Kailun Wang
Biographic Data
| ID | 4625529 |
|---|---|
| NAME | Kailun Wang |
| GIVEN NAMES | Kailun |
| FAMILY NAME | Wang |
| SIGNATURE | WANG K |
| AFFILIATIONS | University of Macau |
| ORCID | 0000-0003-2153-5015 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Generative artificial intelligence (GenAI) in K-12 schools
A Critical Look at the ‘Literacy Craze’
Literacy has gained significant attention in applied linguistics and language education, with various types of literacy (e.g., multimodal literacy, assessment literacy, feedback literacy, digital literacy and artificial intelligence literacy) being proposed and researched. In this Viewpoint article, we offer a critical examination of this ‘literacy craze,’ which may lead to excessive specification and conceptual boundaries, thereby weakening the …
Towards effective EMI curriculum-making in higher education
In higher education, English-medium instruction (EMI) has attracted considerable attention in recent years. However, curriculum issues in EMI, such as curriculum planning, implementation, and evaluation, have remained largely unattended. This conceptual article introduces a systematic, structured approach to EMI curriculum-making in higher education. The article begins with a review of curriculum concepts and relevant literature, followed by an e…
Incorporating “Assessment as Learning” ( AaL ) in Language Teacher Education
Despite the growing attention to “assessment as learning” (AaL) and its profound impact on students' academic learning and metacognitive development, its application in language teacher education has yet to be fully investigated. In this brief report, we presented a pedagogical attempt to integrate the design of AaL into student teachers' collaborative lesson planning within a literacy pedagogy course at a university in Macau. Drawing upon data f…
From English to Esap
A critical review of English medium instruction (EMI) teacher development in higher education
The past few years have witnessed an emergent growth of both academic and practical works on English medium instruction (EMI) teachers' professional development. This paper presents a critical analysis of 30 empirical studies on EMI teacher development in a wide range of higher educational settings from 2018 to 2022. Through a systematic process of paper selection and review, we have identified three general routes to EMI teacher development, nam…
Explicit teaching of reflective practice (RP) in pre-service teacher education
Despite the abundance of research exploring the formats, functions, and processes of teacher reflections, many pre-service teachers still perceive it as an abstract and daunting task, owing to the insufficient provision of authentic and practical training and support. This article examines the immediate and long-term effects of explicitly teaching reflective practice (RP) on three student teachers' professional learning in a language pedagogy cou…
Navigating assessment tensions in English-medium instruction (EMI) courses
Unlocking the power of big ideas in education
Passing the Torch” to Language Teachers
Language teacher identity (LTI) research has experienced exponential growth over the past decades, shedding light on language teachers' multiple identities as well as their construction processes in various educational contexts. However, despite the fruitful findings, the dominance of researchers' perspectives and the contextual constraints faced by language teachers have exacerbated the longstanding gap between LTI research and practice. This fo…
Exploring Contradiction‐Driven Language Teacher Identity Transformation During Curriculum Reforms
The existing literature in TESOL has revealed the multilayered, dynamic, and situated nature of teacher identity, but how language teachers construct their identities during curriculum reforms receives relatively limited attention, particularly in the context of teaching English for specific purposes (ESP). Theoretically anchored by the notion of contradiction in activity theory, this study investigates an ESP teacher's identity transformation in…
Towards an understanding of EMI teacher expertise in higher education
Exploring Contradiction‐Driven Language Teacher Identity Transformation During Curriculum Reforms
The existing literature in TESOL has revealed the multilayered, dynamic, and situated nature of teacher identity, but how language teachers construct their identities during curriculum reforms receives relatively limited attention, particularly in the context of teaching English for specific purposes (ESP). Theoretically anchored by the notion of contradiction in activity theory, this study investigates an ESP teacher's identity transformation in…
Towards an understanding of EMI teacher expertise in higher education
Unlocking the power of big ideas in education
Passing the Torch” to Language Teachers
Language teacher identity (LTI) research has experienced exponential growth over the past decades, shedding light on language teachers' multiple identities as well as their construction processes in various educational contexts. However, despite the fruitful findings, the dominance of researchers' perspectives and the contextual constraints faced by language teachers have exacerbated the longstanding gap between LTI research and practice. This fo…
Exploring Contradiction‐Driven Language Teacher Identity Transformation During Curriculum Reforms
The existing literature in TESOL has revealed the multilayered, dynamic, and situated nature of teacher identity, but how language teachers construct their identities during curriculum reforms receives relatively limited attention, particularly in the context of teaching English for specific purposes (ESP). Theoretically anchored by the notion of contradiction in activity theory, this study investigates an ESP teacher's identity transformation in…
A critical review of English medium instruction (EMI) teacher development in higher education
The past few years have witnessed an emergent growth of both academic and practical works on English medium instruction (EMI) teachers' professional development. This paper presents a critical analysis of 30 empirical studies on EMI teacher development in a wide range of higher educational settings from 2018 to 2022. Through a systematic process of paper selection and review, we have identified three general routes to EMI teacher development, nam…
Explicit teaching of reflective practice (RP) in pre-service teacher education
Despite the abundance of research exploring the formats, functions, and processes of teacher reflections, many pre-service teachers still perceive it as an abstract and daunting task, owing to the insufficient provision of authentic and practical training and support. This article examines the immediate and long-term effects of explicitly teaching reflective practice (RP) on three student teachers' professional learning in a language pedagogy cou…
Navigating assessment tensions in English-medium instruction (EMI) courses
Generative artificial intelligence (GenAI) in K-12 schools
A Critical Look at the ‘Literacy Craze’
Literacy has gained significant attention in applied linguistics and language education, with various types of literacy (e.g., multimodal literacy, assessment literacy, feedback literacy, digital literacy and artificial intelligence literacy) being proposed and researched. In this Viewpoint article, we offer a critical examination of this ‘literacy craze,’ which may lead to excessive specification and conceptual boundaries, thereby weakening the …
Towards effective EMI curriculum-making in higher education
In higher education, English-medium instruction (EMI) has attracted considerable attention in recent years. However, curriculum issues in EMI, such as curriculum planning, implementation, and evaluation, have remained largely unattended. This conceptual article introduces a systematic, structured approach to EMI curriculum-making in higher education. The article begins with a review of curriculum concepts and relevant literature, followed by an e…
Incorporating “Assessment as Learning” ( AaL ) in Language Teacher Education
Despite the growing attention to “assessment as learning” (AaL) and its profound impact on students' academic learning and metacognitive development, its application in language teacher education has yet to be fully investigated. In this brief report, we presented a pedagogical attempt to integrate the design of AaL into student teachers' collaborative lesson planning within a literacy pedagogy course at a university in Macau. Drawing upon data f…
From English to Esap
EFL/ESL Teaching and Learning (9 works) · Mathematics education (6 works) · Psychology (6 works) · Second Language Learning and Teaching (6 works) · Computer Science (5 works) · Pedagogy (5 works) · Electromagnetic interference (4 works) · EMI (4 works) · Multilingual Education and Policy (3 works) · Professional development (3 works)