Michelle Mingyue Gu
Biographic Data
| ID | 3823921 |
|---|---|
| NAME | Michelle Mingyue Gu |
| GIVEN NAMES | Michelle Mingyue |
| FAMILY NAME | Gu |
| SIGNATURE | GU M M |
| AFFILIATIONS | Education University of Hong Kong |
| VERIFIED | No |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
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…
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…
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…
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…
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
Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: A nexus analysis
While translanguaging has gained increasing recognition as a multiliteracy pedagogy in English-medium instruction (EMI) education, research exploring its implementation in STEM classroom contexts remains limited. Furthermore, the interplay of EMI teachers’ professional identities and their instructional strategies has received little attention. This qualitative study explores how STEM academics in an EMI programme in China implemented translangua…
Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers
This study investigated how different dimensions of digital literacy (DL) competence were related to digital literacy practices in teaching and teacher identity. Survey data were collected from 910 pre-service teachers in China. Structural equation modelling (SEM) was conducted to analyse the data. Findings indicated that among the five dimensions of DL competence, three were significant positive predictors of digital practices in teaching, inclu…
Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong Tesol classrooms
Although the potential of translanguaging within ESL/EFL classroom contexts to promote students’ linguistic learning has been well-documented, most studies have focused on ESL/EFL teachers (whose L1 is not English) and their students’ ideologies and experiences, with little attention paid to the experiences and perspectives of native English teachers (NETs) working in the Global South and postcolonial areas. This study examined 11 native English …
Translanguaging, motivation, learning, and intercultural citizenship among EMI students: A structural equation modelling analysis
Years of Critical Inquiry in Language Studies
This year, the international journal Critical Inquiry in Language Studies (CILS) publishes its 20th volume, marking twenty years of contribution to critical scholarship in the broad, interdisciplin
Identity and cultural intimacy of Central Asian students in a Hong Kong university
This article analyses the study-abroad identity of Central Asian undergraduate students in a Hong Kong university. It draws on the narrative data to explore the intercultural tensions and challenges they faced in the higher education context, as well as the impact of their study-abroad experiences on their identity-making when integrating into the receiving society. Drawing on Herzfeld's (2005) concept of cultural intimacy, this article explains …
Neo-liberal paradox of teaching among ESL teachers of ethnic minority students in Hong Kong
This article reports on a qualitative study investigating the teaching experiences of ESL teachers of ethnic minority students from South Asian countries. Eight ESL teachers from two secondary schools in Hong Kong were interviewed. Informed by the concept of neoliberal governmentality, this study explores the shaping effect of neoliberal education on these teachers’ professional development, their negotiation with the current examination-oriented…
Understanding youths’ civic participation online: A digital multimodal composing perspective
This study contributes new insights into digital multimodal composing (DMC) using a multimodal analysis of two COVID-19-related videos embedded in a virtual ethnography of social media platforms in China. The analysis examined how video-makers drew on meaning-making resources and multimodal techniques in DMC to enact practices of civic participation at a time of crisis. The findings revealed two new modes of civic participation enacted through DM…
“Their encouragement makes me feel more confident”: Exploring peer effects on learner engagement in collaborative reading of academic texts
Competence beyond language: Translanguaging and spatial repertoire in teacher-student interaction in a music classroom in an international Chinese University
Previous research on classroom interaction in international university contexts tended to focus on individual speakers’ language (in)competence. This paper adopts a translanguaging and spatial orientation to intercultural classroom interaction and highlights the role of situated assemblages of linguistic, semiotic and multimodal resources embedded in the environment of learning activities for successful communication. The study provides a close m…
Evaluating Sources of Evidence for Argumentative Writing: A Collaborative Learning Design
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…
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] ,…
Identities constructed in difference: English language learners in China
Identities constructed in difference: English language learners in China
Translanguaging, motivation, learning, and intercultural citizenship among EMI students: A structural equation modelling analysis
Artificial Intelligence in English Language Education: Seeking the balanced cognitive, affective, and behavioural impact
Neo-liberal paradox of teaching among ESL teachers of ethnic minority students in Hong Kong
This article reports on a qualitative study investigating the teaching experiences of ESL teachers of ethnic minority students from South Asian countries. Eight ESL teachers from two secondary schools in Hong Kong were interviewed. Informed by the concept of neoliberal governmentality, this study explores the shaping effect of neoliberal education on these teachers’ professional development, their negotiation with the current examination-oriented…
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] ,…
Identities constructed in difference: English language learners in China
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…
Evaluating Sources of Evidence for Argumentative Writing: A Collaborative Learning Design
Understanding youths’ civic participation online: A digital multimodal composing perspective
This study contributes new insights into digital multimodal composing (DMC) using a multimodal analysis of two COVID-19-related videos embedded in a virtual ethnography of social media platforms in China. The analysis examined how video-makers drew on meaning-making resources and multimodal techniques in DMC to enact practices of civic participation at a time of crisis. The findings revealed two new modes of civic participation enacted through DM…
“Their encouragement makes me feel more confident”: Exploring peer effects on learner engagement in collaborative reading of academic texts
Competence beyond language: Translanguaging and spatial repertoire in teacher-student interaction in a music classroom in an international Chinese University
Previous research on classroom interaction in international university contexts tended to focus on individual speakers’ language (in)competence. This paper adopts a translanguaging and spatial orientation to intercultural classroom interaction and highlights the role of situated assemblages of linguistic, semiotic and multimodal resources embedded in the environment of learning activities for successful communication. The study provides a close m…
Years of Critical Inquiry in Language Studies
This year, the international journal Critical Inquiry in Language Studies (CILS) publishes its 20th volume, marking twenty years of contribution to critical scholarship in the broad, interdisciplin
Identity and cultural intimacy of Central Asian students in a Hong Kong university
This article analyses the study-abroad identity of Central Asian undergraduate students in a Hong Kong university. It draws on the narrative data to explore the intercultural tensions and challenges they faced in the higher education context, as well as the impact of their study-abroad experiences on their identity-making when integrating into the receiving society. Drawing on Herzfeld's (2005) concept of cultural intimacy, this article explains …
Neo-liberal paradox of teaching among ESL teachers of ethnic minority students in Hong Kong
This article reports on a qualitative study investigating the teaching experiences of ESL teachers of ethnic minority students from South Asian countries. Eight ESL teachers from two secondary schools in Hong Kong were interviewed. Informed by the concept of neoliberal governmentality, this study explores the shaping effect of neoliberal education on these teachers’ professional development, their negotiation with the current examination-oriented…
Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: A nexus analysis
While translanguaging has gained increasing recognition as a multiliteracy pedagogy in English-medium instruction (EMI) education, research exploring its implementation in STEM classroom contexts remains limited. Furthermore, the interplay of EMI teachers’ professional identities and their instructional strategies has received little attention. This qualitative study explores how STEM academics in an EMI programme in China implemented translangua…
Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers
This study investigated how different dimensions of digital literacy (DL) competence were related to digital literacy practices in teaching and teacher identity. Survey data were collected from 910 pre-service teachers in China. Structural equation modelling (SEM) was conducted to analyse the data. Findings indicated that among the five dimensions of DL competence, three were significant positive predictors of digital practices in teaching, inclu…
Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong Tesol classrooms
Although the potential of translanguaging within ESL/EFL classroom contexts to promote students’ linguistic learning has been well-documented, most studies have focused on ESL/EFL teachers (whose L1 is not English) and their students’ ideologies and experiences, with little attention paid to the experiences and perspectives of native English teachers (NETs) working in the Global South and postcolonial areas. This study examined 11 native English …
Translanguaging, motivation, learning, and intercultural citizenship among EMI students: A structural equation modelling analysis
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…
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
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…
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…
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…
Psychology (14 works) · Sociology (13 works) · Pedagogy (12 works) · EFL/ESL Teaching and Learning (11 works) · Multilingual Education and Policy (11 works) · Second Language Learning and Teaching (11 works) · Linguistics (9 works) · Computer Science (7 works) · Translanguaging (6 works) · Discourse analysis (5 works)