教师简介

蔡雨阳

时间：2025-10-29浏览：413设置

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.

  20. 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.

  21. 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.

  22. 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.

  23. 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.

  24. 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.

  25. 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.

  26. 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.

  27. 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.

  28. 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.

  29. 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.

  30. 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.

  31. 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.

  32. 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.

  33. 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.

  34. 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.

  35. 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.

  36. 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.

  37. 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  

  38. 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.   

  39. 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

  40. 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

  41. 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.

  42. 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)

  43. 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.

  44. 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  

  45. 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.

  46. 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.

  47. 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.

  48. 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.

  49. 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.

  50. 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.

  51. 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.

  52. 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.  

  53. 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.

  54. 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].

  55. 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.

  56. 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.

  57. 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.  

  58. 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

  • 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

  • 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

  • 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/)

  • 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/ ）

  • 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

  • 国际期刊副主编（前任）： Journal of Asia TEFL（ESCI）  

  • 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） 

  • 70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

10. 专业学会

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

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

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

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

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

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

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



 


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