WANG Xiaoying, Associate Professor at the School of English and International Studies, BFSU, with a research interest in language testing and assessment and the theories and practices of teaching English as a foreign language. TITLE/POSITION: Associate Professor
EMAIL: xywang@bfsu.edu.cn
DEGREES • PhD in Applied Linguistics, The University of Auckland in New Zealand, May 2015 • MA in Education, Queen’s University at Kingston, Canada, June 2004 • MA in Applied Linguistics, Beijing Foreign Studies University, March 1997 • BA in English Language and Literature, Beijing Foreign Studies University, July 1994
ACADEMIC POSITIONS • I have been teaching at SEIS, BFSU since April 1997. - Assistant lecturer: April 1997 – August 2000 - Lecturer: September 2000 – August 2006 - Associate professor: September 2006 – Today
OVERSEAS EXPERIENCE • February 2002 – February 2004: Studying at Queen’s University at Kingston, Canada • February 2009 – February 2010 & August 2011—August 2012: Studying at The University of Auckland in New Zealand TEACHING • Reading Critically in English 1: Language & Culture • Expository Writing • Language Testing and Assessment
RESEARCH INTERESTS • Language testing and assessment • Theories and practices of teaching English as a foreign language.
SCHOLARLY WORKS • 顾永琦，王小英，张春青，李加义（著），2024，形成性评估在外语教学中的应用与研究。北京：外语教学与研究出版社。 • 王小英，2023，课堂形成性评估实践：以一位大学英语口语教师为例，《语言测试与评价》 （2），16-33。 • 夏燕，王小英，2019，阅读日志对学生思辨倾向发展的作用研究，《外语教育研究前沿》（2），33-39+91。 • Wang, X. (2017). A Chinese EFL Teacher’s Classroom Assessment Practices. Language Assessment Quarterly, 14(4), 312-327. https://doi.org/10.1080/15434303.2017.1393819 • Gao, Y., Wang, X., & Zhou, Y. (2014). EFL motivation development in an increasingly globalized local context: A longitudinal study of Chinese undergraduates. Applied Linguistics Review, 5(1), 73-97. • Wang, X., & Cheng, L. (2010). Chinese EFL students’ perceptions of the classroom assessment environment and their goal orientations. In L. Cheng & A. Curtis (Eds.), English Language Assessment and the Chinese Learner (pp. 202-218). New York: Routledge.
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