王永亮

发表时间:2024年09月13日




 


 

个人信息

王永亮1987-,男,河南开封人,中共党员,博士,副教授,硕士生导师(语言教育学方向),目前就职于华北水利水电大学外国语学院、兼任南京师范大学外国语学院硕士生导师、南京林业大学特聘教授。研究方向为外语教学理论与实践、积极心理学与外语习得、外语教师教育、区域国别学、符号与文化传播等方面的研究留学英国,毕业于英国布里斯托大学,曾在英国剑桥大学语言测试研究中心工作。回国后先后就职于郑州外国语中学,河南大学

曾荣获河南省教学成果一等奖,河南省教学质量工程一等奖,翻译河南工程优秀成果奖一等奖,江苏省哲学社会科学优秀成果二等奖等奖项,指导学生多次获得全国大学生英语竞赛特等奖;主持或参与省部级科研项目20多项,在国内外学术期刊上发表论文80余篇(60多篇收录于SSCI/A&HCI/CSSCI数据库,其中20篇为ESI高被引论文),其中包括SystemSSCI 1区), Assessing WritingSSCI 1区), Computers in Human BehaviorSSCI 1区), Journal of Multilingual and Multicultural DevelopmentSSCI 1区), Thinking Skills and Creativity (SSCI 1), Applied Linguistics ReviewSSCI 1区), International Journal of Applied LinguisticsSSCI/A&HCI, Porta Linguarum (SSCI/A&HCI), 《外语电化教学》、《外语界》、《外语导刊》(原《解放军外国语学院学报》)等SSCI/CSSCI权威期刊。受邀担任多家SSCI期刊的编委,至少担任40多家SSCI期刊的匿名评审专家。2022年与2023年连续两年入选爱思唯尔(Elsevier)外国语言文学“中国高被引学者”榜单(河南省唯一一位)。2024年入选由美国斯坦福大学发布的“全球前2%顶尖科学家影响力榜单”(语言学)。


研究方向:外语教学理论与实践(基于外语课堂的研究);积极心理学与外语习得;外语教师发展;符号与文化传播;语言测试与评价等。

讲授主要课程《高级英语》、《大学英语精读》、《学术英语写作》、《跨文化交流与传播》

电子邮箱Godfreyeducation@163.com

ResearchGate: Yongliang Wang (researchgate.net)

ORCID: https://orcid.org/0000-0002-4672-8481


工作经历

2023- 今 华北水利水电大学 外国语学院/南京师范大学 外国语学院

2013-2022 河南大学 大学外语教研部 (大学外语教学,科研团队负责人)

2012-2013 剑桥大学语言测试研究中心(雅思作文命题研究)

2009-2011 郑州外国语学校高中部 (高中外语教学)

近三年获得的主要荣誉

2023年进入爱思唯尔 (Elsevier)外国语言文学“中国高被引学者”榜单(河南省唯一)。

2023年荣获江苏省第十七届哲学社会科学优秀成果二等奖

2022年进入爱思唯尔(Elsevier)外国语言文学“中国高被引学者”榜单(河南省唯一)。

2021年获第一届翻译河南工程优秀成果奖一等奖(省级)

2021年获第23届“外研社.国才杯”全国大学生英语辩论赛指导教师一等奖

2021年获全国大学生英语竞赛辅导教师特等奖/一等奖(两项)

2020年获河南省教学成果一等奖

2020年河南省教育厅人文社科论文二等奖

 

近两年主要论文成果(按时间逆序)

  1. 王永亮、黄芳炜、ZHANG Jun Lawrence. (2025). 外语课堂中教师热情与心流体验的关系探究:学习情绪的中介作用。《外语导刊》,第一期 (待刊)CSSCI

  2. 薛丽娜、王永亮. (2025). 活动理论视角下外语教师专业学习共同体发展中的矛盾与冲突:以中国文化课程建设为例。《北京第二外国语学院学报》,第2期。(待刊)北大中文核心期刊

  3. 王永亮、吴韩伟、Derakhshan Ali,王云松. (2024). AI 辅助中国外语学习者学习态度量表的编制及其检验。《北京第二外国语学院学报》,第6期 (待刊)北大中文核心期刊。

  4. Ma, D. M, & Wang, Y. L. (2024). Does the work environment matter in shaping English as a foreign language teachers teaching for creativity: A mixed-methods investigation into the roles of perceived climate, peer group interaction, and supervisory relationship. International Journal of Applied Linguistics,http://doi.org/10.1111/ijal.12642. SSCI/A&HCI

  5. Wang, Y. L, Derakhshan, A., Ghiasvand, F., & Esfandyari, M. (2024). Exploring Chinese and Iranian EAP students’ oral communication apprehension in English: A cross-cultural mixed-methods study. System. https://doi.org/10.1016/j.system.2024.103437. SSCI 1区顶刊

  6. Huang, F., Wang, Y. L, & Zhang, H. (2024). Modeling generative AI acceptance, perceived teachers enthusiasm, and self-efficacy to English as foreign language learners well-being in the digital era. European Journal of Education, https://doi.org/10.1111/ejed.12770. SSCI 1

  7. Zhang, X., & Wang, Y. (2024). Chinese EFL teachers’ perceptions of positive emotionality and emotion regulation strategies: A qualitative study. The Asia-Pacific Education Researcher, https://doi.org/10.1007/s40299-024-00900-y. SSCI 1

  8. Chen, L., & Wang, Y. L. (2024). Researching creativity in second language acquisition. Ashleigh Pipes, (2023). Routledge, New York and Oxon, 164 pages. ISBN: 9781003049951. (e-book). Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (42), 369–372. https://doi.org/10.30827/portalin.vi42.2767. SSCI/A&HCI

  9. Gao, Y., Shi, H., & Wang, Y.L. (2024). College English Teaching Reform Based on Intersubjectivity Teaching Model Yongxiang Wang, Youyi Zhu et al. & Hua Yang (Ed.) (2020). Soochow University Press, Soochow, 243 pages ISBN: 978-7-5672-3390-4. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (42), 355–357. https://doi.org/10.30827/portalin.vi42.2933. SSCI/A&HCI

  10. Wang, Y. L. & Xue, L. N. (2024). Using AI-driven chatbots to foster Chinese EFL students academic engagement: An intervention study. Computers in Human Behavior, https://doi.org/10.1016/j.chb.2024.108353. SSCI 1区顶刊

  11. Qu, J., & Wang, Y. L. (2024). Modelling the interaction between EFL teachers personality traits, emotion-regulation strategies, and teachers depression: A structural equation approach. European Journal of Education, 00, e12727. https://doi.org/10.1111/ejed.12727. SSCI 1

  12. Wang, Y. L., Wu, H. W. & Wang, Y. S. (2024). Engagement and willingness to communicate in the L2 classroom: Identifying the latent profiles and their relationships with achievement emotions. Journal of Multilingual and Multicultural Develoment, https://doi.org/10.1080/01434632.2024.2379534. SSCI 1

  13. Wang, Y. L., Derakhshan, A., Pawlak, M., & Mehdizadeh, M. (2024). Exploring the psychometric properties of the grammar learning strategy inventory in the Chinese EFL context. Studies in Second Language Learning and Teaching, https://doi.org/10.14746/ssllt.39357. SSCI 1区顶刊

  14. Qi, S., & Wang, Y. L. (2024). Sketching the ecology of humor in English language classes: Disclosing the determinant factors. Applied Linguistics Review, https://doi.org/10.1515/applirev-2023-0283 SSCI 1

  15. Wang, Y. L., & Kruk, M. (2024). Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach. Studies in Second Language Learning and Teaching, 14(2): 235-265. https://doi.org/10.14746/ssllt.38418. SSCI Q1顶刊

  16. Dai, K., & Wang, Y. L. (2024). Enjoyable, anxious, or bored: Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms. System, 123. SSCI 1顶刊

  17. 刘广祥、王永亮ZHANG Jun Lawrence. (2024).计划行为理论视角下高校外语教师整合非正式数字化英语学习意愿研究。《外语电化教学》,第二期:79-84. CSSCI

  18. Wang, Y. (2024). Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic. Current Psychology, 43 (13):12144-12158. https://doi.org/10.1007/s12144-022-04223-3. SSCI Q2

  19. 辛斌、王永亮. (2024). 批评话语分析的认知心理学基础。《北京第二外国语学院学报》,第四期。北大中文核心期刊

  20. Kirkpatrick, R., Derakhshan, A., AlMutawa, H., & Wang, Y. (2024). A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers’ desire for professional development: evidence from Iran and Kuwait. Journal of Multilingual and Multicultural Development, 1–21. https://doi.org/10.1080/01434632.2024.2346572. SSCI/A&HCI

  21. Liu, G. X, & Wang, Y. L. (2024). Modelling EFL teachers’ intention to integrate informal digital learning of English (IDLE) into the classroom using the theory of planned behavior. System, 2024,120,103193. https://doi.org/10.1016/j.system.2023.103193.  SSCI 1区顶刊

  22. Lin, J., & Wang, Y. L. (2024). Unpacking the mediating role of classroom interaction between student satisfaction and perceived online learning among Chinese EFL tertiary learners in the normal of post-COVID-19. Acta Psychologica, 245(2024) 104233: 1-10. https://doi.org/10.1016/j.actpsy.2024.104233 SSCI

  23. Wang, M. M., & Wang, Y. L. (2024). A structural equation modeling approach in examining EFL students’ foreign language enjoyment, trait emotional intelligence, and classroom climate. Learning and Motivation, 86,101981. https://doi.org/10.1016/j.lmot.2024.101981. SSCI

  24. Wu, H., Wang, Y.S., & Wang, Y. L. (2024). How burnout, resilience, and engagement interplay among EFL learners: A mixed-methods investigation in the Chinese senior high school context. Porta Linguarum,193-213. https://doi.org/10.30827/portalin.viIX.29878. SSCI/A&HCI

  25. Wu, H. W., Wang, Y. S., & Wang, Y. L. (2024). “To use or not to use?”: A mixed-methods study on the determinants of EFL college learners’ behavioral intention to use AI in the distributed learning context. The International Review of Research in Open and Distributed Learning, 25(3), 158–178. https://doi.org/10.19173/irrodl.v25i3.7708.  SSCI 1

  26. Derakhshan, A., Malmir, A., Pawlak, M., & Wang, Y, L. (2023). The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels. International Review of Applied Linguistics in Language Teaching, 1-24.  https://doi.org/10.1515/iral-2022-0132. SSCI  

  27. Dai, K., & Wang, Y. (2023). Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work Engagement. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2174128. SSCI 1

  28. Pan, Z., Wang, Y., & Derakhshan, A. (2023). Unpacking Chinese EFL students’ academic engagement and psychological well-being: The roles of language teachers’ affective scaffolding. Journal of Psycholinguistic Research,52 (5):1799-1819. http://dx.doi.org/10.1007/s10936-023-09974-z  SSCI 1  

  29. Wang, Y. L. & Pan, Z. (2023). Modelling the effect of Chinese EFL teachers’ self-efficacy and resilience on their work engagement: A structural equation modeling analysis. SAGE Open, 13(4):1-15. https://doi.org/10.1177/21582440231214329 SSCI 1

  30. Wang, Y., Pan, Z. W., & Wang, M. Z. (2023). The moderating effect of participation in online learning on EFL teachers’ teaching ability. Heliyon, 9(3)e13890: 1-12.https:// doi.org/10.1016/j.heliyon.2023.e13890. SCI 2

  31. Wang, Y., Derakhshan, A., Pan, Z., & Ghiasvand, F. (2023). Chinese EFL teachers’ writing assessment feedback literacy: A scale development and validation study. Assessing Writing, 56: 1-16.  https://doi.org/10.1016/j.asw.2023.100726. SSCI 1

  32. Wang, Y. L., Wang, Y. X., Pan, Z. W. & Ortega-Martín, J. L. (2023). The predicting role of EFL students’ achievement emotions and technological self-efficacy in their technology acceptance. The Asia-Pacific Education Researcher, 33 (4): 771-782. https://doi.org/10.1007/s40299-023-00750-0 SSCI 2

  33. 秦丽莉、赵迎旭、高洋、王永亮. (2023). 社会文化理论指导的大学英语课程思政教学有效性研究路径. 解放军外国语学院学报, 第一期:78-87. CSSCI

  34. 秦丽莉、姜伟、王永亮. (2023). 基于生态给养理论的外语教材评价框架构建——以课程思政元素的多模态内容为例. 外语界, 第六期: 23-31. CSSCI

近三年主要项目成果

主持线上教育资源的利用对中小学英语教师职业发展的影响研究(编号:2022-JSJYYB-027),河南省教师教育课程改革项目,2022.省级 在研。

主持:跨文化传播视域下河南文化符号的挖掘与对外传播研究(编号:2021BXW007), 河南省哲学社会规划一般项目,2021. 省级 在研。

主持:教育信息化时代下外语教学法创新与实践研究SKL-2020-1418),河南省社科联调研课题,2020. 结项

主持:积极心理学视角下的高校外语教师职业幸福感调控机制研究YB-JFZX-22),河南大学教师教育研究院,2021-2022

主持:大学英语课堂反馈类型对文本质量影响的比较研究HDXJJG 2019-03,2019-2020. 优秀结项,河南大学2019年度本科教学改革研究与实践一般项目。

主持:高校特长生的外语学习焦虑对课堂交际意愿的影响研究”(SKL-2018-1472),河南省社科联,2018-2019年,已结项;

主持:自主与协作学习共同体对于写作能力提升的有效性研究,河南大学教学改革一般项目(项目编号:HDXJJG 2016-0862016-2018年,结项);校级

主持:高考英语测试的后效与高校英语教学的接口研究,河南省社科联调研项目(项目编号:SKL-2015-12012015-2016年,已结项)

主持:中外合作办学项目中学生英语学习动机减退成因与应对策略研究,河南大学第15批教学改革重点研究项目(2015-2017年,已结项);校级

 

 

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