Cecilia Guanfang Zhao
Biographic Data
| ID | 5998206 |
|---|---|
| NAME | Cecilia Guanfang Zhao |
| GIVEN NAMES | Cecilia Guanfang |
| FAMILY NAME | Zhao |
| SIGNATURE | ZHAO C G |
| AFFILIATIONS | University of Macau |
| ORCID | 0000-0003-2444-0994 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Constructing discoursal scholarly identities in research writing over time and across space
Authorial Voice in L2 Writing
Can we “see” a writer's voice in their writing, just as we can hear their voice when they speak? What defines an authorial voice in a written text, anyway? How, if at all, can we measure the strength of an author's voice in a written text? To what extent is this concept important to second‐language (L2) writers and in L2 writing instruction and assessment? Is this concept of voice even teachable to L2 writers? All these questions together illustr…
Voice and Voicing Strategies Across Native and Second Language Writing
Authorial voice is often identified as a key trait of successful writing in English rhetoric and composition, leading to research on its construction, development, and assessment in various types of written texts. Using Hyland’s (2008) interactional metadiscourse framework, existing studies have also examined the use of particular voice-related element(s) across different writer groups. Few, however, have examined how L2 writers may construct voi…
A rhetorical function and phraseological analysis of commentaries on visuals
Discoursal scholarly identity in research writing
Implementing Learning‐Oriented Assessment ( LOA ) Among Limited‐Proficiency EFL Students
Despite increasing scholarship on learning‐oriented assessment (LOA) and the promotion of LOA in various educational contexts, few studies have examined the challenges faced by language teachers while implementing LOA in authentic educational settings, especially an exam‐dominant context that is deemed unconducive to LOA implementation (Carless, 2017). Even fewer have investigated the complexity of LOA implementation in such a context with studen…
Word or morpheme? Investigating the representation units of L1 and L2 Chinese compound words in mental lexicon using a repetition priming paradigm
The present study used a repetition priming paradigm to investigate the basic morphological units stored in mental lexicon for Chinese as second language learners (L2) and Chinese native speakers (L1). Meanwhile, the modulation of Chinese morpheme property (bound or free) in lexical processing was examined. The results revealed that for intermediate-level L2 learners, Chinese words could be accessed through either whole-words or morphemes, while …
“I won’t try my best”
Metacognitive strategy use in L2 writing assessment
An evidence-based review of Celpe-Bras
Authorial Voice in Second Language Writing
Can we “see” a writer's voice in his/her writing, just as we can hear a person's voice when he/she speaks? What defines an authorial voice in a written text, anyway? How, if at all, can we measure the strength of an author's voice in a written text? To what extent is this concept important to second language (L2) writers and in L2 writing instruction and assessment? Is this concept of voice even teachable to L2 writers? All these questions are wh…
Measuring authorial voice strength in L2 argumentative writing
Although a key concept in various writing textbooks, learning standards, and writing rubrics, voice remains a construct that is only loosely defined in the literature and impressionistically assessed in practice. Few attempts have been made to formally investigate whether and how the strength of an author’s voice in written texts can be reliably measured. Using a mixed-method approach, this study develops and validates an analytic rubric that mea…
Measuring authorial voice strength in L2 argumentative writing
Although a key concept in various writing textbooks, learning standards, and writing rubrics, voice remains a construct that is only loosely defined in the literature and impressionistically assessed in practice. Few attempts have been made to formally investigate whether and how the strength of an author’s voice in written texts can be reliably measured. Using a mixed-method approach, this study develops and validates an analytic rubric that mea…
Authorial Voice in Second Language Writing
Can we “see” a writer's voice in his/her writing, just as we can hear a person's voice when he/she speaks? What defines an authorial voice in a written text, anyway? How, if at all, can we measure the strength of an author's voice in a written text? To what extent is this concept important to second language (L2) writers and in L2 writing instruction and assessment? Is this concept of voice even teachable to L2 writers? All these questions are wh…
An evidence-based review of Celpe-Bras
“I won’t try my best”
Metacognitive strategy use in L2 writing assessment
Word or morpheme? Investigating the representation units of L1 and L2 Chinese compound words in mental lexicon using a repetition priming paradigm
The present study used a repetition priming paradigm to investigate the basic morphological units stored in mental lexicon for Chinese as second language learners (L2) and Chinese native speakers (L1). Meanwhile, the modulation of Chinese morpheme property (bound or free) in lexical processing was examined. The results revealed that for intermediate-level L2 learners, Chinese words could be accessed through either whole-words or morphemes, while …
Discoursal scholarly identity in research writing
Implementing Learning‐Oriented Assessment ( LOA ) Among Limited‐Proficiency EFL Students
Despite increasing scholarship on learning‐oriented assessment (LOA) and the promotion of LOA in various educational contexts, few studies have examined the challenges faced by language teachers while implementing LOA in authentic educational settings, especially an exam‐dominant context that is deemed unconducive to LOA implementation (Carless, 2017). Even fewer have investigated the complexity of LOA implementation in such a context with studen…
Voice and Voicing Strategies Across Native and Second Language Writing
Authorial voice is often identified as a key trait of successful writing in English rhetoric and composition, leading to research on its construction, development, and assessment in various types of written texts. Using Hyland’s (2008) interactional metadiscourse framework, existing studies have also examined the use of particular voice-related element(s) across different writer groups. Few, however, have examined how L2 writers may construct voi…
A rhetorical function and phraseological analysis of commentaries on visuals
Authorial Voice in L2 Writing
Can we “see” a writer's voice in their writing, just as we can hear their voice when they speak? What defines an authorial voice in a written text, anyway? How, if at all, can we measure the strength of an author's voice in a written text? To what extent is this concept important to second‐language (L2) writers and in L2 writing instruction and assessment? Is this concept of voice even teachable to L2 writers? All these questions together illustr…
Constructing discoursal scholarly identities in research writing over time and across space
Linguistics (9 works) · Psychology (8 works) · Discourse Analysis in Language Studies (7 works) · Computer Science (6 works) · EFL/ESL Teaching and Learning (5 works) · Mathematics education (4 works) · Philosophy (4 works) · Political science (4 works) · Second language writing (4 works) · Language, Metaphor, and Cognition (3 works)