Yaqiong Cui
Biographic Data
| ID | 5136288 |
|---|---|
| NAME | Yaqiong Cui |
| GIVEN NAMES | Yaqiong |
| FAMILY NAME | Cui |
| SIGNATURE | CUI Y |
| AFFILIATIONS | University of Chinese Academy of Sciences |
| ORCID | 0000-0002-2762-402X |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Developing a feedback framework for English for Research and Publication Purposes (ERPP) in L2 writing
The growing pressure on graduate students to publish papers in international journals has intensified the need for effective English for Research and Publication Purposes (ERPP) feedback. However, existing research features a lack of a comprehensive framework incorporating feedback from different providers and systematic comparisons of feedback practices across provider groups and disciplines. To address these gaps, guided by Evidence-centered De…
What task to offload to GenAI in the writing feedback process? – Effects of task-offloading approaches on EFL learners’ writing skill development
Generative artificial intelligence (GenAI) brings mixed blessings to learning, and it is important to figure out ways to optimize the integration of GenAI that augments human intelligence. This study explored different approaches to offloading tasks to GenAI in the writing feedback process and the impact on student writing development. Adopting a quasi-experimental design, this study compared 101 university English as a foreign language (EFL) stu…
Identity Tensions of EFL Teachers in Navigating GenAI‐Empowered Language Teaching: A Case Study of Two Secondary School Teachers in China
Given the advancements in generative AI (GenAI) technology in education, how teachers interact with such tools to promote professional development becomes crucial. This case study seeks to enrich our understanding of EFL teacher identity tensions in GenAI in a Chinese secondary education context where two EFL teachers navigated GenAI‐empowered language teaching and articulated their lived experiences. Drawing on multiple data sources (e.g., inter…
EFL Learners’ Perceptions of and Affective Engagement With Paper‐Based and Mobile‐Assisted Language Learning in Classroom Interactions
Research on digital tools in English as a Foreign Language (EFL) learning has primarily centered on technology‐intensive online environments, leaving their roles in face‐to‐face classroom interactions underexplored. In particular, the emotional dimensions of learners’ engagement when instruction alternates between mobile‐ and paper‐based tasks in offline classes have received limited attention. Given the higher cognitive demands of academic liter…
Enhancing English teachers’ language assessment literacy through a professional learning community: A collaborative autoethnography study
I never knew I could have so many future possibilities’: A case study of an ethnic minority student in mainstream higher education in China
From teacher to teacher researcher: Identity change in the power dynamics of an EAP reform community
Classroom gesture instruction on second language learners' academic presentations: Evidence from Chinese intermediate English learners
The effects of AWE and peer feedback on cohesion and coherence in continuation writing
Developing English teachers' language assessment literacy in an EAP reform context through test design: A case study
The use of le 了 in Mandarin Chinese oral discourse: A sociolinguistic perspective
le is the mostly widely studied aspect marker in Chinese. In addition to perfective aspect marker to indicate action completion, le can also serve as a sentence-final particle to indicate a currently relevant state. This study investigates how Chinese native speakers use le in oral discourse and the factors that influence their use. The data were collected from three discourses including informal conversations, elicited narratives, and teacher cl…
Becoming Uyghur Elites: How Uyghur Women in a Mainstream Chinese University Negotiate Their Gendered Identities
Multilingual learners confront challenges not only in mastering new languages but also in forming new identities. Guided by the investment model, we traced the learning of Chinese and English of two Uyghur women who attended a coastal Chinese university and investigated how they navigated the Chinese mainstream education system to university level. Findings of this ethnographic work revealed that moving from their less developed hometown to a maj…
To arrive where you are: A metaphorical analysis of teacher identity change in EAP reform
Incidental vocabulary learning in a natural reading context: An eye-tracking study
This study responds to the call for more ecologically valid psycholinguistic research (Spivey & Cardon, 2015) by examining how readers incidentally acquire multifaceted vocabulary knowledge while reading a long, authentic text. Using eye tracking, we explore how the processing of unfamiliar words changes with repeated exposure and how the repeated exposure and processing affect word learning. In two sessions, native and non-native English speaker…
The Cognitive Validity of Child English Language Tests: What Young Language Learners and Their Native‐Speaking Peers Can Reveal
This study investigated the cognitive validity of two child English language tests. Some teachers maintain that these types of tests may be cognitively invalid because native‐English‐speaking children would not do well on them (Winke, 2011). So the researchers had native speakers and learners of English aged 7 to 9 take sample versions of two standardized English reading and writing tests: the Young Learners Tests of English, Bronze and Silver, a…
Exploring the language policy and planning/second language acquisition interface: Ecological insights from an Uyghur youth in China
Reflexivity and transnational habitus: The case of a ‘poor’ affluent Chinese international student
Following Sayer’s (2010) examination of reflexivity and habitus, we focus on the transnational habitus (Darvin & Norton 2015) of Aaron, a Chinese international student at a U.S. university. Specifically, we examine how he wrestled with being identified as an ESL learner despite having attended a U.S. high school. Also exploring the relationship between reflexivity and emotions (Flam 2010), we draw on his written work, interviews, and his WeChat c…
Examining the English language policy for ethnic minority students in a Chinese university: A Language Ideology and Language Regime Perspective
We focus on the learning of English in a Chinese university in Jiangsu and the university’s preferential language policy, which allowed Uyghur minority students from Xinjiang to be enrolled despite their lower scores in the entrance examination. Guided by the constructs of language ideologies [Kroskrity, P. V. (2000). Regimes of language: Ideologies, politics, identities. Santa Fe, NM: School of American Research Press] and language regimes [Sonn…
Exploring the language policy and planning/second language acquisition interface: Ecological insights from an Uyghur youth in China
Examining the English language policy for ethnic minority students in a Chinese university: A Language Ideology and Language Regime Perspective
We focus on the learning of English in a Chinese university in Jiangsu and the university’s preferential language policy, which allowed Uyghur minority students from Xinjiang to be enrolled despite their lower scores in the entrance examination. Guided by the constructs of language ideologies [Kroskrity, P. V. (2000). Regimes of language: Ideologies, politics, identities. Santa Fe, NM: School of American Research Press] and language regimes [Sonn…
To arrive where you are: A metaphorical analysis of teacher identity change in EAP reform
Developing English teachers' language assessment literacy in an EAP reform context through test design: A case study
I never knew I could have so many future possibilities’: A case study of an ethnic minority student in mainstream higher education in China
Becoming Uyghur Elites: How Uyghur Women in a Mainstream Chinese University Negotiate Their Gendered Identities
Multilingual learners confront challenges not only in mastering new languages but also in forming new identities. Guided by the investment model, we traced the learning of Chinese and English of two Uyghur women who attended a coastal Chinese university and investigated how they navigated the Chinese mainstream education system to university level. Findings of this ethnographic work revealed that moving from their less developed hometown to a maj…
The Cognitive Validity of Child English Language Tests: What Young Language Learners and Their Native‐Speaking Peers Can Reveal
This study investigated the cognitive validity of two child English language tests. Some teachers maintain that these types of tests may be cognitively invalid because native‐English‐speaking children would not do well on them (Winke, 2011). So the researchers had native speakers and learners of English aged 7 to 9 take sample versions of two standardized English reading and writing tests: the Young Learners Tests of English, Bronze and Silver, a…
Reflexivity and transnational habitus: The case of a ‘poor’ affluent Chinese international student
Following Sayer’s (2010) examination of reflexivity and habitus, we focus on the transnational habitus (Darvin & Norton 2015) of Aaron, a Chinese international student at a U.S. university. Specifically, we examine how he wrestled with being identified as an ESL learner despite having attended a U.S. high school. Also exploring the relationship between reflexivity and emotions (Flam 2010), we draw on his written work, interviews, and his WeChat c…
Examining the English language policy for ethnic minority students in a Chinese university: A Language Ideology and Language Regime Perspective
We focus on the learning of English in a Chinese university in Jiangsu and the university’s preferential language policy, which allowed Uyghur minority students from Xinjiang to be enrolled despite their lower scores in the entrance examination. Guided by the constructs of language ideologies [Kroskrity, P. V. (2000). Regimes of language: Ideologies, politics, identities. Santa Fe, NM: School of American Research Press] and language regimes [Sonn…
Incidental vocabulary learning in a natural reading context: An eye-tracking study
This study responds to the call for more ecologically valid psycholinguistic research (Spivey & Cardon, 2015) by examining how readers incidentally acquire multifaceted vocabulary knowledge while reading a long, authentic text. Using eye tracking, we explore how the processing of unfamiliar words changes with repeated exposure and how the repeated exposure and processing affect word learning. In two sessions, native and non-native English speaker…
The Cognitive Validity of Child English Language Tests: What Young Language Learners and Their Native‐Speaking Peers Can Reveal
This study investigated the cognitive validity of two child English language tests. Some teachers maintain that these types of tests may be cognitively invalid because native‐English‐speaking children would not do well on them (Winke, 2011). So the researchers had native speakers and learners of English aged 7 to 9 take sample versions of two standardized English reading and writing tests: the Young Learners Tests of English, Bronze and Silver, a…
Exploring the language policy and planning/second language acquisition interface: Ecological insights from an Uyghur youth in China
The use of le 了 in Mandarin Chinese oral discourse: A sociolinguistic perspective
le is the mostly widely studied aspect marker in Chinese. In addition to perfective aspect marker to indicate action completion, le can also serve as a sentence-final particle to indicate a currently relevant state. This study investigates how Chinese native speakers use le in oral discourse and the factors that influence their use. The data were collected from three discourses including informal conversations, elicited narratives, and teacher cl…
Becoming Uyghur Elites: How Uyghur Women in a Mainstream Chinese University Negotiate Their Gendered Identities
Multilingual learners confront challenges not only in mastering new languages but also in forming new identities. Guided by the investment model, we traced the learning of Chinese and English of two Uyghur women who attended a coastal Chinese university and investigated how they navigated the Chinese mainstream education system to university level. Findings of this ethnographic work revealed that moving from their less developed hometown to a maj…
To arrive where you are: A metaphorical analysis of teacher identity change in EAP reform
The effects of AWE and peer feedback on cohesion and coherence in continuation writing
Developing English teachers' language assessment literacy in an EAP reform context through test design: A case study
Classroom gesture instruction on second language learners' academic presentations: Evidence from Chinese intermediate English learners
From teacher to teacher researcher: Identity change in the power dynamics of an EAP reform community
EFL Learners’ Perceptions of and Affective Engagement With Paper‐Based and Mobile‐Assisted Language Learning in Classroom Interactions
Research on digital tools in English as a Foreign Language (EFL) learning has primarily centered on technology‐intensive online environments, leaving their roles in face‐to‐face classroom interactions underexplored. In particular, the emotional dimensions of learners’ engagement when instruction alternates between mobile‐ and paper‐based tasks in offline classes have received limited attention. Given the higher cognitive demands of academic liter…
Enhancing English teachers’ language assessment literacy through a professional learning community: A collaborative autoethnography study
I never knew I could have so many future possibilities’: A case study of an ethnic minority student in mainstream higher education in China
Developing a feedback framework for English for Research and Publication Purposes (ERPP) in L2 writing
The growing pressure on graduate students to publish papers in international journals has intensified the need for effective English for Research and Publication Purposes (ERPP) feedback. However, existing research features a lack of a comprehensive framework incorporating feedback from different providers and systematic comparisons of feedback practices across provider groups and disciplines. To address these gaps, guided by Evidence-centered De…
What task to offload to GenAI in the writing feedback process? – Effects of task-offloading approaches on EFL learners’ writing skill development
Generative artificial intelligence (GenAI) brings mixed blessings to learning, and it is important to figure out ways to optimize the integration of GenAI that augments human intelligence. This study explored different approaches to offloading tasks to GenAI in the writing feedback process and the impact on student writing development. Adopting a quasi-experimental design, this study compared 101 university English as a foreign language (EFL) stu…
Identity Tensions of EFL Teachers in Navigating GenAI‐Empowered Language Teaching: A Case Study of Two Secondary School Teachers in China
Given the advancements in generative AI (GenAI) technology in education, how teachers interact with such tools to promote professional development becomes crucial. This case study seeks to enrich our understanding of EFL teacher identity tensions in GenAI in a Chinese secondary education context where two EFL teachers navigated GenAI‐empowered language teaching and articulated their lived experiences. Drawing on multiple data sources (e.g., inter…
Pedagogy (10 works) · Psychology (9 works) · Linguistics (8 works) · Sociology (8 works) · Mathematics education (7 works) · Computer Science (5 works) · EFL/ESL Teaching and Learning (5 works) · Multilingual Education and Policy (5 works) · Second Language Learning and Teaching (5 works) · China's Ethnic Minorities and Relations (4 works)