Min Gui
Biographic Data
| ID | 6478672 |
|---|---|
| NAME | Min Gui |
| GIVEN NAMES | Min |
| FAMILY NAME | Gui |
| SIGNATURE | GUI M |
| AFFILIATIONS | Wuhan University |
| ORCID | 0000-0001-5445-7514 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Impact of retrieval prompts with posterior L1 glossing on novel words learning and processing during L2 reading: An eye-tracking study
Unveiling cognitive activities associated with longer reading times on unknown words in L2 reading: An eye-tracking case study
EAP reading ability development during the process of generating research questions: A CDST perspective
The dynamics of reading development in L2 English for academic purposes
In a mixed-methods approach, this study investigates the complex and dynamic developmental trajectories of 27 Chinese Chemistry major undergraduates’ English academic reading ability. Twelve parallel tests were designed, validated, and used weekly during one semester. The analyses included a group pre-post design to measure academic reading gains, a regression analysis to predict beginning reading score with English proficiency and Chemistry know…
Chinese and American EFL teachers’ beliefs about curricular and pedagogical practices: Cross-cultural similarities and differences
Instructional practices are fundamentally influenced by teacher beliefs. Cultural and pedagogical belief differences in EFL teachers can fuel a lack of professional understanding among teachers with contrasting perspectives about effective teaching practices. The present study examined the alignment between the beliefs of Chinese English teachers (CETs, n = 94) and American English teachers (AETs, n = 30) related to classroom practices in the Eng…
The influence of culture and educational context on Chinese students’ understandings of source use practices and plagiarism
The dynamics of reading development in L2 English for academic purposes
In a mixed-methods approach, this study investigates the complex and dynamic developmental trajectories of 27 Chinese Chemistry major undergraduates’ English academic reading ability. Twelve parallel tests were designed, validated, and used weekly during one semester. The analyses included a group pre-post design to measure academic reading gains, a regression analysis to predict beginning reading score with English proficiency and Chemistry know…
The influence of culture and educational context on Chinese students’ understandings of source use practices and plagiarism
Chinese and American EFL teachers’ beliefs about curricular and pedagogical practices: Cross-cultural similarities and differences
Instructional practices are fundamentally influenced by teacher beliefs. Cultural and pedagogical belief differences in EFL teachers can fuel a lack of professional understanding among teachers with contrasting perspectives about effective teaching practices. The present study examined the alignment between the beliefs of Chinese English teachers (CETs, n = 94) and American English teachers (AETs, n = 30) related to classroom practices in the Eng…
Chinese and American EFL teachers’ beliefs about curricular and pedagogical practices: Cross-cultural similarities and differences
Instructional practices are fundamentally influenced by teacher beliefs. Cultural and pedagogical belief differences in EFL teachers can fuel a lack of professional understanding among teachers with contrasting perspectives about effective teaching practices. The present study examined the alignment between the beliefs of Chinese English teachers (CETs, n = 94) and American English teachers (AETs, n = 30) related to classroom practices in the Eng…
The influence of culture and educational context on Chinese students’ understandings of source use practices and plagiarism
The dynamics of reading development in L2 English for academic purposes
In a mixed-methods approach, this study investigates the complex and dynamic developmental trajectories of 27 Chinese Chemistry major undergraduates’ English academic reading ability. Twelve parallel tests were designed, validated, and used weekly during one semester. The analyses included a group pre-post design to measure academic reading gains, a regression analysis to predict beginning reading score with English proficiency and Chemistry know…
EAP reading ability development during the process of generating research questions: A CDST perspective
Unveiling cognitive activities associated with longer reading times on unknown words in L2 reading: An eye-tracking case study
Impact of retrieval prompts with posterior L1 glossing on novel words learning and processing during L2 reading: An eye-tracking study
Psychology (6 works) · Artificial Intelligence (5 works) · Computer Science (5 works) · Linguistics (5 works) · Pedagogy (5 works) · Mathematics education (4 works) · Reading (process (3 works) · EFL/ESL Teaching and Learning (2 works) · Eye movement (2 works) · Eye tracking (2 works)