Research

Areas of Interest

  • Multilingual Writing

  • Technology Assisted Language Learning

  • Generative AI

  • Online/Hybrid Language Learning

  • Teaching English as a Second/Foreign Language

  • Language/Writing Teacher Development

  • Qualitative Research

  • Postdigital

My research draws upon multi- and inter-disciplinary perspectives in fields such as Language Education, Applied Linguistics, Writing Studies, Cultural Anthropology, and Educational Technology.

Publications

Journal Articles

Wang, C., & Yazan, B. (Forthcoming). Negotiating identity tensions: Challenges of an online volunteer English language teacher in rural China. RELC Journal.

 

Li, Z., Wang, C., & Bonk, C. (Forthcoming). Exploring the utility of ChatGPT for self-directed online language learning. Online Learning.

 

Wang, C., Li, Z., & Bonk, C. (2024). Understanding self-directed learning in AI-assisted writing: A mixed methods study of postsecondary learners. Computers and Education: Artificial Intelligence, 6.https://doi.org/10.1016/j.caeai.2024.100247

 

Wang, C. (2024). Exploring students’ generative AI-assisted writing processes: Perceptions and experiences from native and nonnative English speakers. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-024-09744-3

 

Li, B., Wang, C., Bonk, C., & Kou, X. (2024). Exploring inventions in self-directed language learning with generative AI: Implementations and perspectives of YouTube content creators. TechTrends. https://doi.org/10.1007/s11528-024-00960-3

 

Wang, C., & Canagarajah, S. (2024). Postdigital ethnography in applied linguistics: Beyond the online and offline in language learning. Research Methods in Applied Linguistics, 3(2).https://doi.org/10.1016/j.rmal.2024.100111

 

Li, B., Bonk, C., Wang, C., Kou, X. (2024). Reconceptualizing self-directed learning in the era of generative AI: An exploratory analysis of language learning. IEEE Transactions on Learning Technologies, 17. https://doi.org/10.1109/TLT.2024.3386098

 

Wang, C., Qu, P., & Zhu, M. (2023). Course design practices using Open Educational Resources (OER)-enabled pedagogy in language teacher education. Journal of Applied Instructional Design, 12(4).https://doi.org/10.59668/806.13029

Wang, C., & Luo, Y. (2021). Selected poster presentations from the American Association of Applied Linguistics conference 2021: Analysis of interactions in a synchronous hybrid English class. Language Teaching, 54(4), 578-582. https://doi.org/10.1017/S026144482100029X 

 

Wang, C., Samuelson, B., & Silvester, K. (2020). Zhai nan, mai meng and filial piety: The translingual creativity of Chinese university students in an academic writing course. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 6(2), 1120-1143.

 

Wang, C. (2018). Being a Chinese teacher in a rural primary school in Tibet: A narrative inquiry of a Han Chinese teacher’s identity development. International Journal of Teacher Education and Professional Development, 1(1), 36-47.

 

Wang, C. (2016). Why are my Chinese students so quiet?: A classroom ethnographic study of Chinese students’ peer review activities in an American multilingual writing class. INTESOL Journal, 13(1).

 

Wang, C., Cheng, C., & Yao, L. (2012). College students’ voice in English Public Speaking education: A mixed-methods study. Shandong Foreign Language Teaching Journal, 33(3), 54-58. [In Chinese]

Book Chapters

Wang, C. (2022). English education enabled by technology: Stories from an online teacher for an under-sourced village school. In C. J. Bonk, & M. Zhu (Eds.), Transformative Teaching Around the World: Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy, Routledge.

 

Pawan, F., & Wang, C. (2022). Online and hybrid research using case study and ethnographic approaches: A decision-making dialog between two researchers. In K. Dikilitaş & K. Reynolds (Eds.), Research methods in language teaching and learning: A practical guide, Wiley Blackwell.

 

Wang, C. (2019). The role of online teacher beliefs in a supplementary English e-learning class in rural China: An ethnographic case study. In R. Damerow & K. Bailey (Eds.), Global research on teaching and learning English: The Chinese-speaking volume, Routledge.

Conference Proceedings

Tu, X., Yang, J., Zhong, Q., Wang, C., & Maltese, A. (2022). E-textile fashion: Designing maker activity for Chinese migrant girls. International Conference of the Learning Sciences (LCLS) 2022 Volume Proceedings, 2130-2031, International Society of the Learning Sciences.

 

Wang, C. (2019). E-learning in rural China: Perspectives from online instructors and local teachers in rural elementary schools. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1018-1021). New Orleans, LA, United States: Association for the Advancement of Computing in Education. https://www.learntechlib.org/primary/p/211200/.

 

Wang, C., Cheng, C., & Yao, L. (2014). Students’ perceptions of teaching and learning of English Public Speaking in China. In W. Ren, & Z. Tian. (Eds.), The Art of English Public Speaking: Practice, Teaching, & Research – Proceedings of the 2nd & 3rd National Symposiums on English Public Speaking, Beijing, China: Foreign Language Teaching and Research Press.

Book Review

 

Wang, C. (2017). A review of Stephen May’s “The multilingual turn: Implications for SLA, TESOL, and bilingual education,” in International Journal of Literacy, Culture, and Language Education (IJLCLE), 5, 134-137.

 

Other

 

Wang, C. (2024). AI-induced literacy crisis and linguistic policing: A writing teacher’s ponderings. Journal of Writing with and about AI.

Basdogan, M., Bonk, C. J., Castner, D. J., Damico, J. S., Danish, J. A., Decker, J. R., Hickey, D. T., Jones, C., Martinez, S., Ormiston, H. E., Ottenbreit-Leftwich, A., Reigeluth, C. M., Stachowski, L. L., & Wang, C. (2021). Indiana University Bloomington School of Education Visioning Task Force Report: Version 2.0, Bloomington, IN.