王永亮，1987年生，河南开封人，博士，博士生导师（澳门理工大学英语语言科学方向），现任华北水利水电大学外国语学院副教授，兼任南京师范大学外国语学院硕士生导师。主要研究领域包括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、语言测试与评价及区域国别学。学术影响力显著，Scopus数据库H指数45，累计被引6000余次；2024—2025连续两年入选斯坦福大学“全球前2%顶尖科学家榜单”（语言学领域），2022—2025连续四年入选爱思唯尔外国语言文学“中国高被引学者”榜单，同时获评中国知网高被引学者。
曾留学英国并任职于剑桥大学语言测试研究中心，归国后先后在郑州外国语中学、河南大学任教。先后荣获河南省青年五四奖章、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多项奖励，多次指导学生获得全国大学生英语竞赛特等奖。主持或参与国家级、省部级、厅级科研项目20余项，出版专著、译著各1部，发表学术论文140余篇，其中90余篇被SSCI/A&HCI/CSSCI收录，含中科院1区Top 期刊21篇，ESI高被引论文49篇、热点论文11篇，成果发表于System、Assessing Writing、Studies in Second Language Learning and Teaching、Language Teaching Research等国际SSCI权威期刊及《外语电化教学》《外语与外语教学》《外语导刊》（原《解放军外国语学院学报》）等国内CSSCI核心期刊。主讲《大学英语精读》《学术英语写作》《大学英语视听说》《普通语言学导论》《跨文化商务交际》等课程。现任多家SSCI期刊编委，为50余家SSCI期刊及国内多家CSSCI期刊匿名评审专家。
Wang Yongliang, born in 1987 in Kaifeng, Henan Province, holds a PhD degree and serves as a doctoral supervisor in English Language Sciences at Macao Polytechnic University. He is currently an Associate Professor in the School of Foreign Languages at North China University of Water Resources and Electric Power, and concurrently a master’s supervisor in the School of Foreign Languages at Nanjing Normal University. His research interests include foreign language teaching theory and practice, positive psychology and foreign language acquisition, foreign language teacher education, semiotics and cultural communication, as well as area studies. He boasts an H-index of 45 and more than 6,000 citations in Scopus. He has been included in the Stanford World’s Top 2% Scientists list (Linguistics) for two consecutive years (2024–2025), and named an Elsevier Highly Cited Chinese Researcher in Foreign Language and Literature for four consecutive years (2022–2025), as the only scholar in Henan Province to receive these honors in the corresponding years.
Wang pursued advanced studies in the United Kingdom and worked at the Cambridge Language Testing Centre, University of Cambridge. Upon returning to China, he taught at Zhengzhou Foreign Language Middle School and Henan University. He has received numerous awards, including the Henan May 4th Youth Medal, First Prize of Henan Provincial Teaching Achievement Award, First Prize of Henan Provincial Teaching Quality Engineering Award, First Prize of the Translate Henan Project Excellent Achievement Award, and Second Prize of Jiangsu Provincial Philosophy and Social Sciences Outstanding Achievement Award. He has also supervised students to win the Grand Prize in the National College English Competition on multiple occasions. He has presided over or participated in more than 20 research projects at the national, provincial and ministerial levels. He has published one monograph, one translated book, and more than 140 academic papers in domestic and international journals. More than 90 papers are indexed in SSCI, A&HCI, or CSSCI, including 49 ESI highly cited papers and 11 hot papers. His work has appeared in journals including System, Assessing Writing, Computers in Human Behavior, Journal of Multilingual and Multicultural Development, Studies in Second Language Learning and Teaching, Thinking Skills and Creativity, Language Teaching Research, Applied Linguistics Review, International Journal of Applied Linguistics, Foreign Language Education & Technology, Foreign Languages and Their Teaching, Foreign Language World, and Foreign Languages Guide (formerly Journal of PLA University of Foreign Languages). He serves on the editorial boards of several SSCI journals and acts as a reviewer for more than 50 SSCI journals.
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；教育技术辅助外语习得；外语教师发展；符号与文化传播；区域国别学
讲授课程
《大学英语精读》；《学术英语写作》；《大学英语视听说》；《普通语言学导论》; 《跨文化交际与传播》
社会学术兼职
中国英汉语比较研究会外语学科发展研究专业委员会理事;
世界汉语修辞学会常务理事
电子邮箱
wangyongliang@ncwu.edu.cn；
Godfreyeducation@163.com
ResearchGate
Yongliang Wang (researchgate.net)
ORCID
https://orcid.org/0000-0002-4672-8481
工作经历
2023- |
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, 学术科研团队负责人） |
2012-2013 |
剑桥大学语言测试研究中心（雅思写作研究） |
2009-2011 |
郑州外国语学校高中部（高中外语教学） |
获奖情况
2025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）
2025年入选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）
2025年获河南省青年五四奖（青年社科工作者）表彰 （省级）
2024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）
2024年入选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）
2023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）
2023年获江苏省第十七届哲学社会科学优秀成果二等奖（省级）
2022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）
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界“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年获河南省教育厅人文社科论文二等奖
2019年获河南大学科研优秀奖
2019年获河南大学2017-2019年度教学优秀奖
2019年获河南省教育厅社科成果三等奖
2018年获河南省教育厅课件大赛一等奖
2018年获河南大学教师教学质量一等奖
2017年获河南大学教师教学质量特等奖
2016年获河南省教师教学质量竞赛二等奖
2016年获河南大学教师教学质量竞赛特等奖
2015年获河南大学教师教学质量竞赛一等奖
2015年获全国大学英语竞赛辅导教师特等奖
2015年获河南省科技厅科学成果二等奖（2项）
2014年获全国大学英语竞赛辅导教师一等奖
学术论文（按时间逆序）
1. 王永亮、刘文霞. (2026). GenAI 辅助大学生英语学习中的心理需求变化：基于潜在增长曲线模型的研究。《外国语文研究》，第2期：xx. [CSSCI]
2. Wang, Y. (2026). Exploring the Impact of AI-Enhanced Language Tools on Multilingual Learners’ Grit, Enjoyment, Anxiety, and Emotional Disagreement: A Positive Psychology 2.0 Perspective. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2026.2641065.[SSCI Q1 Top顶刊].
3. 王永亮、王成昊. (2026). 生成式人工智能赋能中国英语专业学生科研素养培育——以“研究方法与学术写作”课程为例。《外语与外语教学》，第1期 53-65+93.[CSSCI]
4. Shi, L., Zuo, Y., & Wang, Y. (2026). Trajectories of foreign language writing enjoyment in AI-mediated EFL contexts: A latent growth curve modeling study from a complex dynamic systems perspective. Acta Psychologica, 265, 106717. https://doi.org/10.1016/j.actpsy.2026.106717. [SSCI]
5. 王永亮、王永祥. (2026). 社会认知理论视角下中学英语教师工作投入研究：AI素养、AI 给养与自我效能的作用。《中小学外语教学》，第2期：43-48. [北大中文核心]
6. 王永亮、郭宇萌. (2026). 大学英语学业拖延与外语焦虑动态共变机制：混合方法研究。《北京第二外国语学院学报》,第3期：？？[北大中文核心/CSSCI扩展]
7. Wang, Y., & Guo, Y. (2026). Investigating the interplay of Chinese English as Foreign Language learners’ growth mindset, enjoyment, adaptability, and engagement in AI-mediated informal digital learning of English. Journal of Computer Assisted Learning. 42 (1)：1-15. https://doi.org/10.1002/jcal.70189. [SSCI Q1 Top期刊]
8. Zhou, C., & Wang, Y. (2026). University students’ writing feedback literacy in the AI era: The interplay of generative AI acceptance, writing anxiety, and writing efficacy in Chinese EMI educational contexts. European Journal of Education. https://doi.org/10.1111/ejed.70478. [SSCI 1区]
9. 王永亮、黄芳炜 & 张军. (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3期: 59-68. [CSSCI]
10. Wang, S., Wang, Y., & Solhi, M. (2026). Teacher-student interpersonal behaviors and GenAI feedback on students’ achievement emotions in EFL writing: An intervention study. European Journal of Education. https://doi.org/10.1111/ejed.70395. [SSCI Q2]
11. Wang, Y., Pan, Z., & Solhi, M. (2026). L2 Students’ Speaking Skills in Robot-Assisted Language Learning: A Meta-analysis. European Journal of Education. https://doi.org/10.1111/ejed.70416 [SSCI Q2]
12. Wang, Y., Li, H., & Savaş, H. (2026). Under-resourced EFL students' perceptions about the causes and consequences of unfair AI-mediated education. Journal of Education for Students Placed at Risk. https://doi.org/10.1080/10824669.2025.2599161 [Scopus Q1/ESCI]
13. Wang, Y., & Gao, Y. (2026). Exploring the relationship between AI acceptance and career decision-making anxiety among Chinese university students: A latent profile analysis. The Asia-Pacific Education Researcher, https://doi.org/10.1007/s40299-025-01060-3. [SSCI Q2]
14. Zhang, X., & Wang, Y. (2026).The Contribution of Artificial Intelligence (AI) Tools to Chinese Junior Middle School Students' Self-Regulated Learning (SRL): An Interventional Mixed-Methods Study. European Journal of Education, Vol. 60 (4): 1-10. https://doi.org/10.1111/ejed.70322. [SSCI Q2]
15. Wang, Y., & Yan, X. (2025). Investigating the influence of data-driven learning (DDL) on EFL students' willingness to attend classes (WTAC): An intervention study. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2025.102788. [SSCI Q1 Top期刊].
16. Wang, Y., Pan, Z., & Kırmızı, Özkan. (2025). Embrace technology, escape job anxiety? Profiling technology acceptance and its relationships with job anxiety among English majors. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (XIII), 111–130. https://doi.org/10.30827/portalin.viXIII.33160. [SSCI/ A&HCI]
17. Li, S., & Wang, Y. (2025). Relationship between Dark Personality Traits and TikTok Addiction among Chinese College Students: The Mediating Role of Social Ostracism. International Journal of Mental Health Promotion, 27(9), 1335-1351. doi:10.32604/ijmhp.2025.067246. [SSCI Q3]
18. Huang, F., Zhang, H., Wang, Y., & Zhang, L. J. (2025). To stay or to leave? Unraveling the interplay between policy transparency and second language attitude in shaping multilingual international students’ future intentions to stay in China. Journal of Multilingual and Multicultural Development, 10.1080/01434632.2025.2548572. [SSCI Q1 Top 期刊]
19. Wang, Y., Derakhshan, A. , Ghiasvand, F. (2025). EFL teachers’ generative artificial intelligence (GenAI) literacy: A scale development and validation study. System. https://doi.org/10.1016/j.system.2025.103791. [SSCI Q1 Top期刊]
20. Shi, H., & Wang, Y. L. (2025). High school EFL students’ pre-exam academic emotions and their associations with academic achievement: A latent profile analysis. European Journal of Education, https://doi.org/10.1111/ejed.70185. [SSCI Q1]
21. Wang, Y., Derakhshan, A., & Solhi, M. (2025). Dispositions towards loving pedagogy, emotion regulation, and self-efficacy as predictors of EFL teachers’ work engagement: A multinational study. Language Teaching Research, https://doi.org/10.1177/13621688251353132. [SSCI Q1 Top期刊]
22. Han , S., & Wang, Y. (2025). Cultural representation in English textbooks: Voices from Chinese EFL teachers. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (44), 285–302. https://doi.org/10.30827/portalin.vi44.31824. [SSCI/A&HCI Q1]
23. 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: 128-144. [北大中文核心]
24. Lin, J., & Wang, Y. (2025). Exploring Chinese university students' foreign language enjoyment, engagement and willingness to communicate in EFL speaking classes. Humanities and Social Sciences Communications, 12(1): 1-13. https://doi.org/10.1057/s41599-025-04948-z. [SSCI Q1]
25. Wu, H., & Wang, Y.,& Lalli, G. S. (2025). Scale validation and latent profile identification of GenAI competence in pre-service second language teachers. International Review of Applied Linguistics in Language Teaching, http://doi.org/10.1515/iral-2024-0301. [SSCI Q2]
26. Wu, H., & Wang, Y. (2025). Disclosing Chinese college students’flow experience in GenAI-assisted informal digital learning of English: A self-determination theory perspective, Learning and Motivation, https://doi.org/10.1016/j.lmot.2025.102134. [SSCI Q2]
27. Dai, K., & Wang, Y. (2025). Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work Engagement. Journal of Multilingual and Multicultural Development, 46(2): 209–223. https://doi.org/10.1080/01434632.2023.2174128. [SSCI Q1 Top 期刊]
28. 王永亮，刘文霞. (2025). 区域国别学研究的国内外动态：趋势与展望。《华北水利水电大学学报》（社会科学版），41卷（5）：92-99.
29. Ding, N., Wang, Y. L. (2025). The power of teacher immediacy in predicting Chinese SFL students’ engagement and motivation. Current Psychology, 44(6): 5314-5328. https://doi.org/10.1007/s12144-025-07533-4. [SSCI Q2]
30. Kirkpatrick, R., Wang, Y., Derakhshan, A., & Al Muhanna, M. A. (2025). Do achievement emotions underlie L2 engagement? a mixed-methods multinational study on the role of achievement emotions in multilingual English learners’ behavioral, cognitive, and emotional engagement. Journal of Multilingual and Multicultural Development, 1–20. https://doi.org/10.1080/01434632.2025.2459857. [SSCI Q1 Top期刊]
31. 秦丽莉，王永亮，吴韩伟.(2025). 基于情感体验维度构建大学英语课程思政教学有效性评估量表。《当代外语研究》，第2期：192-204. [CSSCI]
32. Guo, Y., & Wang, Y. (2025). Instructed Second Language Pragmatics for The Speech Acts of Request, Apology, and Refusal: A Meta-Analysis. Ali Derakhshan & Farzaneh Shakki. (2023). Second Language Learning and Teaching, Springer Cham, 114 pages, ISBN: 978-3-031-37092-2. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (43), 337–340. https://doi.org/10.30827/portalin.vi43.31183 [SSCI/A&HCI]
33. Pan, Z., & Wang, Y. (2025). From Technology-Challenged Teachers to Empowered Digitalized Citizens: Exploring the Profiles and Antecedents of Teacher AI Literacy in the Chinese EFL Context. European Journal of Education, 60(1). http://doi.org/10.1111/ejed.70020. [SSCI Q1]
34. Gao, Y. H., Guo, Y. M., & Wang, Y. L. (2025). Chinese EFL college students’ emotional intelligence and willingness to communicate: A latent profile analysis. Perceptual and Motor Skills, 132 (1): 119-143. https://doi.org/10.1177/00315125241283151. [SSCI]
35. Shi, H., Wang, Y. S., & Wang, Y. L. (2025). “Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of EFL teachers at tutoring institutions. Asian. J. Second. Foreign. Lang. Educ. 10 (1): 1-20. https://doi.org/10.1186/s40862-024-00304-x. [ESCI Q1]
36. Guo, Y., & Wang, Y. L. (2025). Exploring the effects of artificial intelligence application on EFL students’ academic engagement and emotional experiences: A mixed-methods study. European Journal of Education, 60(1). http://doi.org/10.1111/ejed.12812. [SSCI]
37. 王永亮 & 吴韩伟、Derakhshan Ali，王云松. (2024). 生成式AI 辅助中国高校英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：35-45. 10.12002/j.bisu.551. [北大中文核心期刊]
38. Wang, S., Pan, Z., & Wang, Y. L. (2024). A mixed-methods investigation into complex components of multilingual international students’ self-regulated learning in English as a foreign language context: A social cognitive perspective. Learning and Motivation, 88, 102055. https://doi.org/10.1016/j.lmot.2024.102055 [SSCI]
39. Ding, L., & Wang, Y. L. (2024). Unveiling Chinese EFL students’ academic burnout and its prediction by anxiety, boredom, and hopelessness: A latent growth curve modeling. Innovation in Language Learning and Teaching, http://doi.org/10.1080/17501229.2024.2407811. [SSCI Q1]
40. 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 Q2]
41. 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 Q1 Top期刊]
42. Huang, F., Wang, Y., & 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, 59(4), e12770. https://doi.org/10.1111/ejed.12770. [SSCI Q1]
43. 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 Q1]
44. 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]
45. 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]
46. 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 Q1Top顶刊]
47. 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, 59(4), e12727. https://doi.org/10.1111/ejed.12727. [SSCI Q1]
48. 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 Q1 Top顶刊]
49. 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, 14(3): 515–543. https://doi.org/10.14746/ssllt.39357. [SSCI Q1顶刊]
50. Qi, S., & Wang, Y. L. (2024). Sketching the ecology of humor in English language classes: Disclosing the determinant factors. Applied Linguistics Review, 16(2): 985-1006. https://doi.org/10.1515/applirev-2023-0283. [SSCI Q1]
51. 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]
52. 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 https://doi.org/10.1016/j.system.2024.103339. [SSCI Q1 Top顶刊]
53. 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]
54. 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]
55. 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》46 (4): 16-28. [北大中文核心期刊]
56. 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 Q1 Top顶刊]
57. 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, 120,103193. https://doi.org/10.1016/j.system.2023.103193. [SSCI Q1 Top顶刊]
58. 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: 1-10. https://doi.org/10.1016/j.actpsy.2024.104233. [SSCI]
59. 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 Q2]
60. 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]
61. 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 Q1]
62. Derakhshan, A., Malmir, A., Pawlak, M., & Wang, Y, L. (2024). 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, 62(4):1985–2008. https://doi.org/10.1515/iral-2022-0132 [SSCI Q2]
63. 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]
64. Derakhshan, A., Wang, Y. & Ghiasvand, F. (2024). “I never make a permanent decision based on a temporary emotion”:Unveiling EFL teachers’ perspectives about emotions in assessment. Applied Linguistics Review,15(6): 2659–2684. https://doi.org/10.1515/applirev-2023-0089. [SSCI Q2]
65. Derakhshan, A., Wang, Y. L., Wang, Y. X., & Ortega-Martín, J. L. (2023). Towards innovative research approaches to investigating the role of emotional variables in promoting language teachers’ and learners’ mental health. International Journal of Mental Health Promotion, 25 (7): 823-832. https://doi.org/10.32604/ijmhp.2023.029877. [SSCI Q2]
66. 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. [SSCI Q2]
67. 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 Q1 Top顶刊]
68. 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 Q2]
69. 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 Q1]
70. Wang, Y. X. & Wang, Y. L. (2023). Exploring Chinese EFL pre-service teachers’ perceptions of self-directed professional development: The benefits and challenges disclosed. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, 29-46. https://doi.org/10.30827/portalin.vi2023c.29623. [SSCI/A&HCI Q2]
71. Wu, H. W., Wang, Y. L., & Wang, Y. S. (2023). What do we know about L2 teachers’ emotion regulation? A bibliometric analysis of the pertinent literature. Forum for Linguistic Studies, 5(3)1-17. 10.59400/fls.v5i3.2012. [Scopus Q2]
72. Zhi, R., & Wang, Y. L. (2023). English as a foreign language teachers’ professional success, loving pedagogy and creativity: A structural equation modeling approach. Thinking Skills and Creativity, 49, 101370. https://doi.org/10.1016/j.tsc.2023.101370. [SSCI Q1Top顶刊]
73. Zhi, R., Wang, Y. S., & Wang, Y. L. (2023). The role of emotional intelligence and self-efficacy in EFL teachers’ technology adoption. The Asia-Pacific Education Researcher, 33(4): 845-856. https://doi.org/10.1007/s40299-023-00782-6. [SSCI Q2]
74. Guo, Y., Wang, Y., & Ortega-Martín, J. (2023). The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate. Porta Linguarum, 40(2): 253-273. https://doi.org/10.30827/portalin.vi40.27061. [SSCI/A&HCI Q2]
75. Wang, Y., & Derakhshan, A. (2023). Enhancing Chinese and Iranian EFL students’ willingness to attend classes: The role of teacher confirmation and caring. Porta Linguarum, 39(1):165-192. http://doi.org/10.30827/portalin.vi39.23625. [SSCI/A&HCI Q2]
76. Hu, L., & Wang, Y. (2023). The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement. BMC Psychol, 11 (1). https://doi.org/10.1186/s40359-023-01378-x. [SSCI Q2]
77. 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 Q1]
78. Pan, Z., & Wang, Y. (2023). A critical analysis of theoretical concepts, Jim Cummins, Bristol, UK; Blue Ridge Summit, PA: Multilingual Matters, (2021), 464 pages, ISBN-13: 978-1-80041-357-3. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (40), 317–320. https://doi.org/10.30827/portalin.vi40.27812. [SSCI/A&HCI Q2]
79. Fan, J. & Wang, Y. (2022). English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being and emotion regulation. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.952503. [SSCI Q2]
80. Fu, J., & Wang, Y. (2022). Inspecting EFL teachers’ academic literacy development in multilingual contexts: A global vision. Heliyon, 8(12):1-6. http://doi.org/10.1016/j.heliyon.2022.e12143. [SCI Q2]
81. Gao, Y., Zeng, G. Wang, Y., Klan, A. & Wang, X. (2022). Exploring educational planning, teacher beliefs, and teacher practices during the pandemic: A study of science and technology-based universities in China. Frontiers in Psychology, 13, 903244. https://doi.org/10.3389/fpsyg.2022.903244. [SSCI Q2]
82. Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2024). The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries. Journal of Multilingual and Multicultural Development,45(8):3241-3247. https://doi.org/10.1080/01434632.2022.2092625. [SSCI Q1 Top顶刊]
83. Wang Y., Derakhshan A., & Pan, Z. (2022). Positioning an agenda on a loving pedagogy in second language acquisition: Conceptualization, practice, and research. Frontiers in Psychology, 13, 894190. https://doi.org/10.3389/fpsyg.2022.894190. [SSCI Q2]
84. Wang, Y., & Derakhshan, A., Rahimpour, H. (2024). Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study. Journal of Multilingual and Multicultural Development, 45 (6): 2111-2128. https://doi.org/10.1080/01434632.2022.2042540. [SSCI Q1 Top顶刊]
85. Wang, Y., & Hemchua, S. (2022). Can we learn about culture by EFL textbook images?: A semiotic approach perspective. Language Related Research, 13(3), 479-499. 10.52547/LRR.13.3.19. [Scopus Q2]
86. Han, Y., & Wang, Y. (2021). Investigating the correlation among Chinese EFL teachers’ self-efficacy, reflection, and work engagement. Frontiers in Psychology, 12. 763234. https://doi.org/10.3389/fpsyg.2021.763234. [SSCI Q2]
87. Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.731721. [SSCI Q2]
88. Wang, Y. , & Guan, H. (2020). Exploring demotivation factors of Chinese learners of English as a foreign language based on positive psychology. Rev. Argent. Clin. Psicol. 29, 851–861. https://doi.org/10.24205/03276716.2020.116. [SSCI Q3]
89. 王永亮. (2020). 复杂性、准确性与流利性作为二语写作能力评价框架的质疑与反思。《江苏外语教学研究》, 第一期：15-19.
90. 王永亮 & 张廷玉. (2019). 我国语言焦虑研究的动态可视化分析——基于CNKI的文献研究（1991-2018）。《江苏外语教学研究》, 第二期：79-82+93.
91. Wang, Y. L. (2019). Analyze the Language Features of Network Novel from the Perspective of Language Ecological Art. HERMATHENA, 207, 19-23. [SSCI / A&HCI Q3]
92. 王永亮. (2019). 聚光灯后的平民总统——《林肯传》的文史蕴美及文化传播的当代启示。《名作欣赏》第六期：176-178. [北大中文核心]
93. 王永亮. (2019). 从符号到意义：课堂知识教学的本性回归。《教育理论与实践》第28期：56-59. [北大中文核心]
94. 王永亮. (2018). 中国现当代文学的海外出版之旅——聚焦读者的文化意识及翻译作品出版的营销策略。《出版发行研究》，第四期： 59-63. [CSSCI/北大中文核心]
95. 王永亮. (2018). 中国“和谐”文化海外传播的契机与价值——从西方“黑天鹅”事件谈起。《传媒》，第12期：73-74. [北大中文核心/CSSCI]
96. 王永亮. (2017). 社会文化语境下的语言习得——评《不同教育背景下的二语互动》《教育发展研究》, 第22期. [CSSCI/北大中文核心]
97. 王永亮. (2017). 电子书传播文化平台探索——以亚马逊Kindle营销为例。《出版广角》，第21期: 60-62. [北大中文核心/CSSCI]
98. 王永亮. (2017).中外合作办学项目学生英语学习“动机减退”成因及对策研究。《江苏外语教学研究》, 第3期:36-40.
99. Wang, Y. L. (2017). Construction Elements and Path of Practical Education Model in Universities. EURASIA Journal of Mathematics, Science and Technology, 13(10): 6775-6782. DOI:10.12973/ejmste/78525. [SSCI Q3]
100. 丁立，王永亮.（2016）网站本地化中的简化现象及其影响——基于语料库的翻译共性研究。《英语研究》，第1期: 83-91. [CSSCI]
专著与译著
1. 王永亮，郑茗元. 《中西文论对话版图中的中华美学基因传承与当代表达研究》，2025，世界图书出版社。
科研项目
1. 主持：“河南省中小学教师人智协同教学能力与科研素养评估研究”（2026-JSJYZD-046），教师教育课程改革研究重点项目，2026年立项。在研（省级）
2. 主持：“‘双一流’建设背景下河南高校学生国际学术综合能力培养路径研究”（项目编号：2025BJY031），河南省哲学社会科学规划项目，2025年立项。在研（省级）
3. 主持： 河南省优质国际化课程“学位论文写作”Academic Thesis Writing（项目编号：HZC2026KC19），省级教学质量工程项目，2025年立项。 建设中（省级）
4. 第二参与：“研究型教学在一流英语专业人才培养中的应用与实践探索”，河南省本科高校研究性教学改革研究与实践项目，2025结项。（省级）
5. 第一参与：“互联网+”背景下国际中文教育“CAD”教学模式研究，河南省本科高校研究性教学改革研究与实践项目，2025结项。（省级）
6. 第一参与：“符号学视域下《习近平谈治国理政》的海外传播”（项目编号：2024CX089），安徽省社会科学联合会项目，2025年立项。在研
7. 第一参与：“徽商精神符号的构建与国际传播研究”（项目编号：AHSKY2024D114），安徽省哲学社会科学规划办项目，2025年立项。在研（省级）
8. 第一参与：“面向教育强国建设的人工智能赋能高校教师教学能力提升路径研究”（2026-YYZD-14），河南省高校哲学社会科学研究重大项目，2025年立项。在研（省级）
9. 第一参与：“中原黄河水利文化遗产的民俗谱系与域外传播实证研究”（项目编号：2024ZT005），河南省哲学社会科学规划项目，2024年立项。结项（省级）
10. 第一参与：“突发公共危机事件基层组织应急语言服务建设研究”，国家语委国家语言文字科学规划项目（项目编号：YB145-45），2022年立项。结项（部级）
11. 第一参与：“数智技术环境下二语学习者能动性多维系统机制研究”（24BYY112），国家社科基金一般项目， 2024年立项。在研 （国家级）
12. 第一参与：“非遗研学实践评价机制研究——以非遗馆研学为例”（CCIPE-YXSJ-20240040），教育部中外人文交流中心与中外人文交流研学实践研究所，2024年立项。在研 （部级）
13. 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” （2022-JSJYYB-027），河南省教师教育课程改革项目，2022年立项。结项（省级）
14. 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”（2021BXW007），河南省哲学社会规划一般项目，2021年立项。结项（省级）
15. 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年立项。 结项
16. 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。结项
17. 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），河南大学2019年度本科教学改革研究与实践一般项目，2019-2020。优秀结项
18. 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。结项
19. 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”（HDXJJG 2016-08），河南大学教学改革一般项目，2016-2018。结项（校级）
20. 主持：“高考英语测试的后效与高校英语教学的接口研究” （SKL-2015-1201），河南省社科联调研项目，2015-2016。结项
21. 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。结项（校级）
22. 第一参与：“中外合作办学项目中学生英语学习动机减退成因及动机调控策略研究”，河南省省级教学改革研究项目，2017-2019。结项（省级）
23. 第一参与：教育生态学视阈下大中小学英语教学有效衔接研究，河南省教师教育改革课程研究项目，2016-2017。结项（省级）
24. 第一参与：“数字化阅读对大学生英语阅读能力影响的实验研究”（SKL-2018-1663), 2018-2019。结项（厅级）
25. 第一参与：“外语师范专业学生的核心素养构建及提升策略研究”（SKL-2018—1665），2018-2019。结项（厅级）
26. 第一参与：“本科院校大学新生英语综合水平调查及课程衔接研究”（HDXJJG 2018-15)，河南大学2018年度本科教学改革研究与实践重点项目，2018-2020。结项
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