教师简介

蔡雨阳

时间：2025-10-29浏览：1006设置



蔡雨阳


华中师范大学英语文学学士

加拿大纽芬兰纪念大学课程与教学硕士

香港大学语言教育与测评博士

上海市“东方学者” 特聘教授

上海外国语大学国际教育学院教授

国际学术身份证号(ORCID): 0000-0002-0320-4602

电子邮箱： sailor_cai@hotmail.com ；

                  ycai@shisu.edu.cn 




学术经历简介



蔡雨阳, 男，语言教育与测评博士（香港大学教育学院），课程与教学硕士（加拿大纽芬兰纪念大学教育学院），英语文学学士学位（华中师范大学英语系）。


科研兴趣及成果：研究兴趣涵盖语言测试、外语教育心理学和高级量化研究方法。近年来，致力于原创语言测评理论“面相学习过程的语言测评” 理论框架、原创教育心理学“岛脊曲线理论”、“双模态假设” 理论的发展和推广。


语言测试：曾主持开发了教育部考试中心同国家外国专家局联合发起的全国《医学英语水平考试》，后作为核心成员参与了香港政府大学基金委资助的学术英语测评项目《英语水平考试》。基于现有语言测评理论、教育心理学理论、及源于自然科学的复杂系统理论，于2021年提出“动态语言能力系统”语言测评理论框架 （现名为“ 面向学习过程的语言测试”），旨在为‘新文科’背景下复合型高端外语人才能力界定，为运用人工智能进行现代语言测评项目的开发提供理论框架。自2021年以来，受邀在若干国内外重要学术会议就该主题上作主旨发言，包括2024年9月受美国最大英语考试机构WIDA邀请在其内部工作会议作专题报告。有台湾学者将该框架推荐为其省内英语考试改革的参考框架。验证该框架的项目于2024年获国家社科立项。


教育心理学：2012年始，开始关注国际大规模学能考试（如 PISA，PIRLS）。基于80多个国家两百多万学生的数据，对学生个体特征（如性别、学习动机、认知能力、学习方法、心理健康、科技素养）、微中观层面因素（如社会经济社会地、学习氛围、教师教学、师生关系、学校政策等）、以及宏观层面要素（如国家经济总产值、社会公平、国家文化价值等）对 中小学生在阅读、科学、数学成绩的影响展开探索。针对上述主题撰写了系列SSCI期刊论文。结合上述发现，提出 “岛脊曲线理论” ，用《易经》中的系统原理作为元理论整合西方主流教育心理学理论，为东西方社会科学研究搭建理论沟通桥梁。最近提出 “双模态假设理论 “’，以揭示个体心理认知特质之间复杂互动以及对学习结果的影响，尤其是人工智能使用对心理特质功能和学习结果的影响。


研究方法：熟练掌握各类复杂的教育测量和统计分析模型，能自主开发统计模型（如多阶调节统计模型），积极探索质性和量化相融合的方法（如 量化民族志、网络分析等）。


学术服务：现任Brtish Journal of Educational Psychology （SSCI 一区）, Educational Psychology（SSCI 一区）， Psychology in the Schools （SSCI 二区）,  Educational Studies（SSCI 二区）编委, 及 80 余家 SSCI 期刊匿名评审。



个人简历



研究兴趣：语言教育与测评、教育心理学、研究方法


2. 学术发表


C/SSCI期刊论文

  1. Cai, Y. & Xing, K. (accepted). Unveiling the fluid impact of self-concept and self-efficacy upon English achievement: A perspective of the Island Ridge Curve. European Journal of Education. [SSCI 2025 Q1]

  2. Cai, Y. (2026). Exploring the interaction between growth mindset and self-efficacy in predicting second/foreign language learning achievement. Studies in Second Language Learning and Teaching. [SSCI 2025 Q1]

  3. Cai, Y., Zhu, L., & Xing, K. (2026). Self-efficacy mediates but does not moderate the relationship between grit and English achievement. Innovation in Language Learning and Teaching.  20(3), 398-412.  [SSCI 2025 Q1]

  4. Cai, Y. & *Lin, J. (2026). Gauging interaction in situated expectancy-value theory: An investigation into the relative importance and mutual moderation between reading enjoyment and self-concept in predicting reading achievement. The Asia-Pacific Education Researcher. [SSCI 2025 Q1]  

  5. Cai, Y., Xing, K., Wang, C., & *Jiang, Y. (2026). Uncovering the nonlinear relationship between metacognitive strategy use and L2 achievement from the lens of the Island Ridge Curve: More is not always better. Language Awareness. [SSCI 2025 Q1]  

  6. Xie Q. & *Cai, Y., & Zhang, Q. (2026). The roles of student enjoyment of reading and teacher job satisfaction in the reading gap of socio-economic inequality. Teaching and Teacher Education.   [SSCI 2025 Q1]  

  7. Cai, Y. (2026). Can self-efficacy and metacognitive strategies mitigate the effect of textual unfamiliarity on reading test performance? Reframing test validation through the lens of test-taker agency. System.  [SSCI 2025 Q1]  

  8. Cai, Y., *Zhao, M. & Ge, Q. (2026). When the situated expectancy-value theory meets the Island Ridge Curve: Examining the moderation of language proficiency on the relationship between expectancy-value and language achievement. Innovation in Language Learning and Teaching. [SSCI 2025 Q1]

  9. Cai, Y., *Chen, Y., & Yang, Y. (2026). Exploring the relationship between reading literacy and creativity competence: A multilevel modeling approach. Thinking Skills and Creativity.   [SSCI 2025 Q1]

  10. Ge, Q., *Cai, Y. & Xu, X. (2026). Reading enjoyment and reading strategies mediating the relationship between perceived teacher feedback and reading achievement. Reading and Writing Quarterly.   [SSCI 2025 Q2]  

  11. Yang, Y., *Cai, Y., & Ge, Q. (2026). Do dimensional comparison effects apply to the achievement and self-concept relationship in the context of English Medium Instruction? Educational Psychology.   [SSCI 2025 Q1]

  12. Cai, Y., Li, Z., & Yang, Y. (2026). The interplay between long-term orientation and expectancy-value factors in determining Business English learning. European Journal of Psychology of Education.  [SSCI 2025 Q2]

  13. Cai, Y. (2025). Can teacher feedback dispel the shadow of test anxiety over English achievement? The Dual-Mode Hypothesis. Language Teaching Research.  [SSCI 2024 Q1]

  14. Cai, Y., Chen, Y., & Yang, Y. (2025). The role of uncertainty tolerance in lowering test anxiety and enhancing English achievement. Thinking Skills and Creativity. [SSCI 2024 Q1]

  15. Cai, Y., Zuo, Q., & Ge, Q. (2025). Examining the association between boredom and English achievement in the contexts of self-efficacy and English proficiency levels: A perspective combining the control-value theory and the Island Ridge Curve. System.  [SSCI 2024 Q1]

  16. Cai, Y., Zhu, L., & Yang, Y. (2025). The double‐edged sword effect of reading self‐concept on math achievement: Additional insights for making dimensional comparisons. Psychology in the Schools, 62(2), 631-645.   [SSCI 2024 Q1]

  17. Cai, Y., Xing, K., & Ge, Q. (2025). Teacher support as a context of growth mindset in predicting reading achievement. Social Psychology of Education.  [SSCI 2023 Q1]

  18. Cai, Y., Zhu, L. & *Yang, Y. (2025). The double‐edged sword effect of reading self‐concept on math achievement: Additional insights for making dimensional comparisons. Psychology in the Schools, 62(2), 631-645. [SSCI 2023 Q3]

  19. Cai, Y. (2025). The bidirectional relationship between self-concept and self-efficacy and their relative importance to foreign language learning achievement. The Asia-Pacific Education Researcher, 34, 53-63.  [SSCI 2022 Q1].

  20. Liu, Z. & Cai, Y. (2024). Motivation for teaching: The moderating effects of teacher collaboration on the association between job satisfaction and job performance. Asia Pacific Education Review. https://doi.org/10.1007/s12564-024-10027-w   [SSCI 2023 Q2]

  21. Cai, Y., & *Lin, J. (2024). The moderation of culture dimensions on the relationships between expectancy-value factors and reading achievement. Learning and Individual Differences, 102542.  [SSCI 2023 Q1] https://doi.org/10.1016/j.lindif.2024.102542

  22. *Cai, Y., Peng, X & Ge., Q. (2024). The tango between perceived cognitive load and enjoyment of reading in determining reading achievement.  Reading and Writing. [SSCI 2023 Q2]   

  23. Nalipay, J., King, R. B., & *Cai, Y. (2024). Happy teachers make happy students: The social contagion of well-being from teachers to their students. School Mental Health. [SSCI 2023 Q2]

  24. Cai, Y. (2024). Metacognitive strategy use in L2 learning fluctuates from both ends towards the middle: Longitudinal evidence for the Island Ridge Curve. System. [SSCI 2022 Q1].

  25. Cai, Y. & *Jiang, Z. (2024). Female students and students from more affluent families benefit more from fear of failure in learning achievements: A study across 77 economies. Learning and Individual Differences. [SSCI 2022 Q1].

  26. Cai, Y. (2024). The bidirectional relationship between self-concept and self-efficacy and their relative importance to foreign language learning achievement. The Asia Pacific Education Researcher. [SSCI 2022 Q2].

  27. Chen, H., Cai, Y., & de La Torre, J. (2023). Investigating Second Language (L2) reading subskill associations: A cognitive diagnosis approach. Language Assessment Quarterly, 20(2), 166-189.     [SSCI Q1].

  28. King, R., *Cai, Y., & Elliot, A. (2023). Income inequality is associated with heightened test anxiety and lower academic achievement: A cross-national study in 51 countries. Learning and Instruction. [SSCI 2022 Q1].

  29. Yang, Y., *Cai, Y. & Song, Y. (2023). Examining the effect of a mobile-assisted self-regulation scheme on primary students’ self-regulated vocabulary learning via latent growth modelling.  Educational Technology & Society. [SSCI 2022 Q1].  

  30. Wen, J., Zhang, J., Yang, Y., & *Cai, Y. (2023). Development and validation of the Self-Regulated Translation Strategy Scale (SRTSS). Studies in Educational Evaluation. [SSCI 2022 Q2].

  31. *Cai, Y. & Zhao, C. (2023). Metacognitive strategies and self-efficacy co-shape L2 achievement: A multilevel structural equation modeling approach. System. [SSCI 2022 Q1].

  32. *Cai, Y., & Xing, K. (2023). Examining the mediation of engagement between self-efficacy and language achievement. Journal of Multilingual and Multicultural Development.  [SSCI 2022 Q1].

  33. King, R., Zhang, R., Wen, J., Xie, F. & *Cai, Y. (2023). Gratitude is its own reward: How grateful students have better motivation and engagement. Educational Psychology. [SSCI 2022 Q1].  

  34. Cai, Y., *Ge, Q., & Yang, Y. (2023). The role of perspective taking in mediating the relation between teacher feedback and reading achievement. European Journal of Educational Psychology.  [SSCI Q2].

  35. Cai, Y., & *Yang, Y. (2023). The development and validation of the Scale of Design Thinking for Teaching (SDTT). Thinking Skills and Creativity.  [SSCI 2022 Q1]

  36. Xie, Q., Cai, Y. & Yeung, S.S. (2022). How does word knowledge facilitate reading comprehension in second language? A longitudinal study in Chinese primary school children learning English. Reading and Writing.   [SSCI Q2]

  37. Cai, Y., Yang, Y., Ge, Q., & Weng, H. (2022). The interplay between teacher empathy, students’ sense of school belonging, and learning achievement. European Journal of Psychology of Education.   [SSCI Q2]

  38. Cai, Y. & Yang, Y. (2022). The fluid effect of reading strategies on mathematics learning: A perspective of the Island Ridge Curve. Learning and Individual Differences.   [SSCI 2022 Q1]

  39. Zhoc, Karen C. H., *Cai, Y., Yeung, S. Z. & Shan, J. (2022). Subjective wellbeing and emotion regulation strategies: How are they associated with student engagement in online learning during Covid-19? British Journal of Educational Psychology.  [SSCI 2022 Q1]

  40. Cai, Y., King, R. B., & McInerney, D.M. (2022). The concurrent trajectories of utility value, metacognitive strategy use, and achievement. The Journal of Experimental Education.  [SSCI Q2]  

  41. Yeung, S., King, R., Nalipay, J. & *Cai, Y. (2022). Exploring the interplay between socioeconomic status and reading achievement: An expectancy-value perspective. British Journal of Educational Psychology.   [SSCI Q1]

  42. Xie, Q., King, R. & *Cai, Y. (2022). Emotional contagion: A cross-cultural exploration of how teachers’ enjoyment facilitates achievement via students’ enjoyment. Current Psychology. [SSCI Q3]

  43. Yan, J. & *Cai, Y. (2022). Teachers’ instruction of reading strategies and primary school students’ reading literacy: an approach of multilevel structural equation modelling. Reading and Writing Quarterly.   [SSCI Q3]

  44. Cai, Y. & Chen, H. (2022). The fluctuating effect of thinking on language performance: New evidence for the Island Ridge Curve? Language Assessment Quarterly. [SSCI 2022 Q1]

  45. Cai, Y., *Yang, M. & Yao, J. (2022). More is not always better: The nonlinear relationship between formative assessment strategies and reading achievement. Assessment in Education: Principles, Policy & Practice. [SSCI 2022 Q1].

  46. Xiao, Y., *Cai, Y., Ge, Q., & Yang, Y. (2022). The potential of using formative assessment to enhance academic achievement in the Confucian-heritage culture: A comparison between Hong Kong and Shanghai. The Asia-Pacific Education Researcher.  [SSCI 2022 Q1].

  47. Zhang, L., Li, Hui, & Cai, Y. (2021). Profiles of approaches to learning and the relationship with academic school readiness in Chinese preschoolers. Early Education and Development.[SSCI Q3]

  48. Bernardo, A. B. I., *Cai, Y., & King, R. B. (2021). Society-level social axiom moderates the association between growth mindset and achievement across cultures. British Journal of Educational Psychology.   [SSCI Q1]

  49. Nalipay, J., *Cai, Y., & King, R. B. (2021). The social contagion of utility value: How parents’ beliefs about the usefulness of science predict their children’s motivation and achievement. School Psychology International.   [SSCI Q2]  

  50. Wang, C., *Cai, Y., You, Xi. & Zhao, M. (2021). Disentangling the relation between motivation regulation strategy and writing performance: A perspective of the Island Ridge Curve. Foreign Languages World. CSSCI.

  51. Cai, Y. & Kunnan, A. J. (2020). Mapping the fluctuating effect of strategy use ability on English reading performance for nursing students: A multi-layered moderation analysis approach. Language Testing, 37(2), 280-304.  [SSCI Q1]

  52. Yung, K. & *Cai, Y. (2020). Do secondary school-leaving English exam results predict university students’ academic writing performance? A latent profile analysis. Assessment and Evaluation in Higher Education, 45(4), 629–642. [SSCI Q1]

  53. King, R. B., *Cai, Y. & Du, H. (2020). Societal-level utility value strengthens the relationship between student-level utility value and achievement: A person-culture fit perspective. British Journal of Educational Psychology.    [SSCI Q1]

  54. Nalipay, J. M., King, R. &*Cai, Y. (2020). Autonomy is equally important across East and West: Testing the cross-cultural universality of self-determination theory. Journal of Adolescence. 78, 67-72.  [SSCI Q1]

  55. Nalipay, J. M., *Cai, Y. & King, R. (2020). Why do girls do better in reading than boys? How parental emotional contagion explains gender differences in reading achievement. Psychology in the Schools. 57(2), 310-319 [SSCI Q3]

  56. Cai, Y. & Lei, C. (2019). Profiling the efficiency of strategy use across different types of L2 readers. Educational Studies.   [SSCI Q4]

  57. King, R., Susanna Yeung, & Cai, Y. (2019). Personal investment theory: a multi-faceted framework to understand second and foreign language motivation. System.     [SSCI Q1]

  58. Cai, Y., King, R., Law, W., & McInerney, D.M. (2019). Which comes first? Modeling the relationships among future goals, metacognitive strategies, and academic achievement using multilevel cross-lagged SEM. Learning and Individual Differences.   [SSCI Q2]

  59. Fong, R. & *Cai, Y. (2019). Perfectionism, self-compassion and test-related hope in Chinese primary school students. The Asia Pacific Education Researcher, 28(4), 293–302.  [SSCI Q4]

  60. Cai, Y. & Kunnan, A. (2019). Detecting the language thresholds of the effect of background knowledge on a Language for Specific Purposes reading performance: A case of the island ridge curve. Journal of English for Academic Purposes. 42, [SSCI Q1]

  61. Cai, Y. & Cheung, H. T. (2019). Classifying the writing assessment tasks of English as the medium of instruction programs using latent class analysis. International Journal of Educational Research, 95, 143-152.   [SSCI Q3]

  62. Cai, Y. & Kunnan, A. (2018). Examining the inseparability of content knowledge from LSP reading ability: An approach combining bifactor-multidimensional item response theory and structural equation modeling. Language Assessment Quarterly, 15(2), 109-129.  [SSCI Q2]

  63. Cai, Y. & Zhu, X. (2017). Learning strategies and reading literacy among Chinese and Finnish adolescents: Evidence of suppression. Educational Psychology. 37(2), 192–204.   [SSCI Q3]

  64. Cai, Y. (2015). The value of test responses to content validity evaluation: A bifactor- MIRT approach. Nurse Education Today, 35 (12), 1181-1185.   [SSCI Q1]



其它论文

  1. Cai, Y. (2026). Making growth visible: Progression-Oriented Language Assessment (POLA). Language Testing and Assessment. 8(1), 38-55.  

  2. Chen, J., King, R. B., & Cai, Y. (2025). How does students’ happiness shape their success? Uncovering the role of well-being in mediating the effects of socio-demographic background characteristics on students’ academic performance in Hong Kong. In J. C.-K. Lee (Ed.), Student and Teacher Mental Health and Well-Being in Schools: Asian Contexts and Perspectives (pp. 23-37). Springer.

  3. Cai, Y. (2024). Test-taking strategies. In A. J. Kunnan (Ed.), The concise companion to language assessment (2nd ed., pp. 473-495). Wiley.

  4. Cai, Y. (2023). Accounting for interaction in language test validation: Applying the competition-mediation-moderation (CMM) approach to enhance the transparency of test score interpretation Language testing and assessment, 2, 48-64. https://sns.wanfangdata.com.cn/perio/yuycsypj

  5. Cai, Y. (2022). Island Ridge Curve: An invisible hand behind self-regulated learning? SSRL SIG Newsletter (2022 Spring). 41, 10-11.

  6. Cai, Y. (2022). PISA 2025 Foreign Language Assessment Framework. Shanghai Education. 52-53.

  7. Cai, Y., & Cheung, H. T. (2021). The Dynamic Language Ability System: A framework for diagnosing and tracking the development of language ability. In Lily I-wen Su & Hin Tat Cheung (Eds), Rethinking EMI: Multidisciplinary Perspectives from Chinese-speaking Regions. New York: Routledge.

  8. Yung, K. & *Cai, Y., & Lee, N. (2020). A latent profile analysis of university students’ academic writing performance. Short paper accepted by American Educational Research Association (AERA) 2020 Conference, Apr 17 –21, 2020, San Francisco, California, USA.  

  9. Lei, C. & Cai, Y. (2019). Investing Business English majors’ perspectives on business English discipline and their motivation to learning and learning environment. Paper in Proceedings of the 13th National Business English Conference, Heilongjiang, China.   

  10. Cai, Y., King, R. B., McInerney, D.M. (2018). Modeling the concurrent changes of metacognitive strategies, utility value of education, and academic achievement. Short paper published in American Educational Research Association (AERA) 2018 Conference, Apr 13 –17, 2018, New York, USA.

  11. Zhu, X., *Cai, Y., Fan, J.-q., Chan, S.-d., & Cheong, C.-m. (2017). Validation of the Oral Interaction Strategy Scale for speakers of Chinese as the first language in elementary schools. L1 Educational Studies in Language and Literature, 17, 1-25. [ESCI]

  12. Cai, Y. (2014). Comparing two theories of grammatical knowledge assessment: A bifactor-multidimensional item response theory analysis. Language Learning in Higher Education, 4 (1), 59-76.  [ESCI]  

  13. Cai, Y. (2014). The influence of strategic competence on ESP reading test performance. The International Journal of Educational and Psychological Assessment, 16(2), 47-70.

  14. Cai, Y. (2013). Validating a scale measuring strategic competence during English for Specific Purposes reading test performance: An application of bifactor multidimensional graded response model. Asian English for Specific Purposes Journal, 9(2), 26-5.

  15. Cai, Y. (2013). Validating English for Specific Purposes reading test performance using the bifactor-multidimensional item response theory. Research in Educational Studies, 11, 87-98.

  16. Cai, Y. (2012). Modeling the effects of language knowledge and background knowledge on English for Specific Purposes reading test performance. Research in Educational Studies, 10, 59-82.

3. 其它成果

  1. Cai, Y. (2024). Test-taking strategies. A. J. Kunnan 主编 语言测评手册The Concise Companion to Language Assessment (第二版)章节, Wiley出版社.

  2. Cai, Y. & Cheung, H. T. (2021). The Dynamic Language Ability System: A framework for diagnosing and tracking the development of language ability. Lily I-wen Su 和 Hin Tat Cheung 主编, Rethinking EMI: Multidisciplinary Perspectives from Chinese-speaking Regions. 纽约Routledge出版社.

  3. Cai, Y. (2020). Examining the interaction between components of ESP ability in reading: The Triple-Decker Model. 纽约Peter Lang出版社.（专著）

  4. 雷春林 &蔡雨阳. (2020). 通过微信学习词汇: 中国低水平学生的案例研究. o, H. J. 等主编 第 28 届国际计算机教育大会论文集, 第一卷，第552-557页. 亚太计算机教育学会.

  5. Cai, Y. & Tao, K. Y. (2018) (译). 罗氏模型(Rash)，加法联合测量和概率测量理论的新模型. 莫穆贞和 张权主编, 罗氏测量简介. 纽约JMP出版社.  

  6. Cai, Y., 肖扬羽 &于明媚 (2012) 编辑. 2012 年研究生研究会议论文集, 香港大学教育学院

  7. 医学英语考试办公室 (2007). 医学英语考试一级大纲. 上海：高等教育出版社 (实际总编).

  8. 医学英语考试办公室 (2007). 医学英语考试二级大纲. 上海：高等教育出版社 (实际总编).

  9. 医学英语考试办公室 (2007). 医学英语考试三级大纲. 上海：高等教育出版社 (实际总编).


4. 考试分析报告

  1. Cai, Y. (2013). Technical report for content validity analysis for the development of the International Baccalaureate Learner Profile Questionnaire (IBLPQ). 国际文凭学习者特质问卷（IBLPQ）的开发和内容效度分析技术报告 [详细信息请见Walker, A., Lee, M., & Bryant, D. A. (2016). Development and validation of the International Baccalaureate Learner Profile Questionnaire (IBLPQ). Educational Psychology, 36(10), 1845-1867.

  2. Cai, Y. (2013). Familiarization results of the ESOL-INT and the International English Language Competency Assessment (IELCA).  (英国伦敦Learning Resources Network语言测评公司).

  3. Cai, Y. (2013). Psychometric quality of the Listening Subtest of the International English Language Competency Assessment (IELCA) (英国伦敦Learning Resources Network语言测评公司).

  4. Cai, Y. (2013). Psychometric quality of the Reading Subtest of the International English Language Competency Assessment (IELCA) (英国伦敦Learning Resources Network语言测评公司).

  5. Cai, Y.. (2013). Psychometric quality of the Writing & Speaking Subtest of the International English Language Competency Assessment (IELCA) (英国伦敦Learning Resources Network语言测评公司) http://www.lrnglobal.org/Research/Public/IELCA_writing_and_speaking%20Subtests_Report_v2.pdf

  6. Cai, Y. (2008). 医学英语考试考后报告（一级） (中国，北京).  

  7. Cai, Y. (2008). 医学英语考试考后报告（二级） (中国，北京).  

  8. Cai, Y. (2008). 医学英语考试考后报告（三级） (中国，北京).


5. 科研项目

  1. 国家社科基金项目(负责人): A study on the assessment of Business English ability development based on the Dynamic Language Ability System. 金额：20万人民币. 项目编号: 24BYY131.

  2. 国际合作项目(2023.1-2023.12): Abu Dahbi Fathers’ Parenting Styles: Their predictors and their impact on child learning engagement, executive functioning, and literacy achievement. 金额: 阿联酋243,750迪拉姆 ( 450,165人民币). 项目编号: 21D038. 项目负责人: 谢秋芝(阿联酋大学课程与教学系).  

  3. 海外合作项目(2021.10-2022.9): Leveraging AI for education: Integrating adaptive formative assessment and noncognitive assessment to initiate personalized learning. 教职员研究基金(Faculty Research Fund). 金额: 港币 150,000 ( 137,055元). 项目负责人: 邱雪兰 (香港大学教育学院).  

  4. 海外合作项目(2021.7-2023.6): Teachers' revised assessment practices and effects on secondary-four students' learning outcomes and wellbeing: Assessment reform of Liberal Studies / Civic and Social Development：（Research Cluster Fund). 金额: 港币350,000 (319,795元). 项目负责人: 杨敏 (香港教育大学课程及教育学系).

  5. 校内负责项目(2020.10-2023.9): 基础教育阶段中国外语学习者的学习进程及自动诊断报告平台的开发.  上海对外经贸大学孵化基金. 金额: 130,000 元.

  6. 市属负责项目(2019.9-2022.8): 动态语言能力系统理论框架的开发. 上海高等学校特聘教授(东方学者)项目. 金额: 400,000元.   

  7. 教育部参与项目(2020.3-2023.2): 基于教育数据挖掘的商务英语网络学习行为与情感形成性评价研究. 教育部人文社会科学青年基金资助，项目编号: 20YJC740081. 金额：8000元. 负责人：姚涓涓(上海对外经贸大学国际商务外语学院)

  8. 海外合作项目(2016.3 – 2017.2): The development of an online English summary writing evaluation platform 香港教育大学教学发展津贴资助. 金额: 港币298,000. 负责人: 张显达(香港教育大学语言学及现代语言研究系).

  9. 海外负责项目(2016.10--2017.3):  Enhancing argumentative competence through Argumentation Learning Progressions: A small-scale intervention study. 香港教育大学教育学院EMI提升津贴资助. 金额: 港币10,000. 负责人: KING Ronnel (香港教育大学课程与教学学系)

  10. 海外参与项目: The cognitive processes of integrated writing assessment performance:  A trend study comparing leaners of Chinese as the First Language in Hong Kong and learners of English as the Foreign Language in the UK. 香港政府研究基金(GRF). 金额：300,000港币. 负责人: 祝新华(香港理工大学中文及双语学系) .  

  11. 国内参与项目(2015.8-2021.7):  中国英语学习者短语能力的评测与诊疗系统研究.中国国家社会科学基金资助项目). 项目编号: 15BYY081. 金额: 200,000元. 项目负责人: 黄开胜 (中南财经政法大学外语学院).

  12. 国内合作项目题(2016.7-2018.3): 专有用途英语教材中的形成性评估任务类型和多样性的描写性研究: 以商务英语为例. 第8轮中国外语教育研究基金. 项目编号：ZGWYJYJJ2016B26. 金额: 5000元. 项目负责人: 邹丽(武汉科技大学外语学院).

  13. 国际负责项目(2013.11): A study comparing the IELCA-A Reading Test and the CET-4 Reading Test. IELCA-A. 英国伦敦Learning Resource Network (LRN) 研究基金. 金额:  800英镑.

  14. 国内合作项目(2010.8-2011.7): 非英语专业研究生英语通用学术目的需求分析. 湖北省教育厅, 项目编号: 2011jyty132. 金额: 3000元. 项目负责人: 邹丽(武汉科技大学外语学院).

  15. 国际合作项目(博士论文): Modeling ESP ability in reading: A focus on interaction among background knowledge, grammatical knowledge and strategic competence. 获得三项资助 (两项外部资助):  

  16. 托福第二或外语评估博士研究小额资助 (2012.10)，美国教育考试服务中心ETS，金额: 2000美元.

  17. 美国测评系统公司Assessment Systems Corporation (ASC) 心理和教育测量项目研究生补助金(2012.12). 金额: 800 美元.

  18. 香港教育大学教育学院教师研究补助金(2012.6). 金额: 港币3000.

  19. 海外参与题目(2015.12-2017.3): English Language Proficiency Assessment: A collaborative project on developing an English test to assess students’ English proficiency after admission. 香港特别行政区大学教育资助委员会. 金额: 港币400万. 项目负责人: 张显达(香港教育大学语言学及现代语言研究系).  

  20. 国内负责项目(2007.1-2008.2): 医学英语考试系统 (METS) 的开发. 教育部考试中心，国家外国专家局，中华医学会，中华护士协会联合主办http://www.mets.org.cn/


6. 主旨发言和特邀报告 (64场)

  1. Cai, Y. (July 16th, 2026). Offloading to Learn? Unpacking the Dual-Mode Effects of Strategic GenAI-assisted reading engagement on English Reading Achievement. Invited talk to Forum on AI and Educational Pedagogy, Curriculum and Instruction, CUHK, HK SAR.

  2. Cai, Y. (June 6th, 2026). Employing quantified thinking in the formulation of social science research questions. Invited talk to Honors College, SISU, Shanghai, China.

  3. Cai, Y. (Dec. 4th, 2025). Investigating the dynamic interplay between test anxiety and monitoring using mixture multivariate growth curve modeling, 《香港中文大学65周年校庆-中国教育论坛》 主题报告, 中国香港.

  4. Cai, Y. (Oct. 31st, 2025). “双模态假说”及其对缓解大学生英语考试焦虑的启示The Dual-Mode Hypothesis and its implications for alleviating English test anxiety among university students. 《大学生生涯发展体系构建》论坛主旨报告，华东师范大学高等教育研究中心，中国上海.

  5. Cai, Y. (Oct. 10th, 2025). The many shades of metacognition in language learning and assessment: Conceptualization, heterogeneity, and dynamics. School of International Cultural Exchange, Shanghai University of Finance and Economics, Shanghai, China. 上海财经大学国际文化交流学院特邀报告，中国上海

  6. Cai, Y. (June 3rd, 2025). The ups and downs of boredom in English Learning: Does confidence and ability make a difference? 《香港-上海高校联盟-高等教育心理健康论坛》主旨报告，香港中文大学课程与教学系，中国香港.

  7. Cai, Y. (May 23rd, 2025). What should you do when you don’t know what to do? From uncertainty to self-determined learning during graduate studies. Keynote to The Third Young Scholars Symposium on Intercultural Research, Intercultural Institute, Shanghai International Studies University, Shanghai, China. 上海跨文化研究中心第三届青年学者论坛主旨报告，中国上海

  8. Cai, Y. (May 15th, 2025). The Island Ridge Curve Theory: A new lens for foreign languages teaching, learning, and researching. 兰州大学外国语学院特邀报告, 中国兰州.

  9. Cai, Y. (April 29th, 2025). Using the Island Ridge Curve Theory to Guide Language Education Research: A Showcase with Student Self-Efficacy and Teacher Feedback. 美国加州大学伯克利分校伯克利教育学院特邀报告, 美国旧金山.

  10. Cai, Y. (2025.4.3). Thinking and modeling using Multilevel Modeling. Talk to Mathematics and Science College, Shanghai Normal University, Shanghai, China. 上海师范大学数学系特邀报告, 中国上海.

  11. Cai, Y. (Dec. 9th, 2024). Uncovering the nonlinear relationship between metacognitive strategy use and L2 achievement from the lens of Island Ridge Curve: More is no always better. 特邀在华东师范大学 - 香港中文大学联合论坛发表演讲：积极教育：促进学习、幸福与蓬勃发展。华东师范大学，中国上海.

  12. Cai, Y. (Nov. 8th, 2024). The many shades of metacognition in language learning and assessment: Conceptualization, heterogeneity, and dynamics. 上海外国语大学教育学院研究生训练营主旨发言，中国上海.

  13. Cai, Y. (November 26th, 2024). Island Ridge Curve Theory: A new approach to foreign language teaching and research.  中国地质大学外国语学院特邀报告，中国武汉

  14. Cai, Y. (November 25th, 2024). Island Ridge Curve Theory: The new silk road between the East and the West. 武汉理工大学外国语学院特邀报告，中国武汉.

  15. Cai, Y. (November 24th, 2024). Assessing language learning progression. 一流外语课程建设高峰论坛上发表主题演讲，中南民族大学，中国武汉.

  16. Cai, Y. (November 19th, 2024). Island Ridge Curve Theory: A new perspective for language teaching, learning, and research. 江西师范大学外国语学院特邀报告，中国南昌.

  17. Cai, Y. (November 18th, 2024). Island Ridge Curve Theory: Implications for language teaching, learning, and research. 江西豫章师范学院特邀报告，中国南昌.

  18. Cai, Y. (September 24th, 2024). Assessing language learning potentials.   美国威斯康星-麦迪逊大学威斯康星教育研究中心WIDA英语测评项目特邀报告，美国麦迪逊.

  19. Cai, Y. (September 23rd, 2024). Island Ridge Curve Theory and its implications for language education and assessment research. 浙江大学外国语学院特邀报告，中国杭州.

  20. Cai, Y. (July 10th, 2024). The development of the Island Ridge Curve Theory. Invited talk to the team of the Center for Complexity Thinking, Wisconsin Center for Educational Research, Wisconsin University-Madison, Wisconsin, U.S. 美国威斯康星大学麦迪逊分校威斯康星教育研究中心复杂思维研究团队特邀报告，美国麦迪逊（线上）.

  21. Cai, Y. (June 19th, 2024). A brief introduction to the Island Ridge Curve Theory. 美国雪城大学教育学院特邀报告，美国雪城.

  22. Cai, Y. (May 10th, 2024). Island Ridge Curve Theory: Implications for language teaching, learning, and research.  中南民族大学外国语学院的特邀报告，中国武汉. https://www.scuec.edu.cn/kfy/info/1220/9523.htm

  23. Cai, Y. (May 10th, 2024). Island Ridge Curve Theory: Implications for education and AI-empowered language learning. 华中师范大学湖北省数字化教育重点实验室特邀报告, 中国武汉.   https://hrcei.ccnu.edu.cn/info/1186/1713.htm

  24. Cai, Y. (April 3rd, 2024). Do ICT use and ICT self-efficacy benefit everyone’s learning achievement? A Lens of the Island Ridge Curve. 霍华德大学的课程与教学系特邀报告, 美国华盛顿特区（在线）.

  25. Cai, Y. (March 5th, 2024). Island Ridge Curve Theory and its implications for language education research. College of Foreign Languages, Nankai University, March 5th, 2024, Tianjin, China.

  26. Cai, Y. (2023.11.26). Assessing academic language ability in the era of artificial intelligence. 第一届科学话语研究论坛暨2023年学术英语教学与测试研讨会主旨报告. 曲阜师范大学, 中国曲阜.  

  27. Cai, Y. (2023.11.12). The Dynamic Language Ability System (DLAS): A framework for future artificial intelligence-based language assessment. 2023智能技术和语言学习国际研讨会主旨报告, 上海外国语大学, 中国上海.

  28. Cai, Y. (2023.5.18). Island Ridge Curve (IRC): The interface between Chinse-heritage wisdom and modern educational psychology? 武汉科技大学外国语学院特邀报告, 中国武汉.

  29. Cai, Y. (2023.5.17). Island Ridge Curve (IRC): The Theory of Island Ridge Curve (IRC): Introduction and application to medical education research. 江汉大学护理系特邀报告, 中国武汉.

  30. Cai, Y. (2023.5.10). Island Ridge Curve (IRC): The interface between Chinse-heritage wisdom and modern educational psychology? 上海立信会计金融学院外国语学院特邀报告, 中国上海.

  31. Cai, Y. (2023.5.29). Island Ridge Curve (IRC): The interface between Chinse-heritage wisdom and modern educational psychology? 华东师范大学心理学系特邀报告, 中国上海.

  32. Cai, Y. (2022.11.5). Proposing business English research questions based on modern educational psychology theories. 山东商务英语协会年会2022主题报告, 中国山东.

  33. Cai, Y. (2022.10.28). Island Ridge Curve: A new interface between research in language education and educational psychology. 新文科视野下外语学科建设与发展全国研讨会主旨报告, 中国贵阳.

  34. Cai, Y. (2022.10.14). Island Ridge Curve (IRC): A new foundation for foreign Languages education and assessment. 首都师范大学外国语学院特邀报告, 中国北京.

  35. Cai, Y. (2022.7.8). The pearls and perils of academic publishing. 上海外国语大学跨文化研究中心学术沙龙特邀报告, 中国上海.

  36. Cai, Y. (2022.7.14). Research in applied linguistics: a beginner’s guide. 上海对外经贸大学国际商务外语学院2022夏令营报告, 中国上海.

  37. Cai, Y. (2022.6.9). Research design for research in foreign language education. 上海外国语大学研究生院外语教育研究设计系列工作坊 (上), 中国上海.

  38. Cai, Y. (2022.7.2). The ABCs of doing research in foreign language education. 上海外国语大学研究生院外语教育研究设计系列工作坊 (下), 中国上海.

  39. Cai, Y. (2022.5.26). Island Ridge Curve Theory and Child Development & Education. 福建师范大学教育学部特邀报告, 中国福州.

  40. Cai, Y. (2021.12.15). The Dynamic Learning Potential Framework: Implications for learning development assessment. 华东师范大学教育学部特邀报告, 中国上海.

  41. Cai, Y. (2021.7.13). Language learning and research. 上海对外经贸大学国际商务外语学院2021夏令营特邀报告, 中国上海.

  42. Cai, Y. (2021.7). Linking large-scale international English language tests. 国家卫生健康委员会国际人才交流服务中心特邀报告, 中国北京(线上).

  43. Cai, Y. (2021.7.9). 翻译素养. 新翻译技术背景下的翻译人才培养高峰论坛特邀报告, 上海对外经贸大学, 中国上海.

  44. Cai, Y. (2021.7.9). Applying quantitative thinking to language research: A gentle introduction. 首都医科大学医学文学院特邀报告, 中国北京.

  45. Cai, Y. (2021. 5.29). Assessing medical English in the era of new medicine and new social sciences and humanities. 中华医学会医学外语学组首届全国医学院校英语师资培训研讨会 & 全国医学英语师资培训基地启动仪式主旨报告,  中国北京.

  46. Cai, Y. (2021.4.15). Answering metaphorical questions with quantitative thinking. 上海外国语大学国际教育学院, 中国上海.

  47. Cai, Y. (2020.11.25). Answering metaphoric questions in language research: Application of advanced quantitative methods. 中南财经政法大学外国语学院, 中国武汉 http://wgyxy.zuel.edu.cn/2020/1201/c836a258415/pagem.htm

  48. Cai, Y. (2020.11.24). Application of advanced quantitative methods in educational research. 华中师范大学人工智能与教育学院, 中国武汉.

  49. Cai, Y. (2020.10.20). Answering metaphoric questions in language research: Application of advanced quantitative methods. 上海外国语大学国际教育学院, 中国上海 http://wgyxy.zuel.edu.cn/2020/1201/c836a258415/pagem.htm

  50. Cai, Y. (2020.10.22-28). 英语测试成绩背后的故事. 东方学者论坛，中国上海.

  51. Cai, Y. (2020.7.6). 新文科时代的语言课程改革: 挑战与机遇. 上海对外经贸大学国际商务外语学院报告, 中国上海

  52. Cai, Y. (2019.8.19). The psychology of learning and teaching: Insights from PISA. 香港中文大学教育学院, 中国香港

  53. Cai, Y. (2019.2.22). On a coding frame for analyzing EMI writing assignment tasks. 中国科学院大学英语系特邀报告, 中国北京  http://foreign.ucas.ac.cn/index.php/zh-cn/home/xwdt/1392-2019-02-26-10-57-34

  54. Cai, Y. (2019.2.21). The development of the Discipline-Sensitive Language Assessment Framework. 中国科学院大学英语系特邀报告，中国北京 http://foreign.ucas.ac.cn/index.php/zh-cn/home/xwdt/1392-2019-02-26-10-57-34

  55. Cai, Y. (2018.12.7). The pilgrimage to language and educational assessment: A synergy of theory and methodology. 上海对外经贸大学国际商务外语学院, 中国上海

  56. Cai, Y. (2018.11.8). The pilgrimage to language and educational assessment: A synergy of theory and methodology. 重庆大学外国语学院, 中国重庆.

  57. Cai, Y. (2018.11.2). If the era of assessing content in language assessment has come, is the language assessment community ready to welcome?  世界语言测评大会, 澳门大学人文学院, 中国澳门.  

  58. Cai, Y. (2018.4.26). On a coding frame for analyzing English as the medium of instruction writing assignment tasks: Proposal and validation. 中南财经政法大学外国语学院, 中国武汉  http://wgyxy.zuel.edu.cn/2018/0423/c861a189588/page.htm   

  59. Cai, Y. (2017.4). The fluctuation of strategy use effect with L2 Proficiency on L2 Reading: Proposal of the IRC Model. 中南财经政法大学外国语学院, 中国武汉 http://wgyxy.zuel.edu.cn/2017/0419/c836a155326/page.htm      

  60. Cai, Y. (2014). Modeling the cuboid moderation of language knowledge on strategic competence: An exploration with ESP reading test process. 学习科学夏期学术营2014, 中国香港

  61. Cai, Y. (2009.8). Linking the Medical English Test System with the medical and healthcare curriculum for undergraduate studies in the United States: An evaluation of the proposal by an American academic organization, 医学英语考试改革委员会，上海医学院，中国上海.

  62. Cai, Y. (2008.1). 医学英语考试系统的质量控制. 山东医学院，中国济南

  63. Cai, Y. (2007.8).  医学英语考试系统的考后分析：用于医学/护理专业英语教学和学习的诊断信息，第2次医学英语考试会议，中国北京.

  64. Cai, Y. (2007.4). 医学英语考试系统的开发. 第1次全国医学英语考试会议，中国无锡.

7. 学术会议报告

  1. Cai, Y. (Nov. 9th, 2025). Examining the differentiated effects of grit and resilience on boredom and English achievement: A perspective of the Island Ridge Curve. 主题研究分论坛六：积极教育促进学生全面发展的实证研究, 第十一届“全国教育实证研究论坛”, 华东师范大学教育学部，中国上海.

  2. Cai, Y. (April, 2025). Using the Island Ridge Curve Theory to guide language education research: A showcase with student self-efficacy and teacher feedback. Poster paper presented to the AERA 2024 Annual Meeting (Division C - Learning and Instruction/ Section 2b: Learning and Motivation in Social and Cultural Contexts). April 11-14, 2025, Denvor, USA. 2025年美国教育研究协会（AERA）年会上展示的海报论文（C 分会 - 学习与教学 / 2b 小组：社会与文化背景下的学习与动机）

  3. Cai, Y. (June, 2024). Island Ridge Curve: A new framework accounting for the contributions of emotion and cognition to language learning performance. Paper presented at CSSE Conference 2024 (Canadian Association for Educational Psychology), June 12-17, 2024. McGill University, Montreal, Canada.于 2024 年 6 月 12 日至 17 日在加拿大蒙特利尔麦吉尔大学举行的 2024 加拿大教育研究协会（CSSE）会议（加拿大教育心理学协会）上报告论文

  4. Liu, S., Yang, Y. & Cai, Y., & (June, 2024). Self-regulated intercultural communication and English reading of Chinese Canadian immigrants. Paper accepted by CSSE Conference 2024, June 12-17, 2024. McGill University, Montreal, Canada. 2024 年加拿大教育研究协会（CSSE）会议录用论文。

  5. Cai, Y. & Lin, Jia. (April, 2024). The fluidity of expectancy-value effects across cultures: An approach of three-level SEM with random slopes. Poster paper presented at AERA 2024 Annual Meeting (Division C - Learning and Instruction/ Section 2b: Learning and Motivation in Social and Cultural Contexts). April 11-14, 2024, Philadelphia, Pennsylvania, USA. 美国宾夕法尼亚州费城于 2024 年 4 月 11 日至 14 日举行的美国教育研究协会（AERA）2024 年年会上展示的海报论文（C 分部 - 学习与教学 / 2b 组：社会与文化背景下的学习与动机）。

  6. Yung, K. & *Cai, Y. (April, 2024). A latent profile analysis of university students’ academic writing performance. Paper presented at AERA 2024 Annual Meeting (SIG-Measurement and Assessment in Higher Education: Assessing student learning, performance, and success). April 11-14, 2024, Philadelphia, Pennsylvania, USA.  2024 年 4 月 11 日至 14 日在美国宾夕法尼亚州费城举行的美国教育研究协会（AERA）2024 年年会上报告的论文（高等教育测量与评估特别兴趣小组：评估学生学习、表现及成就）

  7. Cai, Y. (May, 2024). Does the theory of the Island Ridge Curve work? A verification of Chinese English learners’ self-beliefs, test anxiety, and English learning outcome. Paper accepted by Psychology of Language Learning PLL5 2024 Conference, May 16-18th, 2024. Madrid, Spain. https://www.iapll.com/  论文被 2024 年语言学习心理学大会（PLL5）录用， 2024 年 5 月 16 日至 18 日，西班牙马德里。

  8. Yang, Yin., & Cai, Y. (2024, July 3-5). Profiling Hong Kong adolescent students’ information communication technology (ICT) use and its relation to reading achievement: A combination of person-centred and variable-centred approaches. [Paper Presentation]. International Conference on Technology-enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching (TeLLT & COLLT 2024), The Education University of Hong Kong, Hong Kong SAR, China. 技术赋能语言教与学及基于语料库的语言教与学国际会议（TeLLT & COLLT 2024）香港教育大学，中国香港

  9. Yang, Yan., & Cai, Y. (2024, July 3-5). Island Ridge Curve: A new lens to uncover the interplay between SDL self-efficacy and ICT use in predicting English reading achievement among students who use English at schools but speak Chinese at home. [Paper Presentation]. International Conference on Technology-enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching (TeLLT & COLLT 2024), The Education University of Hong Kong, Hong Kong SAR, China. 技术赋能语言教与学及基于语料库的语言教与学国际会议（TeLLT & COLLT 2024）香港教育大学，中国香港

  10. Ge, Q., & Cai, Y. (2024, July 3-5). Uncovering the complex relationship between Hong Kong students’ ICT self-efficacy and English reading achievement from the lens of the Island Ridge Curve. [Paper Presentation]. International Conference on Technology-enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching (TeLLT & COLLT 2024), The Education University of Hong Kong, Hong Kong SAR, China. 技术赋能语言教与学及基于语料库的语言教与学国际会议（TeLLT & COLLT 2024）香港教育大学，中国香港

  11. Xing, K., & Cai, Y. (2024, July 3-5). Unveiling the nonlinear relationship between ICT enjoyment, online English engagement and English achievement: An investigation grounded in the Island Ridge Curve theory. [Paper Presentation]. International Conference on Technology-enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching (TeLLT & COLLT 2024), The Education University of Hong Kong, Hong Kong SAR, China. 技术赋能语言教与学及基于语料库的语言教与学国际会议（TeLLT & COLLT 2024）香港教育大学，中国香港

  12. Zhu, L., & Cai, Y. (2024, June 28-30). Exploring the fluctuating effect of test anxiety on L2 achievement: When test anxiety meets the Island Ridge Curve. [Paper Presentation]. 第二届外语教育学术论坛，中国天津南开大学

  13. Xing, K., & Cai, Y. (2024, June 28-30). Mapping the fluid effects of the enjoyment of information communication technology and English engagement on English achievement. [Paper Presentation]. 第二届外语教育学术论坛，中国天津南开大学

  14. Chen, Yan., & Cai, Y. (2024, June 28-30). The complex relationship between English learners’ self-efficacy, systems thinking, and L2 achievement: A perspective of the Island Ridge Curve. [Paper Presentation].  第二届外语教育学术论坛，中国天津南开大学

  15. Zuo, Q., & Cai, Y. (2024, June 28-30). Accounting for the nonlinear relationship between boredom and English achievement from the perspective of the Island Ridge Curve. [Paper Presentation]. 第二届外语教育学术论坛，中国天津南开大学

  16. Peng, X., Xing, K.& Cai, Y. (2023.9.23-24). Exploring the interplay between task difficulty and self-concept in predicting English reading test performance: An application of the competition-mediation-moderation approach. 第一届外语高端论坛，北京外国语大学，中国北京.

  17. Xing, K., Zhu, L. & Cai, Y. (2023.9.23-24). Examining the mediation of engagement between self-efficacy and language achievement. 第一届外语高端论坛，北京外国语大学，中国北京.

  18. Zhu, L., Peng, X. & Cai, Y. (2023.9.23-24). Exploring the concordance of fluid intelligence and expectancy-value theory during English learning: A multilevel-structural equation modeling. 第一届外语高端论坛，北京外国语大学，中国北京.

  19. Zhao, M. & Cai, Y. (2022.12.6-9). Examining the reciprocal relations among English self-concept, self-efficacy and engagement. 2022年国际英语语言教育与应用语言学大会 (ICELEAL 2022)报告，香港教育大学（线上）, 中国香港.

  1. Ge, Q., Peng, X. & Cai, Y. (2022.12.6-9). Development and Validation of the Systems Thinking Inventory for Language Learning (STILL). 2022年国际英语语言教育与应用语言学大会 (ICELEAL 2022) ，香港教育大学（线上）, 中国香港.

  2. Yang, Y., Zhu, L. & Cai, Y. (2022.12.6-9). Exploring the effect of teacher design thinking on Chinese students’ English learning engagement and English achievement: A multilevel structural equation modeling approach. 2022年国际英语语言教育与应用语言学大会 (ICELEAL 2022)，香港教育大学（线上）, 中国香港.

  3. Xing, K. & Cai, Y. (2022.12.6-9). When engagement meets the Island Ridge Curve: Examining the interplay among engagement, self-efficacy and English achievement using a person-centered approach. 2022年国际英语语言教育与应用语言学大会 (ICELEAL 2022)，香港教育大学（线上）, 中国香港.

  4. Zhao, C. & Cai, Y. (2022.12.6-9). The Interplay Between Self-efficacy, Metacognitive Strategies, and English Learning Outcome: A Multilevel Structural Equation Modeling Approach. 2022年国际英语语言教育与应用语言学大会 (ICELEAL 2022) ， 香港教育大学（线上）, 中国香港.

  5. Zhu, L., Yang, Y. & Cai, Y. (2022.12.6-9). Is growth mindset meat or poison for Chinese learners of English as a Foreign Language. 2022年国际英语语言教育与应用语言学大会 (ICELEAL 2022)， 香港教育大学（线上）,  中国香港.

  6. Peng, X., Ge, Q. & Cai, Y.(2022.12.6-9). Examining the role of expectancy value theory in determining English achievement: a focus on the interaction between expectancy and value. 2022年国际英语语言教育与应用语言学大会 (ICELEAL 2022)，香港教育大学（线上）,  中国香港.

  7. Yang, Y., Ge, Q. & Cai, Y. (2022.11.22-24). Online engagement strategies: More evidence for the Island Ridge Curve. 第4届情境策略使用国际学术会议，惠灵顿维多利亚大学， 新西兰惠林顿.

  8. Cai, Y. (2022.11.22-24). Island ridge curve: A new lens for studying learner strategies. 第4届情境策略使用国际学术会议，惠灵顿维多利亚大学， 新西兰惠林顿.

  9. Yang, Y., Ge, Q. & Cai, Y. (2022.11.22-24). Online engagement strategies: More evidence for the island ridge curve. 第4届情境策略使用国际学术会议，惠灵顿维多利亚大学， 新西兰惠林顿.

  10. Cai, Y. (2022.7.1-3). Online learning engagement and emotion regulation in a smart tutoring system during the pandemic: an Island Ridge Curve (IRC) perspective. ICFULL 大会，香港教育大学，中国香港.

  11. Yu, B. & Cai, Y. (2021.7.7-9). Online English engagement: antecedents and outcome. 2021年技术协助语言学习和教学国际会议 & 基于语料库的语言学习和教学国际会议（TeLLT & CoLLT），中国香港.

  12. Fong, R. & Cai, Y. (2020.11.27-29). Self-compassion as a potential means for developing test-related hope in academically talented perfectionists. 2020年亚太资优大会，韩国大邱.

  1. Yung, K. & Cai, Y. (2020.4.17-21). A latent profile analysis of university students’ academic writing performance. 美国教育研究协会（AERA）2020年会，美国加利福尼亚州旧金山.

  2. Cai, Y.  (2019.12.1-5). Moving from both ends towards the middle: The fluctuation of strategy use by Hong Kong secondary students across three years. 澳大利亚教育研究协会（AARE）2019年会，澳大利亚布里斯班.

  3. Cai, Y. (2019.10.26-27). 复杂动态语言能力系统：新文科时代的外语教育与评估. 新时代，新文科和新外语 - 通往高水平外语研究之路峰会, 中国北京.

  4. 蔡雨阳, 阮全友，雷春林&宋燕捷 (2019.10.19-20). 基于维基环境中的协作增强学生写作：多组多层次结构方程建模分析. 中国英语教育协会（CELEA）2019年会，中国武汉.

  5. Cai, Y. & Kunnan, A. (2019.10.16-18). The island ridge curve (IRC): A theoretical model mapping the interaction between strategy use ability and language proficiency. 第6届亚洲语言测试学会年会，越南河内.

  6. Cai, Y. (2019.10.13-15). Modeling the dynamic relationship between metacognitive strategies and English performance: An Associative Latent Transition Analysis. 第3届情境策略使用国际学术会议，日本大阪  

  7. Cai, Y. (2019.7.6-7). The orchestrated use of strategic competence across successful and unsuccessful English reading test performers: A latent profile analysis with distal outcome. 第5届国际语言测评学术会议，中国广州.   

  8. King, R. B., Cai, Y. & 杜洪飞 (2019.7.5-9). The impact of socio-economic development and inequality on student motivation and achievement. 亚洲社会心理学会2019年会，中国台北

  9. King, R. B., Cai, Y. & 杜洪飞 (2019.4.5-9). Motivation is not created equal: unequal motivational payoffs as a function of country-level socio-economic development. 美国教育年会2019，加拿大多伦多

  10. Cai, Y. (2018.12.1-2). Detecting the language threshold(s) constraining the effect of background knowledge on LSP reading performance using multi-layered latent moderation analysis. 第4届国际语言测评学术会议，中国北京.

  11. 雷春林 & 蔡雨阳. (2018.8.18-19). 对商务英语专业学生的学科学习态度，学习动机和学习环境的调查. 第13届全国商务英语学术会议，黑龙江大学，中国哈尔滨  (最佳论文)

  12. Cai, Y. (2018.6.15). The transitional requirements of writing assignments for English as the medium of instruction programs: A Latent Class Analysis. 香港教育大学课程与教学系年会，中国香港.

  13. King, R.B., Du, H., & Cai, Y. (2018.5.24-27). It pays to be motivated in a motivated country: The influence of person- culture match on school motivation and achievement. 第30届心理科学大会，美国圣弗朗斯西科 

  1. Song, Y., Lei, C. & Cai, Y. (2018.5.4-5). Improving university students’ writing in wiki-based collaborative writing environments. 中文环境下的英语教育学术会议，香港教育大学，中国香港.

  2. Cai, Y. & Song, Y. (2018.2.8-9). Profiling Hong Kong adolescent students’ information technology use and its relation to reading achievement: An analysis of PISA 2009 data using mixture structural equation modeling. 技术赋能测评学术会议2018，香港教育大学，中国香港.

  3. Cai, Y. & King, R.B. (2017.11.30-2). The variation of formative assessment effect on adolescents’ literacy achievement across cultures: A multi-group multilevel mixture modeling approach. 香港教育学会国际学术会议2017，香港教育大学，中国香港.

  4. Cai, Y. & Cheung, H. T. (2017.11.8-11). Classifying disciplinary writing assessments: Proposal and application of a working coding frame. 世界语言测评学术会议，澳门大学，中国澳门.

  5. Cai, Y. (2017.6.21-23). Using the Trait–State–Occasion model to examine changes in graduate students’ metacognitive strategic competence. 第4届亚洲语言测评学会年会，台湾国立大学，中国台北.

  6. Li, E, Cheung, H.T. & Cai, Y. (2017.6.1-3). Towards a Discipline-Sensitive English Language Proficiency Assessment. 第2次多面英语学术会议，香港大学，中国香港.

  7. Cai, Y. (2014). Exploring the interaction between strategic competence and language knowledge: Does a language threshold exist? 第7次香港应用语言学会学术会议，香港理工大学，中国香港.

  8. Cai, Y. (2013). Examining the quality of a scoring rubric using generalizability theory and Many-Facet Rasch Measurement. 香港大学教育学院博士生论坛，中国香港.  

  9. Cai, Y. (2013.5). Understanding the role of subject-matter knowledge in ESP ability: Messages for teachers. 第10届欧洲语言测试学会年会，土耳其伊斯坦布尔.

  10. Cai, Y. (2013). The Triple-Decker Model for ESP reading: Insights from multilevel structural equation modeling based on multidimensional item response theory composites. 香港大学教育学院博士生论坛，中国香港  [最佳论文].

  11. Cai, Y. (2012). Modeling the effects of strategy use on ESP reading test performance. 中国专门用途英语学会第1次年会暨第4次亚洲专门用途英语学术会议， 香港理工大学，中国香港.

  12. Cai, Y. (2012). Modeling the interaction between language knowledge and background knowledge in predicting ESP reading test performance: An IRT-SEM approach. 香港大学教育学院博士生论坛，中国香港.

  13. Cai, Y. (2012). Empirically verifying Douglas’ ESP ability hypotheses: An IRT-SEM approach. 第34次国际语言测试大会，美国普林斯顿.  

  14. Cai, Y. (2011). Language knowledge, background knowledge, and LSP reading test performance. 香港应用语言学会第4次年会，香港理工大学，中国香港



8. 社会服务

  1. 国家卫健委高端国际卫生人才库建设外语标准制定顾问，2021年5至8月

  2. 上海外语教育出版社《跨文化能力考试》考试开发顾问,  2020年12月至2021年5月

  3. 美国执业护士注册考试公司国际护理英语测评项目顾问, 2017年8月至2018年11月 (http://www.cgfns.org/)

  4. 全国《医学英语考试》质量监控与改革顾问，2019至今（ http://www.mets.org.cn/ ）

  5. 英国国际英文能力考试 (IELCA)教育测量技术顾问，2013年11月至2014年12月 （ http://www.lrnglobal.org/）    

9. 学术服务

  1. 国际期刊副主编（曾任）： Journal of Asia TEFL（ESCI）， Educational Science (客座联合主编)  

  2. 国际期刊编委：British Journal of Educational Psychology (SSCI 一区) , Educational Psychology (SSCI 一区) ，Psychology in the Schools, Educational Studies (SSCI 2区),  The Educational and Developmental Psychologist （ESCI）

  3. 80余家学术期刊评审：Language Testing, Assessment and Evaluate in Higher Education, System, Applied Linguistics, Metacognition and Learning, Learning and Individual Differences, Learning and Instruction, Contemporary Educational Psychology, 等等

  4. 香港研究资助局（Research Grant Council） 外部评审专家



10. 专业学会

  1. Canadian Society for Study of Education 加拿大教育研究协会（2023至今）

  2. International Society for Quantitative Ethnography 国际量化民族志协会（2023至今）

  3. American Education Research Association (AERA) 美国教育研究协会（2019 至今）

  4. China Association for Language Testing and Assessment 中国语言测评协会（2019至今）

  5. International Language Testing Association 国际语言测试协会（2012至今）

  6. Asia Association of Language Assessment 亚洲语言测评协会（2016 至今）

  7. European Association of Language Testing and Assessment 欧洲语言测评协会（2007 至今）



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