

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51
 reading classes, it is found that in senior high school, the
PP Friday, 2:30 pm-2:50 pm number of the horizontal pattern of teachers’ question
Concurrent session 6, FPSH development far exceeds the other three patterns. Through
the qualitative study of typical fragments, it is found that
The self-revolution of a “Low Achiever”: The upward patterns and wavy patterns can better promote
development of an experienced teacher’s identity and students’ responses from low thinking levels to high thinking
agency in a professional learning programme levels. In addition, the influence of cognitive development
in teachers’ questions on students’ thinking levels is also
Li Xueru (李雪如), Sun Wanlei (孙万磊), Beijing Normal affected by the cognitive level of teachers’ initial questions.
University, China If the cognitive level of teachers’ initial question is high, even
if the follow-up questions are developed at the same level or
Research on language teacher agency has illustrated that it downward, it may also help students’ responses rise from a
is an essential component of teacher identity and practice. low thinking level to a high thinking level.
However, there is relatively little empirical investigation It is suggested that English teachers should distinguish
on the interplay of agency and identity in the professional and optimize different patterns of cognitive development
development of experienced EFL teachers. Therefore, to in questions to improve the effectiveness of classroom
bridge this gap, this narrative case study explores how an questioning. Identifying students’ responding levels and
experienced EFL teacher (Chun) developed her professional providing proper scaffolds are also recommended.
identity with the exercise of her agency in a nationally-funded
professional learning program. Informed by the theory of He Xichen is a second-year graduate student of subject
‘community of practice’ and the dialogical self-theory, the teaching (English) in the College of Foreign Languages of
study specifically unpacks the complex trajectory where Zhejiang Normal University, studying under Professor Mu
Chun, as an agent of change, negotiated and enacted various Jinjiang. Her main research direction is teacher-student
identities in the process of learning and implementing interaction in English reading and writing classes.
innovative pedagogical ideas. Four major themes reflecting
the reciprocal relationship between teacher identity and
agency emerged, including from ‘strict controller’ to ‘risk
taker’, from ‘inadequate learner’ to ‘experience sharer’, PP Friday, 3:30 pm-3:50 pm
Concurrent session 6, FPSH
from ‘knowledge transmitter’ to ‘caring educator’, from
‘practitioner’ to ‘future researcher’. The findings highlight
Validating TEM-4 writing test from the perspective of
the importance of building a reflective and dialogic-oriented
critical thinking
professional learning culture where the richness, multiplicity,
and fluidity of teacher identity can be explored via agency
sense-making processes. Shi Difei (施迪斐), Shanghai International Studies University,
China
Li Xueru is a PhD student. Her research area is teacher
education and English language teaching. Critical thinking ability is important to the training needs
of national high-quality innovative talents. TEM-4, as an
Sun Wanlei is a PhD student. Sun Wanlei’s research area is important examination, has been reformed since 2016. The
teacher education and English language teaching. reformed writing test of TEM-4 continues to use its “leverage”
role to guide teachers to pay attention to cultivating students’
critical thinking abilities and argumentation abilities in
PP Friday, 3:10 pm-3:30 pm writing teaching, so as to promote the positive backwash
Concurrent session 6, FPSH effect of TEM-4 writing test (Liu, 2019).
With the help of Stapleton’s writing critical thinking element
A study on the influence of cognitive development model (2001), this paper analyzes the critical thinking ability
in teachers’ questions on students’ thinking levels in of the TEM-4 writing test through text analysis.
English reading class of senior high school The results indicate that the compositions can reflect
FRIDAY, JULY 29
ABSTRACTS

a certain degree of quantitative and qualitative critical

He Xichen (何曦晨), Zhejiang Normal University, China thinking ability, but there are significant differences between
different writing levels: high-level group’s compositions
This paper observes and analyzes the influence of cognitive put forward more abstract arguments, and can use various
development in teachers’ questions on students’ thinking forms of evidence to critically support the claims, reasonably
levels in English reading classes in senior high schools, so as demonstrate reasons and express views, which can reflect
to provide constructive suggestions and reference for senior high critical thinking ability. Due to the limitation of English
high school English teachers. writing ability, the number and quality of arguments, evidence
Through the quantitative study of 20 high-quality English and refutations in the low-level group are less than those in
the high-level group, with more fallacies. Implications of the

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findings are discussed in the paper as well. activities using MUN as an example
Main Task: Conduct a mock debate with teachers attending
Shi Difei is a postgraduate student at Shanghai International this workshop.
Studies University, China. Shi’s research interests include Topic: How would you handle the issues of wildfires if you
language testing and classroom teaching. were the president of a country?; Analyze the benefits of
using debate in the classroom; Design a debate section for
your lesson
Operating Procedures: 1) 2 mins: introduce the debate
PP Friday, 3:50 pm-4:10 pm section in MUN; 2) 2 mins: Background and debate topic
Concurrent session 6, FPSH introduction; 3) 4 mins: mock debate (Padlet + on-spot
debate); 4) 2 mins: analyze the benefits of using debate
A Study on cultivating students’ thinking qualities in the classroom; and 5) 5 mins: teachers design a debate
by developmental teachers’ responses to students’ section in their lesson plans
answers in senior high school English class
Group 2: Presenters: Li Li, Ye Xingxia
Objective: Learn how to apply the sandwich model to the
Chi Yani (池娅妮), Zhejiang Normal University, China opening speech and four strategies for Moderated Caucus
(MC) in MUN.
This study makes observations, analyses and statistics on Main Task(s): 1) Conduct a mock opening speech with
developmental teachers’ responses to student answers teachers attending this workshop; 2) Conduct a mock MC
of 20 teacher questions. The results show that in the speech with teachers attending this workshop.
developmental teachers’ responses to student answers, Topic: We should increase the number of doctors sent to Peru.
follow-up questions account for the largest proportion, while Operating Procedures: 1) 2 mins: Opening speech cases
rhetorical questions account for the smallest proportion. In and MC speeches introduction; 2) 2 mins: Introduce how to
order to further illustrate how teachers cultivate students’ apply the sandwich model in the opening speech and four
thinking qualities, such as flexibility, profundity, criticalness, strategies in MC Speech in MUN; 3) 4 mins: Mock speeches
and creativity, through their responses to student answers, (opening speech & MC speech); 4) 2 mins: Analyze the
this study selects four typical teaching fragments to analyze benefits of using the sandwich model and four strategies in
the developmental teachers’ responses to student answers the speech; 5) 5 mins: Teachers design a speech practice
and the effectiveness of these behaviors. section in their lesson plans
Firstly, an example is given to illustrate how developmental
teachers’ responses to student answers can contribute to the Li Li is the Director of Guangdong English Speech Association
development of students’ critical thinking skills. Secondly, and instructor of MUN in Dongguan Middle School and an
an example is given to illustrate how developmental outstanding teacher of the school presided over the national
teachers’ responses to student answers can contribute to sub-project of Foreign Language Teaching and Research
the development of students’ profound thinking. Thirdly, Press (FLTRP). 
an example is given to illustrate how developmental
teachers’ responses to student answers can contribute to
Huang Yajing was named Outstanding Teacher of Songshan
the development of students’ flexible thinking. At last, an
Lake District and is a MUN advisor. Huang graduated
example is given to illustrate how developmental teachers’
from Renmin University of China (BA), the University of
responses to student answers can contribute to the
St. Andrews and Hebrew University of Jerusalem in Israel.
development of students’ creative thinking.
Huang holds a TESOL teaching certificate.
Chi Yani is a postgraduate student at Zhejiang Normal
University. Tan Dongling is an English teacher and MUN advisor from
Tsinglan School. She was honored as an excellent homeroom
teacher in Songshan Lake District in 2019 and an instructor
of the “Kid’s English” Little Hosts TV Contest sponsored by
FRIDAY, JULY 29

W Friday, 4:10 pm-5:00 pm Guangdong Radio and Television.

ABSTRACTS

Concurrent session 6, FPSH

Ye Xingxia is a member of the English Speech Committee,

Critical thinking promotes the improvement of
Speech Institute of Guangdong and a Coach in The United
multiple abilities of MUN students
States Academic Decathlon in China. Ye was also the Special
Prize Winner in the Grand Final of “FLTRP” Cup English
Li Li (李礼), Huang Yajing (黄雅靖), Tan Dongling (谭冬玲), Ye
Speech Competition.
Xingxia (叶杏霞), Dongguan Middle School, China

Group 1: Presenters: Tan Donglin, Huang Yajing

Objective: How to cultivate 4C skills with student-centered

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53
 The stories are analyzed in terms of the events and concepts
MW Friday, 5:00 pm-5:20 pm surrounding them when they were created. In order to
Concurrent session 6, FPSH maximize the learner’s production, students receive direct
instructions and work with the texts and other materials
A unique laboratory of Chinese and English languages before the in-class sessions; thus the course incorporates
elements of a flipped classroom.
The stories selected are culturally appropriate. Students move
along the plot of the stories analyzing key points and language
Tammy Clark, Wenzhou-Kean University Experimental
in class. This arrangement makes the comprehension of
Kindergarten, China
the texts much easier. The course also covers the different
types of questions that teachers may use to guide students
This workshop presents a technique utilized in a young
throughout the texts. There is a combination of formative
learner program (ages 3-5) to teach reading by capitalizing
and summative assessments. Feedback showed a positive
on the children’s fascination with television.
level of acceptance among students, with an increase in their
The presenter explains how the smart board was used to
motivation and engagement.
project the pages of the English book copied into PowerPoint
frames with Chinese subtitles added by the translator. Then,
Eduardo González is a subject leader who teaches reading to 8th
the agency of the students and the teachers is sparked.
graders and is in charge of the reading program at Green Town
Children use the PowerPoint slides to find frequent keywords
Yuhua Middle School. Having taught for over twenty years,
and repeat the words when prompted or discovered. After a
he has gathered extensive experience in ELL, curriculum
voice recording is added, the PowerPoint is sent via WeChat
design, PBL, reading, teacher training and management.
to the parents as a home study resource, thus encouraging the
involvement of parents in their child’s reading development.
Next, ways to assess and share those results with the
children and their parents will be discussed. The Child Skills PP Friday, 1:50 pm-2:10 pm
Assessment (Graph) and The SOLOM (Parker, 1985) will be Concurrent session 7, FPSH
introduced.
Promoting thinking quality: English instruction design
based on the teaching-learning-assessment alignment
Tammy Clark , Vice Principal of Wenzhou-Kean University in secondary school
Experimental Kindergarten in Wenzhou, China, initiated
the bilingual kindergarten in 2018. Her experience includes
university instructor, training specialist, Head Start teacher, Yuan Zhuojun (原卓珺), Taihang Middle School, China
and infant-toddler consultant. Educated in Reggio-inspired,
elementary and early childhood education, she continues The English thinking quality teaching design based on the
her interests in language acquisition, collaborations, and Teaching-Learning-Assessment Alignment breaks the
learning theories. traditional knowledge-centered shallow and fragmented
teaching mode, and instead carries out teaching design
and teaching activities that integrate teaching, learning and
Concurrent session 7 evaluation. Teachers should start from the teaching goals
based on the diagnosis of learning conditions and discourse
analysis, go with the teaching evaluation consistent with the
PP Friday, 1:30 pm-1:50 pm goals, and carry out evaluation-oriented teaching activities,
Concurrent session 7, FPSH where students develop the quality of monitoring and
evaluation thinking.
Reading comprehension development The setting of teaching objectives follows the three levels of
learning comprehension, application practice, migration, and
innovation of the English learning activity concept, reflecting
Eduardo Gonzalez, Green Town Yuhua Middle School, China
FRIDAY, JULY 29

the integration and development of language culture, culture,

ABSTRACTS

and thinking, and has the characteristics of operability and

This paper explores the main features of a reading
detectability, which is conducive to the evaluation of learning
comprehension course for middle school students that uses
activities.
classic and contemporary short stories.
The writing output task is closely related to the theme
The course uses a communicative approach. It makes
meaning and examination evaluation, cultivating students’
meaningful communication and language use the focus of
critical and innovative thinking, reflecting students’ advanced
class activities. The lessons emphasize the students’ critical
learning of theme meaning, and improving the meta-thinking
role in constructing meaning by combining new information
of creative thinking and evaluation reflection. Teachers
from the texts with prior experiences. Furthermore, students
can determine the learning situation of students and can
need to work in pairs or groups to complete different tasks.
diagnose their own teaching effects and further analyze

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54 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

students’ learning results to carry out effective learning Liang Shimin is a junior researcher of the Research &
guidance and provide advice for subsequent teaching. Development Department for Language Center and has
several years of IELTS teaching and course designing
Yuan Zhuojun graduated with a degree in English Education experiment.
from Southwest University, has experience in English
instruction and has conducting related research in the
Teaching-Learning-Assessment Alignment in Secondary
P Friday, 2:40 pm-3:10 pm
School. Yuan completed an exchange teaching program
Concurrent session 7, FPSH
for one semester in Reciprocal Program in Canada. Yuan
published Establishment and Practice: Writing Instruction The construction and implementation of primary
Based on Teaching-Learning-Assessment Alignment in school English TBLT curriculum system based on
Secondary School” in English Teaching & Research Teaching activity-based approach
duration in key secondary school.
Huang Xiaolu (黄晓璐), Wu Jing (吴靖), Lu Qiaoer (卢巧儿),
Dongguan Songshan Lake Central Primary School, China
W Friday, 2:10 pm-2:40 pm
Concurrent session 7, FPSH
In light of dull course content, few ways to cultivate core
Art English course - to meet student needs competencies and to evaluate teaching, our school has
constructed the primary school English Theme-based
Language Teaching curriculum system, which includes
Yan Xiaobiao (鄢晓标), Wang Qi (王琦), Liang Shimin (梁诗敏),
Theme-based Learning, Theme-combined Learning and
AIP International Art school, China
Theme-related Inquiry Learning.
“Theme-based Language Teaching”, or TBLT for short, is
Under the guidance of designing for ESP, the factors guided by units and based on the “UbD” theory. To be more
that influence the ESP course design include language specific, Theme-based Learning Curriculum aims to connect
description, learning theories and needs analysis. Firstly, the content of the textbook and broaden the theme of the
we need to know what kinds of ‘structural’, ‘functional’ or unit. Learning contents are integrated around unit themes,
‘notional’ terms are used in art and design areas. Secondly, and thematic meanings are extracted. Driven by essential
some learning behavior, cognition and affection should be questions, students construct deep cognition through
considered. Thirdly, both the needs of students and school interlinked activities. The hierarchical reading is deeply
administration should be considered. integrated with the unit themes, and the significance of
A needs analysis was conducted in form of interviews and the unit themes is enriched through reading picture books.
class observations. The feedback indicates that the best way Theme-related Inquiry Learning Curriculum expands and
to practice art English is for students to talk about what they extends the connotation and denotation of the theme. “The
learn and do in art classes. Another objective of this course is three-major thematic context” is taken as the benchmark,
to increase students’ willingness to use English, not taking it and the matched level reading materials are selected, which
as a subject to learn but as a helpful tool. Attractive activities guide students to read independently with the help of visual
are vital to stimulate students’ interest especially when charts, and develop reading character and learning ability.
they are teenagers and love arts. Inspiration comes from art “TBLT teaching curriculum” promoted teachers’ abilities to
courses where many activities require hands-on skills and integrate curriculums and master teaching materials.
are visually attractive.
During the period of the course design for Art English, three Huang Xiaolu is the Deputy Director of the Teaching and
approaches are considered and tried. It is not clear which Research Office of Dongguan Songshan Lake Central
approach is more suitable or successful, but more positive Primary School, and an English expert teacher in Dongguan.
feedback has been received from the teachers, school She has edited and published six teaching monographs, and
leaders and parents. won more than 60 teaching awards. She has also undertaken
more than 30 national teaching seminar demonstrations and
FRIDAY, JULY 29
ABSTRACTS

lectures.
Yan Xiaobiao is the director of Research & Development
Department for Language Center, AIP International Art
Wu Jing is the English academic leader of Dongguan, the
School. He has published several papers in Studies in
English teaching researcher of Songshan Lake and the eighth
Language Testing and IELTS Report, Journal of Guangdong
Director of the Foreign Language Professional Committee of
University of Foreign Studies, Journal of Leshan Normal
Guangdong.
University and one book for business writing.
Lu Qiaoer is an English Teaching Expert of Dongguan and a first
Wang Qi is a senior researcher of Research & Development
prize winner of Dongguan Young Teachers’ Teaching Ability
Department for Language Center with several years of IELTS
Competition. She has held and joined four research projects
teaching and course designing experiment.

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 and published three academic papers. She has presented gaokao.
many demonstration lessons around Guangdong Province. 2. From students’ perceptions of teacher interpersonal
behavior, we get an authoritative and tolerant English
teacher generally. In class-level investigation, four types
Friday, 3:20 pm-3:40 pm of interpersonal profiles can be found: 1) authoritative and
MW
Concurrent session 7, FPSH tolerant; 2) directive-authoritative; 3) tolerant; 4) flexible.
3. There exist inconsistent correlations between seniors’
Managing motivation and discipline through various academic resilience and English teacher interpersonal
activities behavior among nine classes based on questionnaires.
However, positive influence of teachers’ positive
interpersonal behavior on students’ academic resilience can
Wang Jingtong (王景彤 ), Shenzhen Ba Jiu Shi English
be confirmed from semi-structured interviews.
Education Company, China
Wang Ying is a MEd student at Central China Normal University.
In this session, I will discuss how activities can be better
planned, organized and carried out in young learner
classrooms so that motivation and discipline are more likely
to be kept in place. PP Friday, 4:00 pm-4:20 pm
Session coverage: by the end of the session, attendees will have: Concurrent session 7, FPSH

1. Discussed possible causes for ‘low motivation’; New story framework refocuses STEMM graduate
2. Been introduced the ‘expectancy-value’ theory; students on academic content
3. Discussed connections between motivation and discipline;
4. Exchanged opinions on dealing with disciplinary issues;
Paul Saunders, Westlake University, China
5. Viewed, practiced and created activities that can help
class motivation and discipline.
Helping students with content issues remains problematic for
Wang Jingtong has more than 20 years of experience in the English for academic purposes professional, especially in
multinational education companies, with executive roles the STEMM (science, technology, engineering, mathematics,
in academic curriculum management/training, teacher and medicine) fields. I find it difficult to address structural
management/training and education consulting. Wang’s problems (and some language issues) without taking into
previous experiences span English First, Jing Rui Education, consideration the content. In my teaching practice I use “story”
and Vericant to help frame content issues. I have discovered that students
use a particular story framework that is very important for
their development as researchers, but is not conducive when it
comes to communicating their research. To help the students I
PP Friday, 3:40 pm-4:00 pm have developed a dichotomous story framework that validates
Concurrent session 7, FPSH the students’ story focusing on the research project, while
adding another kind of story focusing on the idea that is the
Chinese rural senior students’ academic resilience basis of the research project. The two stories in this framework
and teacher interpersonal behavior in English learning are called Research Project Story (RPS) and Research Idea
Story (RIS) respectively. It is difficult for students to become
aware of the RIS, but when they do it is much easier for them to
Wang Ying (王颖 ), Central China Normal University, China logically connect a new research idea to already existing ideas
in their research field, to organize and justify the methods and
This study investigated the correlation between English results composing the RPS, and to highlight the value of the new
FRIDAY, JULY 29

teacher interpersonal behavior and the academic resilience research idea in their research field by demonstrating the next
ABSTRACTS

of seniors in rural high schools. This study adopted a mixed research ideas to be discovered in their field that are inspired by
method, combing questionnaires from 372 senior three the current study’s new research idea.
students and semi-structured interviews with 40 students
randomly selected from former participants in a rural high Paul Saunders is an English instructor teaching academic
school. The following results were found: research communication skills to Science, Technology,
1. Rural senior students present a relatively low level of Engineering, and Math (STEM) graduate students at Westlake
academic resilience in English learning when exposed to the University. He obtained his Master of Arts in Applied Linguistics
following risk factors: 1) difficulties in English learning; 2) at York University in Canada and his Doctorate in Medical
emotional suffering; 3) external pressure. It should be noted Science at McMaster University and was granted a TESL
that all three risk factors are closely related to the coming Certificate at Brock University. With an extensive teaching

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56 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

experience in China for over 15 years, he taught General Due to the COVID-19 pandemic, new strategies have had
English skills at Guangxi University in Nanning and provided to be adopted to move from classroom-based education to
instructions to Medical and Clinical Science graduate students online education. One of the challenges is to ensure students
at National Cheng Kung University in Taiwan, China, before he engage in effective communication in online classes. It is widely
joined Westlake. recognized that Chinese learners are often designated as “reticent
learners” who lack the willingness to communicate (WTC), a
phenomenon that tends to significantly affect L2 acquisition.
Friday, 4:20 pm-4:40 pm
This action research was designed in a way that considered the
PP unique cultural background that Chinese students have, and
Concurrent session 7, FPSH
combined the framework created by MacIntyre et al (1998).
Metaphorical perceptions of engineering-major students The whole course was 8-week long, and the participants
about English learning were 34 Chinese students majoring in business-related
areas. The results of this study indicated that inter-group
motivation, social situation, communication apprehension
Yoo Young Ahn, Sichuan University-Pittsburgh Institute,
and self-perceived communication competence are found to
China
be deciding factors in WTC, among other variables. Students
preferred to initiate talk in both English and Chinese with
This research examined two sets of elicited metaphors from familiar classmates rather than communicating in front of
engineering-major college students in an English-mediated the whole class. Among the variety of interventions, the
instruction (EMI) context in China, using two sentence questionnaire results indicate that speaking games as warm-
frames: “Learning English is like _____________ because up activities can improve students’ WTC, and relational
______________.” and “Learning English at SCUPI is like and emotional support to promote positive student-teacher
______________ because _____________.” Analysis of 345 relationships is also a key element to improve students’
metaphors (from 176 first-year students) was conducted to engagement in online classes.
understand how students’ perspectives of English learning
changed and also their experiences of English learning in Bi Xiaoqing is an EAP teacher at Xi’an Jiaotong – Liverpool
college after they completed their first English composition University. She holds a master’s degree in Applied Linguistics
class. Findings specifically answered questions about the from Newcastle University. She successfully completed the
D

types of metaphors that Chinese engineering-major college CELTA in 2018. Her academic interests include blended
LE

students produce regarding their English learning experience, learning applied in the context of higher education and
EL

their perspectives, and any changes after their first semester Chinese students’ oral performance.
in college. The analysis found seven categories of metaphors,
NC

two main perspectives (positive and negative), and their

CA

perceptions of English learning at SCUPI. PP Friday, 4:40 pm-5:00 pm

This research is theoretically and analytically supported Concurrent session 7, FPSH
by Johnson and Lakoff’s (1980) framing of metaphor as a
linguistic device that represents how and what people think Sustaining academic literacy socialization through
and behave. In language education research, metaphor has cross-contextual reading transformations: A
been used to capture complicated concepts that both teachers longitudinal case study of an EFL doctoral student
and learners have. In the Chinese context, researchers have
mainly reported learners’ positive or negative attitudes toward Song Beibei (宋蓓蓓), Shanghai Institute of Technology, China
English learning, along with categories of elicited metaphors.
In the existing research on academic literacy socialization,
Yoo Young Ahn is an assistant professor of Humanities and few studies touch upon doctoral students’ cross-contextual
Social Science at Sichuan University-Pittsburgh Institute and sustainable reading practices in Chinese contexts.
(SCUPI), teaching English composition and social science Addressing the question of how doctoral students’ academic
electives. Her research interests included teaching English, reading trajectory interacts and transforms with the ever-
English teacher training and academic writing.
FRIDAY, JULY 29

changing academic communities, this longitudinal case

ABSTRACTS

study zoomed in on the experience of one Chinese mainland

doctoral student Meili in Taiwan. Data were collected over
Xiao Fei is an associate senior editorFriday,
at the People’s Education 35 months via multiple sources including oral narratives,
PP 4:20 pm-4:40 pm
Press (PEP), China. semi-structured interviews, shadowing observations and
Concurrent session 7, FPSH
informal conversations. Results revealed that Meili’s goal-
Action research on students’ willingness to communi- directed reading practices transformed cross-contextually
cate in online EAP Courses from: 1) reading to pass exams; 2) reading to learn new
knowledge for academic purposes; 3) reading to write
a doctoral dissertation; 4) reading to write for scholarly
Bi Xiaoqing (毕晓晴), Xi’an Jiaotong - Liverpool University, publication. Analyzing her reading transformations within
China three interconnected activity systems (Engestrom, 1987),
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57
 it became clear that behind Meili’s literacy socialization
as a fluid and complex construct was dynamic reading PP Friday, 5:20 pm-5:40 pm
transformations triggering three core contradictions while Concurrent session 7, FPSH
crossing boundaries of sociocultural differences. Pedagogical
implications, limitations and suggestions for future research Factors influencing students’ motivation in EAP self-
were provided. study

Song Beibei obtained her PhD in TESOL from Taiwan

Chengchi University in 2020. Now she is a lecturer in the Nie Yanwei (聂炎威), Xi’an Jiaotong-Liverpool University,
School of Foreign Languages at the Shanghai Institute China
of Technology. Her research interests include language
Learner autonomy is both a desirable characteristic of
socialization and identity, English for academic purposes,
language learners and an important consideration in the
culture in TESOL and second language pragmatics.
practice of language teaching. Despite various efforts to
promote learner autonomy, language learners often find
it hard to sustain their motivation to fulfill their learning
P Friday, 5:00 pm-5:20 pm tasks. To date, several research projects have probed into
Concurrent session 7, FPSH the motivation issues concerning independent language
learning, but they were conducted mainly among learning
Influence of pitch modulations on Chinese English programs in a self-access center and little is known about
learners’ perception of the degree of English offensive programs within an EAP module.
utterances This study aims to identify the mediating factors that influence
learners’ motivation to engage in self-study tasks embedded
Moonkyoung (Christine) Cho, Wenzhou-Kean University, in an EAP module at an EMI university. A mixed-methods
China design was adopted to collect and analyze data from 11 Year-
1 students who took a 14-week general EAP module. This
This talk presents the recent cross-linguistic study and
module provided online self-study tasks on a weekly basis
subsequent development of L2 users’ perception of English
and encouraged students to finish the tasks based on their
pitch modulations. The panel discussion provides empirical
interests and needs. The self-study records and focus group
evidence of L2 English learners’ difficulties in perceiving
interviews revealed students’ mixed perceptions of the self-
English pitch modulations. It also discusses the ramifications
study tasks and various factors affecting their motivation.
of this phenomenon, which can help understand L2 English
Relevant recommendations will be made about how to
learners’ pragmatic challenges.
stimulate and sustain students’ motivation in self-study in a
In the previous study, English emotional intonation was
structured learning environment like an EAP module.
defined using Russell’s cognitive model of emotion (2003),
which allowed categorizing emotion into positive vs. negative
valence. The interpretation of prosodic cues (e.g., pitch Nie Yanwei is an EAP lecturer at the English Language Centre
modulations) is imperative for the perception of spoken of Xi’an Jiaotong-Liverpool University. He has experience in
emotional messages. Listeners interpret different pitch levels EAP teaching, material development, assessment design
as a semantic component that conveys speakers’ positive and curriculum reform. Furthermore, he has been devoted
(high tone) or negative (low tone) emotional intentions in to cultivating students’ learner autonomy for more than
English. However, English language learners experience seven years. Besides providing one-on-one consultations
greater difficulties in distinguishing subtle intentional and delivering workshops, he conducts research on learner
elements expressed through the use of pitch modulations. autonomy to illuminate his pedagogical practices, especially
In particular, the interpretation of pitch modulations on issues related to learner motivation. So far, he has
can be challenging when the intonation systems for presented papers at more than 10 conferences at home
the target language and that of the first language differ and abroad, covering topics of learner autonomy, second
significantly. This might be the case for Chinese learners language writing, extensive reading and intercultural
of English because there exist some major differences in communication.
FRIDAY, JULY 29
ABSTRACTS

speakers’ use of pitch modulations between Chinese and

English. The main difference lies in the internal structure
of intonation.

Moonkyoung (Christine) Cho is an assistant professor in

the MA TESOL program at Wenzhou-Kean University. Her
research areas encompass second language intonation
acquisition, second language assessment and English as
Medium of Instruction (EMI).

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58 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

 view of the above status quo, in order to remove barriers to
Concurrent session 8 telling Chinese stories, it is rational to exemplify Pearl Buck’s
works from the standpoint of post-colonial criticism. More
fundamentally, ELT can benefit from this, by updating several
PP Friday, 1:30 pm-1:50 pm aspects in English teaching under the guidance of the new
Concurrent session 8, FPSH curriculum standards. This study is accordingly designed to
answer to the following questions:
Gesture awareness and production in foreign and
second language development 1. What are the characteristics of Pearl S. Buck’s narration
from the perspective of post-colonialism?
2. How can curricula apply Pearl S. Buck’s narrative features
Tian Lixian (田丽贤), Hebei Normal University, China
to guiding English major students to “tell Chinese stories well
This study focused on finding possible differences in first based on the land of China” ?
and foreign/second language (L2) gesture awareness and The results reveal that English teaching content must be
production for adult Chinese learners of English in four improved to keep up with requests. Secondly, English teachers’
different contexts. Quantitative data on gesture awareness quality ought to be reconstructed, developing comparative
was collected for a total of 845 participants. Qualitative data awareness so as to efficiently guide students. Thirdly, the
were obtained for a small number of selected participants orientation of educational evaluation needs to get corrected in
from each group. two aspects: 1) getting rid of utilitarianism; 2) integrating the
In the results, Groups 2 and 4 had higher levels of gesture traditional cultural elements.
awareness than Group 1, but unexpectedly, Group 3 had
the lowest scores. Qualitative findings demonstrated that Lu Xinchen is a TESOL student at Jiangsu University. Lu
the second language learners’ awareness of gestures was has published one SCD journal paper. Lu’s research
more evident upon viewing the clips of themselves. Foreign interests include English education and cross-cultural
language learners, on the other hand, expressed a general communication.
awareness of gestures but did not use different forms of
gestures in the two speaking tasks or have much to say about
the role of gestures as an aspect of L2 learning. The second
PP Friday, 2:10 pm-2:30 pm
language learners also were found to produce American
Concurrent session 8, FPSH
pragmatic forms of gestures, something they commented
on once viewing the videos, and integrated gesture use with
Trilingual discussion on Chinese culture: high school
speech for the English task in a naturalistic manner. They
students’ multilingual cross-cultural narration from
were able to discuss gesture awareness and production as a
“self perspective”
whole and as an aspect of second language development in
considerable depth.
Liu Jingxian (刘静娴), Wuxi Furen Senior High School, China

Tian Lixian is an assistant professor in the Teacher Education

College at Hebei Normal University. Her research interests Trilingual Discussion on Chinese Culture, an Education

SATURDAY, JULY 30
include motivation and gesture studies in second and foreign for International Understanding (EIU) implementation, is

ABSTRACTS
language development from a sociocultural perspective. intended to promote high school students global competence.
She is also interested in argumentation and critical thinking, Intercultural and international communication cannot
especially small group discussions and conceptual change in be fulfilled without discourse exchanges. The academic
science education. framework of the practice is constructed by adapting
discourse analysis procedures into EIU learning steps.
D

Multi-modal discourse analysis and constructivism are

LE

PP Friday, 1:50 pm-2:10 pm the academic bases of the practice, where students
EL

Concurrent session 8, FPSH narrate dialogues and stories of thematic Chinese cultural
contexts in different foreign languages. Narrators promote
NC

To present compelling China stories: a post-colonial

Chinese culture from self-perspective to other cultures, by
narrative inquiry of Pearl S. Buck’s “China Stories”
CA

constructing images and historical stories featuring Chinese

culture, or making up fictional plots integrating varied
Lu Xinchen (陆昕辰), Jiangsu University, China cultural perspectives. To shape self-perspective, each is to
undergo input then output stages, which involve “to hear, to
Pearl S. Buck, with a complicated American and Chinese see, to empathize, to pass, to act”. The “to shape” model fully
intercultural background, is one of the most typical cross- highlights the effects multi-modal discourse has on narrators
cultural female writers. She contributed a lot to the and receivers.
establishment of the Chinese image in the early stages. In The practice adopts a project-based learning approach in

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59
 each learning unit, which consists of a carefully designed
theme, classroom literary activities and real-life scenario PP Friday, 2:30 pm-2:50 pm
documentary filming. This practice advocates high school Concurrent session 8, FPSH
multilingual learners to develop cross-cultural awareness

ED
through a series of integrated, relevant and practical theme- A study of emotion regulation strategies for college
based activities, where they undergo learning processes such English learners in blended learning

LL
as perceiving and understanding, applying and practicing,

CE
and transferring and creating. Li Qiming (李启铭), Chongqing Jiaotong University, China

N
CA
Liu Jingxian is an English teacher at Wuxi Furen Senior High
Guided by policies, universities in China have introduced
School in Jiangsu Province. Liu has an MEd in English teaching
various catechisms, private classes and blended teaching
and TESOL training in Queensland University of Technology
that combines traditional courses.
in 2017. Liu’s research focuses are EIU and international
Foreign language learning emotions have an important
communication.
impact on learners, as does emotion regulation. The latest
phase of second language acquisition emotion research
introduces positive psychology. Positive psychology
PP Friday, 2:10 pm-2:30 pm emphasizes interventions that regulate learners’ negative
Concurrent session 8, FPSH emotions to enable them to succeed and achieve self-
From listening input to oral output: applying post- realization. Emotional regulation refers to the process by
listening reflective oral report for enhancing oral which individuals purposefully assess, adjust and control
production in the digital era their own emotional experiences and expressions.
This paper, therefore, attempts to answer three questions.
1） What is the distribution of college English learners’
Zheng Cui (郑萃), Shantou University, China emotion regulation strategies in blended learning? 2）
Do different levels of college English learners’ emotion
regulation strategies differ in blended learning? 3）Why do
The digital era provides chances for EFL learners around
different levels of college English learners’ adopt regulation
the world to access various authentic English materials.
strategies in blended learning?
However, input itself cannot guarantee successful second
This study uses Gross’s (2014) emotion regulation model to
language acquisition. In the traditional language classroom
construct a questionnaire on college English learners’ emotion
in China, language input is stressed but the output is ignored.
regulation strategies in blended learning, and investigates
The consequence is that despite many years’ effort in learning
400 college students of different levels in a university in
English, EFL learners in China still report problems in their oral
Chongqing through questionnaires and interviews. This
production. Driven from the input theory by Krashen (1985)
study attempts to understand learners’ emotion regulation
and the output theory by Swain (1985), this study advocates
styles to help college English learners achieve better learning
striking a balance between “input” and “output” theory and
experiences and better learning outcomes.
demonstrates a practice to combine comprehensive listening
input with oral output as a sophisticated way to enhance EFL
SATURDAY, JULY 30

learners’ oral production. This study is based on a semester- Li Qiming is a graduate student at Chongqing Jiaotong
ABSTRACTS

long “reflective oral report project” designed by the University. Li’s research interests include applied linguistics,
researcher for her students to finish through a mini-program second language learning emotions and cognitive linguistics.
called “Mini Signup” (Xiaoxiao Qiandao) on a widely-used
social media platform in China, WeChat. Based on the self-
reports collected about their conception of and reflection
PP Friday, 3:10 pm-3:30 pm
on this learning activity, and the focus group interview that
Concurrent session 8, FPSH
followed, results indicate a generally positive attitude among
the students about the enhancement of their oral fluency and
Effects of students’ positive moods on the English
to some extent, ease their anxiety in speaking.
writing scores in MOOC learning

Zheng Cui is currently a teacher from the College of Liberal Li Furong (李芙蓉), Anhui Communications Vocational and
Arts in Shantou University. She teaches for the college Technical College, China
English Program. Her research interests include language
teaching and assessment, and intercultural communication.
This study focuses chiefly on the effects of students’
positive moods in the completion of writing an opening
paragraph from a MOOC, and analyzes the active degree
of vocational college students on the MOOC platform. The
data were collected from the Achievement Motives Scale

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questionnaires with 30 closed questions. By carrying on can be built, future studies can learn from experience and
both qualitative and quantitative analysis, the study aims to continue to offer substantive insights to language learning
answer three hypotheses: Are positive moods more effective and teaching practice.
in students’ completion of the MOOC course under the
guidance of TBLT? Can positive moods have great effects
on students’ writing scores? What are the differences in Lin Ye is a postgraduate student in the School of Foreign
students’ online compositions? The obtained experimental Languages at Huazhong University of Science and
results show that the more positive students’ moods are, Technology. Lin’s research interests include second language
the lower the dropout rate will be. In addition, the failure acquisition and foreign language teaching.
avoidance motivation of the experimental class was lower
than that of the control class and the outcome reached a
significant difference. Finally, students’ writing samples
PP Friday, 3:50 pm-4:10 pm
uploaded to the online writing feedback platform indicated
Concurrent session 8, FPSH
that there was a significant difference between students’
first drafts and final drafts, which paves the way to the
The application of ARCS motivation model to English
improvement of both the teaching design and the practical
reading teaching in Chinese senior high school
operation of online course for broad teachers.

Zhou Qianru (周倩如), University of Melbourne, Australia

Li Furong is an associate professor in the Department of
Arts and Sciences at Anhui Communications Vocational
At present, it is emphasized that teachers should focus
and Technical College, and a visiting scholar at Shanghai
more on students’ emotional needs and improve their own
International Studies University. Her research areas include
learning motivation. Genc and Kaya (2010) showed that a
translation and English teaching.
lack of motivation when learning a foreign language seems
to be the main problem. However, most teachers still use
traditional teaching methods to teach and neglect the
PP Friday, 3:30 pm-3:50 pm stimulation of students’ learning motivation. In order to solve
Concurrent session 8, FPSH this problem, teachers need to renew teaching thoughts and
exchange different teaching methods. The ARCS motivation
Systematic review on international eye-tracking model can be regarded as a systematic model of motivation
research in second language acquisition stimulation and maintenance, which is consistent with
the concept of student-centeredness advocated by New
Lin Ye (林烨), Huazhong University of Science and Curriculum Standard (2021) and the cultivation of students’
Technology, China core literacy.
Based on the in-depth study of ARCS model, a series of
Due to its unique function to detect the connection between teaching strategies can be designed to stimulate students’
people’s eye movements and cognitive processing, eye reading motivation according to the current situation of
tracking technology has gained extensive application in students’ learning motivation and characteristics of teaching

SATURDAY, JULY 30
language studies. This paper presents a systematic review content. This measure can enrich English classroom teaching

ABSTRACTS
of the existing international eye-tracking research in second strategies, to help teachers improve instructional design and
language acquisition (SLA). By analyzing 64 empirical teaching activities, thereby improving the effect of English
reports obtained from the core collection of Web of Science’s learning. The application of the ARCS model can stimulate
Social Science Citation Index, the present study attempted frontline English teachers to explore the new reading
to explore some research and methodological issues of these teaching model and provide more new research directions
studies to offer reference for future work. The results showed for the development of education in the future, which is of
that eye tracking has been used in nine research domains in great significance.
SLA, among which detecting the grammatical and lexical
processing accounted for the prominent proportion. The Zhou Qianru is a postgraduate TESOL major at the
participant characteristics of these studies reflected the University of Melbourne. Her research interests include
prevalence of adult-focused and English-as-target-language student motivation and second language acquisition.
design in eye-tracking research. Besides, the utilization
of triangulation and multiple measures to tap into the
cognitive processing stages behind the eye movement data
also presented the general analytic strategies in this field.
Although there were still a number of potential areas for
improvement, they have contributed a lot to the theoretical
and pedagogical progress of SLA. Since all of the literature
reviewed has afforded ample guidance on which further work

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 driven individual learning planning. The conclusions can
PP Friday, 4:10 pm-4:30 pm provide lessons to the planning of foreign language education
Concurrent session 8, FPSH in China.

A case study of the effects of teacher feedback on

English learner agency under the framework of Ecological Wang Chenxin is a PhD candidate at Shanghai International
Affordance Theory Studies University. Wang’s research interests include
language planning and language education.

Ren Weihuan (任威寰), Dalian University of Foreign Languages,

China
Concurrent session 9
The choice, control and self-regulation that learners
demonstrate in the pursuit of their personal goals are called
learner agency. Learner agency is critical to language learning. PP Friday, 1:30 pm-1:50 pm
In the classroom, students are constantly receiving resources Concurrent session 9, FPSH
from the teacher, and more and more researchers are now
The factors affecting Chinese rural EFL teachers’
looking at second language acquisition from an ecological
perceptions and related challenges to using Different
perspective and affordance theory. They study how learners
types of WCF
absorb and interact with their environment in order to find
better solutions to the difficulties encountered in second
language acquisition. In teaching activities, teacher feedback Zhao Xinxin (赵鑫鑫), Universiti Sains Malaysia, Malaysia
is a way to regulate and control the classroom and guide Xue Shuting (薛舒婷), Monash University, Australia
students, which is one of the affordances in the classroom. In
this process, students actively participate in the classroom, English as a foreign language (EFL) teachers play a crucial
internalize the content, and develop self-regulation, which role in facilitating students’ English writing practices by
leads to continuous development. In addition to external providing written corrective feedback. Prior research has
factors, learner agency also plays a significant role as an examined EFL teachers’ perceptions of the efficacy of written
internal factor in the classroom teaching process, and the corrective feedback (WCF) on improving students’ grammar
level of learner agency has an impact on language learning. accuracy in English writing. However, an under-researched
Both teacher feedback and learner agency play a critical role area is how EFL teachers in rural contexts evaluate the found
in language learning, so it is necessary to investigate the errors in students’ English letter writing and different types
relationship between the two. of WCF as well as the required part of providing WCF.
Within the sociocultural activity theory framework, this study
Ren Weihuan is working on her master’s degree in Dalian investigates what influences EFL teachers’ perspectives
University of Foreign Languages. Her research Interests on different types of WCF and discerns their practical
include foreign language teaching in SLA. challenges in relation to WCF. Findings showed all teachers
tended to apply monotonic WCF, which was direct WCF,
because of the lack of understanding of other types of WCF,
SATURDAY, JULY 30

PP Friday, 4:30 pm-4:50 pm limited teaching time with intensive teaching tasks and low
ABSTRACTS

Concurrent session 8, FPSH confidence in their students’ self-correcting awareness.

This study concludes with policy recommendations for
The impact of language ideology on individuals’
supporting EFL teachers in rural areas and English writing
multilingual learning planning: A study from a language
curriculum design.
ecology perspective

Zhao Xinxin is a postgraduate student in TESOL in the School

Wang Chenxin (王陈欣), Shanghai International Studies, China of Educational Studies at the Universiti Sains Malaysia.
Xue Shuting , Graduated from Master of TESOL from
This study, based on the Investment Model and Language Monash University. Bilingual teacher.
Ecology Perspective, aims to investigate ideologies from
different perspectives such as society, university and learners
by using content analysis, discourse analysis, questionnaires PS Friday, 1:50 pm-2:10 pm
and in-depth interviews. It is found that there is a coexistence Concurrent session 9, FPSH
of multilingual development and priority for English at the
societal and tertiary levels. Both language ideologies have an Can we avoid avoidance? Examining the effects of
impact on multilingual learners, but with different influences. PED-aided DDL on the avoidance in senior secondary
Although learners are influenced by the language ideology of Students’ English writing using PED
different layers, they take their own initiative to do demand-

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Chen Guangwei (陈光伟), Guangdong Experimental High the markedness constraints can be placed from high to low:
School, China Contexts> Frequency> Semantics (figurative collocations)>
Semantics (duplex collocations). This ranking suggests that
Using data from 94 secondary school students from the participants are most likely to encounter learning difficulties
Chinese mainland, the study researched the effect of data- with contextually marked collocations. The findings support
driven learning (DDL) on diminishing L2 avoidance in the use of L1 in subtitles to improve the learning efficiency of
secondary school English writing using pocket electronic vocabulary meaning, as well as to help teachers identify the
dictionary (PED) with a concordance function. sources of students’ learning difficulties.
The study found PED-aided DDL effective in diminishing
the subjects’ avoidance in five aspects (i.e., topic avoidance,
Xie Han has been teaching English writing and speaking at
approximation, message reduction, message abandonment
a Sino-US undergraduate program at Ningbo University of
and circumlocution) and that the approach had positive
Technology for two years. She received her master’s degree
effects on students of different levels, including intermediate
in TESOL from the Institute of Education at University College
and low proficiency students. These findings demonstrate
London in 2019. She worked as a session host for the Global
usefulness of corpus-aided DDL for diminishing L2 avoidance
English Education China Assembly in 2021.
and highlight the importance of variety in the provision of
language input.
Owing to the accessibility and usability of PED, the approach
in this study is applicable in different stages of learning. PP Friday, 2:30 pm-2:50 pm
Concurrent session 9, FPSH

Chen Guangwei is an English teacher at Guangdong Student teachers’ applications of the CLT approach
Experimental High school and guest lecturer at School during teacher practicum in China-through the lens of
of Foreign Studies at Guangzhou University. His research transfer climate
interests include designing language learning environments
through technology, mobile learning, and using corpus research
Su Ting (苏婷), Minnan Normal University, China
to inform language teaching and to develop better language
teaching materials.
The study, adopting the transfer climate scale model
proposed by Holton et al. (1998) as the theoretical
framework, investigates whether the features of the transfer
PP Friday, 2:10 pm-2:30 pm climate within the practicum schools facilitate or hamper
Concurrent session 9, FPSH the student teachers’ implementation of the Communicative
Language Teaching approach (CLT) during the practicum
and the theory-practice gap in teacher education in
Chinese L2 learners’ acquisition of English collocations
the Chinese mainland. In particular, the features are: 1)
through audiovisual input: Subtitles and markedness
supervisor support; 2) supervisor sanctions; 3) peer support;
constraints
4) positive outcomes perceived by the trainees; 5) negative
outcomes perceived by the trainees; 6) opportunities to use;
Xie Han (谢涵), Ningbo University of Technology, China
7) content validity . Such a study is significant in that it allows
for understanding of the actual situation of implementing
Recent studies have compared the effectiveness of different the CLT approach in the midst of the CLT-based curriculum
types of subtitling in enhancing viewers’ learning gains reform in Mainland China. In this qualitative research, the
in single-word vocabulary, but research on multi-word data were collected through semi-structured interviews
vocabulary acquisition, especially collocations, remains with eight student teachers from three practicum schools.
limited. The present study aims to examine which type of The findings of the research indicated, confronting several
subtitling is more effective in L2 implicit collocation learning, contextual constraints within the schools (e.g., pupils’ passive
and it attempts to analyze Chinese L2 learners’ collocation participation and limited English proficiencies, instruction
learning difficulties by identifying a markedness constraint pace), the student teachers, though initially embracing the
FRIDAY, JULY 29
ABSTRACTS

ranking. CLT approach, perceived an unsupportive transfer climate

Results indicate that compared with English-only subtitles, for implementing the CLT approach and finally ended up
the effectiveness of English–Chinese subtitles in enhancing being socialized into the institutionalized instructional
the acquisition of L2 collocation meaning is more significant, practice. The study has important implications for teacher
although English-only subtitles can be more helpful in educators, school-based mentors in how to better support
reinforcing collocation forms. The results of the interviews student teachers’ learning and teaching.
also suggest that participants are more likely to encounter
difficulties with phrasal verbs and idioms, and affective filters
should be considered when analyzing individual differences.
According to participants’ performance in collocation tests,

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 a video recording of a lesson taught by an English Teacher
Friday, 2:50 pm-3:10 pm Trainer to students in a Chinese bilingual senior high school,
PP
Concurrent session 9, FPSH and illustrates a communicative approach to the continuation
writing task for year three students.
By splitting the writing task with students in pairs writing
Scaffolding argumentation to support evidence-based
one paragraph each, the teacher not only promotes
writing among undergraduate EAP learners: A blended
communication, but also reduces the amount of class time
learning design
spent on the writing. The time saved is used to scaffold each
step in the process, to encourage students to give and receive
He Huimin (何惠敏), Xi’an Jiaotong-Liverpool University, peer feedback, and to provide an opportunity for students
China to share their paragraphs with the whole class. In this way,
students are not just writing at their existing level of ability as
Evidence-based writing, where students write based on they do in exam conditions; they are actively developing the
textual evidence, is essential to academic discourse. This skills needed to succeed in the task. The aspects of language
type of academic writing involves argumentation. As a teaching methodology illustrated will be discussed while
cognitively and logically demanding process, argumentation watching the video.
poses overwhelming challenges to Chinese undergraduates
in an EAP course provided by an EMI institution. Peter Beech is a highly experienced teacher trainer, and
The study explores the possibility of scaffolding is currently Senior Tutor in Professional Education and
argumentation in EAP learners’ evidence-based writing by Training in the Centre for English Language Education at
measuring the effects of a blended learning design adopting the University of Nottingham Ningbo China. He is also the
the CER framework of McNeill and Krajcik (2009) on the UNNC Program Leader for the Cambridge Professional
argumentation quality of their writing. The study finds a Development Qualification in Teaching and Learning.
positive effect of the teaching method on written arguments
and that the gains transfer between spoken and written
argumentative skills. Specifically, students’ arguments
PP Friday, 3:40 pm-4:00 pm
in both modalities have been improved in that there is
Concurrent session 9, FPSH
more relevant and accurate evidence and more sufficiency
and accuracy in reasoning. In addition, it shows a wider
Chinese university MTI students’ perceptions toward
range of linguistic devices used for providing evidence and
emergency distance education during COVID-19
reasoning among the students from the treatment group.
The findings contribute to a deeper understanding of the
common problems with argumentation produced by Chinese Yan Zhou (晏舟), Zhejiang Guangsha Vocational and
undergraduate students. Furthermore, the study informs a Technical University of Construction, China
blended design of explicit pedagogical scaffolds to support
EAP/EFL learners’ evidence-based academic writing and
provides guidance in idea development. As an alternative teaching approach, emergency distance
education requires continuous improvement in the quality of
online lessons. By examining students’ views of online courses,
He Huimin, a Fellow of the Higher Education Academy in universities and teachers can understand the advantages and
the UK, holds an MA degree in Applied Linguistics from Sun disadvantages of emergency distance teaching. The aspects
Yat-sen University. She has been teaching at Xi’an Jiaotong- recognized by students should be maintained or effectively
Liverpool University as a language lecturer in EAP for three improved. Those that were not recognized by students need
years. Her research interests include second language to be changed to improve the quality of online courses. Thus,
writing, discourse analysis and EAP pedagogy. the reasons for conducting this research could be summarized
as feedback from the previous emergency distance education
and a reference for improving the quality of future emergency
Friday, 3:20 pm-3:40 pm distance education.
FRIDAY, JULY 29

D
ABSTRACTS

Concurrent session 9, FPSH The results of the experiment indicated that the students
were generally satisfied with the implementation of
Demonstration writing lesson in a Chinese bilingual emergency distance education. Specifically, in terms of
high school the learning process, some students felt that the learning
efficiency was not high due to difficulty in concentration,
and some students felt that the teacher’s feedback was
Peter Beech, University of Nottingham Ningbo, China limited and not timely. In addition, they communicated more
with other students than with teachers. In terms of course
Building on the demonstration lesson shared at last year’s
structure, they were more inclined to the diversity of learning
TESOL China Assembly, which was a summary writing task
materials and whether the course design integrated them
for year two students, this year’s session is also based on
into classroom teaching. In terms of technology training,

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64 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

they were satisfied with the technical training provided by
the school. For technical problem solving, they believe that MW Friday, 4:20 pm-4:40 pm
teachers and other students can provide effective help. Concurrent session 9, FPSH
Designing reading activities: Be prepared for the
Yan Zhou is an English teacher at Zhejiang Guangsha activity-based approach in the new English curriculum
Vocational and Technical University of Construction. She Standards
got her master’s degree of Applied Linguistics and TESOL
at Newcastle University in the UK. She is currently a PhD
student at Malaysia Sarwak University of Language Teaching Zhao Junyi (赵峻艺), Kunming No.1 middle school Xishan
and Learning. Her current research focuses on English school, China
pedagogy and vocational English education.
BThis mini workshop will start with presenting some cases
of actual teaching practice and ask participants to discuss
PP Friday, 4:00 pm-4:20 pm problems in terms of the new curriculum. After that,
Concurrent session 9, FPSH participants can be well aware of the differences between
the traditional and activity-based reading class. Next,
Chinese English teachers’ perception of the usefulness presenters will introduce five principles of coping in activity-
of board work in teaching practice and teachers’ based reading class by examples. Participants will be asked
professional development to discuss whether there is more to go. Then, presenters
share at least three activities in each categories and provide
Song Yingying (宋莹莹), Middle School English Teacher instructional designs. Participants will be informed of the
in Anshan Huayu Foreign Language Experimental School aim, level and preparation of each activities. If time permits,
(2008-2019), China participants will be able to do the activities such as literature
circle, two parts of brains, link with music, live classroom,
My motivation to conduct this study is mainly derived from snapshots, instruction manual, our good folder. An
my own teaching experiences (2008-2019) and observations evaluation activity will bring the mini workshop to the end.
at school as an English teacher. After trying different This mini workshop will provide information ranging from
approaches to develop an effective lesson, I find that board the benefits and principles to demonstration and evaluation
work may be the answer, and its usefulness is probably of reading activities. Audience will be able to participate in
underestimated by many teachers and educational directors. the discussion and experience the activity-based approach
I did a teaching experiment focused on board planning in this session.
before class and board use in class in my own classes for one
school year and found benefits in both classroom practice Zhao Junyi is a teacher at Kunming No. 1 Middle School.
and professional improvement. As a result, I wondered if
there were previous studies that could support my practice
in literature, and what other Chinese English teachers think
PP Friday, 4:40 pm-5:00 pm
of the usefulness of board work in their teaching practice and
Concurrent session 9, FPSH
professional development.
Therefore, this study is conducted to explore the usefulness Learner Engagement with written corrective feedback
of board work in teaching practice (focused on different and pedagogical implications
types of class, especially the speaking class) and teacher
development through interviewing experienced middle
school English teachers in Anshan city. The pedagogical Zhang Xin (张欣), Shantou University, China
implications and provide some suggestions for teachers and
educational directors are summarized as reference.
Although previous empirical studies on feedback in second
language writing has offered significant contributions to
Song Yingying taught English at Anshan Huayu Foreign
FRIDAY, JULY 29

language acquisitions, a few studies have emerged examining

ABSTRACTS

Language Experimental School from 2008 to 2019), and learner engagement with feedback on L2 writing. This study
taught Chinese at Ebinport Elementary School in South utilized the multiple-case study approach to identify Chinese
Carolina, US by the Project of the National Confucius students’ engagement with both teacher and automated
Institute (2015-2016). She conducted postgraduate studies feedback as well as underlying factors.
in Applied Linguistics with TESOL at the University of
Sheffield from 2020 to 2021. Her research Interests include
the effectiveness of board work, middle school English
Teachers’ Everyday Instructional Practice and Professional
Development.

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 PP Friday, 5:00 pm-5:20 pm
Concurrent session 9, FPSH

The perceived applicability of Chinese teachers’ beliefs

after completing MA TESOL programmes in the UK

Wang Yonghua (王涌骅), University of Bath, UK

The research aims to investigate beliefs about English

teaching and learning held by Chinese student teachers
after completing an MA TESOL in the UK by adopting
an interactive perspective that combines cognitive and
sociocultural perspectives

Wang Yonghua is a PhD candidate, studying in Department

of Education at the University of Bath in UK. His research
interests cover teachers’ beliefs, teacher training and teacher
development.

PP Friday, 5:20 pm-5:40 pm

Concurrent session 9, FPSH

Exploring the relationship between multilingualism and

language learning curiosity: A survey study from the
Chinese EFL context

Su Yue (苏玥), Xi’an Jiaotong Liverpool University, China

This paper aims to investigate learners’ curiosity of learning

English, via an online questionnaire survey. This research
project is a first step in understanding the English learners’
engagement status. The findings of this project can serve as
guidance for teachers to boost the students’ engagement
level, so as to facilitate the achievement of better English
learning outcomes.

Su Yue graduated from Nanjing University of Information

Science and Teconology with degrees in English. She is
currently studying for a Master’s degree in the Applied
Linguistics program at Xi’an Jiaotong Liverpool University.
FRIDAY, JULY 29
ABSTRACTS

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66 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

Abstracts SATURDAY, JULY 30

ASSEMBLY FILE PHOTO

but also other foreign languages so as to improve the overall

Concurrent session 1 structure of foreign language teaching in basic education.

Saturday, 1:30pm-2:15 pm Luo Lianggong is a professor of English at Central China

FS Normal University, Wuhan, China. He is also chief editor of
Concurrent session 1, FPSH
Foreign Language and Literature Review, associate editor-in-
Challenges and strategies of foreign language teaching chief of Foreign Literature Studies, and member of the Editorial
in rural China in the age of opening-up: A case study of Board of academic journals in China and abroad. He serves as
Hainan Island a member of the National Advisory Committee on Teaching
English Language to Majors in Higher Education under the
Luo Lianggong (罗良功), Central China Normal University, Ministry of Education, is a standing Council Member of China
China English Language Education Association, and is involved in
many other academic organizations. His academic research is

SATURDAY, JULY 30
Opening to the outside world is China’s basic national policy. focused mainly on English literature, literary translation study
The construction of the Hainan Free Trade Port is not only and foreign language education in China.

ABSTRACTS
significant but also typical of China’s opening-up policy in the
New Era. Considering the important social and educational role
of its rural areas, Hainan is a good case study for the observation Saturday, 2:15 pm-3:05 pm
of foreign language teaching in rural China (FLTRC). Based on P
Concurrent session 1, FPSH
substantial research, this paper argues that foreign language
teaching in rural Hainan reflects the challenges of FLTRC in Live-stream English teaching and city-rural English
terms of an expectation to meet the demands of both the teacher community development: A case study of
educational reality and serving the goal of internationalization Chengdu No. 7 High School
of China’s development. Thus, two objectives should be
met for FLTRC: the first is to improve rural students’ foreign Wang Ge (王革), Zhongnan University of Economics and Law,
language proficiency by tackling the weak points existing in China
FLTRC, and the second is to nurture rural students’ ability in Liu Yu (刘钰), Chengdu No. 7 High School, China
international communication by developing their knowledge Zhong Changrong (钟畅蓉), Chengdu No. 7 High School, China
and awareness of international communication. In order Jiang Mingmei (江明梅), Chengdu No. 7 High School, China
to achieve these goals, three measures are suggested: 1)
strengthen the teaching team in terms of building up their Live-stream teaching has been widely prioritized in education
awareness of serving China’s opening-up policy; 2) construct in recent years. With a wealth of experience in live-stream
new foreign language course books by weaving in knowledge teaching and pedagogical exploration (e.g., “four-in-one”
about China and the world; and 3) teach not only English and “four simultaneous”, Chengdu No. 7 High School is not

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67
 only responsible for its own classroom teaching but the rural schools in Hubei, Hainan, Guizhou and Henan, will
simultaneous live-stream instruction for 313 secondary explore the barriers of and approaches to the improvement of
schools in remote areas of China. In this panel meeting, we will English education in China’s rural areas.
introduce the live-stream teaching philosophy and teaching
methods of Chengdu No. 7 High School. Meanwhile, we will Luo Lianggong, PhD in Literature, is a professor of English
discuss challenges encountered and related solutions, as well at Central China Normal University. Concurrently he is chief
as effective cooperation between “front-end” and “remote- editor of Foreign Language and Literature Review, associate
end” teachers and the idea of a “cloud teacher development editor-in-chief of Foreign Literature Studies, and a member
community”. of the Editorial Board of various academic journals in China
Our presentation consists of four parts. Professor Wang Ge and abroad. He serves as a member of the National Advisory
will introduce the research progress and existing problems of Committee on Teaching English Language to Majors in Higher
live-stream language teaching at home and abroad. Ms Liu Yu Education under the Ministry of Education, and a Standing
will introduce the implementation of live-stream teaching in Council Member of the China English Language Education
Chengdu No. 7 High School by addressing course construction Association, among many other academic organizations. His
and management. Ms Zhong Changrong will discuss the academic research is focused mainly on English literature,
challenges and strategies of live-stream front-end teachers. literary translation study and foreign language education in
As a remote-end teacher, Ms Jiang Mingmei will examine China.
the challenges encountered by remote-end teachers, present
coping strategies, and reflect on teacher development.
Balancing change and tradition: A Chinese rural English teacher’s
Wang Ge is a professor of Applied Linguistics at the School experiences of curriculum reform
of Foreign Studies, Zhongnan University of Economics and
Law. His research interests include educational linguistics, Yan Chunmei (闫春梅), Central China Normal University,
intercultural communication, and teacher development. China

Liu Yu is an English teacher from Chengdu No. 7 High School. An implementation gap is a common occurrence in
With nearly ten years experience in live-streaming education, curriculum reform around the world. Although much
she is particularly interested in language teaching curricula research has been conducted that pinpoints the causes of
development, course management, and teachers’ professional this underachievement, however, there is a lack of studies
development. that examine the underlying reasons and complex emotions
experienced by teachers in the process of instructional
Zhong Changrong is an English teacher at Chengdu No. 7 decision-making. This study focused on one rural mid-career
High School. Since 2018, she has worked closely with English senior English teacher’s perspective of the factors over her
teachers in different areas, e.g., Sichuan, Yunnan, and Guangxi, career that led to her adoption of “teaching to test” infused
through live-stream teaching. with student-centered pedagogical elements. The scrutiny
of her case illuminates the benefits of the national college
Jiang Mingmei is an English teacher from Xiaojin Middle entrance examination (Gaokao) on rural students, but more
school. She has been a remote-area English teacher for 13 importantly, its negative effects on teachers’ professional
SATURDAY, JULY 30

years and head teacher of a live-stream class for nine years. and emotional wellbeing as well as on students’ long-term
ABSTRACTS

learning goals. Changing teachers’ Gaokao-geared teaching

entails a need to transform the pervasive Gaokao-based
evaluation mechanism, alongside encouraging individual
P Saturday, 3:10 pm-4:40 pm
teachers’ to critically reflect on the goals of education and
Concurrent session 1, FPSH
make better pedagogical decisions.
English teaching in Chinese rural areas This presentation aims to contribute to the panel on
rural school English teachers’ professional development
moderated by Professor Luo Lianggong. It is a sequel to last
Chair: Luo Lianggong (罗良功), Central China Normal year’s panel on rural teacher development. This case study
University, China hopes to arouse more attention to the various issues that
Yan Chunmei (闫春梅), Central China Normal University, hinder rural EFL education and also make joint efforts to
China bring about positive changes to rural education.
Chen Yihua (陈义华), Hainan Normal University, China
Lu Ziwen (鲁子问), Minzu Normal University of Xingyi, China Yan Chunmei is a professor of language education at the
Wang Caiqin (王彩琴), Henan Normal University, China School of Foreign Languages of Central China Normal
University. She is director of the Language Teacher Education
This special session on English teaching in Chinese rural areas Research Centre, and Vice-director of the Research Centre
is focused mainly on the reform and development of English for Rural English Education in China. She is a member of the
education in rural schools. The speakers, based on their board of the National Association for Language Teacher
investigations and research on English teaching in Chinese Education and Development in China. She is also a member

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68 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

on the international advisory board of the UK-based journal, their understanding of what learning is and how it works, and
Educational Action Research. Her research interests include drives schools to become better learning communities.
language teacher development, English teaching methodology,
educational reform and evaluation. Wang Caiqin is a professor of English at Henan Normal
University. Her research interests include instructional design,
lesson study, curriculum innovation, teaching methodology,
Factors restricting the development of foreign languages and action research. She is an expert in training English
education in rural areas of Hainan province teachers for national and provincial teacher training programs.

Chen Yihua (陈义华), Hainan Normal University, China Lu Ziwen, PhD, is a supervisor of PhD candidates in foreign
language education, a member of the Experts Committee
The development of foreign language education in rural for Teacher-Training Resources of the Ministry of Education
areas of Hainan has been lagging for a long time due to its and an expert in training English teachers for national teacher
geographic location. In order to find out the constraints, training programs. He currently serves as a professor at Minzu
Hainan Normal University has carried out an extensive survey Normal University of Xingyi, and Director of the Research
since the year 2020 and conducted in-depth examinations on Center for Ethnic Teachers Education. His academic research
various elements such as school running funds, teachers’ level, is mainly focused on ethnic culture and education, foreign
teaching philosophy, IT level, parents’ cooperation, teachers’ language education, and cross-cultural education.
commitment, school management level and other aspects.
The research clarified the main factors and the relationship
between various elements.
PP Saturday, 4:40 pm-5:00 pm
Chen Yihua graduated from Sun Yat-sen University with a Concurrent session 1, FPSH
doctor’s degree in literature and was granted the title of the
Designing materials for non-professional volunteers:
Leading Talent of Hainan province. He is the executive vice-
An NGO’s practice
president of the Hainan Society of Comparative Literature
and World Literature, director of the SAARC National
Research Center, executive director of the China Language Ding Yan (丁艳), Stepping Stones China
Education Research Association, standing executive director
of the China Language Education Alliance, and the president Volunteer English teachers, native and non-native English
of the Research Institute for the Cultivation of Chinese- speakers, have become an accessible resource to expose
Foreign Cultural Exchange Ability for Teachers (Ministry of students to a more real and meaningful language environment
Education). Since 2017, Professor Chen has been employed as outside the classroom. In order to reduce the growing gap
a dual professor of the School of Foreign Languages and the of needs for better communication skills in English and the
School of Literature of Hainan Normal University, the Dean uncertainties of the expertise and experience non-professional
of the School of Foreign Languages, the leader of discipline volunteers can bring to the class, Stepping Stones China have
(Foreign language and literature), professor and doctoral made an effort to support the volunteers with sure-fire teaching
supervisor of comparative literature, and leader of the National materials to ensure the basic achievement of the teaching

SATURDAY, JULY 30
First-class Undergraduate Specialty (English) Construction objectives of each class. The teaching materials take the form

ABSTRACTS
Unit. Professor Chen has published more than 40 papers of PowerPoint presentations with lesson stages, language
in core journals of CSSCI, and presided over more than ten games and activities. The materials are designed to employ
international and domestic projects, including Ford Fund, the PPP procedure, which stands for presentation, practice
National Social Science Fund, general projects of Humanities and production, and can take many different variations as a
and Social Sciences Planning of the Ministry of Education and kind of ESA (engage, study and activate). In my presentation,
provincial and ministerial Social Sciences planning projects, I will also discuss the characteristics of our beneficiaries and
published various monographs, translations, textbooks, etc., the volunteers, with further explanation of the significance of
and won the first prize, second prize and Excellence Award the project.
given by various provincial and ministerial Social Science
bodies. Ding Yan is the Director of Training and Curriculum at
Stepping Stones China. She has been in the ELT industry for
more than 10 years and she holds a CELTA certificate and a
An in-depth inquiry of research lessons for TPD in rural areas Trinity Diploma in TESOL.

Wang Caiqin (王彩琴), Henan Normal University, China

The aim of lesson study (LS) is to enhance professional

knowledge, not to design a “perfect” lesson. The sharing of
ideas and knowledge encourages TPD, helps teachers expand

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 PP Saturday, 5:00 pm-5:20 pm A survey on global competence-oriented integration teaching
Concurrent session 1, FPSH
Wang Xuemei (王雪梅), Shanghai International Studies
A shared criteria and practice on high-quality English
University, China
homework design for rural middle school students
Based on the working definition of global competence,
this study first reports the findings concerning students’
Zhu Guangchun (朱广春), Middle School Education Group of attitudes toward global competence and their level of global
Jianhu County, China competence from a survey of 2831 college students and 7686
middle school students in Shanghai. The study attempts to
Homework design for English learners in rural areas merits explain the basic philosophy of global competence-oriented
attention, given its vitally crucial role in equipping students integration teaching. It further uses some courses for middle
with a good grasp of the English language and its cultures. school students and undergraduates as examples, introduces
When designing homework, teachers should accurately the teaching procedures and teaching outcomes, and makes a
grasp its difficulty and quantity, not only offering standardized tentative analysis of the advantages and limitations concerned.
requirements but also putting forward specific and different Finally, it puts forward some suggestions for the cultivation of
requirements for students at different levels. Teachers should students’ global competence.
make sure to consider the individual differences and needs of
their students. Forming positive emotional experiences and Wang Xuemei is a professor and PhD supervisor of Applied
improving students’ sense of self-efficacy is also imperative. Linguistics at the School of English Studies, Shanghai
The homework content should be based on the curriculum International Studies University. She was given the “New
standard, textbook requirements and core points of Century Excellent Talents” award by the Ministry of Education
classroom teaching content. The arrangement of diverse, of China in 2011. Her research areas include second language
flexible and personalized homework should be encouraged. education, teacher development and foreign language
Teachers should design essential homework that conforms education policy. She has presided over more than ten
to the rules of English learning in rural junior middle national or provincial academic research projects, authored
schools and reflects the consolidation of core knowledge, or co-authored more than ten books or textbooks, and
the improvement of learning ability and the evaluation of published more than 100 papers in academic journals. She
teaching effects. They can also incorporate more creative won the National Teaching Achievement Award (2018) and
homework tasks. Strengthening students’ ability to analyze Shanghai Municipal Educational Achievement Award (2015).
and solve problems through multi-disciplinary thinking and
designing homework that is inter-disciplinary, long-term,
comprehensive and practical homework should also be Toward a new dialogism: foreign literature teaching in the era of
encouraged. the Anthropocene

Zhu Guangchun obtained his Master’s degree in English Zhou Min (周敏), Hangzhou Normal University, China
Education from East China Normal University. He was
a presenter at the 2019 Global English Education China As the history of literary criticism has demonstrated,
SATURDAY, JULY 30

Assembly and a senior English teacher in high school with literature, by its very nature, regardless of the author’s
ABSTRACTS

more than 100 academic articles published in national and intention and modernist belief in the autonomy of the text,
provincial journals. carries with it a function of ideological permeability. Apart
from the aesthetic education intrinsic to literature teaching,
it is, therefore, teachers’ responsibility to unravel the
Concurrent session 2 entanglements encoded in text, the complexities of its cultural
soil, and its historical significance. This task becomes more
important and demanding in the process of foreign literature
P Saturday, 1:30pm-3:00 pm teaching. How to cultivate students’ abilities in cross-cultural
Concurrent session 2, FPSH awareness while being exposed to the quintessential product
of a foreign culture has often been studied and practiced. It
New conception, new methodology is also important, this paper argues, to take a step further, to
lead the students to unearth the hidden indexes of cultural
hegemony (Gramci) of a foreign text and to encourage an
Wang Xuemei (王雪梅), Shanghai International Studies open dialogue between different cultures. A new dialogism
University, China that emphasizes the possibility of a common humanity based
Zhou Min (周敏), Hangzhou Normal University, China on the recognition of the hegemony of foreign text should be
Sun Shanshan (孙珊珊), Shanghai International Studies encouraged in the new era of the Anthropocene.
University, China
Zhou Min is  a Distinguished  Professor and Dean of the School

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70 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

of International Studies of Hangzhou Normal University  and
the associate editor-in-chief of  The Journal of English and FS Saturday, 3:10pm-3:55 pm
American Literary Studies. She also serves on the advisory Concurrent session 2, FPSH
board of Neohelicon and The Journal of Explorations in Media
Linguistic and cognitive factors in higher-order L2
Ecology. She was named the New Century Excellent Talent by
reading and writing acquisition
the Ministry of Education in 2011 and the West Lake Scholar
by the Municipal Government of Hangzhou in 2020.  Before
moving to Hangzhou Normal University in 2020, she was Zhang Haomin (张浩敏), East China Normal University, China
the Deputy Dean of the Institute of Literary Studies of
Shanghai International Studies University. She also worked at Reading and writing are interconnected constructs at
Columbia University  as a Fulbright Research Scholar  (2014- various developmental stages in first language (L1) literacy
2015), at Klagenfurt University (2011), Austria,  as a  guest development. One fundamental question to address is how
professor,  and  at the Confucius Institute in Waterloo, reading and writing development can be approached in second
Canada (2016-2018) as Chinese Director. Her research areas language (L2) acquisition. The integrated communication
include British and American literature, cultural studies and (IC) skills approach (Koda and Yamashita, 2018) delineates
media theory. the integration of reading and writing in second and foreign
language development, thus emphasizing the learners’
ability to use reading and writing as a tool for meaning-
Teaching humanities rather than teaching English: A CLIL construction, information input/output and knowledge
approach to motivate English majors at the university level acquisition/refinement. Fitzgerald and Shanahan’ s (2000)
model suggests that earlier skills (e.g. understandings of
Sun Shanshan (孙珊珊), Shanghai International Studies morphological and orthographic representations, and strategic
University, China competence of reading and writing) seem to form the basis for
later higher-order reading and writing skills, and importantly,
In recent decades, we have witnessed a proliferation of the that the ultimate objective of literacy development is to learn
Content and Language Integrated Learning model (CLIL and construct new knowledge. In this talk, we will address
model) in EFL, which focuses on delivering content through the development of higher-order literacy skills and highlight
learners’ second language while increasing subject knowledge the extent to which fundamental linguistic and cognitive skills
and enhancing language proficiency. Guided by Gardner’s facilitate L2 higher-order literacy skills. Further, we look at how
(1985) socio-educational model and Dornyei’s (2009) L2 L2 linguistic resources can be exploited to enhance higher-
Motivational Self-system (L2MSS), this paper delves into the order reading and writing abilities.
motivational role of CLIL among English majors. It argues that
humanities education should provide motivational content, Zhang Haomin is an Associate Dean for Research and Graduate
facilitate the transition from instrumental motivation to Studies and Zijiang Young Scholar Professor of English and
integrative motivation and mediate the interaction between Applied Linguistics at the School of Foreign Languages of East
self and context by helping shape an ideal self and ought-to China Normal University. His main areas of interest include
self in language learning. The study calls for English major second language acquisition and psycholinguistics. He works
curriculum reform. An integrated and interdisciplinary primarily on biliteracy acquisition among learners with diverse

SATURDAY, JULY 30
curriculum situated within the framework of humanities linguistic backgrounds. His current research is funded by

ABSTRACTS
education is required to enhance learners’ motivation. multiple central and ministry-level research grants. He has
published over 50 research articles and conference papers,
Sun Shanshan is currently an associate professor at the including 30 SSCI-indexed articles.
School of English Studies, Shanghai International Studies
University and a visiting scholar at the University of Florida
(2010), US. She is also the Vice Dean of the School of English
Studies, coordinating and supervising the academic affairs
PP Saturday, 3:55 pm-4:15 pm
of undergraduate programs. Her main research interests
Concurrent session 2, FPSH
include contrastive studies, anaphora resolution and language
learning investment. She teaches social linguistics and general Application of the “Five Senses” method to improve
linguistics to undergraduate students. She is currently a the language used in story continuation writing
member of the Shanghai International Studies Association. according to pictures in high school English teaching

Hu Mengxiao (胡梦晓), Kanmen High School, China

The new Gaokao requires students to use rich and accurate

language in story continuation writing. Only by adding logical
transition practices, instructing on techniques, and extending
teaching hours can teachers help students respond to such a

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 requirement. By guiding students to use the “Five Senses”
method, the teacher can help high school students in Saturday, 4:35 pm-4:50 pm
PP Concurrent session 2, FPSH
Grade 1 master the language of story continuation writing
and prepare them for related reading and writing tasks.
This method was included in the teaching design to help An evaluation of Korean EFL learners’
students be more involved in exploring the storyline and suprasegmental features
details and taking more initiative during writing. The teacher
first instructs the students to examine the main storyline
displayed and observe its details so that they can explore Hu Xin (胡心), Yiwu Art School, China
the plot and specifically describe the picture given. After
comprehending, practicing and finally grasping the “Five Research on the above topic indicates several points. First,
Senses” method, students can improve their language used the onset and the coda in English syllables have a maximum
in story continuation writing tasks. of three and four consonant clusters, respectively. However,
Korean allows one single consonant in onset and coda
Hu Mengxiao is an English teacher at Kanmen High School, position. This difference leads to the insertion of the neutral
China. vowel to break up the consonant clusters in English words,
in which the inserted vowel forms an independent wave
chunk. Second, unlike English, Korean words lack stress.
Korean EFL learners thus tend to put an approximately
PP Saturday, 4:15 pm-4:35 pm
Concurrent session 2, FPSH equal prominence on every syllable and exhibit a tendency
to put a strong prominence particularly on the first syllable
Formative assessment in senior high school English of a word with more than two syllables, i.e., the “initial
writing classes based on CSE prominence phenomenon”. Third, English has a stress-
timed rhythm, while Korean has a syllable-timed rhythm.
The core differences between the stress-timed rhythm and
Zhao Juan (赵娟), Beijing Daxing Teacher Training College, the syllable-timed rhythm are in the form of “foot”, which
China appears when stressed and unstressed syllables occur in
relatively regular alternating patterns in sentences, leading
Formative assessment can improve teaching and learning to a phenomenon where the number of “feet” depends
in writing. Self-assessment and peer assessment are two on the timing of articulation within a whole sentence. As
methods used in formative assessment that help foster suprasegmental features play a more important role than
learners’ independent learning capacity (Wang, 2009). In segmental ones, this paper examines their significance in
self-assessment and peer assessment, clear and specific exhibiting these features in the visualization between native
descriptors are prerequisites for learners to make valid and speaking (NS) and non-native speaking (NNS).
reliable judgments. This study utilized descriptors from
the CSE writing scales to develop four assessment forms Hu Xin is the Head of English Teaching at Yiwu Art School.
for descriptive writing, narrative writing, expository writing
and argumentative writing. Students were grouped into an
SATURDAY, JULY 30

experimental class and a control class. Self-assessment

ABSTRACTS

and peer assessment forms were used in the experimental

class. Both classes received a pre-test and a post-test on
the four writing types. The experimental class witnessed a
larger improvement in writing performance in all four types.
Considering their analytic rating scores, these students
demonstrated better performance in terms of language
quality, passage structure, and description details than their
peers in the control class. Furthermore, interviews with the
experimental class indicated that self-assessment and peer
assessment were the main contributors to progress. The
implications of the CSE-based formative assessment for the
teaching and assessment of English writing in high school
are also discussed.

Zhao Juan, PhD, is a teacher researcher working at Beijing

Daxing Teacher Training College. Her main research interest
concerns China’s standards of English language ability.
She has published five monographs and several articles in
core journals. She has participated in many international
academic conferences and delivered speeches.
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72 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

 the OECD respectively. This talk argues that college English
Concurrent session 3 education should become more global competence-oriented
to reflect the different skills and mindsets of young people
required in the new era. A framework of teaching objectives
P Saturday, 1:30pm-3:00 pm
is established in accordance with the definitions of global
Concurrent session 3, FPSH
competence. A course system is designed, and a teaching
Ideological and political education in college English model is suggested accordingly. Most importantly, the talk
courses: What, why and how discusses how morality and value education can be achieved
within such a concept.
Wu Peng (吴鹏), Jiangsu University/ILIAS, China
Zhou Shuang (周爽), Northwestern Polytechnical University, Zhou Shuang is an associate professor of Applied Linguistics
China at Northwestern Polytechnical University. She is now acting
Jia Fan (贾蕃), Southwest Jiaotong University, China as Associate Dean of the School of Foreign Studies, taking
care of undergraduate teaching programs. Her research
interests include English language teaching and learning and
Critical discussion for ideological education in college English intercultural communication. She has published on issues
teaching: What, why and how related to language education, which also forms the major
topic of her research projects. She has edited several college
Wu Peng(吴鹏), Jiangsu University/ILIAS, China English textbooks for Chinese university students and has
won various teaching awards at university and provincial
It is held in this talk that ideological education is essential and levels.
that such kinds of education can not be achieved effectively
simply through traditional Q&A-style classroom interactions.
Starting from the idea that both (foreign/English) Integration of critical thinking into foreign language materials
language education/training and ideological education are development: A morality cultivation perspective
fundamentally oriented towards critical communication (in
contrast to informative communication), we believe that Jia Fan (贾蕃), Southwest Jiaotong University, China
critical discussion aiming to resolve differences of opinion in a
reasonable way can be an effective way to enhance students’ The lack of critical thinking in education is largely due to
critical English communication competency and ideological insufficient discussion on how to integrate critical thinking
foundation. To demonstrate how critical discussion can be into materials development. For one thing, the hierarchical
conducted in a real-life college English teaching context, model of critical thinking has been neglected, resulting
at the end of this talk, I will give a general introduction to in the inability to concretely apply critical thinking to
the design of a teaching unit and a detailed analysis of the materials development. Furthermore, due to the influence
teaching-learning procedures within a unit. of empiricism, few studies discuss a theory-based approach
to guide the incorporation of critical thinking into materials
Wu Peng is a professor in English Studies at Jiangsu University. development. This talk reviews the construct of critical
From December 2018 until now, he has been Deputy Dean thinking and establishes a framework for critical thinking

SATURDAY, JULY 30
of the Jiangsu University School of Foreign Languages. In of materials development. It puts forward the development

ABSTRACTS
2021, he founded the Jiangsu University Research Institute principles of critical thinking and illustrates the design of
for Discourse, Argumentation and Global Communication content. It is argued that materials development is a union of
(JURIDAGC) and since then has acted as acting director of theoretical interpretation and teaching pedagogy. Moreover,
this institute. Since November 2016, he has been serving the hierarchical model of critical thinking should be combined
as one of the two Managing Directors for the International with the framework for materials development to guide the
Learned Institute of Argumentation Studies (ILIAS). He is development of critical thinking. The development principles
now on the advisory board of the journal Argumentation and of critical thinking proposed provide a methodological
Journal of Argumentation in Context. reference for future materials development from the
perspective of the cultivation of morals.

Global competence-oriented college English teaching: course Jia Fan is the director of the Business English Department
system, teaching model and morality and value education at Southwest Jiaotong University. His research interests
include materials development and language testing.
Zhou Shuang (周爽), Northwestern Polytechnical University,
China

Global competence is defined through a research project titled

Global Competence: Preparing for the World in 2016, and the
program PISA launched in 2017 by Tsinghua University and

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 P Saturday, 3:10pm-4:40 pm Identity construction and career development for TESOL
Concurrent session 3, FPSH practitioners

Paths to success in professional career development in

TESOL Fang Fan (方帆), Shantou University, China

Today, many TESOL practitioners still need to better

Wen Zhisheng (温植胜), Macao Polytechnic University, understand their roles in English language education. In this
China presentation, I adopt an auto-ethnographic approach to
Fang Fan (方帆), Shantou University, China portray and reflect on my career trajectory from a traditional
Lawrence Jun Zhang (张军), Auckland University, New EFL (English as a foreign language) teacher after I obtained
Zealand my MA degree in the UK, to a teacher-researcher after I
received my PhD in the UK. Several key people are introduced
as part of the story of how my life and career trajectory
International research team-building and collaborative changed over time. I encourage TESOL practitioners to keep
publications for TESOL practitioners an open mind and plan their career for professionalism and
reconstruct their identities from EFL teachers to teacher-
Wen Zhisheng (温植胜), Macao Polytechnic University, researchers to empower their daily work. I also emphasize
China the need for international collaboration in teaching and
research to better understand the development and new
This presentation will reflect on what I have learned and ecology of TESOL. I hope that my auto-ethnography can help
gained from teaching and researching English across the dismantle the idea that EFL teachers can only teach English
Greater Bay Area (GBA), or Guangdong, Hong Kong and as a language. In fact, they can transform themselves from
Macau, for over 20 years. Over the last decade or so, while language learners/teachers to professional educators/
committing myself to teaching and researching English in key researchers in the international arena.
universities across the GBA, I have taken great initiatives to
mobilize all accessible (human and financial) resources (by Fang Fan is currently an associate professor at Department
writing applications to the most competitive and prestigious of Foreign Languages and Literature, College of Liberal Arts
international grants and seeking local funding opportunities at Shantou University, China. His research interests include
and/or sponsorships) that have allowed me to successfully Global Englishes, language attitude, identity, intercultural
convene and organize several international-level roundtable communication, teacher education and language teaching
symposiums and seminars. These well-attended roundtable and learning. Dr Fang has published articles in journals
seminar series have been an interactive platform for world- including Asia Pacific Journal of Education, ELT Journal,
leading senior scholars and rising stars (as well as aspiring English Today, Journal of Multilingual and Multicultural
research students) in TESOL, applied linguistics/linguistics Development, Language, Culture and Curriculum, Language
and language education, educational psychology and and Education, Language Teaching Research, Lingua, RELC
neuroscience to gather and present their latest research, and Journal, System, among others. His latest books include
subsequently contribute quality papers to our theme-based a monograph titled Re-positioning Accent Attitude in the
SATURDAY, JULY 30

special journal issues and edited volumes. I will summarize Global Englishes Paradigm (Routledge) and an edited
ABSTRACTS

what I have learned and gained through convening these volume (co-edited with Dr Handoyo Widodo) titled Critical
roundtable seminars and how they could help to set up Perspectives on Global Englishes in Asia (Multilingual
international research teams and publish co-edited volumes Matters).
that have local and global impacts on academia.

Wen Zhisheng is an associate professor in the School of International tertiary education, research supervision and joint
Languages and Translation at Macao Polytechnic Institute. publications for TESOL practitioners
Dr Wen has over 20 years of teaching and teacher education
experience in applied linguistics and translation studies at Lawrence Jun Zhang (张军), Auckland University, New Zealand
universities across the Greater Bay Area. His broad teaching
and research interests lie in second language acquisition and In this presentation, I will first outline my previous
TESOL teacher education, task-based language teaching experience in teaching and researching TESOL in top
and learning, cognitive psycho-linguistics and translation/ universities and institutes across China, Singapore and New
interpreting studies, with internationally recognized expertise Zealand. Then I will reflect on my international experience in
in language aptitude and working memory research. He has seeking research funds, recruiting and supervising doctoral
published extensively in indexed journals, and has edited research projects, and reflect on my rewarding experience
special issues and volumes. in leading my PhD students to jointly publish papers in top
SSCI-indexed journals spanning multidisciplinary fields of
TESOL, applied linguistics and educational psychology. I

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hope that these many years of experience on my part will research papers, or essays (Johnson, 2016) - the predominant
be able to offer some practical advice for in-service or new products in learners’ future study and research. Process
TESOL practitioners on deciding where to pursue their PhD writing stresses the learners’ writing process as opposed to
dreams, how to conduct PhD research projects and then how the final product (Nunan, 1991). Teachers aim to design their
to publish quality papers in top journals together with their instruction on the writing process to affect performance
supervisors. (Freedman, Dyson, Flower, and Chafe, 1987). In this case,
prompt “responding” is key to facilitating learners to
Lawrence Jun Zhang is a professor of Linguistics-in- produce better products (Seow, 2002). This session will first
Education and Associate Dean, Faculty of Education and briefly review relevant theories. It will feature a case study
Social Work at the University of Auckland, New Zealand. discussion of lab report writing sessions in EfES B, and the
His teaching mainly involves supervising fulltime PhD use of technologies in process writing in an EAP context will
students in Applied Linguistics and delivering courses in be demonstrated. Subsequent discussions and reflections
systemic functional linguistics in language education. His will be carried out, and a hands-on task will be given to
major research interests are in learner meta-cognition and attendees. Attendees will be divided into groups according
self-regulation in second/foreign language learning, with to their backgrounds and together, they will design class
particular reference to EFL reading and writing and ESP/ sessions to practice using technologies in process writing.
EAP in relation to process-genre pedagogies. Zhang is the The session will end with attendees presenting their designs.
recipient of numerous awards and research grants, including
TESOL International Association’s Distinguished Research Wen Qing is an EAP tutor in the Language Support Centre
Award (2011), and its prestigious “50 at 50” Award (2016). at Glasgow College, University of Electronic Science and
Technology of China (UESTC). She started her career
with a Certificate in Teaching English to Speakers of Other
W Saturday, 4:40 pm-5:10 pm Languages (CELTA) and has practiced EAP teaching on
Concurrent session 3, FPSH
engineering students across year 1 and year 2 in the joint
Task-based test preparation activities for AI scored program between the University of Glasgow and UESTC
language assessments ever since. She has experience in coordinating courses and
developing materials and has won the 2019 “Wuliangye
Awards on Assessment Reform” in UESTC and held a
Ross Thorburn, freelancer, China workshop at the 2021 TESOL Assembly.

Students now need to prepare for high-stakes computer-

mediated assessments, which are scored by AI. This creates
a challenge for test-preparation teachers: how to adequately Concurrent session 4
prepare students for such tests. This session explores how
to overcome this challenge through creating task-based test
pp Saturday, 1:30 pm-1:50 pm
preparation materials (and assessing their limitations). Concurrent session 4, FPSH

Ross Thorburn is a teacher and education consultant based Applying blended teaching to cultivate learner

SATURDAY, JULY 30
in Shanghai. He started teaching English in 2006, and autonomy: A case study of teaching the art of public

ABSTRACTS
since then has worked as a trainer, manager, and materials speaking
designer. Ross holds an MA in Professional Development in
Language Education from NILE and runs a podcast at www.
TEFLtraininginstitute.com. Wu Yang (吴杨), Communication University of China, China
Wang Huiwen (王汇雯), Communication University of China,
China
W Saturday, 5:10 pm-5:40 pm
Concurrent session 3, FPSH While lecture-based teaching methodology is receiving
attention, it’s obscure and theoretical nature has resulted in
Using technologies to monitor and provide feedback
a lack of context and interest for students, posing challenges
in process writing: A case study of lab report writing
for its positive reception. Further, limited practical advice
sessions
exists regarding how to teach research methodology in a
student-centered way. This essay aims to address these
Wen Qing (文清), University of Electronic Science and challenges and offer suggestions for activities and the
Technology of China, China management of learning. Following a task-based teaching
method, students can be highly motivated. Particularly, the
Process writing is now a common practice in EAP teaching. use of task-based techniques can facilitate a strong social
Not only does it reflect a high awareness of student- context for learning, and provide students with a chance to
centeredness (Brown, 2001), but it also suits the needs of engage in the use of theories.
writing longer and formal texts, be them academic reports, This essay first introduces a self-coined task-based

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75
 theoretical framework for teaching research methodology, between knowledge, and guide them to internalize what they
followed by further elaboration on a teaching demonstration. have learned through comprehensive language practice;
We propose a “4A” teaching method comprised of four 3) create real scenarios and guide students to transfer and
phases, i.e., Awareness, Activation, Application, and apply the cognitive structure formed after learning the text
Amendment, where Amendment then triggers a new to the real scenario to solve problems. The author concludes
round of Awareness. The essay illuminates the fostering by discussing the related implications for researchers and
of students’ autonomy in teaching research methodology. practitioners.
The objective is to prepare novice teachers for task-based
teaching in research methodology, linking the four phases Ge Xiaopei is a PhD student at the School of Foreign
with the learners’ experiences and learning from recently Languages and Literature, Beijing Normal University.
conducted in-depth case studies. A targeted step-by-step
plan with authentic examples is given.
pp Saturday, 2:10 pm-2:30 pm
Wu Yang has been teaching a variety of English courses Concurrent session 4, FPSH
in China, including IELTS, EAP, comprehensive English, An investigation of English learners’ attitudes towards
grammar, and vocabulary in China, as well as teaching the metaphors as resources for the English Classroom:
pre-sessional English courses at Teesside University, UK, The case of Macau
for the past two years. She is also a lecturer specializing
in computer-assisted language learning (CALL) and
translation, as well as English output, including speaking Fang Xing (方兴), Macao Institute for Tourism Studies, China
and writing.
This study was conducted within the framework of English
Wang Huiwen is an experienced English teacher and as a lingua franca. It aimed to reveal how non-native English
researcher with a proven ability to improve students’ speakers in Macau may creatively reconstruct traditional
learning through tailored study skills. She is a current English metaphors and manage the issue of intelligibility
PhD student at the Canterbury Christ Church University, when they communicate with others using these adapted
lecturer, and Deputy Leader of the English Department in metaphors. Through a metaphor writing activity and focus
the International School at the Communication University group interviews involving 19 college students in Macau, the
of China. study indicated that the primary barrier to reconstructing
and understanding the metaphors was a lack of cultural
knowledge. However, the participants were able to utilize
pp Saturday, 1:50 pm-2:10 pm compensation mechanisms to sustain communication. The
Concurrent session 4, FPSH
majority believed that developing metaphoric competence
Impacts of an activity-based approach to English in the English classroom would be beneficial as it could
Learning for EFL students’ deep learning: A qualitative improve their mutual understanding, linguistic innovation,
study and learning motivation. The findings imply that English
education in Macau could take advantage of the city’s
linguistic and cultural diversity to enhance learners’
SATURDAY, JULY 30

Ge Xiaopei (葛晓培), Beijing Normal University, China metaphoric competence, which may also support the city’s
ABSTRACTS

role in China’s Greater Bay Area.

The General Senior High School English Curriculum
Standards (2017 edition) advocated a theme-oriented Fang Xing holds an MA degree in Applied Linguistics from
and activity-based approach (ABA) to English learning to York University, Canada, and an MEd degree in TESOL from
promote students’ language ability, cultural awareness, the University of Sydney, Australia. He has over 14 years
thinking skills, and learning capacity. This longitudinal of EFL teaching experience in higher education institutions,
qualitative study explored complex patterns and identified and his research interests include language change,
the degree of deep learning of students learning English multilingualism, and language policy.
as a foreign language who experienced an activity-based
approach. Learners’ speaking and writing performance were
examined at different time points, followed by retrospective
P Saturday, 3:10 pm-5:30 pm
interviews over a period of four months. The results suggest
Concurrent session 4, FPSH
that students’ deep learning occurs when teachers: 1) design
open, progressive questions that stimulate students’ learning Curriculum development and material design;
motivation and provide appropriate feedback on students’ Language testing and assessment 
diverse understanding and expression, enabling them to
actively explore in a secure environment; 2) activate students’
existing knowledge and experiences, help them construct Instructor: Wu Zunmin（武尊民）, Beijing Normal University.
and polish new knowledge structures, establish relationships China

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76 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

Wu Zunmin is a professor of applied linguistics at the of the number of male and female characters, the number
School of Foreign Languages and Literature, Beijing Normal of prominent characters of both genders, the occupations,
University. Her research interests are language testing and family roles and character traits of both genders, and the
assessment, curriculum development and language teaching. amount of generic use of “man” and its derivatives. Almost
all the studies found gender stereotypes and bias. Some
recent studies found that the textbook writers had paid
Opportunities to learn English at a later stage in life: A survey of attention to the issue of gender equality and made some
course offerings in “Third-Age” universities in China efforts, but gender stereotypes still existed. Suggestions for
future research and implications were discussed.
Tang Meng (唐萌), Xi’an Jiaotong-Liverpool University, China
Wei Yanhuan is a postgraduate student of education from
Lifelong learning has a positive impact on older adults’ Beijing Foreign Studies University. Her research interests
healthy aging and quality of life in current Chinese society. include curriculum and instruction, and teaching materials.
As a significant foreign language course, English is favored
by many older adults in China. However, there is still a lack
of research on “Third-Age” Universities’ (U3A) English An analysis of cognitive demands of reading comprehension
education in China. This study aimed to investigate the tasks in English textbooks
course offerings for and needs of older learners in mainland
China by using quantitative and qualitative research methods. Xie Shiyu (谢诗语), Beijing Normal University, China
The descriptive statistical analysis of data collected from
the internet showed a relatively high rate (70.5%) of the Most instruction on reading comprehension takes place
112 chosen universities offering foreign language courses. in published language textbooks in the form of reading
Interviews with ten learners who attended the English comprehension tasks. These textbook tasks have a similar
program in U3A uncovered deterrents (including learning and fixed structure and usually consist of three elements:
difficulty and program deficiency) as well motivations texts, questions, and images. This study investigated reading
(including the essentials of learning English, social bonding, comprehension tasks in senior high school English textbooks
a convivial atmosphere, and personal interests) for their in a holistic manner, analyzing their cognitive demands from
English learning. This exploratory study made important the perspectives of text complexity, question complexity,
suggestions regarding textbooks, curriculum setting, and and image complexity.
organization of English educational programs. It also could The findings show that syntactic complexity contributes most
serve as a reference for policymakers to optimize policies for to text complexity (0.867), several questions contributes
lifelong learning. most to question complexity (0.768), and semantic relation
between texts and images contributes most to image
Tang Meng is an MA TESOL student at Xi’an Jiaotong- complexity (0.855) in the studied reading comprehension
Liverpool University (XJTLU) and editor of the Newsletter tasks. Also, text length and text complexity in the tasks
for the Special Topic Committee of Academic Research in differ significantly across: years (respectively p = < 0.001),
the Global English Education China Assembly (TCA). amount of information required for a question (t = 2.903, p
= 0.005), number of questions (t = 3.096, p = 0.003) and

SATURDAY, JULY 30
question complexity (t = 3.897, p = < 0.001), with the “B

ABSTRACTS
Analysis of gender presentation in English textbooks based on series” being relatively higher than the “A series” in these
CNKI: A critical review aspects. This study concludes that reading comprehension
tasks in course books are poorly designed in the cognitive
Wei Yanhuan (魏滟欢), Beijing Foreign Studies University, domain and discusses implications for textbook developers.
China
Xie Shiyu is a PhD student at Beijing Normal University. Her
This paper selected and synthesized eleven studies on research interests are materials development and evaluation.
gender presentation in English textbooks, scrutinizing the She is a core member of two research projects at Beijing
research subjects, theoretical frameworks, research designs, Normal University and has published two articles in Foreign
findings, and suggestions. Language Teaching in Schools.
It was found that the researchers mostly focused on the texts
and illustrations in English textbooks, with some studies
considering recordings. The researchers focused more on Analysis and recommendations for use of English textbooks
English textbooks at the primary and secondary educational from the perspective of key competencies: taking Reach Higher
levels compared to kindergarten, higher education, and 3 as an Example
vocational education. The majority of theories analyzed by
the researchers are based on gender theory and the theory Shen Xinpei (沈心培), Hangzhou Normal University, China
of critical discourse analysis. All of the selected studies used Zhao Wangpan (赵王盼), Hangzhou Normal University, China
textual and statistical analysis, with a few incorporating
conversational analysis. Most of the studies involved analyses The paper explores the Reach Higher textbooks from the

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77
 perspective of “key competencies”. The first part provides phrases borrowed from COCA than mid-rated and low-
a brief introduction to the Reach Higher textbook. The rated compositions. For the index of syntactic complexity
second part conducts a detailed internal evaluation of this (ccomp), low-scoring compositions used a higher ratio of
series of textbooks. The third part looks at implementing key clause compliments. Nevertheless, high-scoring learners
competencies, taking Reach Higher 3 Unit 1 as an example. employed a higher ratio of adverbial clauses, many of which
It aims to give Chinese primary and secondary school belong to “indirect strategies”.
English teachers feasible suggestions for using this series of
textbooks. The suggestions include: 1) For language ability, Liu Xiujing is a third-year graduate student at South China
teachers should effectively utilize different resources; 2) For Normal University majoring in English Education. Her
cultural awareness, it can be infiltrated into teaching reading; research interests include corpus linguistics and English
3) For thinking quality, teachers can use the Thinking Map teaching.
section of the textbook to guide students to express their
ideas more logically and to improve students’ logical thinking
ability; 4) For learning ability, teachers can teach students Comparing computer-based and paper-based rating modes in an
reading and writing strategies in the reading and writing English writing test
sections. Teachers can also guide students to broaden their
learning resources and platforms. Liu Yuhua (刘玉华), Guangdong University of Foreign Studies,
China
Shen Xinpei is a postgraduate from Hangzhou Normal Wang Chen, Guangdong University of Foreign Studies, China
University, majoring in English Education. She has published
two papers. Her main research interests are English teaching Using mixed methods, this study compared raters’ scores
in primary and secondary schools, and analysis of English when assessing writing performance under the paper-based
textbooks. mode and two computer-based modes (on-screen marking
of scanned images and online word-processed version). Six
Zhao Wangpan is a postgraduate from Hangzhou Normal experienced raters assessed 39 test-takers performances
University, majoring in English Education. Zhao Wangpan under the paper-based mode and computer-based modes.
has published two papers. Zhao Wangpan’s main research We adopted the many-facet Rasch model to compare the
interests are English teaching in primary and secondary scoring differences in the three rating modes. Meanwhile,
schools, and analysis of English textbooks. we collected raters’ perceptions of the different modes.
Results showed that the online word-processed version was
significantly more difficult than the handwriting versions.
A study on the relationship between linguistic complexity and Besides, raters tended to be more consistent under the
Chinese high school English learners’ writing quality: the case of paper-based mode. The bias analysis found an interaction
two types of letters in NMET between raters and modes but no interaction between the
criteria and modes. Verbal report data showed that raters
Liu Xiujing (刘秀景), South China Normal University, China would read more iteratively under the paper-based mode
than the computer-based mode. They had different attitudes
This study selected thirty lexical, phrasal, and syntactic toward the role of handwriting in writing and different
SATURDAY, JULY 30

complexity indices, using high-, mid-and low-scored request preferences towards the modes. Suggestions on assessment
ABSTRACTS

letters and self-recommendation letters from the Corpus of under different modes were given.
Chinese Learner Writing in National Matriculation English
Test (NMET). The study aimed to examine how these Liu Yuhua is a PhD student in Linguistics and Applied
features related to the writing quality. Linguistics at the National Key Research Center for
The quantitative analysis revealed that thirteen same indices Linguistics and Applied Linguistics. Her research interests
could differently discriminate the writing quality in two kinds include language assessment and EFL writing.
of letters. Meanwhile, considerable variation existed in the
linguistic complexity measures across two types of letters. Wang Chen is currently working in the School of English
One index of lexical complexity (MRC_Familiarity_CW) and Education in Guangdong University of Foreign Studies.
three indices of syntactic complexity (MLT, CP_C, and CN_C) She specializes in the research of vocabulary teaching and
were only predictive of writing quality in request letters; two learning.
indices of lexical complexity (LDMTLD and Kuperman_AoA_
CW) and two indices of syntactic complexity (amod_all_
nominal_deps_struct and advcl_per_cl) were only predictive
of self-recommendation letters.
The qualitative analysis revealed some linguistic complexity
measures associated with scores linked to writers’
communicative ability in two types of letters. For indices of
phrasal complexity (mean_MI_types_bigram/trigram), high-
scoring compositions contained a greater use of idiomatic

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 Concurrent session 5 Teaching an English picture book for grade 9 Chinese students in
Beijing from an in-depth learning perspective

D Saturday, 1:30pm-3:30 pm Ge Tingting (葛婷婷), Beijing Dongzhimen High School, China

Concurrent session 5, FPSH

Demonstration (Senior high school) This lesson is designed for Chinese grade 9 students based
on an in-depth learning theory perspective. To add more
content to the discourse on the topic of biography, the
Instructor: Ge Bingfang (葛炳芳), Zhejiang Education teacher decided to design a reading lesson referencing
Department, China Sam’s Story, a picture book about the life of a person with
Ma Jinchen (马瑾辰), Hangzhou No. 2 High School Qianjiang, brittle bone disease. The teacher prepared a video about
China the disease and had the students watch it before class
Zhu Ou (朱鸥), Jingde Anhui High School, China to gain a basic understanding. During the class, students
were guided to discover and resolve conflicts between their
Ge Bingfang is an EFL teaching researcher at the Teaching preconceptions and the actual text. At the end of the class,
and Research Section of the Zhejiang Education Department. students could not only talk about what they learned with
He is also a member of the National Advisory Committee on evidence from the text but also summarize its features. For
Teaching Foreign Languages in Basic Education under the homework, the students were asked to write a biography
Ministry of Education. summary and make a mini-movie of the main character Sam
under a certain theme.

PEP B3U3 reading and thinking - Li Lan’s travel journal Ge Tingting is an experienced and leading junior high English
teacher in Beijing. With a Master’s degree in TESOL, she uses
Ma Jinchen (马瑾辰), Hangzhou No. 2 High School Qianjiang, language teaching theories and methods to design her class
China and attaches importance to self-reflection of teaching plans.
Her main research interest relates to promoting students’
Ma Jinchen has been working at Hangzhou No. 2 High literacy through non-fiction picture books.
School Qianjiang since June 2019. During her second year of
teaching, she won the first prize for the provincial excellent Su Xin has won many awards for excellency in teaching in the
course and offered many provincial and municipal public last three years, and in 2020 was invited to give a speech at the
courses and lectures. Several of her pedagogical papers have 6th National Reading Seminar for Basic Education Teachers
been published in core journals. This March, she won Runner- in 2020. In 2021, Su Xin gained Outstanding Awards in the
up in the National Finals of the “China Mobile Cup English National English Leveled Reading “Present Your Teaching
Star Competition” for the 19th Asian Games Hangzhou Plan” Contest in 2021 and the Demo Class in the National
2022, and tutored many students to win first prize at the Reading Seminar. In 2022, Su Xin won Outstanding Awards
provincial level in the “FLTRP Cup National English Literacy in the Harbin Teacher Competence Promotion Contest.
Competition for Middle School Students”.

SATURDAY, JULY 30
Concurrent session 6

ABSTRACTS
D Saturday, 3:30pm-5:40 pm
Concurrent session 5, FPSH
Demonstration (Junior high school) Saturday, 1:30 pm-1:50 pm
MW
Concurrent session 6, FPSH

Listening and speaking class: A practice in teaching

Instructor: Yu Haiyan (于海艳), Heilongjiang Institute of
listening first and assigning top-down activities
Teacher Development, China
Ge Tingting (葛婷婷), Beijing Dongzhimen High School, China
Su Xin (苏欣), Ha Erbin No. 35 Middle School, China Liu Feiyang (刘飞扬), Zhuhai Fenghuang Middle School,
China
Yu Haiyan is an associate researcher and Deputy Director
of the Junior High Education Research and Teacher Training There are three notable characteristics in the general
Center at the Heilongjiang Institute of Teacher Development. teaching of listening and speaking skills: 1) Teachers always
She is an English teaching and research specialist and teach speaking first, going from words to sentences; 2) Then,
chief expert of the National Teacher Training Program students listen to conversations and finish written exercises
in Heilongjiang. She taught Mandarin and English in the with an emphasis on words, such as the name of an animal;
Confucius Institute in Maine, USA, from 2015 to 2017. Her 3) Grammar rules are explicitly and frequently presented
research areas include English language teaching and testing. by the teacher in the Chinese language. However, listening
is the trigger for language learning and should be taught

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79
 first. Students also use top-down strategies to process text. China, Cambodia, Malaysia and Indonesia.
Therefore, I adopt a different way of teaching listening and
speaking. It also has three notable features: 1) Listening is Yen Dang is an applied linguist specializing in second
taught first, and students only speak based on what they have language vocabulary learning and teaching. She joined the
heard; 2) Top-down listening activities are prioritized over School of Education in September 2018 as a Lecturer in
bottom-up listening activities; 3) Grammar is embedded into Language Education. Her research expertise lies within the
speaking activities. Below is part of my teaching design for area of second language vocabulary learning and teaching.
Unit 5: “Why do you like Pandas?”, and Volume 2, Grade 7: Her research has been published by Language Learning,
“Go for it”. English for Specific Purposes, Journal of English for Academic
With sample drills, I will show that students feel more Purposes, and ITL-International Journal of Applied Linguistics.
comfortable and confident when speaking what they have
heard before. They practice speaking skills instead of
finishing written exercises. Grammar is not taught explicitly PP Saturday, 2:10-2:30 pm
but as a way to express their thoughts. Concurrent session 6, FPSH
Metadiscourse as rhetorical persuasive act in spoken
Liu Feiyang obtained his master’s degree in General and
discourse: A study of the China Daily “21st Century
Applied Linguistics from the Australian National University.
Cup” national college English speaking competition
He is an English teacher at Phoenix Middle School, Zhuhai.
He has a strong interest in applying linguistic theory to
language teaching. He created a WeChat Official Account, Huang Min (黄敏), Xi’an International Studies University,
SharpJason, to share his teaching philosophy and practices. China

The study of metadiscourse, i.e., “discourse about

PP Saturday, 1:50 pm-2:10 pm
discourse” (Crismore, 1993), has been in full swing in
Concurrent session 6, FPSH
recent years. Nevertheless, spoken discourse seems to
Word part instructions in pre-university EFL contexts receive little attention. This study addresses this gap. It
probes into the use of metadiscourse and its persuasive
rhetorical functions in speeches presented by Chinese
Li Wangyin (李王寅), University of Leeds, UK college students in the 21st Century Cup National College
English Speaking Competition to search for more effective
Determining the unit of counting words is central to vocabulary methods to help students improve their speaking skills. It
research and pedagogy. As there has been evidence that even attempts to investigate the features of using different types
beginners know some derived forms, and word part training of metadiscourse markers in spoken discourse and how
has positive effects on learners’ vocabulary knowledge, Dang different types of metadiscourse realize their persuasive
(2021) points out that although EFL learners’ incomplete rhetorical functions in spoken discourse through both
derivational knowledge may be due to their difficulty in qualitative and quantitative methods.
acquiring derived forms, it could also be the consequence of It was found that in spoken discourse, speakers prefer to
insufficient word part training. Yet little is known about the use interactional metadiscourse rather than interactive
SATURDAY, JULY 30

extent to which word parts are instructed in EFL contexts. metadiscourse to successfully interact with the audience.
ABSTRACTS

To address this gap, the present study examined word The speakers use different types of metadiscourse to realize
part instructions in pre-university EFL classes from four three persuasive rhetorical functions and maximize the
perspectives: teachers, learners, textbooks, and tests. effect of persuasion. This study concludes with implications
First, 155 primary-school, middle-school, and high-school for both teachers and students.
teachers and 200 first-year students in China completed
questionnaires about word part instructions at the pre- Huang Min is a postgraduate student in her first year at
university level. Follow-up interviews were then conducted Xi’an International Studies University. She majors in foreign
with nine teachers and nine students. Meanwhile, nine sets linguistics and applied linguistics.
of major EFL textbooks and 135 English language tests from
three major entrance examinations at the pre-university
level in China were analyzed. The results showed that PP Saturday, 2:30 pm-2:50 pm
word part instructions did not receive sufficient attention Concurrent session 6, FPSH
in the examined context. Theoretical, methodological and
pedagogical contributions will be presented. The research trends of translanguaging and new
directions in foreign language education
Li Wangyin holds a Bachelor’s degree in English Education.
He completed his Master’s degree in TESOL Studies with Yuan Yue (袁月), Jilin University, China
Distinction from the University of Leeds this February. He has
taught English as a full-time English teacher or volunteer in This paper collects research articles (2010-2022) on

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80 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

translanguaging extracted from the Web of Science Reading engagement refers to the extent to which students
Core Collection and conducts a bibliometric analysis are committed to their reading activities. Previous studies
by VOSviewer. The general research trend is visualized suggest that reading engagement is a strong predictor
through the number of annual publications, the distribution of reading proficiency in the L1 context. However, to date,
pattern of key countries/regions, the most cited journals, little empirical research has been conducted to explore
the representative scholars, the most cited articles, the the relationship between reading engagement and reading
co-citation network of references and the co-occurrence achievement in an EFL context.
network of keywords. Based on the three-dimensional model of reading engagement
The results show that translanguaging could be treated as a (behavioral, cognitive, and affective), the present study aims
theory, a practice, as well as a pedagogy and it has impacted to investigate the relationship between reading engagement
wide-ranging fields such as language attitude, language and English reading achievement of junior and senior
landscape, language policy, language and ideology, language secondary students in China, and whether these two groups
and identity, and multi-modality. This particular field mainly of students show different patterns of reading engagement.
focuses on the advancement of translanguaging theories Through quantitative analysis of students’ self-reports that
and the multilingual practice of translanguaging, especially measured the behavioral, affective, and cognitive dimensions
its application in bilingual and multilingual education. Our of reading engagement, the research findings identified
analysis suggests a research paradigm for translanguaging. that reading engagement correlates positively with English
Furthermore, since translanguaging is helpful for knowledge reading achievement. Grade differences have also been found
construction and understanding of content, this study in different aspects of reading engagement. Implications
also proposes new directions for further research in this of these findings for understanding Chinese secondary
field, especially in foreign language studies, to suggest its students’ reading engagement and potential strategies to
implications on foreign language education in China. enhance reading engagement are also discussed.

Yuan Yue is working on her doctoral research project Wang Yao is currently a doctoral student of applied linguistics
on translanguaging in the School of Foreign Language at the School of Foreign Languages and Literature at Beijing
Education at Jilin University. Her research interests include Normal University. She previously served as the head of the
translanguaging, foreign language education and courses for English reading group in the international department of the
ideological and political education, and she has publishing Second High School Attached to Beijing Normal University.
experience on related topics. Her research interests include reading engagement, reading
literacy, and language education.
Saturday, 3:10 pm-5:30 pm
P Concurrent session 6, FPSH
Variability as a predictor of gains in grammatical complexity
Reading, writing and literacy 
Li Huixian (李慧娴), Fudan University, China

Instructor: Miao Xingwei, Beijing Normal University, China Variability is non-systematic intra-individual variation
(Verspoor et al., 2021) and is typically operationalized by

SATURDAY, JULY 30
Miao Xingwei is a professor and Dean of the School of Foreign the coefficient of variation (CoV), which is measured by

ABSTRACTS
Languages and Literature, Beijing Normal University. He holds the standard deviation divided by the mean of the outcome
an MA degree in TEFL (Beijing Foreign Studies University, variable. Researchers have found that the degree of variability
1994) and a PhD in linguistics (Fudan University, 1999). His overFtime is significantly predictive of proficiency gains, and
research interests include functional linguistics, discourse thus, interpreted variability is a sign of learners’ “creativity or
analysis, pragmatics, stylistics and applied linguistics. He is explorativity” (Huang et al., 2021, p. 1), while gaps still exist.
currently Vice Director of the China Stylistics Association, The present study investigates whether variability in learners’
Vice Director of the China Discourse Studies Association, spontaneous production of grammatical complexity (GC)
Vice Director of the Association of English and Chinese features as measured by SDd is also predictive of their GC
Discourse Analysis, Vice Director of the China Ecolinguistics gains. We traced the writings of 35 Chinese high school
Association, managing director of the China English EFL learners over one academic year (12 rounds of data
Language Education Association, and managing director of collection). The longitudinal learners’ corpus was manually
the China Pragmatics Association. He has published five coded for fine-grained GC features of various structural
books and more than 80 academic articles. types and syntactic functions as proposed by Biber et al.
(2020). Findings suggest that the variability in the frequency
of advanced GC features prevalent in the academic register
Exploring the relationship between reading engagement and can significantly predict the gains in these GC features. This
English reading achievement of Chinese secondary students study is a useful theoretical and pedagogical addition to the
literature.
Wang Yao (王瑶), Beijing Normal University, China

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81
 Li Huixian is a PhD student at the College of Foreign which could build their confidence by demonstrating writing
Languages and Literature, Fudan University. Her research progress through multiple drafts. More obvious distinctions
interests include second language acquisition, learners’ of engagement were found between HP and LP students.
written language development, and Complex Dynamic Other factors influencing engagement levels were the amount
Systems Theory. of WF, prior learning context and previous experience with
other feedback. Changes in the extensiveness of engagement
were observed across different writing tasks and over
From reading to thinking: cultivating EFL students’ thinking skills time, which implied that engagement could be cultivated
with the aid of graphic organizers in post-reading activities and developed. To conclude, the study contributes to the
conceptualization of student engagement with teacher WF
Wang Jiali (王嘉丽), Jiangxi Normal University, China and an understanding of why students benefit differently
from teacher WF.
EFL students’ thinking abilities are important for English
learning and are promoted by the 2017 Senior High School Liu Yuwei is a PhD student at the Education University of Hong
English Curriculum. However, the cultivation of thinking skills Kong. Her research focus is second language acquisition,
is still challenging. This study discusses a useful method, especially second language writing. She has attended a
graphic organizers, which can be applied in post-reading diverse number of international academic conferences, such
activities. as the International Postgraduate Roundtable and Research
Two grade 5 EFL students with similar English levels Forum cum Summer School 2019 and the Symposium
participated in a carefully designed post-reading activity. on Second Language Writing 2020. To date, she has had
D

They learned the function of the Venn diagram and how it can one academic paper published in the journal of Language
LE

display the similarities and differences between two objects. Teaching Research Quarterly in the year 2021.
Participants were guided to compare chimps and humans. It
EL

was found that they managed to finish the diagram except

NC

for some language problems. They completed compositions A corpus-based diachronic study on informal features of
and presented them orally. With the Venn diagram, academic discourse of Chinese English majors
CA

they retrieved information and made comparisons and

connections between the text and their own experiences, Jia Yudan (贾宇丹), Xi’an International Studies University,
which is tremendously advantageous in improving their China
thinking skills. It was found that graphic organizers in post-
reading can cultivate thinking skills and improve the reading While the majority of existing stylistic studies discuss the
literacy of EFL students. differences between L2 learners and native speakers in the
use of stylistic features in academic writing, few scholars pay
Wang Jiali is a postgraduate student studying at Jiangxi attention to the change in stylistic awareness of a specific
Normal University. Her research interests include second group. This study discusses the informal stylistic features in
language acquisition, L2 reading and writing. academic texts through the corpus method and investigates
the diachronic changes in the linguistic features of academic
texts in China using the dissertations of Chinese graduate
SATURDAY, JULY 30

Understanding how Chinese university students engage with students majoring in English as the corpus.
ABSTRACTS

teacher written feedback in an EFL context: A multiple-case It attempts to answer the following questions: 1) What are
study the general characteristics of the use of informal stylistic
features in the academic discourse of Chinese English major
Liu Yuwei (刘雨薇), The Education University of Hong Kong, postgraduates? 2) What are the similarities and differences
China in the use of informal stylistic features in the two periods?
Through the self-built 700,000 words diachronic corpus,
While prior studies have highlighted that extensive student this paper explores the development and changes of the
engagement could help maximize students’ learning stylistic features of the master’s dissertation in China. This
benefits in general, very little research has explored student paper aims to explore the similarities and differences in the
engagement with teacher written feedback (WF), especially use of informal stylistic features in academic discourses of
when students possessed various English proficiency levels. Chinese English major postgraduates over the past twenty
To fill this gap, this multiple-case study explored how years.
six Chinese undergraduates (2 high proficiency (HP), 2
intermediate (IM) and 2 low-proficiency (LP)) cognitively, Jia Yudan is a sophomore at Xi’an International Studies
behaviorally and affectively engaged with teacher WF in University. She is the Head of Projects of the Postgraduate
an EFL context. Multiple sources of data were collected Research Fund Project of Xi’an International Studies
from teacher WF from students’ drafts, verbal reports and University (Project name: A Diachronic Study on Informal
student semi-structured interviews. The findings showed Features of Academic Discourse of Chinese English Majors.
that learners’ revision behaviors had an affective nature, Project No.: 2021SS042).

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82 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

 accumulation and integration of knowledge and culture. In
An analysis on the cognitive levels of open-ended questions the case of Wonder, which features campus culture in the
in reading and thinking sections of new PEP senior high school USA, students are asked to carry out various tasks in different
textbooks (2019 edition) reading stages. Furthermore, teachers can lead students to
put more emphasis on the common merits between Chinese
Zhang Jian (张坚), Zhejiang Normal University, China culture and foreign culture. Finally, various platforms and
channels should be provided to build students’ awareness of
This paper intends to find out how open-ended questions in the finer details of culture. An example of Wonder’s Choose
various activities are distributed and the distribution of their Kind campaign is given. Suggestions for organizing learning
cognitive levels from the reading and thinking sections of the activities are also discussed.
new compulsory and optional compulsory textbooks.
Results show that the frequency of open-ended questions Dong Zhuoya is an English teacher at Lanzhou No. 9 Middle
in activities varies. Among open-ended questions in four School. Her main research interest is reading literacy. She
activities, four specific sub-activities stand out from each presented her teaching practice at the 2021 Global English
of the four activities, respectively, which form the core later Education China Assembly.
text analysis. These four are: Group Discussion from Group
Activity, Intensive Reading Exploration from Individual
PP Saturday, 1:50 pm-2:10 pm
Activity, Pair Discussion from Pair Activity, and Multi-
Concurrent session 7, FPSH
modality Question and Answer from Whole-class activity.
Open-ended questions in Group Discussion, though, register Distribution of connectives errors in English writing of
mostly around the lower cognitive level, and more than half high school students
appear around the upper end of the cognitive level in the
post-reading part. Open-ended questions in Multi-modality
Question and Answer from Whole-class Activity register Jin Jingya (金静雅), Chengdu Shishi Tianfu High School,
all in lower cognitive levels only in the pre-reading session. Sichuan, China/Central China Normal University, China
Most open-ended questions in Intensive Reading Exploration
appear on a higher cognitive level only in the while-reading By analyzing the distribution and causes of connectives errors
part, and open-ended questions in Pair Discussion are similar in high school students’ English composition, this research
to the distribution pattern found for Group Discussion. provided learners and teachers with accurate and detailed
Suggestions for teachers are presented. data to enhance their learning and teaching, respectively.
The researcher firstly conducted a connectives error analysis
Zhang Jian is a post-graduate student at the College of to discover the distribution of different types of connectives
Foreign Languages, Zhejiang Normal University. errors and their negative transfer effects. She then designed
a questionnaire survey on the participants’ English writing
learning background and connectives using strategies as well
Concurrent session 7 as semi-structured interviews with teachers to understand
their teaching methods.
Five types of connective errors were considered, among which

SATURDAY, JULY 30
Saturday, 1:30 pm-1:50 pm the lack and misuse of connectives were the top two errors
PP

ABSTRACTS
Concurrent session 7, FPSH found in the error statistics, followed by semantic repetition,
while semantic independence was the least frequent one.
Cultivating cultural awareness in whole book reading From the view of negative transfer, errors caused by intrusive
interference were more than those by obstructive interference,
which both mainly affected the use of adding, qualifying, cause
Dong Zhuoya (董卓亚), Lanzhou No. 9 Middle School, China and effect, and contrasting connectives. The researchers
discussed possible underlying reasons and implications for
Based on samples of creative teaching designs for the both students and teachers.
book Wonder, this paper offers practical ways to cultivate
students’ cultural awareness by carefully deciding on Jin Jingya is an English teacher at Chengdu Shishi Tianfu High
teaching content and creatively designing learning activities School as well as a graduate student at Central China Normal
following the new edition of English Curriculum Standards. University. She delivered two speeches about her papers at the
The teaching of cultural knowledge in a whole book should Global English Education China Assembly of 2020 and 2021,
focus on the fundamental task of fostering virtue through respectively, and also presented a paper at IALP 2021. Her
education and should be guided by thematic meaning and research interests include SLA and English teaching practice.
based on the cognition and interests of high school students.
Teachers can create a meaningful context to teach students
foreign cultures. They can also design overall learning
activities that combine input and output to promote the

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83
 evaluate each group’s presentation.
PP Saturday, 2:10 pm-2:30 pm In the migration creation step, students are encouraged to
Concurrent session 7, FPSH consider what questions they will ask in an interview activity
about the students’ hobbies, acting as reporters. The teacher
Exploring EFL learners’ metacognitive awareness of
will show a student in a news report on the screen and the
reading strategies
students will try to describe it. Finally, the teacher asks a
question: What does the writer want to tell us? Students
He Lin (贺琳), Xi’an International Studies University, China should talk about the theme of the passage. They also need
Xu Peiyang (徐沛洋), Xi’an International Studies University, to write a report about their interviews.
China
Zhai Huanyu is a teacher from No. 19 Middle School.
This study investigates EFL learners’ metacognitive She won the first prize in the lesson competition for the
awareness and reading performance. It used the revised aforementioned lesson organized by Hebei Educational
version of Metacognitive Awareness of Reading Strategies Association in 2021. She won first prize in the 15th National
(MARSI-R), which was reported with a good Cronbach alpha Basic Skills Competition in 2021.
(.850) (Mokhtar, 2018). The inventory measures three
types of strategies: Global, Support, and Problem-solving.
P Saturday, 3:10 pm-4:40 pm
Participants in this study were English majors. This study
answers two questions: 1) Is there a relationship between Concurrent session 7, FPSH
learners’ metacognitive awareness of reading strategies Teaching-learning-assessment alignment: A task-
and their reading performance? 2) Is MARSI-R a reliable based approach
instrument to tap into EFL learners’ metacognitive awareness
of reading strategies?
SPSS 26.0 was used to analyze the data. The findings are: Gong Yafu (龚亚夫), National Institute of Education Research,
1) The Cronbach alpha of the MARSI-R is 0.787; 2) No China
correlation was found between the metacognitive awareness Wang Linshan (王琳珊), Guangdong Academy of Education
of reading strategies and learners’ reading performance (GDAE), China
(Pearson’s r = -.064) and each type of reading strategy Zhang Ning, Dongguan Education Bureau, China
(global, support, and problem-solving) correlates positively Xuan Teng (宣腾), Beijing Haidian Cuiwei Primary School
with each other. Though the MARSI-R was found to have Group, China
high reliability (Cronbach alpha, 0.787), it may not be able Zhang Xin (张欣),Tianfu No. 4 High School, China
to predict learners’ reading performance. This study provides Wang Miaoding (王苗丁), Sichuan Shi Yi School of Tianfu
more evidence to understand the relationship between the New Area, China
metacognitive awareness of reading strategies and reading
performance. It is also suggested that the MARSI-R may not Traditionally, English test and assessment measures language
be suitable for advanced L2 learners. proficiency, concerning accuracy, fluency, complexity and
lexis. However, innovations to the English curriculum aim to
assess students’ thinking skills, cultural awareness and values
SATURDAY, JULY 30

D Saturday, 2:30 pm-2:50 pm as well as language proficiency as a holistic key competence.

ABSTRACTS

Concurrent session 7, FPSH The intensified attention on alignment between teaching,

Teaching design based on the view of English learning learning and assessment has been driven by the requirement
activities of the new curriculum reform. This Panel discusses how
these goals could be realized through classroom teaching
and assignments and what kind of classroom teaching,
Zhai Huanyu (翟焕玉), Tangshan No. 19 Middle School, China assignments, approaches and instruments can be adopted
to meet these requirements.
This documentation presents a student-centered class Research in Task-based Language Teaching (TBLT) suggests
design. Firstly, students watch a video about several that tasks could be used as the basis for designing curricula
classmates’ hobbies and need to remember these hobbies and as the units of analysis of teaching materials. Task goals
as much as possible and then share their opinions. This step enable program planners and material writers to provide
equips students with background knowledge. Then, students explicit links between the tasks and the curriculum it is
will read the given text three times and finish related tasks. designed to serve. Tasks could also provide a purpose for
The teacher uses information technology to help students activities that go beyond teaching the language and help
sort their hobbies. Students obtain and integrate the learners develop their character strengths, thinking skills and
information of the text, gradually establishing structural values. It is also believed that performance assessment and
knowledge. After this, students are asked to work in groups, a task-based approach to language teaching and assessment
discuss and cooperate, draw a mind map and retell. The share a great deal of theoretical and practical common
teacher uses a mobile phone to show students’ mind maps ground.
on the screen. The teacher will ask the other students to The presenters propose that a task-based approach be

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84 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

adopted and performance tasks are designed in order to
PP Saturday, 4:40 pm-5:00 pm
integrate teaching and learning with assessment.
Concurrent session 7, FPSH
Gong Yafu is a Senior Research Fellow at the National Application of curriculum-based political and virtuous
Institute of Education Sciences of China, and is currently awareness for English majors in smart classrooms:
President of the National Association of Foreign Language taking integrated English course II as an example
Education, under the Chinese Education Society. Professor
Gong also serves as Vice President of the Children’s
Education and Development Association under the China Chen Fengchao (陈冯超), Tongji Zhejiang College, China
Education Development Strategy Society. He has more
than 40 years’ experience as a schoolteacher, textbook Responding to General Secretary Xi Jinping’s call, a trend
writer, teacher trainer and an ELT researcher. His research has emerged among teachers and educators to vigorously
interests include task-based language teaching, English promote “Curriculum-Based Political and Virtuous
language assessment, curriculum development and teacher Awareness” in higher education. Notwithstanding the rich
professional development. Professor Gong has more than literature on integrating political and moral education into
100 publications. English majors’ curricula, little research has been done on
exploring a new teaching mode adapted to the needs of
Wang Linshan is a teaching researcher of English at political and moral education.
Guangdong Academy of Education, professor and senior This research created a new teaching model based on
teacher (Highest Title) of primary and secondary schools in the concept of a smart classroom and the mechanism of
Guangdong province. “Teacher-Student Collaborative Assessment”. This model
consists of three stages, with each stage containing two
Xuan Teng has rich experience in English teaching. She has or three different steps. The pre-class stage has two steps
conducted many demonstration classes in Beijing’s Haidian (learners analysis and teaching goals design), the in-class
district. She has taken part in many different teaching stage three steps (individual pre-class preview, scenario
competitions and won various prizes. She is passionate setting, and dynamic assessment) and after-class stage
about designing activities for kids, including class and two steps (assignments and reflection). This model was
extracurricular activities. applied in a core course for students majoring in English. The
teaching practice in this research shows that this model can
Zhang Xin is currently an English teacher at Tianfu No. 4 offer data support for the establishment of proper teaching
High School and leader of the lesson preparation group. goals, enhance teachers’ efficiency in selecting appropriate
She once served as the instructor of the Sichuan Provincial and up-to-date teaching content, provide various innovative
Bilingual-Teacher Training Project. She has been honored as teaching methods, and give timely, systematic and convincing
a municipal-level Prominent Teacher. Alongside her various teaching assessments.
publications, she also has professional experience in district
English seminar model classes as well as municipal and Chen Fengchao, who graduated from the School of Foreign
district teaching lectures. She has won the first and second Languages, Sichuan University, has been a lecturer teaching
prizes in municipal and district-level lecture contests and English for over five years in the Department of Foreign

SATURDAY, JULY 30
courseware competitions. Languages, Tongji Zhejiang College. Her research interests

ABSTRACTS
include English teaching and language testing.
Wang Miaoding is currently an English teacher at Sichuan
Shi Yi School of Tianfu New Area and leader of the lesson
preparation group. She is one of the presidents of the W Saturday, 5:00 pm-5:30 pm
Chengdu Association of Foreign Language Education and a Concurrent session 7, FPSH
member of the English center group in Tianfu New Area. She Raising students’ awareness of contributing to the
has been honored as Outstanding Teacher on two occasions. sustainable development goals (SDGs) from an
She has won the grand or the first prizes in various contests engineering perspective in academic context through
and competitions. Alongside her various publications, she a collaborative poverty-alleviation project
also has professional experience in English seminar model
classes and lectures in Chengdu.
Wei Tingting (卫婷婷), University of Electronic Science and
Technology Of China, China

This workshop introduces a project-based learning activity.

Students are required to do relevant research on the
Sustainable Development Goals (SDGs), collect and process
useful information as a group and propose a program/
device/system with which the University of Electronic

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 Science and Technology Of China (UESTC) can contribute to and is an English academic leader in Chengdu. He works at
the SDGs. The initial product is a group presentation where Sichuan Shuangliu Tanghu Middle School. He has gained
the students show the first version of their design and its first prize in many national English Teaching Competitions
contribution to certain SDGs. In this way, students’ awareness and also published several books on English teaching. He
of contributing to the SDGs as future engineers will be greatly has been invited to give lectures both in Sichuan and other
increased as they come to realize the social responsibility provinces on various occasions.
of engineers; their collaborative skills and ability to search
and select useful information in an academic context will
be enhanced; and their productive skills (speaking) in the P Saturday, 5:50 pm-6:20 pm
context of academic English and engineering studies will also Concurrent session 7, FPSH
be developed.
English homework design based on “the Big Idea” in
Project-based learning promotes positive outcomes for
junior middle schools under the background of the
student learning in content knowledge, collaborative skills,
“Double Reduction” policy
engagement, critical thinking and problem-solving skills.
The project motivates students through its collaborative and
engineering-focused nature and develops students’ critical Qiang Yun (强云), Hefei Normal University, China
thinking and problem-solving ability through teamwork. This Wang Liangju (王良菊), Hefei Normal University, China
project also echoes the combination of CDIO for engineering Wu Yuyan (吴雨燕), Hefei Normal University, China
education, where beginning engineers are expected to
Conceive–Design–Implement–Operate sustainable products, “The big idea” is a superior concept that is integrated or
processes, systems and services in modern team-based refined from scattered concepts and makes meaningful
environments. connections between limited and deeply important
concepts to form a coherent whole of a discipline. With the
Wei Tingting is an EAP tutor. She is a core member of the Government’s “Double Reduction” policy, the traditional
Language Support Center at Glasgow College, UESTC, homework model cannot meet the needs of students and
and a Cambridge CELTA holder. She has participated in needs to be addressed.
five teaching research and curriculum design projects at We take the museums as an example. The big idea that
the national, provincial and university level. Her research students should have after-school learning is: to demonstrate
fields include English for academic/specific purposes, and public morality, standardize public moral behavior and
curriculum-based political and moral awareness in Sino- promote social morality. The corresponding small concept is
foreign cooperative educational institutions. to establish a sense of order and rules in public places and
to politely remind others to abide by public order. Learning
this lesson teaches students the need to establish rules and
PP Saturday, 5:30 pm-5:50 pm
awareness of obeying public order and how to deal with
Concurrent session 7, FPSH emergencies. The second class introduces the British Science
The cultivation of thinking quality in senior English Museum. The corresponding small concept is to understand
teaching of reading the culture of the British Science Museum and the Western
scientific spirit behind it. Learning this lesson allows
SATURDAY, JULY 30

students to break their “fixed” understanding of museums

ABSTRACTS

Li Peng (李鹏), Sichuan Shuangliu Tanghu Middle School, and experience different types and styles of museums. The
China overall homework goal of this unit is to guide students to
Chen Jing (陈静), Sichuan Shuangliu Tanghu Middle School, collect and integrate resources and work in groups.
China
Qiang Yun is an associate professor at Hefei Normal
Based on Bloom’s cognitive process, I will analyze the main University
problems (e.g., lack of cultivation of thinking quality) in
present English teaching. Using questions, thinking maps Wang Liangju is a Level I Secondary school teacher at Hefei
and activities, I will talk about how to cultivate students’ No. 45 Junior Middle School
logical thinking, critical thinking and creative thinking in the
process of pre-reading, while-reading and post-reading.
Taking texts from foreign language teaching and research
press as examples, I will illustrate in detail the cultivation of
logical thinking in the learning and understanding section,
the applying and practicing section and the transfer and
innovation section. Applying theory to practice, I will
demonstrate the approaches to cultivating students’ thinking
quality.

Li Peng is a member of an English expert team in Sichuan

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 Lines, Four Stages, Eight Perspectives” at a local university
Concurrent session 8 in China. It was created through the concepts of student-
centered learning and output orientation.
This whole-course practical teaching system is practice-
PP Saturday, 1:30 pm-1:50 pm
oriented, with talent training achieved through teaching
Concurrent session 8, FPSH practice and social practice via various activities.
Exploring the alignment effects of iterative To enhance the cultivation of students’ practical skills, the
continuation task practice process included observation and research to bring
together educational resources and practical knowledge
from in and out of the classroom, online and offline, on- and
Yang Hongyi (杨弘毅), Beijing Foreign Studies University,
off-campus, and at home and abroad. A series of activities
China
were held, and students undertook volunteer teaching
in rural areas, research on elementary education and
This five-week study was carried out to investigate whether
internships abroad.
high school English learners benefited more from ICT than
CT. A total of 100 students participated in the experiment.
Zhang Huijun is a professor and head of the School of
They were divided into two groups based on their classes, and
Foreign Languages at Shaanxi Xueqian Normal University.
there was no significant difference in their English proficiency.
She specializes in teacher professional development,
CT was utilized in Group A and ICT was implemented in
English and American literature and English language
Group B. Both groups were asked to complete one essay in
teaching.
class each week (for five weeks in total).
The study only analyzed the first-week and the fifth-week
essays. A total of 152 pieces were finally collected. The Saturday, 2:10 pm-2:30 pm
PP
errors were coded by two independent coders with eligible Concurrent session 8, FPSH
inter-reliability. The errors were then categorized within the
framework proposed by Wang & Wang (2014), with some Pragmatic competence in request writing: situational,
adjustments made. To examine the syntactic complexity and cultural, and individual variability
cohesion, L2SCA and Coh-Metrix were used, respectively.
All 14 indicators in L2SCA were adopted for analysis, while
Jia Roujia (贾柔嘉), Fudan University, China
three indicators in Coh-Metrix were chosen to analyze
cohesion (PCNARp, PCDCp and SMTEMP).
The present study aims to further literature on Request
This study also revealed the effectiveness of ICT. Yet, not all
Strategies (RSs) by examining 306 request letters written
indicators showed significant differences, meaning that ICT
by 32 native English (NE) writers and 121 EFL learners
is only better than CT in certain aspects. While in PCDCp,
from three L1 backgrounds. The NE writers have at least a
both groups showed a significant decrease. Possible reasons
bachelor’s degree, and the EFL learners’ English proficiency
were presented.
ranges from A1 to C2 as measured by the Common European
Framework of References. We code a variety of direct RSs
Yang Hongyi is an MA student in Applied Linguistics from
and indirect RSs used in request letters and further compare
the School of English and International Studies, Beijing

SATURDAY, JULY 30
the frequencies of these RSs between formal and informal
Foreign Studies University. He is interested in SLA, language

ABSTRACTS
situations and across writers’ language backgrounds.
assessment and related fields.
Findings reveal interesting patterns of situational, cultural,
and individual variability. Specifically, compared to NE
Li Huishi is a high school English teacher from Xiamen
writers, EFL learners demonstrate significantly lower
No. 1 High School of Fujian. She is a practitioner of the Xu-
situational variability between formal and informal writing,
argument in her high school English class.
such that EFL learners use similar frequencies of indirect
RSs across situations. In addition, the L1 background plays
PP Saturday, 1:50 pm-2:10 pm a critical role in differentiating frequencies of certain types
Concurrent session 8, FPSH of RS. Finally, EFL learners’ English proficiency is statistically
predictive of the frequencies of indirect RSs, but even those at
The creation of a practical teaching system in a local  advanced proficiency levels fail to adjust their RSs flexibly to
university from the perspectives of professional  address different communicative situations. These findings
accreditation and new forms of education are discussed, and pedagogical implications for EFL writing
instruction are put forward.
Zhang Huijun (张慧军), Shaanxi Xueqian Normal University,
Jia Roujia is a fourth-year undergraduate student at
China
the College of Foreign Languages and Literature, Fudan
University. She is mainly working on second language
This paper studies the creation of a whole-course practical
acquisition.
teaching system with the theme of “One Center, Two

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87
 question of how a non-native teacher in mainland China
PP Saturday, 2:30 pm-2:50 pm should teach ELT in senior high school. This main research
Concurrent session 8, FPSH question is addressed in the following sub-questions: 1) How
is cultural entity integrated with students’ English repertoire
Does L1 affect argumentation in L2? Comparing
in writing? 2) What is students’ translingual practice, such as
argumentative moves in English writing across L1
semiodiversity in L2 writing? Hence, what are the differences
groups
between native writers and L2 learners in lexicogrammar
analysis and pattern structure nuance in a narrative story
Song Jiaqi (宋佳琪), Fudan University, China when responding to a column topic?
The discussions in this paper are based on a corpus of articles
Literature has indicated a close association between excerpted from the 21st Century TEENS newspaper, Senior
argumentative writing quality and EFL writers’ second edition. The selected dates are from Feb 22 to June 28, 2021.
language (L2) proficiency. However, such a point has been Data primarily focus on the “YOUR VOICE” column in each
challenged. This study attributed the mixed results to the weekly newspaper. The analyzed data are excerpted from
homogeneous grouping of the EFL learning population as a “Hope for a new year” on Feb 22, 2021, where four articles
whole. respond to the same topic. The corpus will be analyzed under
This study evaluates 184 argumentative essays written by the framework of translingual practice (Canagarajah, 2013)
Chinese-, French- and Spanish-speaking EFL students on and Halliday’s Systematic Functional Theory (2004).
whether they believe studying abroad during the academic
year is an interruption or an enrichment to their development. Yang Xiaoli is a PhD candidate majoring in ELL at the
The sample is relatively balanced by gender, age and L2 University of Ateneo De Manila, Philippines. Meanwhile, she
proficiency. Participants’ English proficiency levels were works as an English lecturer focusing on World Englishes,
designated according to the Common European Framework second language teaching, distance teaching, and K-12 English
of References for Languages (CEFR). We adopted an teachers’ professional training at the School of Vocational and
innovative coding framework (Deng, 2021) and identified six Continuing Education at the Central China Normal University.
argumentative moves in the writing sample.
Multiple regression analysis shows that writers’ L2
proficiency has no direct correlation with the frequency and PP
Lou Saturday,
Yue, BA, is an English teacher 3:30Middle
in No.1 pm-3:50School
pm
diversity of argumentative moves used in essays across Concurrent session 8,
Affiliated with Central China Normal University. She has FPSH
three L1 groups. L1 background plays a significant role in been
Theteaching English organizers
use of graphic for two years
in since graduating
English from the
reading class:
determining writers’ usage of argumentative moves. This university in 2020. Her research
A cognitive load perspective interests are the pedagogy of
study emphasizes the influence of L1 background on critical English reading and writing in senior high school.
thinking skills and L2 argumentative writing performance
and, in doing so, challenges the traditional assumption of Lin Su (林苏), Jiangxi Normal University, China
L2 proficiency being a dominant factor. Implications for EFL
writing instruction will be discussed. The main purpose of a graphic organizer is to provide a visual
aid to facilitate learning and instruction. Nonetheless, from
Song Jiaqi is a student at Fudan University. She studies the perspective of cognitive load, the effectiveness of graphic
SATURDAY, JULY 30

applied linguistics and, more specifically, EFL writing. organizers in English reading class should be taken with a grain
ABSTRACTS

of salt. Cognitive load refers to the “total amount of mental

Qin Wenjuan is an assistant professor at the College of energy imposed on working memory at an instance in time”
Foreign Languages and Literature at Fudan University. She (Cooper, 1998). Cognitive load theory differentiates cognitive
has a Doctoral degree in Education from Harvard University load into three types: intrinsic, extraneous, and germane. In
and specializes in the study of second language acquisition these types, extraneous cognitive load is generated by how
and corpus linguistics. information is presented to learners and is under the control
of instructional designers. Thus, while the intrinsic cognitive
load is generally thought to be immutable, the extraneous
PP Saturday, 3:10 pm-3:30 pm and germane load can be manipulated by the instructional
Concurrent session 8, FPSH designers. It is suggested that instructors limit extraneous
L2 writing in high school: A comparative analysis load and promote germane load.
Inspired by Nawal (2018), this study investigates whether
cognitive forms like mind maps, charts and other visual
symbols utilized in L2 reading instruction could also add heavy
Yang Xiaoli (杨晓丽), Central China Normal University, China extraneous cognitive load to students’ reading process and
negatively affect the development of their L2 reading ability.
This paper aims to reconsider the issue of pedagogy in English
writing in senior high school from the perspective of students’ Lin Su is a first-year postgraduate student from Jiangxi Normal
language competence. This paper primarily focuses on the University.

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88 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

 over time in a non-linear way; the learner showed rich and
PP Saturday, 3:50 pm-4:10 pm deep cognitive engagement during the experiment, and their
Concurrent session 8, FPSH affective engagement changed from negative to positive and
they became more confident as the experiment proceeded;
Empirical research on story continuation in senior high
2) The factors affecting learner’s engagement include
school English writing teaching under the frame of
personal and environmental factors, and the interaction
creative writing
between the three dimensions of learner’s engagement;
3) Learner’s scores, content relevance and coherence of
Huang Zi (黄紫), Jiangxi Normal University, China each continuation writing all tended to increase, while the
EFL students’ thinking qualities, in conjunction with language proportion of tense and vocabulary errors decreased. Taking
ability, are emphasized in the latest New English Curriculum the dynamic development of learner’s engagement into
(2022). However, for senior high school students, the consideration, we noticed that learner’s engagement can
cultivation of creative language thinking and writing have a positive effect on writing performance. The findings
inevitably encounters challenges in real English teaching. of this study shed light on the study of Xu-argument and the
Research concerning English creative writing is commonly teaching of second language writing.
seen in tertiary schools, whereas related research in senior
high schools is relatively lacking. Hence, this study intends Li Xuan is a postgraduate student at Dalian University
to explore the effects and benefits of the application of the of Foreign Languages, majoring in foreign linguistics and
story-continuation on senior high school students under the applied linguistics. Her research interests include second
frame of creative English writing. The study adopts qualitative language acquisition and foreign language teaching.
and quantitative research. In addition, the experimental
method involves a pre- and post-test conducted before and Saturday, 4:30 pm-4:50 pm
after English teachers’ teaching and senior students’ practice PP
Concurrent session 8, FPSH
of story-continuation of creative English writing. Students
from two different classes of the same grade participate in Motivation, vocabulary learning strategies and L2
this study; and one class acts as the experimental group and reading performance
the other class as the control group. It was found from the
experiment that under the frame of English creative writing,
story-continuation exerts certain benefits on senior students’ Liu Hongli (刘红利), Xi’an International Studies University,
creative thinking and English writing. Teaching implications China
are also offered. Yang Jia (杨加), Xi’an International Studies University, China

Huang Zi is a postgraduate student studying at Jiangxi Our study explores the relationship between motivation,
Normal University. Majoring in English teaching, her vocabulary learning strategies and EFL learners’ reading
research interests include second language acquisition, performance. Participants are English majors from a Chinese
English teaching and linguistics. Her research interests university. The results report that overall motivation and
include English creative writing and its effect and benefits intrinsic motivation had positive correlations with the overall
on the improvement of English writing of senior high school vocabulary learning. The two types of motivation also

SATURDAY, JULY 30
students. significantly correlated with cognitive strategies. In contrast,

ABSTRACTS
amotivation was negatively correlated with both overall and
cognitive strategies while it was positively correlated with
PP Saturday, 4:10 pm-4:30 pm metacognitive strategies.
Concurrent session 8, FPSH It was found that amotivation is negatively correlated with
A case study on the dynamic development of L2 L2 reading, while intrinsic motivation is positively correlated
learner’s engagement with writing performance in with L2 reading performance. There was no significant
iterative continuation correlation between vocabulary learning strategies and L2
reading performance. The stepwise regression analyses
showed that only amotivation and intrinsic motivation
Li Xuan (李萱), Dalian University of Foreign Languages, China had an effect on L2 reading performance. Vocabulary
learning strategies (including overall, metacognitive and
This paper examines the behaviors of a sophomore non- cognitive strategies) were all excluded. This indicates that
English major from a university in Xinjiang during their vocabulary learning strategies cannot predict L2 reading
reading and writing tasks. Their behaviors were observed performance. Amotivation explains 3.1% of the variance
in the iterative continuation task and the measurement of of L2 reading performance, a small effect size (Cohen,
think aloud, supplemented by data collected from stimulated 1988). Intrinsic motivation can also predict the dependent
recall and semi-structured interviews. variable, R2 = 0.020 — also a small effect size. And when the
The findings revealed that: 1) Learner’s behavioral learner’s intrinsic motivation was stronger, their L2 reading
engagement with the iterative continuation task changed performance improved.

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 Liu Hongli is a postgraduate at the School of English Studies
of Xi’an International Studies University, majoring in applied PP Saturday, 5:10 pm-5:30 pm
linguistics. Concurrent session 8, FPSH

Primary school English education in Chinese rural

Yang Jia is a third-year English major at the School of English
areas: X county as an example
Studies of Xi’an International Studies University.

Luo Zhengqing (罗正清), Beautiful China Education Project -

PP Saturday, 4:50 pm-5:10 pm
Dazhaiwan Primary School, China
Concurrent session 8, FPSH
From abstract to concrete: developing Chinese EFL Notwithstanding the burgeoning development of English
students’ concrete writing awareness in L2 with the education in China, an unbalance in the composition of
aid of digital multi-modal composing primary school English teachers between urban and rural
areas can be observed (Huo et al., 2021). To promote
equal, quality education, this study investigates the
Luo Wenyun (罗文筠), Jiangxi Normal University, China current situation of primary school English education in
Xiao Yawei (肖雅薇), Jiangxi Normal University, China Chinese rural areas. This study addresses factors related to
teachers, resources and policies. Both internal and external
Digital multi-modal composing (DMC) is a semiotic process factors will be considered.
that involves the use of digital tools to produce texts by The study mainly deploys a sequential QUAN→QUAL
combing multi-modal modes (Jiang, 2017). Empirical studies approach underpinned by the paradigm of pragmatism.
have shown that DMC can improve different aspects of Questionnaires were administered first to English teachers
students’ L2 writing; however, whether students have at primary schools in X County, with 117 valid responses
improved their concrete writing awareness remains under obtained. Three teachers were invited to participate in a
explored. This study aims to investigate whether students semi-structured interview. Findings showed that, first, the
could develop such awareness. English teachers in X County were mainly teachers at the
The study participants are 86 non-English major sophomores beginning of their professional careers, and most were
at one university in Jiangxi. There was an experimental group teaching a major and/or serving as a class mentor. In other
and a control group. The experimental group received the words, they had a heavy workload and comparatively low
multi-modal composing intervention. A pre-test and post- teaching proficiency. Second, most of the participants
test were conducted. Questionnaires (5-point Likert Scales) expressed their willingness to continue English teaching.
were also distributed to students in the experimental group Nonetheless, they found it difficult to teach the subject
to monitor their motivation changes and opinions on digital well. Third, they faced difficulties regarding resources and
multi-modal composing. Three topics from the textbooks educational policies.
were given to the students to present. Findings revealed
that the grades of students in the experimental group Luo Zhengqing holds a master’s degree in Second
significantly increased than that of the control group, and Language Education from the University of Cambridge
more use of concrete words was witnessed in the essays of (Pass with Distinction). She is currently a volunteer English
SATURDAY, JULY 30

the experiment group students. These concrete words also teacher in southwestern China. She endeavors to empower
ABSTRACTS

served to convey communicative effectiveness. In addition, English teachers in rural areas through teacher training and
students in the experiment group felt more motivated than promote equity in English education through practice and
their counterparts. The implications for further research and research.
the teaching of L2 writing are discussed.

Luo Wenyun is a postgraduate student at Jiangxi Normal PP Saturday, 5:30 pm-5:50 pm

University. Her research interests are second language Concurrent session 8, FPSH
acquisition and cognitive linguistics.
Effects of viewing captioned English short videos on
Xiao Yawei is a postgraduate student at Jiangxi Normal incidental vocabulary learning of EFL learners: A case
University. Her research interest is second language writing. of eighth-grade students in a rural area

Xia Jielin (夏洁琳), Xi’an International Studies University,

China

This paper investigates the effects of incidental vocabulary

learning on 60 eighth-grade English learners from a rural
area in the southwest region of China. In this study, on

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the first day, before viewing both short videos once with In conclusion, the English writing self-efficacy of Electronics
Chinese subtitles to understand their content, the subjects Information majors at Y University was proved to be rather
were required to complete the two pre-tests. On the low. Individual difference factors and contextual learning
following day, the two videos were viewed again, but under factors are expected to influence English writing self-
different conditions, in which they watched the first video efficacy of Electronics Information majors. The paper helps
with Chinese subtitles and English captions together and enrich studies on writing self-efficacy and better instruct
the second video just with Chinese subtitles. The next day, College English teaching to Electronics Information majors.
subjects viewed the second video with Chinese subtitles
twice and then completed a post-test. After completing the Li Dan is a postgraduate student in the School of Foreign
first experiment, subjects were required to view the first Studies of Yangtze University. Currently. She is pursuing
video twice with Chinese subtitles and English captions a Master’s Degree in Foreign Linguistics and Applied
together and take the corresponding post-test. After a Linguistics. She is interested in foreign teaching, cross-
week, two delayed post-tests with the same content as cultural communication and self-efficacy theory.
previous post-tests were conducted but given in a different
order.
The results show that students learn vocabulary from PP Saturday, 1:30 pm-1:50 pm
viewing English short videos, and they achieve greater Concurrent session 9, FPSH
performance when Chinese and English captions are Infusing creative thinking in junior high English reading
present than just Chinese subtitles. The retention of teaching based on visualized thinking
vocabulary knowledge is maintained beyond that week.

Xia Jielin is a graduate student of Xi’an International Studies Long Yating (龙亚婷), Sichuan Normal University, China
University. She majors in foreign language linguistics and
applied linguistics. While creative thinking assessment is officially promoted
in China, fostering higher-order thinking, such as creativity
in English teaching, is still on the rise. This paper aims to
Concurrent session 9 cultivate students’ creative thinking in daily English reading
classes in junior high. For this purpose, 49 students in
grade 7 from a middle school in Chengdu were chosen to
PP Saturday, 1:30 pm-1:50 pm be tested by the Williams Creativity Tendency Scale. A total
Concurrent session 9, FPSH of 49 questionnaires were distributed, with 48 later being
deemed as valid and usable. According to the results, most
Exploring factors influencing English writing students score highly (an average score of 79.27 out of 100)
self-efficacy of electronics information majors on the Curiosity dimension, followed by Complexity (79.22)
and Risk-taking (76.2). Imagination ranked the lowest, with
Li Dan (李丹), Yangtze University, China an average score of 67.25.
From the survey results, the author will conduct active
This study examines in-depth factors influencing the low research and try to improve students’ creative tendencies

SATURDAY, JULY 30
English writing self-efficacy of students in engineering from the four dimensions mentioned (Risk-taking;

ABSTRACTS
fields. A pilot study was conducted to confirm the low Complexity, Curiosity, and Imagination). With the help
English writing self-efficacy of Electronics Information of visualized tools, corresponding dialogue and activities
major students at Y University. Fifty-four Electronics are applied to the teaching of reading. The paper will also
Information freshmen were chosen according to the explain how the tools help to externalize thinking in language
convenience sampling principle. According to the criteria teaching, thus giving teachers more knowledge on how to
proposed by Pajares and Valiante (1998), results showed better cultivate creative thinking in English reading classes.
D

that Electronics Information majors had low English writing

LE

self-efficacy. In particular, ideation was the lowest among Long Yating is a graduate student majoring in English
Education at Sichuan Normal University. She participated
EL

the four subscales of English writing self-efficacy.

The study mainly adopted semi-structured interviews to in the key project related to creativity teaching for English
NC

explore in-depth factors influencing Electronics Information majors from the Sichuan Research Center of Foreign
majors’ English writing self-efficacy. Themes on the Language & Literatures Key Research Base of Humanities
CA

influential factors emerge as individual difference factors & Social Sciences of the Education Department of Sichuan
and learning contextual factors. The former are affective Province.
constructs, learning behaviors, cognitive variables and
previous learning experiences. The latter can be divided
into teacher-related factors and teaching process-related
factors.

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91
 model of pre-while-post listening lesson structure in which
PP Saturday, 1:50 pm-2:10 pm teachers dictate the class and students work independently,
Concurrent session 9, FPSH we advocate the collaborative approach where students
become the agents of listening. They take full control of a
A college English reading teaching model based on
listening class through working proactively in a team to make
a QQ group: construction and practice sense of, evaluate, negotiate and co-construct the messages
heard, recognize what is difficult and new, and work out how
Li Shuhong (李书弘), Guangxi Normal University, China much time they need. A collaborative listening class that
Li Hongmei (李洪美), Guangxi Normal University, China embodies the four essential listening orientations proposed
by Rost (2011) will be introduced.
This study presents a college English Teaching Model Based The workshop employs a “two-hat” approach by treating
on a QQ group. Firstly, a cultural background card related attendees as both students and teachers. Students will be
to the topic is sent to spark students’ interest. Secondly, a partaking in collaborative listening activities as learners and
text mind-mapping, with a question attached, is shown to then analyzing and reflecting on such experiences as teachers.
demonstrate the logic of the sentences. Finally, students We hope that the attendees will be guided to critically
are required to finish the exercise based on the assignment reappraise the structure of a pre-while-post listening class
function. Furthermore, to encourage students to memorize and the less effective pattern of “listen, answer and check”
the word, a QQ group robot reminds students to record their (Siegel, 2014, p.23), re-examine the roles they and students
words. play and consider factors that will help them better adapt
A questionnaire filled by 80 students was collected. The collaborative listening in their class.
results show that 91.25% of the students thought that the
cultural background knowledge cards in the QQ group Liu Tingting holds a master’s degree in MSC TESOL from
before class could arouse their curiosity about the text. A the University of Bristol. Since 2004, she has been teaching
total of 92.5% of the students thought that mind-mapping English in secondary schools and has won various ELT
in the classroom could help them better understand how the completions and teaching skills contests in municipal,
author organized the language; 87.5% thought this teaching provincial and national contexts.
model could give them more opportunities to think and
practice the language; 91.25% thought that the daily robot Lyu Yanli holds a master’s degree in MSC TESOL from the
reminder would motivate them to memorize words; 92.5% University of Bristol. She has over 19 years of ELT experience.
thought that the teaching effect of this mode was good;
86.25% thought it was necessary to adopt this model for
teaching. PP Saturday, 2:30 pm-2:50 pm
Concurrent session 9, FPSH
Li Shuhong is a second-year postgraduate student majoring Gender representation in 10 versions of widely-used
in English curriculum and instruction at Guangxi Normal government-mandated English textbooks in China
University. He has published four papers and presented
papers at two national academic forums and presided over
a school-level scientific research project. Zheng Yue (郑悦), University of Liverpool, UK
SATURDAY, JULY 30
ABSTRACTS

Li Hongmei is a second-year postgraduate student majoring Nowadays, gender diversity is under the protection of
in English curriculum and instruction at Guangxi Normal different legal systems. It is claimed that this diversity should
University. She has published three papers and presented be reflected in the values of textbooks —­ the main source for
papers at two national academic forums. gender identity construction. Teaching English in secondary
schools entails the delivery of different social constructs
contained in the textbooks, including the portrayal of gender
Saturday, 2:10 pm-2:30 pm roles. Previous studies have mentioned that problematic
W
Li Hongmei is a second-year postgraduate student majoring gender representations, or stereotypes in general, might lead
Concurrent
in English curriculum and instruction session 9, Normal
at Guangxi FPSH
to female under-representation or sometimes sexism in the
University. She has
Collaborative published
listening three making
workshop: papers students
and presented
the classroom (Furoutan, 2012; Lee, 2019).
papers at of
agents two national academic forums.
listening The current study uncovers gender representation in the
most popular English textbooks in China. The ten most
widely-used textbook versions are adopted for critical
Liu Tingting (刘婷婷), Guizhou No. 7 Middle School, China discourse analysis. The criteria examined in this research
Lyu Yanli (吕燕丽), Guizhou No. 7 Middle School, China include titles, family relations, physical surroundings,
Zhou Xianli (周娴莉), Guizhou No. 7 Middle School, China appearance, professions, social engagements, and order
of mention. One-sample t-test is employed to explore
The workshop aims to showcase collaborative listening as the relationship between gender depictions and different
an alternative and effective approach to teaching listening versions. This research reveals potential gender bias in the
in language classes. Instead of applying the traditional textbooks. A further recommendation is made accordingly
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92 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

to ensure fair gender representation in education material as a teaching and assessment model in higher education
since gender awareness is also a part of the global English contexts, especially in the Information Age. The presenter
education system. describes her experience implementing the LOA framework
enhanced through web-based technology and assessing
Zheng Yue graduated from the University of Liverpool students in College English courses at a non-government
and was awarded a MA TESOL degree with merit. She has university in China. The speaker will first introduce the LOA
published several papers on the teaching of English in the framework and the opportunities it provides for systematic
Chinese context. She has also translated children’s books. formative assessment of English language skills. Then, using
the examples and data, the presenter will summarize the
findings from the teaching practices, which have indicated that
technology-enhanced LOA has a direct impact on students’
PP Saturday, 3:10 pm-3:30 pm
Concurrent session 9, FPSH
performance and fosters their autonomy. Through practicing
with technological tools and projects in English teaching in
Assessing the performance of content connection in higher education, participants will learn how to apply these
Chinese EFL learners’ Chinese (L1) and English (L2) strategies to their practice.
integrated writing
Dai Hua is a lecturer at Chongqing College of Mobile
Communication. Dai Hua completed her BA (2007) at Sichuan
Jiang Yue (蒋悦), Lingnan Normal University, China International Studies University, and her MA (2017) at Flinders
University, Australia. She joined Chongqing College of Mobile
Integrated writing (IW) requires the task takers of academic Communication as a Teaching Fellow in 2018.
and professional tasks to apply writing with other language
skills to integrate multiple authentic sources provided as the
background knowledge to develop their ideas and response PP Saturday, 3:50 pm-4:10 pm
to the prompts in written products (Plakans, 2009). It entails Concurrent session 9, FPSH
the coordination of the multi-literacy use and synthesis of
Research on speaking task difficulty factors: analysis
multi-origin sources in one language task. The immersion
based on CSE
of IW tasks in language assessment also sparked scholarly
discussion on the measurement of literacy abilities and source
synthesis in IW tasks. As one of the cognitive operations in Lu Weilie (卢伟烈), Guangdong University of Foreign Studies,
IW, content connection is theoretically possible to occur China
in L1 and L2 IW among advanced language learners, but it
needs to be tested further. Speaking ability is an important skill, yet it is one of the
To obtain an in-depth perception of the content connection weaknesses of Chinese English learners. To encourage
in L1 and L2 IW, the first purpose of this study is to develop effective teaching and autonomous learning, we must
an analytical framework for connection measurement in understand what factors cause difficulties for students when
IW. The second purpose is to compare the performance undertaking speaking tasks.
of the content connection between L1 and L2 IW, thereby Using the oral self-assessment scale in China’s Standards of

SATURDAY, JULY 30
promoting IW pedagogical development and optimizing the English Language Ability (CSE) as a measurement tool, the

ABSTRACTS
instructional resources of language education in China. present study attempts to find out what factors contribute
to the difficulties surrounding speaking tasks by tapping
Jiang Yue is a lecturer at Lingnan Normal University, into learners’ perceptions. A total of 135 students from four
Guangdong. She is a doctor of applied language sciences classes majoring in Business English were invited to take part
(DALS) student at Hong Kong Polytechnic University. She in this research. They first responded to a self-assessment
specializes in English writing teaching and assessment. questionnaire, which comprised 17 descriptors from the CSE
oral self-assessment scale. Then, ten of these participants,
who showed interest in further participation, took part in a one-
MW Saturday, 3:30 pm-3:50 pm to-one interview, in which participants were asked why they
Concurrent session 9, FPSH thought the tasks were difficult.
Technology-enhanced learning-oriented assessment Results show that the difficulty level of the nine descriptors
in college English teaching in the Information Age judged by learners to be difficult was different from the
difficulty level set by the CSE. Analysis of the interview further
revealed three factors causing the difficulty: low familiarity, low
Dai Hua (戴华), Chongqing College of Mobile Communication, task clarity, and time pressure. We finally propose a framework
China of speaking task difficulty factors.

There are many publications and teacher handbooks on Lu Weilie is a PhD student at Guangdong University of Foreign
assessment in English teaching. However, the learning-oriented Studies. His research interest is language testing.
assessment (LOA) framework has not been adequately explored

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93
 addressing the above problems, and teaching content and
PP Saturday, 4:10 pm-4:30 pm methods can be adjusted based on the research results.
Concurrent session 9, FPSH
Zou Han is a postgraduate student in Zhejiang Normal
Examining the mismatch of semiotic resources in
University, majoring in Pedagogical Teaching of English.
English-Chinese translation in the context of testing

Zhao Xueyu (赵雪宇), Southeast University, China

PP Saturday, 4:50 pm-5:10 pm

The purpose of this paper is to illustrate the mismatch of Concurrent session 9, FPSH
semiotic resources in English-Chinese test translation. Science Identifying and modeling learning oriented
and mathematics item samples in English and Chinese were assessment practices in an English test preparation
selected to examine the availability of semiotic resources. context in China
Translation is a way to represent textual information across
languages using a different system of signs and preserve the
original meaning, in which meaning is moved from one mode Yang Ruijin (杨瑞锦), Zhengzhou University, China
in one language/culture to the equivalent mode in another
language/culture, leading to a change of the semiotic object. This study identifies and models multiple dimensions of
Sign-making is subject to the availability of semiotic resources Learning Oriented Assessment (LOA) practices through
and to the aptness of the resources to the meanings that the teaching and learning grammar and vocabulary during the test
sign maker wishes to realize. Challenges limiting translators preparation stage of a high-stakes, standardized English test
in their ability to provide comparable quality translations of in China. The instrument used in the paper is built on an initial
test items stem from the fact that cultures ascribe different pool of items developed from a review of related literature
functions and meanings to different sets of semiotic resources. and findings from a preliminary qualitative study. In a sample
Test items are always multi-modal. Modes in the test items of 922 students, an 18-item four-dimension model for LOA
have different affordances and constraints for constructing practices was developed through factor analysis to gauge
meaning. Translation decisions lead to the re-making of classroom interaction (four items), involvement in assessment
ensembles of semiotic resources. These are themselves (three items), feedback (six items), and learner autonomy
assembled as combinations of modes. This study encourages (five items). This model with four constructs enables a robust
translators to not only focus on non-verbal elements but measurement of LOA practices. Results complement current
use various semiotic resources and consider their possible LOA theories and studies and also point to the importance
affordances or potential for meaning-making. of the connection between “classroom interaction” and
“involvement in assessment” in discussing the dynamic of LOA
practices in summative EFL test preparation.
PP Saturday, 4:30 pm-4:50 pm
Concurrent session 9, FPSH Yang Ruijin is a lecturer at the School of International Studies
A diachronic study on the content validity of at Zhengzhou University. She obtained her PhD from the
grammatical clozes in Zhejiang English Queensland University of Technology (Australia) in 2020.
SATURDAY, JULY 30

matriculation test Her research interests include TESOL, language testing and
ABSTRACTS

assessment, and mixed methods research. Her recent research

topics cover English education at the compulsory level in
Zou Han (邹涵), Zhejiang Normal University, China China, learning-oriented assessment, washback, and the
production-oriented approach.
The research object for this study is analyzed from two aspects,
text input characteristics and expected response characteristics.
Text input characteristics include text type, context and topic,
text word amount, readability and spacing distance between
blanks. Expected response characteristics consist of test-
point validity and test-point distribution. The research results
show that the ten sets of grammatical clozes in the Zhejiang
English Matriculation Test generally meet the requirements
prescribed in the New Curriculum Standard and the Test
Explanation for English Curriculum, but some problems still
exist. Problems include the incomplete coverage of discourse
types and subjects, significant fluctuation of test text difficulty,
inappropriate maximum spacing between blanks, and relatively
few examination points on the discourse level. In the studies
to come, the design of this question type can be improved by

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94 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

 Teacher training and professional development  PP
Chinese Pinyin’s positive transfer on English pronunciation
PP instruction: Using comparison and contrast as an approach
Positioning students’ identity toward ELF users Yang Qian (杨茜), Beijing School, China
Prapai Jantrasakul, King Mongkut’s University of Technology
North Bangkok, Thailand Motivation and second language interaction competence
development in classroom settings: A cross-sectional study
PP Wang Qi (王琪), Dalian University of Technology, China
Curricular reform in mainland China: Appropriating English Kou Jinnan (寇金南), Dalian University of Technology, China
curriculum standards on the local level
An Zijing (安子静), the University of Florida, US Curriculum development and material design  

PP PP
Research on the design of thematic teaching and research Voicing the voice: A critical view on investment and identity
activities for English subject based on “Internet +” of Chinese students’ learning English as a foreign language
Lyu Lingli (吕玲丽), Tianjin Academy of Educational Science, Yuan Di (苑迪), Tianjin Normal University, China
China
PP
Language teaching methods and approaches  Success from the very beginning: a critical insight into the
warm-up session in the Chinese EFL classrooms
PP Fang Xin (方欣), Xi’an Jiaotong-Liverpool University, China
Teaching and assessing workplace communication skills
to promote job mobility using online blended learning, P
Linguaskill and the CEFR
Blended learning curriculum and materials design for
Paul Dixon, SEAMEO RELC, Singapore academic English

ONLINE PRESENTATION
Zhang Li (张荔), Shanghai Jiaotong University, China
W
A design of concept-based PBL English class Uncovering the language socialization mechanism in
Hu Meiru (胡美如), Zhejiang University, China language teacher identity formation
Sang Yuan (桑园), Shanghai Jiao Tong University, China
PP Huan Changpeng (郇昌鹏), Shanghai Jiao Tong University,
Exploring the problems and paths of the development of China
thinking quality in high school English reading teaching
Zheng Rongrong (郑荣荣), Zhejiang Normal University, China PP
Teaching design of engineering ESP course based on POA
D Yuan Fei (袁菲), Harbin Engineering University, China
Improving student engagement through co-delivery in
foundation years PP
Research on the implementation of quasi-TSCA in a
Picucci-Huang Shin-Ching, University of Nottingham
practical English major course
Ningbo, China
Yang Zhen (杨珍), North University of China, China

PP
Reading, writing and literacy 
Translanguaging in English language classrooms in Nepal:
A classroom practice
PP
Ushakiran Wangle, Sukuna Multiple Campus, Nepal
“Doing yourself”: Voicing beyond translingualism through
EFL literacy autobiographies
PP
Yang Shizhou (杨仕洲), Payap University, Thailand
Reimaging English language experiences through project-
based learning
PP
Lim Ai Teng, SJK (C) Yuk Choi, Malaysia
Visual note-taking: A new way in teaching reading in the
senior high school

95
 Liu Meichi (刘美池), Gannan Normal University, China Yang Hongli (杨宏丽), Yunnan Dali Gouse Middle School,
China
PP
Metaphor comprehension and production of Chinese EFL Digital learning and technologies 
learners in Chinese and English
Pei Jie (裴颉), Beijing Foreign Studies University, China PP
Shi Jiayao (史嘉瑶), Beijing Foreign Studies University, China Incidental vocabulary learning through mobile dictionaries
Zhang Danyang (张丹阳), Shenzhen University, China
PP
Gender voices in Chinese university students’ English PP
writing: A corpus study Bridge the gap -- Incorporating classroom response
Zhang Xiufeng (张秀峰), Jiujiang University, China Systems (CRSs) to implement formative assessment
Shi Weihua (史伟华), Shanghai Foreign Language School,
PP China
Problems and strategies of integrative practice of online
reading and writing class teaching, learning and assessment W
Fu Hui (付绘), Branch of Beijing Institute of Education, China Getting started with augmented reality technology in EFL
Lyu Shuhong (吕淑红), National Institute of Education classrooms
Sciences Fengtai Experimental School, China Payungsak Kaenchan, Mahidol University, Thailand

PP Academic research and publication

Demystifying plagiarism and other academic integrity
violations PP
Implications of a Canadian global competence program (Re)construction of teacher identity amid the COVID-19
pandemic from examination of conflict-coordinated
Jim Hu , Thompson Rivers University, Canada
ONLINE PRESENTATION

experience of English language teachers

Yang Liu
Andrea Yu Zhang Li (张丽), Hengshui University, China

PP PP
From reading to writing: The effects of continuation task The influence of institutional support on English as a foreign
on senior high school students’ writing performance and language teachers’ research motivation in China
creativity with multimodal resources Li Yanping (李艳平), The University of Auckland, New
Liu Yushan (刘育姗) , Jiangxi Normal University, China Zealand

PP
English education in rural areas
A conflict of professional identity: How a secondary school
teacher comes to terms with resignation
P
Xia Liling (夏利玲), Guangdong University of Foreign Studies,
Constructing UGS and weaving net: A practical exploration China
on English teaching transition from primary to junior high
schools in rural areas
PP
Yao Guizhao (姚桂招), Gannan Normal University, China
Positive academic emotions and achievement: A marriage
made in heaven!
PP
Robyn Najar, Sichuan University, China
English as a foreign language teachers’ online feedback
literacy in the Chinese rural area during the pandemic
PP
Li Zichun (李子纯), Minzu University of China, China
The role of teacher language awareness in Instructors’
pedagogical decision-making for CLIL classes
PP Chen Huameng (谌桦萌), University of Florida, US
An empirical study on the cultivation of multi-literacy of
junior high school students in English reading classes from
the perspective of multi-modal synergy

96 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

 Language testing and assessment Demonstration

PP D
Analysis of how to compose post-reading continuation Blending Die (Drama in Education) and (SEL) Social
writing as a test type from the perspective of students’ Emotional Learning Elements with reading in ELT Classroom
English core literacy Qi Bin (齐斌), Beijing Daxing No. 7 Elementary School, China
Yang Na (杨娜), Qingdao No.3 Middle School, China
D
PP How to improve the oral communication ability of rural
Investigation of consequential validity of cognitive primary school students in classroom teaching
diagnostic EFL listening test Dai Xueqiu (代雪秋), Mulan County Central Primary School,
Dong Yanyun, Xi’an Jiaotong University, China China

PP D (University)
Practice of language learning assessment in China: Where Innovation and practice of college English
we are, and where should we go Liu Yuchi (刘禹池), Dalian Polytechnic University, China
Wang Guohua, Northeast Normal University, China
D (Senior high school)
P Chen Ling (陈玲), Yali Yanghu Middle School, China
Future of English: Perspectives from China
Chair: Sheryl Cooke, British Council D (Senior high school)
Danny Whitehead, British Council in China Feng jingqi (冯景奇), Wen Zhou Foreign Language School,
China
Gong Yafu (龚亚夫), National Association of Foreign Language
Education (NAFLE), Chinese Education Society
D (Senior high school)

ONLINE PRESENTATION
Yu Guoxing(余国兴), University of Bristol
Applying the “Production-oriented approach” to senior
Jin Yan (金艳), Shanghai Jiao Tong University, China
high school English reading-writing teaching
Feng Zhixin (冯志鑫), Northwest Normal University, China
Intercultural and international communication 
D (Senior high school)
PP A class about Shaanxi kuai ban
Preparing for intercultural sojourns: understanding the Li Jun (李军), Taiyuan No. 5 Middle School, China
impact of undergraduate-level intercultural education on
Chinese Postgraduate students in the UK
D (Junior high school)
Ma Chaojun (马超君), Suzhou No.1 Secondary School, China
Hao Siwen (郝思文), Cogdel Cranleigh School, China

PP
D (Junior high school)
Implications of a Canadian university global competency
certificate program for Chinese vocational colleges Xie Danfeng (谢丹凤), Xinmin School, China
Liu Yang (刘洋),Beijing College of Finance and Commerce,
China D (Primary)
English for young learners
PP Xu Ning (徐宁), Tianjin Heping District Central primary
Supporting children’s education as a non-native speaker: school, China
Perspectives of Chinese-speaking parents in Scotland
Lin Mengyan (林梦艳), Shusheng Middle School, China

PP
The development of intercultural communication
competence by co-teaching through the third space
Yuan Jie (袁洁), Nanfang College, China

97
 International Scholarship   Nepal English Language Teachers’ Association

Use of digital tools and challenges in home-based teaching Teaching and assessing workplace communication skills
and learning during the Covid-19 pandemic to promote job mobility using online blended learning,
Yee Bee Choo, lecturer, Institute of Teacher Education Tun Linguaskill and the CEFR
Hussein Onn Campus Paul Dixon, Dianaros Ab Majid, SEAMEO Regional Language
Centre, Singapore
The art of feedback for adult learners: evaluate and motivate
Faith Wong, school improvement coach Using technology in the classroom: experiences from
African Perspectives
Khassoum Diop, Africa ELTA
Reimagining English language experiences through project-
based learning
Lim Ai Teng, SJK (C) Yuk Choi, Lahad Datu, Malaysia Getting started with augmented reality technology in EFL
classrooms
Payoonsak Kaenchan, Mahidol University,Thailand
Applying “Bottom-Up and Top-Down” strategies to develop
TOEIC listening skills for twinning programming students
of MUST Silver linings of the pandemic: Tertiary-level EFL learners’
Gantsetseg Jadamba, Mongolian University of Science and divergent viewpoints on enjoyment in online classes
Technology Athip Thumvichit, Research Institute for Languages and
Cultures of Asia, Mahidol University,Thailand
The results of an extensive reading program for the non-
linguistic lecturers at the Mongolian University of Science Md. Mohib Ullah, International Islamic University Chittagong
and Technology
Bolormaa Ayurzana, Mongolian University of Science and Kh. Atikur Rahman, Bangabandhu Sheikh Mujibur Rahman
Technology Maritime University
ONLINE PRESENTATION

English teaching in tertiary education of Mongolia during

COVID-19: Challenges and Opportunities
Otgontuya Dashtseren, School of Arts and Sciences,
National University of Mongolia
Lkhamsuren Shagdarsuren, National University of Mongolia

Reading is an important tool for improving student’s’

English vocabulary
Narantsetseg Ravjaa, Otgontenger University, Mongolia
Ulziikhishig Tsedendamba, Otgontenger University,
Mongolia

Beyond accountability: raising consciousness through

critical pedagogy among teacher educators in Nepal
Ashok Sapkota, Tribhuvan University; Nepal English
Language Teachers’ Association

E-Pedagogy in ELT in rural areas of Nepal : A quest of access

and quality during COVID-19 pandemic
Bishnu Kumar Khadka, Far Western University Nepal; Nepal
English Language Teachers’ Association

Translanguaging in English language classrooms in Nepal:

A classroom practice
Usha Kiran Wagle, Janata Multiple Campus, Sunsari, Nepal;

98 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

ONLINE PRESENTATION

99
 Presenters Index
A G Li, Huishi .....................................................87
Ahn, Yoo Young ........................................57 Gao, Yang......................................................47 Li, Huixian........................................................81
Ai Teng, Lim .........................................95/98 Ge, Bingfang ...............................................79 Li, Jun ...........................................................97
An, Zijing .....................................................95 Ge, Tingting ...............................................79 Li, Li .........................................................53
Ayurzana, Bolormaa..................................98 Gong, Yafu ...........................................84/97 Li, Mei ...........................................49
Gonzalez, Eduardo ....................................54 Li, Peng ....................................................86
B Ge, Xiaopei ................................................76 Li, Qiming ..............................................60
Bai, Xiaohuang ............................................37 Li, Shuhan ...........................................44
Beech, Peter ................................................64 H Li, Shuhong .................................................92
Bi, Xiaoqing ................................................57 Han, Baocheng ..........................................36 Li, Wangyin ..........................................80
Hao, Siwen ..................................................97 Li, Xian .....................................................49
C He, Huimin ......................................................64 Li, Xuan ..................................................89
Chen, Fengchao ..........................................85 He, Lin ........................................................84 Li, Xueru ..................................................52
Chen, Guangwei ........................................63 He, Xichen ..................................................52 Li, Yanping .................................................96
Chen, Huameng .........................................96 Hou, Jingjing ..............................................43 Li, Zichun ....................................................96
Chen, Jing ................................................86 Hu, Jim ..........................................................96 Liang, Haolan .............................................46
Chen, Ling ....................................................97 Hu, Meiru ....................................................95 Liang, Shimin ...........................................55
Chen, Lulu ...................................................39 Hu, Mengxiao ............................................71 Lin, Chen ................................................51
Chen, Yihua ................................................68 Hu, Xin ..........................................................72 Lin, Mengyan ....................................................97
Chen, Zehang .............................................37 Huan, Changpeng ......................................95 Lin, Su .................................................88
Chen, Zhengping ........................................49 Huang, Min .................................................80 Lin, Ye ........................................................61
Cheng, Xiaotang ........................................43 Huang, Xiaolu ............................................55 Lin, Yiwen
...........................................................51
Chi, Yani.........................................................53 Huang, Yajing ............................................53 Liu Yuwei ....................................................82
Cho, Moonkyoung (Chris- .......................58 Huang, Zi ..............................................89 Liu, Feiyang .....................................................79
tine) Hubbard, Philip ...........................................41 Liu, Hongli ...............................................89
Choo, Yee Bee ...........................................98 Liu, Jianda ...............................................26
Clark, Tammy .............................................54 J Liu, Jingxian ......................................59
Cooke, Sheryl ..............................................97 Jadamba, Gantsetseg ...............................98 Liu, Meichi........................................................96
COSTA, Peter I. DE ...................................39 Jantrasakul, Prapai ...............................95 Liu, Sen ...........................................36
Crystal, David...............................................22 Jia, Fan ..........................................................73 Liu, Tingting .............................................92
Jia, Roujia ...................................................87 Liu, Xiujing
..........................................................78
D Jia, Yudan ...................................................82 Liu, Yang ...................................................97
Dai, Hua .......................................................93 Jiang, Mingmei ..........................................67 Liu, Yu ..........................................................67
Dai, Xueqiu .................................................97 Jiang, Yue ....................................................93 Liu, Yuchi ....................................................97
Dashtseren, Otgontuya ..........................98 Jin, Jingya ....................................................83 Liu, Yuhua ................................................78
Ding, Yan .....................................................69 Jin, Tongtong ....................................................38 Liu, Yushan ................................................96
Diop, Khassoum .......................................98 Jin, Yan ....................................................97 Long, Yating....................................................91
Dixon, Paul ...........................................95/98 Lu, Qiaoer ............................................55
Dong, Yanyun...............................................97 K Lu, Weilie ......................................93
Dong, Zhuoya .................................................83 Kaenchan, Payoonsak .......................................98 Lu, Xinchen.....................................................59
Kaenchan, Payungsak ...............................96 Lu, Ziwen ...........................................69
F Khadka, Bishnu Kumar..............................98 Luo, Lianggong ...................................67/68
Fang, Fan .....................................................74 Kling, Joyce ................................................26 Luo, Qiuhong ......................................................46
Fang, Xin ......................................................95 Kou, Jinnan ..................................................95 Luo, Wenyun.................................................90
Fang, Xing ...................................................76 Luo, Zhengqing .....................................90
Feng, Jingqi .................................................97 L Lyu, Lingli.......................................................95
Feng, Zhixin .................................................97 Lei, Wen ...................................................40 Lyu, Shuhong .....................................................96
Fu, Hui ...........................................................96 Li, Dan ........................................................91 Lyu, Yanli .................................................92
Farrell, Thomas, S.C. ...........................23 Li, Furong .....................................................60
Li, Hongmei ................................................92

100 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY

Presenters Index
M T Wu, Yang ..................................................75
Ma, Chaojun ...............................................97 Tan, Dongling .............................................53 Wu, Yuyan .................................................86
Ma, Jinchen ..............................................79 Tang, Meng .................................................77 Wu, Zunmin .............................................76
Majid, Dianaros Ab ...............................98 Teng, Lim Ai ........................................95/98
Miao, Xingwei .............................................81 Thorburn, Rose ..........................................75 X
Thumvichit, Athip ....................................98 Xia, Jielin ..................................................90
N Tian, Lixian ...................................................59 Xia, Liling .............................................96
Najar, Robyn ............................................96 Tian, Yuxin .............................................40 Xia, Qiuming ........................................47
Nie, Yanwei ..............................................58 Tsedendamba, .........................................98 Xiao, Weiqing...............................................42
Nunan, David .............................................25 Ulziikhishig Xiao, Yawei ...........................................90
Xie, Danfeng .............................................97
P U Xie, Han ...................................................63
Pei, Jie ...........................................................96 Ullah, Mohib
....................................................98 Xie, Shiyu ..................................................77
Picucci-Huang, Shih- ................................95 Xu, Ning ..............................................97
Ching W Xu, Peiyang ............................................84
Wagle, Usha Kiran ....................................98 Xu, Wenying .........................................40
Q Wang, Caiqin ...............................................69 Xuan, Teng ........................................84
Qi, Bin ...........................................................97 Wang, Chen ................................................78 Xue, Shuting ..........................................62
Qi, Chenghui ..............................................38 Wang, Chenxin ...........................................62 Xun, Hui ................................................39
Qiang, Yun ...............................................86 Wang, Chuang.............................................38
Qin, Wenjuan ............................................88 Wang, Ge ................................................67
Wang, Guohua .........................................97 Y
R Wang, Huiwen ........................................75 Yan, Chunmei .............................................68
Rahman, Atikur .........................................98 Wang, Jiali .................................................82 Yan, Ping ....................................................44
Ravjaa, Narantsetseg ..............................98 Wang, Jingtong ........................................56 Yan, Wen ..................................................47
Reinders, Hayo..............................................41 Wang, Liangju ...........................................86 Yan, Xiaobiao................................................55
Ren, Wei .............................................39 Wang, Linshan ...........................................84 Yan, Zhou ....................................................64
Ren, Weihuan .............................................62 Wang, Miaoding ........................................85 Yang, Hongyi .............................................87
Renandya, Willy A ....................................24 Wang, Qi ...................................................55 Yang, Hongli ...............................................96
Wang, Qi ...................................................95 Yang, Jia .....................................................89
S Wang, Qiang ..............................................24 Yang, Liu .....................................................96
Sang, Yuan ..................................................48 Wang, Xiaojing ..........................................37 Yang, Na .....................................................97
Sapkota, Ashok .........................................98 Wang, Xin ............................................23/45 Yang, Qian ................................................95
Saunders, Paul ...........................................56 Wang, Xuemei.............................................70 Yang, Ruijin ................................................94
Sevak, Amit ...............................................25 Wang, Yao......................................................81 Yang, Shizhou ...........................................95
Shagdarsuren, Lkham- .............................98 Wang, Yi ....................................................49 Yang, Xiaoli ................................................88
suren Wang, Ying ..................................................56 Yang, Yanchao ................................................42
Shao, Jing .....................................................40 Wang, Zichao
...................................................45 Yang, Zhen ...............................................95
Shen, Xinpei ................................................77 Wang, Yonghua .........................................66 Yao, Guizhao .............................................96
Shi, Difei ......................................................52 Wangle, Ushakiran ....................................95 Ye, Xingxia ...............................................53
Shi, Jiayao ................................................96 Wei, Yanhuan ..............................................77 Yin, Tong ....................................................48
Shi, Weihua ................................................96 Wei, Rining .................................................38 Yin, Xue ......................................................46
Song, Beibei ................................................57 Wei, Shining ................................................50 Yu, Andrea ...............................................96
Song, Jiaqi ..................................................88 Wei, Tingting ..............................................85 Yu, Guoxing ...............................................97
Song, Yingying..............................................65 Wen, Qing ....................................................75 Yu, Haiyan .................................................79
Su, Ting .........................................................63 Wen, Qiufang ............................................22 Yu, Hongjuan ............................................43
Su, Xin .........................................................79 Wen, Zhisheng ..........................................74 Yu, Rong .....................................................45
Su, Yue .........................................................66 Whitehead, Danny ....................................97 Yuan, Di .......................................................95
Sun, Shanshan .............................................71 Wong, Faith .........................................98 Yuan, Fei .....................................................95
Sun, Wanlei .................................................52 Wu, Jing ..................................................55 Yuan, Jie ......................................................97
Sun, Yin .......................................................51 Wu, Peng ..............................................73 Yuan, Yue ...................................................80
Yuan, Zhuojun ...........................................54

101
 Presenters Index
Z
Zhai, Huanyu ...............................................84
Zhang Huijun ..............................................87
Zhang, Danyang .........................................96
Zhang, Haomin .........................................71
Zhang, Huaqing ..........................................48
Zhang, Jian ...................................................83
Zhang, Lawrence Jun ..............................74
Zhang, Li ......................................................95
Zhang, Li .....................................................96
Zhang, Ning ................................................84
Zhang, Xiaodan ...............................................50
Zhang, Xin .................................................84
Zhang, Xin .................................................65
Zhang, Xiufeng ...........................................96
Zhao, Juan ...................................................72
Zhao, Junyi ..................................................65
Zhao, Wangpan .........................................77
Zhao, Xinxin ................................................62
Zhao, Xueyu ............................................94
Zheng, Cui .................................................60
Zheng, Rongrong ......................................95
Zheng, Ruoyu .............................................50
Zheng, Yongyan..........................................42
Zheng, Yue .................................................92
Zhong, Changrong......................................67
Zhou, Min ..................................................71
Zhou, Qianqian ..........................................44
Zhou, Qianru ...............................................61
Zhou, Shuang ...............................................73
Zhou, Tianbao ............................................46
Zhou, Xianli .................................................92
Zhu, Guangchun...........................................70
Zhu, Ou ........................................................79
Zou, Bin .......................................................41
Zou, Han ......................................................94

102 2022 GLOBAL ENGLISH EDUCATION CHINA ASSEMBLY