Wenwen Tian
Biographic Data
| ID | 6479906 |
|---|---|
| NAME | Wenwen Tian |
| GIVEN NAMES | Wenwen |
| FAMILY NAME | Tian |
| SIGNATURE | TIAN W |
| AFFILIATIONS | Northwestern Polytechnical University |
| ORCID | 0000-0002-7601-5757 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Policy-Driven Dynamics of Chinese–Foreign Cooperation in Running Schools (1978–2025): A Mixed-Methods Study
Since 1978, Chinese–foreign cooperation in running schools (CFCRS) has evolved from fragmented pilot initiatives into a policy-coordinated system of higher education internationalization. This study employs an exploratory sequential mixed-methods design to examine how national policy shifts reshaped the structure of CFCRS collaboration networks between 1978 and 2025. Integrating longitudinal policy analysis with Social Network Analysis (SNA), the…
Parental phubbing influence adolescent internet addiction through parental involvement and parental internet supervision: A serial mediation model and a network analysis
Vietnamese university EFL teachers’ practices and literacy in classroom assessment: A sociocultural perspective
Taking a sociocultural perspective, this study investigated Vietnamese university English EFL teachers' classroom assessment practices and the extent to which teachers' language assessment literacy (LAL) was reflected in their practices. Adopting a mixed-methods explanatory sequential research design, data were collected using a self-reported questionnaire and follow-up interviews. Data were analyzed quantitatively using SPSS version 22.0 and qua…
Covid-19 as a critical incident: Reflection on language assessment literacy and the need for radical changes
Impacts of Positioning, Power, and Resistance on EFL Learners’ Identity Construction through Classroom Interaction: A Perspective from Critical Classroom Discourse Analysis
In this study, we explored how positioning, power, and resistance might have possible impacts on learners’ identity construction. We conducted this study in a 6-month language and culture program from August 2018 to January 2019 involving one teacher and 24 English major undergraduate students at a public university in Thailand. Using Kumaravadivelu’s (1999) Critical Classroom Discourse Analysis (CCDA) as an analytical framework and Braun and Cla…
Covid-19 as a critical incident: Reflection on language assessment literacy and the need for radical changes
Vietnamese university EFL teachers’ practices and literacy in classroom assessment: A sociocultural perspective
Taking a sociocultural perspective, this study investigated Vietnamese university English EFL teachers' classroom assessment practices and the extent to which teachers' language assessment literacy (LAL) was reflected in their practices. Adopting a mixed-methods explanatory sequential research design, data were collected using a self-reported questionnaire and follow-up interviews. Data were analyzed quantitatively using SPSS version 22.0 and qua…
Impacts of Positioning, Power, and Resistance on EFL Learners’ Identity Construction through Classroom Interaction: A Perspective from Critical Classroom Discourse Analysis
In this study, we explored how positioning, power, and resistance might have possible impacts on learners’ identity construction. We conducted this study in a 6-month language and culture program from August 2018 to January 2019 involving one teacher and 24 English major undergraduate students at a public university in Thailand. Using Kumaravadivelu’s (1999) Critical Classroom Discourse Analysis (CCDA) as an analytical framework and Braun and Cla…
Impacts of Positioning, Power, and Resistance on EFL Learners’ Identity Construction through Classroom Interaction: A Perspective from Critical Classroom Discourse Analysis
In this study, we explored how positioning, power, and resistance might have possible impacts on learners’ identity construction. We conducted this study in a 6-month language and culture program from August 2018 to January 2019 involving one teacher and 24 English major undergraduate students at a public university in Thailand. Using Kumaravadivelu’s (1999) Critical Classroom Discourse Analysis (CCDA) as an analytical framework and Braun and Cla…
Covid-19 as a critical incident: Reflection on language assessment literacy and the need for radical changes
Vietnamese university EFL teachers’ practices and literacy in classroom assessment: A sociocultural perspective
Taking a sociocultural perspective, this study investigated Vietnamese university English EFL teachers' classroom assessment practices and the extent to which teachers' language assessment literacy (LAL) was reflected in their practices. Adopting a mixed-methods explanatory sequential research design, data were collected using a self-reported questionnaire and follow-up interviews. Data were analyzed quantitatively using SPSS version 22.0 and qua…
Parental phubbing influence adolescent internet addiction through parental involvement and parental internet supervision: A serial mediation model and a network analysis
Policy-Driven Dynamics of Chinese–Foreign Cooperation in Running Schools (1978–2025): A Mixed-Methods Study
Since 1978, Chinese–foreign cooperation in running schools (CFCRS) has evolved from fragmented pilot initiatives into a policy-coordinated system of higher education internationalization. This study employs an exploratory sequential mixed-methods design to examine how national policy shifts reshaped the structure of CFCRS collaboration networks between 1978 and 2025. Integrating longitudinal policy analysis with Social Network Analysis (SNA), the…
Psychology (4 works) · Sociology (4 works) · Computer Science (3 works) · Context (archaeology (3 works) · EFL/ESL Teaching and Learning (3 works) · Pedagogy (3 works) · Second Language Learning and Teaching (3 works) · Linguistics (2 works) · Literacy (2 works) · Mathematics education (2 works)