Mingyue Gu
Biographic Data
| ID | 170634 |
|---|---|
| NAME | Mingyue Gu |
| GIVEN NAMES | Mingyue |
| FAMILY NAME | Gu |
| SIGNATURE | GU M |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-6547-2178 |
| VERIFIED | Yes |
| TOTAL WORKS | 79 |
| TOTAL CITATIONS | 232 |
| AUTHOR COUNT | 79 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Is new always better? Novelty as a candidate basic psychological need in second language learning
Background: Novelty has recently been proposed as a candidate basic psychological need (BPN) within the framework of self-determination theory (SDT), yet empirical evidence from the domain of second language (L2) learning remains limited.Purpose: This study tested the status of novelty as a BPN in L2 learning. We examined the relationships between novelty satisfaction and three L2-specific outcomes: the ideal L2 self (internalized motivation), po…
Heritage preservation and sociocultural adaptation among South Asian immigrants in Hong Kong: A perspective through dynamic family language policy
Through the lens of family language policy (FLP), this qualitative study examines how South Asian immigrant families in Hong Kong navigate the dual imperatives of preserving their cultural and linguistic heritage while adapting to the sociocultural demands of the host society. Drawing on semi-structured individual interviews and recordings of their daily conversations, the findings reveal that FLP is a dynamic and adaptive framework that enables …
Preservice language teachers’ agency in self-directed informal learning with GenAI
Generative artificial intelligence (GenAI) fuels self-directed learning and may empower informal professional learning. Previous research has focused on understanding teachers’ use of GenAI for teaching practice, with little attention to teachers’ agency in utilizing GenAI for self-directed professional learning. This study traced 15 Hong Kong preservice language teachers’ agentic engagement with GenAI for self-directed professional learning over…
Purpose Profiles in Informal Digital Learning of English: A Mixed‐Methods Study
Constructing identity through digital double-swinging: The case of Chinese emerging adults
While motivations for platform-swinging are widely researched, the specific linguistic and semiotic practices users mobilise remain largely underinvestigated. This study investigates how Chinese emerging adults discursively construct fragmented identities across a complex polymedia environment. Drawing on interviews and multimodal screenshots from 20 mainland student migrants in Hong Kong (Mage = 23), we conceptualise platform usage as ‘double-sw…
L2 Outsourcing: Chinese International Students' Generative AI Use as an Informal Digital English Practice in the UK
This research examines how Generative AI (GenAI) assists Chinese international students (ChISs) in the United Kingdom in achieving desired academic performance within the informal digital learning of English (IDLE) framework for overcoming language barriers. Furthermore, we adopt Pennycook's posthumanist approach for the discussion of ChISs' behavioural interaction with the objective materiality of GenAI. With focus group interviews with 20 volun…
Translanguaging and transknowledging practices among STEM teachers in EMI higher education
The study examines the classroom practices of four STEM (science, technology, engineering, and mathematics) teachers in an EMI higher education programme in China, investigating how they utilise diverse language resources to recalibrate epistemic frameworks in a knowledge (co)construction process. Drawing on class observations and interviews, the study moves beyond the flexibility of language use in EMI lessons to explore the intricate relationsh…
Performing the ideal scholar-self: Interplay between digital trans-literacies and neoliberal academic identity in overseas Chinese PhD student vlogs
Translanguaging as parental discourse strategies: Language socialisation in multilingual South Asian families in Hong Kong
Using a translanguaging lens, this qualitative study explored the micro-linguistic home language practices of multilingual South Asian families in Hong Kong. Our interview data revealed that all South Asian parents adopt a pragmatic view of language, recognising Chinese and English as valuable communicative and socio-economic resources, while some also uphold multilingualism, encouraging their children to maintain heritage language(s). A discours…
Translanguaging and Artificial Intelligence in Education Development: Implications for Leadership in Language Education in a Changing World
Today's multilingual world is characterized by exploration, (de‐)colonization, migration, and (de‐)globalization, giving rise to English as a global lingua franca with perceived opportunities and social mobility. Under such conditions, this article advocates for curricula, pedagogies, and methodologies that value different languages more equally and recognizes cultural identities, creating sufficient space for underrepresented voices and perspect…
The Emotional Valence Paradox in Social media: A Computational Linguistic Analysis of How Sentiment, Emotion, and Content Domain Predict Social Comparisons on Rednote
This computational linguistic study analyzes 8743 Rednote posts to examine how sentiment, emotion, and content domain collectively shape social comparison dynamics on social media. We identify four key findings: (1) an emotional gradient, where upward comparison content exhibits the highest sentiment scores and downward comparison the lowest; (2) an emotional valence paradox, wherein positively valenced upward content may trigger psychological ha…
Multilingual and multimodal digital communication in the post-pandemic era
Exploring student motivation and engagement in EMI: A latent profile analysis
While English medium instruction (EMI) programs proliferate around the globe, research on students’ motivation and engagement (ME) in EMI remains underrepresented. Informed by a multidimensional conceptualization of ME as interconnected, this study employed an adapted Motivation and Engagement Scale to examine university students’ ME in EMI classes in the Chinese higher education context. The study involved 696 students from 34 Chinese universiti…
University students’ reactions to social comparison via digital trans-literacies
A systematic review and meta-analysis of factors and outcomes of digital citizenship among adolescents
A systematic review of research on translanguaging in EMI and CLIL classrooms
A Systematic Review of Family Language Policy Studies From 2008 to 2024
As an interdisciplinary field involving language policy, language socialization, and literacy studies, family language policy (FLP) has received growing research attention. This study synthesized the major theoretical perspectives and methodological characteristics of FLP empirical research and the range of research foci and highlighted possible avenues for future research. An in‐depth analysis combining quantitative and qualitative approaches wa…
Artificial Intelligence for Language Learning: A Systematic Review of its Design, Theoretical Foundations, Implementation, and Impact
Although the use of AI technologies (e.g., chatbots and automated writing evaluations (AWE)) has gained considerable attention in language learning fields in recent years, how AI technologies have been designed and implemented in language learning education, as well as their effectiveness, is understudied. The current study thus seeks to provide a systematic review of the empirical evidence on the research status and impact of AI technologies in …
Digital composing and publishing of multimodal cultural artefacts and investment in ethnocultural maintenance
From following to forging paths: Environmental self-regulation in digital extramural language learning
Enabling critical digital literacies through GenAI-assisted multimodal composing: A longitudinal inquiry of an ethnic minority english teacher
Artificial Intelligence in English Language Education: Seeking the balanced cognitive, affective, and behavioural impact
Becoming a teacher in the era of AI: A multiple-case study of pre-service teachers’ investment in AI-facilitated learning-to-teach practices
Digital trans-literacies on social media: The shaping effect on youth self-concept clarity and well-being
Previous studies have not investigated the mechanisms through which multilingual and multicultural practices on social media influence individuals’ self-concept clarity (SCC) and well-being. This mixed-method study examines the impact of youths’ translanguaging practices (flexible use of multiple languages and diverse semiotic resources) on social media on their online identity expression/exploration, SCC, and subjective well-being, which include…
Advocating linguistic justice through digital multimodal composing against GenAI biases: A case study of multilingual youths in an EMI university
The importance and challenge of advocating linguistic justice in universities where English is stipulated as the medium of instruction (EMI) are well documented. This study explores how a cohort of multilingual youths advocated linguistic justice by digital multimodal composing of video documentaries on linguistic racism with their lived experiences and GenAI tools. Following a case study design, multiple sources of data were collected, including…
A complex interplay between religion, gender and marginalization: Pakistani schoolgirls in Hong Kong
This article investigates the complex interplay between religion, gender and marginalization among a group of Pakistani schoolgirls in Hong Kong. It is found that the participants experience multiple marginalization and develop various strategies against disadvantageous positions. It is also found that, while the Pakistani girls attempt to extricate themselves from the gendered practices in their heritage culture and its customs that marginalize …
Ideal L2 self, acculturation, and Chinese language learning among South Asian students in Hong Kong: A structural equation modelling analysis
Identities constructed in difference: English language learners in China
Language choice and identity construction in peer interactions: Insights from a multilingual university in Hong Kong
Informed by linguistic ecological theory and the notion of identity, this study investigates language uses and identity construction in interactions among students with different linguistic and cultural backgrounds in a multilingual university. Individual and focus-group interviews were conducted with two groups of students: Hong Kong (HK) and mainland Chinese students. The findings indicate that, while different languages position their speakers…
Exploring family language policy and planning among ethnic minority families in Hong Kong: Through a socio-historical and processed lens
This qualitative study investigates the process of family language policy and planning among a group of immigrant mothers with south Asian backgrounds in Hong Kong, and explores the underlying cultural, socio-political and ideological reasons. Moving beyond a discrete analysis of family language policy within the home context to incorporate elements of historical time and space, the data analysis shows that family language policy is shaped by ind…
Exploring Uyghur University students’ identities constructed through multilingual practices in China
This article explores how a cohort of tertiary-level Uyghur students contested and negotiated their identities through multilingual practices in the receiving community. Drawing upon interview data from fieldwork, this study indicates that these students experienced essentialist understandings and negative views in the host society. Participants symbolically struggled over the ethnicization process and contested stereotypical images by emphasizin…
I am not qualified to be a Honkongese because of my accented Cantonese’: Mainland Chinese immigrant students in Hong Kong
This paper investigates the identity construction and language practice of a group of mainland Chinese immigrant students studying at a secondary school in Hong Kong, and explores the underlying reasons for, as well as the individual and group identities derived from, those language choices and practices. The data were collected through semi-structured interviews with the immigrant students and through observations in the school context, which fo…
Reconfiguring Uyghurness in multilingualism: An Internal Migration Perspective
This qualitative inquiry investigates how the experiences of learning and using multiple languages influenced the transformation of self-perceived ethnic identities in a group of tertiary-level Uyghur minority students in the context of internal migration in China. Data analysis showed that the majority of Uyghur participants developed a greater affinity with and attachment to their ethnic group by emphasizing the language differences between Uyg…
Translanguaging for intercultural communication in international higher education: Transcending English as a lingua franca
This article seeks to explore intercultural communication among a group of students with diverse linguistic and sociocultural backgrounds in an English-medium transnational university in China, focusing on multilingual students’ practices and perceptions of English as a lingua franca (ELF). Informed by an expanded understanding of translanguaging from a spatial perspective, this study explores multilingualism, multimodality, and spatiality in lin…
Constructing classed linguistic practices across borders: Family language policy in South(east) Asian families in Hong Kong
This qualitative study explores how migrant mothers strategised to construct new class identities and mobilise between different classed communities, and how the children aligned their linguistic practices with language policy, both at home and at the societal level. Drawing on the individual interviews and focus group, this study finds that, while the mothers actively drew on resources (e.g. social-networking, knowledge of governmental policy an…
The dynamic identity construction in English as lingua franca intercultural communication: A positioning perspective
Family language policy in a multilingual Mongolian family in China: A cross-generation exploration
This qualitative case study explores the multiple forces driving the development of language ideologies within a multi-generation ethnic Mongolian family in mainland China and its family language policy (FLP) implementation. The findings reflect changes in family members’ language proficiency, ideologies, and practices across generations, per the influence of state education and language policy, the changing national-level socioeconomic and polit…
Migrating capital and habitus: The Extended Space of Female Transnational Migrants
Adopting the Bourdieusian concept of capital, this study explores capital transformation and habitus recalibration among professional migrant women in Hong Kong. This study shows the fluidity and plurality of capital conversion within the interplay between gender, power relations, and broader social and neoliberal discourse. The findings indicate that the smooth conversion of different forms of capital requires the resources and capital acquired …
Exploring family language policymaking of internal migrant families in contemporary China: Negotiating habitus, capital and the social field
Drawing on semi-structured interviews with six Chinese migrant families with children aged 12–15 years old, this qualitative study uses a Bourdieusian lens to probe how the historically lived and migration experiences of Chinese internal migrant parents construct their paradoxical beliefs in children’s English learning and informs their family language practice. The discursive process of constructing family language policy (FLP) reveals how migra…
Teaching Students from Other Cultures: An Exploration of Language Teachers’ Experiences with Ethnic Minority Students
This article reports on a qualitative study investigating a group of novice ESL teachers’ teaching experiences with ethnic minority students in secondary schools in Hong Kong. It finds that, while teachers argue that society has not been tolerant enough of ethnic minorities, they nonetheless believe that ethnic minorities should comply with societal expectations in order to gain respect and more opportunities. In passing judgement on ethnic minor…
Identity construction through English language learning in intra-national migration: A study on Uyghur students in China
This study explores how a group of Uyghur minority students construct their identities in and through English language learning experiences as they move from Xinjiang Uyghur Autonomous Region to study in a prestigious East coastal university in China. The research findings show that the processes of English language learning enable the ethnic minority students to develop multiple yet powerful identities, that is, a situated elite identity constru…
College English learners’ discursive motivation construction in China
Motivational mechanisms of ethnic minorities’ social media engagement with mainstream culture
Despite evidence of the acculturation benefits of social media engagement with mainstream culture, there is limited understanding of what motivates or demotivates ethnic minorities’ social media engagement with mainstream culture. Adopting the theoretical construct of investment, this study interviewed 31 ethnic minority secondary school students in Hong Kong to examine their engagement with mainstream culture via everyday social media use and th…
An ethical analysis of how ESL teachers construct their professional identities through the use of information technology in teaching
While there is growing recognition of the mutually shaping relationship between teaching with information technology ( IT ) and teachers’ beliefs, skills and self‐efficacy, there has been a paucity of research attention on the construction of teacher identity during actual IT ‐assisted in‐class teaching and out‐of‐class networking with students, in a full institutional and social context. This study investigates how a group of secondary school En…
Learning and communication in online international higher education in Hong Kong: ICT-mediated translanguaging competence and virtually translocal identity
This qualitative study investigated the impact of online education on the learning and peer interaction experiences of students from eight universities in Hong Kong over the COVID-19 pandemic in 2020. It employed an expansive and spatial notion of translanguaging to explore the process by which students drew on the affordance of virtual communication environments to communicate, study and develop new identities. The findings suggested (1) the stu…
Navigating the instructional settings of EMI: A spatial perspective on university teachers’ experiences
While English as a medium of instruction (EMI) is becoming a global phenomenon across higher education contexts, little attention has been paid to the instructional experiences of EMI teachers. Informed by a spatial perspective, this study explored how a cohort of Chinese university teachers navigated their EMI instructional settings. Different from the conventional discourse that depicts EMI teachers as deficit due to their being nonnative speak…
Toward a Professional Development Model for Critical Digital Literacies in Tesol
Whose English gets paid off?-Neoliberal discourses of English and ethnic minority students' subjectivities in China
The study traces the trajectories of Uyghur college students' subjectivity construction and transformation from Foucault's governmentality perspective. Drawing on ethnographic data of two telling cases, it explores how minoritized students' subjectivities were linked to neoliberal discourses of English and constituted by power techniques, self-technologies, and affective dispositions embedded in wider institutional transformations. Participants w…
Becoming a teacher in the era of AI: A multiple-case study of pre-service teachers’ investment in AI-facilitated learning-to-teach practices
Translanguaging, motivation, learning, and intercultural citizenship among EMI students: A structural equation modelling analysis
College English learners’ discursive motivation construction in China
The Discursive Construction of College English Learners' Identity in Cross-Cultural Interactions
There are abundant studies on second/foreign language learners' identities. However, there appears to be insufficient longitudinal research on the construction of learners' L2 identities in systematic interactions between fixed dyads in an out-of-class context. Adopting a critical discourse analysis framework (Fairclough, 2003 Fairclough, N. 2003. Analyzing discourse: Textual analysis for social research London, , England: Routledge. [Crossref] ,…
National Identity in EFL Learning: A Longitudinal Inquiry
This article draws on a longitudinal study of four Chinese students’ English learning experiences during their college years and explores the ways in which EFL learning has influenced their sense of national identity. The study captures the changes they have experienced in constructing identities over a prolonged period in the context of mainland China where strong sense of national identity has been historically promoted and where there is curre…
Identities constructed in difference: English language learners in China
Self-regulated out-of-class language learning with technology
Current computer-assisted language learning (CALL) research has identified various potentials of technology for language learning. To realize and maximize these potentials, engaging students in self-initiated use of technology for language learning is a must. This study investigated Hong Kong university students' use of technology outside the classroom to self-regulate their language learning. It showed that these students were actively engaged i…
Language choice and identity construction in peer interactions: Insights from a multilingual university in Hong Kong
Informed by linguistic ecological theory and the notion of identity, this study investigates language uses and identity construction in interactions among students with different linguistic and cultural backgrounds in a multilingual university. Individual and focus-group interviews were conducted with two groups of students: Hong Kong (HK) and mainland Chinese students. The findings indicate that, while different languages position their speakers…
I am not qualified to be a Honkongese because of my accented Cantonese’: Mainland Chinese immigrant students in Hong Kong
This paper investigates the identity construction and language practice of a group of mainland Chinese immigrant students studying at a secondary school in Hong Kong, and explores the underlying reasons for, as well as the individual and group identities derived from, those language choices and practices. The data were collected through semi-structured interviews with the immigrant students and through observations in the school context, which fo…
From opposition to transcendence: The language practices and ideologies of students in a multilingual university
This article explores language ideologies and language uses in a multilingual university in Hong Kong by exploring the voices and experiences of both mainland Chinese and Hong Kong students. Drawing on the notions of language ideologies, separate multilingualism, and translanguaging, the research illustrates how students' linguistic ideologies are shaped by multilingual encounters in the educational setting and index broader institutional and ide…
The dynamic identity construction in English as lingua franca intercultural communication: A positioning perspective
Ideological disqualification in language use: Being newcomers in primary education
This article explores the ideological complex in a Hong Kong primary school where a large number of immigrant mainland Chinese students study by examining the interview data from teachers and immigrant students. Drawing on the notions of monoglot ideology and misrecognition, this study indicates that disqualifications of some linguistic resources in the emergent repertoire of their students exist in the primary school as a political and social co…
A complex interplay between religion, gender and marginalization: Pakistani schoolgirls in Hong Kong
This article investigates the complex interplay between religion, gender and marginalization among a group of Pakistani schoolgirls in Hong Kong. It is found that the participants experience multiple marginalization and develop various strategies against disadvantageous positions. It is also found that, while the Pakistani girls attempt to extricate themselves from the gendered practices in their heritage culture and its customs that marginalize …
Ideal L2 self, acculturation, and Chinese language learning among South Asian students in Hong Kong: A structural equation modelling analysis
Exploring Uyghur University students’ identities constructed through multilingual practices in China
This article explores how a cohort of tertiary-level Uyghur students contested and negotiated their identities through multilingual practices in the receiving community. Drawing upon interview data from fieldwork, this study indicates that these students experienced essentialist understandings and negative views in the host society. Participants symbolically struggled over the ethnicization process and contested stereotypical images by emphasizin…
Identity construction through English language learning in intra-national migration: A study on Uyghur students in China
This study explores how a group of Uyghur minority students construct their identities in and through English language learning experiences as they move from Xinjiang Uyghur Autonomous Region to study in a prestigious East coastal university in China. The research findings show that the processes of English language learning enable the ethnic minority students to develop multiple yet powerful identities, that is, a situated elite identity constru…
Harnessing the Professional Value of a Transnational Disposition: Perceptions of Migrant English Language Teachers in Hong Kong
This article investigates the experiences in knowledge development and sharing of a group of migrant teachers from different Asian countries who are teaching in secondary schools in Hong Kong. Seeing dispositions as the key to professionalization and professional contributions, it explores the possibilities and challenges in harnessing the professional value of their transnational disposition. Semi-structured interviews were conducted to investig…
Teaching Students from Other Cultures: An Exploration of Language Teachers’ Experiences with Ethnic Minority Students
This article reports on a qualitative study investigating a group of novice ESL teachers’ teaching experiences with ethnic minority students in secondary schools in Hong Kong. It finds that, while teachers argue that society has not been tolerant enough of ethnic minorities, they nonetheless believe that ethnic minorities should comply with societal expectations in order to gain respect and more opportunities. In passing judgement on ethnic minor…
Reconfiguring Uyghurness in multilingualism: An Internal Migration Perspective
This qualitative inquiry investigates how the experiences of learning and using multiple languages influenced the transformation of self-perceived ethnic identities in a group of tertiary-level Uyghur minority students in the context of internal migration in China. Data analysis showed that the majority of Uyghur participants developed a greater affinity with and attachment to their ethnic group by emphasizing the language differences between Uyg…
Understanding Chinese language teachers’ language ideologies in teaching South Asian students in Hong Kong
This qualitative study investigates the language ideology of a groups of Chinese language teachers working in Hong Kong’s secondary schools when they teach ethnic minority students. Drawing on interview data, this study reports on how these teachers’ language ideologies are in accordance/discordance with dominant discourse, and in what ways their ideologies impact their teaching approach and attitudes towards the students’ heritage language and c…
An ethical analysis of how ESL teachers construct their professional identities through the use of information technology in teaching
While there is growing recognition of the mutually shaping relationship between teaching with information technology ( IT ) and teachers’ beliefs, skills and self‐efficacy, there has been a paucity of research attention on the construction of teacher identity during actual IT ‐assisted in‐class teaching and out‐of‐class networking with students, in a full institutional and social context. This study investigates how a group of secondary school En…
Negotiating language use and norms in intercultural communication: Multilingual university students’ scaling practices in translocal space
Translanguaging for intercultural communication in international higher education: Transcending English as a lingua franca
This article seeks to explore intercultural communication among a group of students with diverse linguistic and sociocultural backgrounds in an English-medium transnational university in China, focusing on multilingual students’ practices and perceptions of English as a lingua franca (ELF). Informed by an expanded understanding of translanguaging from a spatial perspective, this study explores multilingualism, multimodality, and spatiality in lin…
Exploring family language policy and planning among ethnic minority families in Hong Kong: Through a socio-historical and processed lens
This qualitative study investigates the process of family language policy and planning among a group of immigrant mothers with south Asian backgrounds in Hong Kong, and explores the underlying cultural, socio-political and ideological reasons. Moving beyond a discrete analysis of family language policy within the home context to incorporate elements of historical time and space, the data analysis shows that family language policy is shaped by ind…
Constructing classed linguistic practices across borders: Family language policy in South(east) Asian families in Hong Kong
This qualitative study explores how migrant mothers strategised to construct new class identities and mobilise between different classed communities, and how the children aligned their linguistic practices with language policy, both at home and at the societal level. Drawing on the individual interviews and focus group, this study finds that, while the mothers actively drew on resources (e.g. social-networking, knowledge of governmental policy an…
Migrating capital and habitus: The Extended Space of Female Transnational Migrants
Adopting the Bourdieusian concept of capital, this study explores capital transformation and habitus recalibration among professional migrant women in Hong Kong. This study shows the fluidity and plurality of capital conversion within the interplay between gender, power relations, and broader social and neoliberal discourse. The findings indicate that the smooth conversion of different forms of capital requires the resources and capital acquired …
Discursive ripple effects in language policy and practice: Multilingualism and English as an academic lingua franca in transnational higher education
The advancement of English as an instrument for the internationalization of higher education has foregrounded English as an academic lingua franca (EALF), and the case of China is no exception. This study focuses on the process by which EALF has been interpreted and negotiated across university policies and local practices in China’s internationalized higher education. Drawing upon nexus analysis and multisource data, the study traced the discurs…
Sociology (55 works) · Pedagogy (46 works) · Psychology (44 works) · Multilingual Education and Policy (43 works) · Political science (39 works) · Second Language Learning and Teaching (34 works) · Linguistics (32 works) · EFL/ESL Teaching and Learning (31 works) · Computer Science (24 works) · Social science (20 works)