Yongqi Gu
Biographic Data
| ID | 3843917 |
|---|---|
| NAME | Yongqi Gu |
| GIVEN NAMES | Yongqi |
| FAMILY NAME | Gu |
| SIGNATURE | GU Y |
| AFFILIATIONS | Victoria University of Wellington |
| ORCID | 0000-0002-7267-208X |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Teacher continuing professional development in formative assessment: A pathway to enhanced student achievement
Investigating the dynamics of English for Medical Purposes (EMP) textbook design and use in China
Argument-based validation of Academic Collocation Tests
Despite extensive research on assessing collocational knowledge, valid measures of academic collocations remain elusive. With the present study, we employ an argument-based approach to validate two Academic Collocation Tests (ACTs) that assess the ability to recognize and produce academic collocations (i.e., two-word units such as key element and well established) in written contexts. A total of 343 tertiary students completed a background questi…
Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme
Generalized Mantel–Haenszel Estimators for Simultaneous Differential Item Functioning Tests
The Mantel–Haenszel estimator is one of the most popular techniques for measuring differential item functioning (DIF). A generalization of this estimator is applied to the context of DIF to compare items by taking the covariance of odds ratio estimators between dependent items into account. Unlike the Item Response Theory, the method does not rely on the local item independence assumption which is likely to be violated when one item provides clue…
Tangible insights on the strategizing of language learners and users
This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as …
Beyond comprehension: Reading requirements in first-year undergraduate courses
An Argument-Based Framework for Validating Formative Assessment in the Classroom
The embedded and contingent nature of classroom-based formative assessment means that validity in the norm-referenced, summative tradition cannot be understood in exactly the same way for formative assessment. In fact, some scholars (e.g., Gipps, Beyond testing: towards a theory of educational assessment, 1994, Falmer Press, London, UK) have even contended for an entirely different paradigm with an independent set of criteria for its evaluation. …
Vocabulary Guessing Strategies
Vocabulary guessing strategies (VGS) refer to the plans and procedures people use to guess the contextual meaning of words, during reading or listening, for the main purpose of comprehension. Guessing is needed when we encounter an unknown word in reading or listening in a second language (L2). In fact, even experienced readers and listeners in their first language (L1) use the guessing strategy all the time. Since many words are homonyms or homo…
Vocabulary Learning Strategies
Vocabulary learning strategies are learners' conscious efforts in managing their own learning of vocabulary. Learners use metacognitive and cognitive vocabulary strategies to make their learning more effective and more efficient in order to increase their vocabulary size and depth as well as to learn to use the target words and multiword units automatically and appropriately. The choice, use, and effectiveness of vocabulary learning strategies ar…
To code or not to code: Dilemmas in analysing think-aloud protocols in learning strategies research
Vocabulary Learning Strategies
Vocabulary learning strategies (VLS) are intuitively appealing to teachers and learners. This is partly due to the difficulty and conspicuousness associated with vocabulary in language learning. Learners of a foreign language are confronted with vocabulary learning right from the very beginning; and it is a never‐ending task. It is, therefore, practically useful and theoretically interesting to study the ways students go about learning vocabulary…
Learning Strategies: Prototypical Core and Dimensions of Variation
This paper explores the concept of learning strategies through a prototype perspective. It is argued that “learning strategy” is not a clearly definable concept, because strategies differ from each other in terms of “family resemblance” or “graded degrees of membership”. The prototypical core of a strategy is a dynamic process with problem-solving as its central aim. It involves selective attention, analysis of task, choice of decisions, executio…
National Research Centre for Foreign Language Education, Beijing Foreign Studies University: Strategising foreign language education in China
The National Research Centre for Foreign Language Education (NRCFLE) attached to Beijing Foreign Studies University ( www.sinotefl.ac.cn/ ) is a key research institute in the humanities and social sciences in universities approved by the Ministry of Education (MOE) of the People's Republic of China. It was formally set up and approved in September 2000. After a decade of dedicated hard work, the centre has become an applied linguistics hub of res…
A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English
Background. This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2.Aims. The paper reports on the reading strategies used by Singaporean primar…
Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils
The research reported here investigated primary school pupils' use of reading strategies. The study differed from most of the previous studies on reading strategies in that (1) the participants were young bilinguals in multicultural Singapore; (2) the data were examined within the Student Approaches to Learning (SAL) framework developed by John Biggs (1993). Analyses of think-aloud data revealed that successful pupils made more frequent use of de…
Fine Brush and Freehand: The Vocabulary-Learning Art of Two Successful Chinese EFL Learners
Two successful non-English-major EFL learners at Beijing Normal University took part in a think-aloud and an interview session, respectively, on how they handled vocabulary learning during and after reading. Results show that, like successful learners everywhere, these learners (a) saw vocabulary as but one aspect of language learning that needs to be integrated with language use, (b) demonstrated high levels of self-initiation and selective atte…
Vocabulary Learning Strategies and Language Learning Outcomes
We aimed to establish the vocabulary learning strategies used by Chinese university learners of English and the relationship between their strategies and outcomes in learning English. We asked 850 sophomore non-English majors at Beijing Normal University to complete a vocabulary learning questionnaire. We correlated replies to the questionnaire with results on a vocabulary size test and on the College English Test (CETBAND2). Participants reporte…
Vocabulary Learning Strategies and Language Learning Outcomes
We aimed to establish the vocabulary learning strategies used by Chinese university learners of English and the relationship between their strategies and outcomes in learning English. We asked 850 sophomore non-English majors at Beijing Normal University to complete a vocabulary learning questionnaire. We correlated replies to the questionnaire with results on a vocabulary size test and on the College English Test (CETBAND2). Participants reporte…
Fine Brush and Freehand: The Vocabulary-Learning Art of Two Successful Chinese EFL Learners
Two successful non-English-major EFL learners at Beijing Normal University took part in a think-aloud and an interview session, respectively, on how they handled vocabulary learning during and after reading. Results show that, like successful learners everywhere, these learners (a) saw vocabulary as but one aspect of language learning that needs to be integrated with language use, (b) demonstrated high levels of self-initiation and selective atte…
A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English
Background. This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2.Aims. The paper reports on the reading strategies used by Singaporean primar…
Tangible insights on the strategizing of language learners and users
This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as …
Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme
To code or not to code: Dilemmas in analysing think-aloud protocols in learning strategies research
Learning Strategies: Prototypical Core and Dimensions of Variation
This paper explores the concept of learning strategies through a prototype perspective. It is argued that “learning strategy” is not a clearly definable concept, because strategies differ from each other in terms of “family resemblance” or “graded degrees of membership”. The prototypical core of a strategy is a dynamic process with problem-solving as its central aim. It involves selective attention, analysis of task, choice of decisions, executio…
Vocabulary Learning Strategies and Language Learning Outcomes
We aimed to establish the vocabulary learning strategies used by Chinese university learners of English and the relationship between their strategies and outcomes in learning English. We asked 850 sophomore non-English majors at Beijing Normal University to complete a vocabulary learning questionnaire. We correlated replies to the questionnaire with results on a vocabulary size test and on the College English Test (CETBAND2). Participants reporte…
Fine Brush and Freehand: The Vocabulary-Learning Art of Two Successful Chinese EFL Learners
Two successful non-English-major EFL learners at Beijing Normal University took part in a think-aloud and an interview session, respectively, on how they handled vocabulary learning during and after reading. Results show that, like successful learners everywhere, these learners (a) saw vocabulary as but one aspect of language learning that needs to be integrated with language use, (b) demonstrated high levels of self-initiation and selective atte…
Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils
The research reported here investigated primary school pupils' use of reading strategies. The study differed from most of the previous studies on reading strategies in that (1) the participants were young bilinguals in multicultural Singapore; (2) the data were examined within the Student Approaches to Learning (SAL) framework developed by John Biggs (1993). Analyses of think-aloud data revealed that successful pupils made more frequent use of de…
A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English
Background. This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2.Aims. The paper reports on the reading strategies used by Singaporean primar…
Vocabulary Learning Strategies
Vocabulary learning strategies (VLS) are intuitively appealing to teachers and learners. This is partly due to the difficulty and conspicuousness associated with vocabulary in language learning. Learners of a foreign language are confronted with vocabulary learning right from the very beginning; and it is a never‐ending task. It is, therefore, practically useful and theoretically interesting to study the ways students go about learning vocabulary…
Learning Strategies: Prototypical Core and Dimensions of Variation
This paper explores the concept of learning strategies through a prototype perspective. It is argued that “learning strategy” is not a clearly definable concept, because strategies differ from each other in terms of “family resemblance” or “graded degrees of membership”. The prototypical core of a strategy is a dynamic process with problem-solving as its central aim. It involves selective attention, analysis of task, choice of decisions, executio…
National Research Centre for Foreign Language Education, Beijing Foreign Studies University: Strategising foreign language education in China
The National Research Centre for Foreign Language Education (NRCFLE) attached to Beijing Foreign Studies University ( www.sinotefl.ac.cn/ ) is a key research institute in the humanities and social sciences in universities approved by the Ministry of Education (MOE) of the People's Republic of China. It was formally set up and approved in September 2000. After a decade of dedicated hard work, the centre has become an applied linguistics hub of res…
To code or not to code: Dilemmas in analysing think-aloud protocols in learning strategies research
Vocabulary Learning Strategies
Vocabulary learning strategies are learners' conscious efforts in managing their own learning of vocabulary. Learners use metacognitive and cognitive vocabulary strategies to make their learning more effective and more efficient in order to increase their vocabulary size and depth as well as to learn to use the target words and multiword units automatically and appropriately. The choice, use, and effectiveness of vocabulary learning strategies ar…
Vocabulary Guessing Strategies
Vocabulary guessing strategies (VGS) refer to the plans and procedures people use to guess the contextual meaning of words, during reading or listening, for the main purpose of comprehension. Guessing is needed when we encounter an unknown word in reading or listening in a second language (L2). In fact, even experienced readers and listeners in their first language (L1) use the guessing strategy all the time. Since many words are homonyms or homo…
An Argument-Based Framework for Validating Formative Assessment in the Classroom
The embedded and contingent nature of classroom-based formative assessment means that validity in the norm-referenced, summative tradition cannot be understood in exactly the same way for formative assessment. In fact, some scholars (e.g., Gipps, Beyond testing: towards a theory of educational assessment, 1994, Falmer Press, London, UK) have even contended for an entirely different paradigm with an independent set of criteria for its evaluation. …
Beyond comprehension: Reading requirements in first-year undergraduate courses
Generalized Mantel–Haenszel Estimators for Simultaneous Differential Item Functioning Tests
The Mantel–Haenszel estimator is one of the most popular techniques for measuring differential item functioning (DIF). A generalization of this estimator is applied to the context of DIF to compare items by taking the covariance of odds ratio estimators between dependent items into account. Unlike the Item Response Theory, the method does not rely on the local item independence assumption which is likely to be violated when one item provides clue…
Tangible insights on the strategizing of language learners and users
This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as …
Argument-based validation of Academic Collocation Tests
Despite extensive research on assessing collocational knowledge, valid measures of academic collocations remain elusive. With the present study, we employ an argument-based approach to validate two Academic Collocation Tests (ACTs) that assess the ability to recognize and produce academic collocations (i.e., two-word units such as key element and well established) in written contexts. A total of 343 tertiary students completed a background questi…
Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme
Investigating the dynamics of English for Medical Purposes (EMP) textbook design and use in China
Teacher continuing professional development in formative assessment: A pathway to enhanced student achievement
Psychology (15 works) · Mathematics education (13 works) · Computer Science (12 works) · Linguistics (10 works) · Second Language Acquisition and Learning (10 works) · EFL/ESL Teaching and Learning (8 works) · Pedagogy (6 works) · Vocabulary (6 works) · Second Language Learning and Teaching (5 works) · Text Readability and Simplification (4 works)