Classroom-based language assessment; Second Language Writing; Business Communication
09/2009-12/2013 National Research Center of Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou, China. Ph.D in Applied Linguistics (Language Testing and Assessment)
09/2002-06/2005 School of English for International Business, Guangdong University of Foreign Studies, Guangzhou, China. M.A. in Linguistics and Applied Linguistics
09/1998-07/2002 School of Foreign Languages, South China University of Technology, Guangzhou, China. B.A. in English Literature (English for Scientific Purposes)
08/2008- Lecturer, Department of English Language Education, School of English for International Business, Guangdong University of Foreign Studies.
07/2014-02/2015 Postdoctoral Research Fellow, Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong
09/2005-03/2008 Teaching Assistant, Department of English Language Education, School of English for International Business, Guangdong University of Foreign Studies
Business Core English; Basic English Writing; Business English Writing
Qualitative Research Methods in Business Language Education
Wang, W. (2014). Students' perceptions of rubric-referenced peer feedback on EFL writing: A longitudinal inquiry. Assessing Writing, 19(0), 80-96. doi: 10.1016/j.asw.2013.11.008.
Li, Q, Wang, W, & Zhang, F. (ed.). 2014. Research on formative assessment. Beijing: Science Publishing Press.
Wang, W., Sun, Y. 2012. Exploring “writing-to-read” as a self-assessment tool of EFL reading. Journal of Luoyang Normal University, 10, 31(10), 94-98.
Wang, W., Sun, Y., & Zhi, Z. 2012. An exploratory study of the tutor-tutee relationship in the exploratory learning mode. English Teacher, 8, 33-38.
Wang, W. 2011. Probabilistic approaches to frequency adverbs and generics. Journal of Beijing Second University of Foreign Studies. 6, 19-24.
Wang, W. 2010. Genre pedagogy and the teaching of business English writing. Journal of Changchun Normal University. 9, 128-132.
Wang, W. 2010. Identity construction in research on critical discourse analysis. Journal of Chifeng College, 11, 122-125.
Wang, W. Students’ perceptions of the effects of rubric-referenced self-assessment on EFL writing, individual paper presented at the 17th World Congress of Applied Linguistics. Brisbane, Australia.
Wang, W. Practicing formative self-assessment when a high-stakes test draws close: a case study in the Chinese EFL writing class, individual paper presented at the 5th Hong Kong Association of Applied Linguistics. Hong Kong Polytechnic University, Hong Kong SAR, China.
Wang, W. How peer assessment improves peer assessors’ EFL writing: students’ perspectives, individual paper presented at the 12th Symposium on Second Language Writing. Shandong University, Jinan, China.
Wang, W., Zeng, Y., & He, H., Students’ perceptions of the effects of rubric-referenced self-assessment on EFL writing: a developmental perspective, individual paper presented at the 34th Language Testing Research Colloquium. Seoul National University, Seoul, Korea.
Wang, W. & Zeng, Y. The impact of rubric-referenced self-assessment of EFL writing on Chinese learners’ draft revisions: a longitudinal inquiry, individual paper presented at the 11th Symposium on Second Language Writing. Purdue University, United States.
Wang, W. Exploring rubric-referenced self- and peer feedback in the Chinese EFL writing class, individual paper presented at the 16th World Congress of Applied Linguistics. Bejing Foreign Studies University, Beijing, China.
Development of Business English Writing Curriculum Materials; Student-Involved Assessment in the Second Language Writing Class; Student Self-Regulated Learning in English Writing and Reading; Formative Use of Summative Tests in the Chinese Tertiary EFL Learning Context.