Conference Presentations

Teacher and student beliefs and attitudes toward corrective feedback: A meta-analysis and a narrative review. Conference presentation. Annual conference of the Association of American Applied Linguistics. Portland, USA. March 2017.

The mental processes of planning and their associations with working memory (with Mengxia Fu). Conference presentation. Annual conference of the Association of American Applied Linguistics. Portland, USA. March 2017.

Preparing for the job market as a Ph.D. student. Ph.D. seminar. School of Cultures, Linguistics, and Languages. University of Auckland. October 2016.

The comparative effects of task-based and task-supported language instruction (with Rod Ellis). Conference presentation. Annual conference of the Association of American Applied Linguistics. Orlando, USA. April 2016.

Strategic and within-task planning and their relationships with working memory (with Mengxia Fu). Conference presentation. Annual conference of the Association of American Applied Linguistics. Toronto, Canada. March 2015.

The timing of form-focused instruction. TESL Conference. Shanghai University. Shanghai, China. May 2015.

The comparative effectiveness of immediate and delayed corrective feedback. Joint conference of ALANZ and ALAA. Adelaide, Australia. November 2015.

Language aptitude: Reconceptualizing the construct and reorienting the research. Colloquium at the 2014 AILA Congress. Brisbane, Australia. August 2014.

  • Colloquium organizer
  • Presenter (Title of presentation: The construct validity of language aptitude)
  • Discussant

The role of language aptitude in second language acquisition: A synthetic review. The 2013 ALANZ & ALAA Conference. Victoria University of Wellington. Wellington, New Zealand. November 2013.

The contribution of meta-analysis to second language acquisition research and theory. Colloquium at the Annual Conference of American Association for Applied Linguistics. Dallas, USA. March 2013.

  • Colloquium organizer
  • Presenter (Title of presentation: A meta-analytic review of the associations between language aptitude and second language grammar learning)

The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. The Fifth Chinese SLA Conference. Wuhan, China. October 2012.

Feedback type, proficiency, and the choice of target structure. AILA 16th World Congress of Applied Linguistics. August 2011.

Recasts, working memory, and the choice of target structure. Conference on Second Language Acquisition of Chinese. Teachers College, Columbia University, New York. October 2010.

The relationship between the effectiveness of recasts and working memory in the learning of different linguistic structures. The annual conference of the Association of American Applied Linguistics. Atlanta, Georgia. March 2010.

The relation of feedback type to language analytic ability and working memory. Second Language Research Forum. College Park, Maryland. October 2010. The abstract was among the ten student abstracts that received the highest ratings from SLRF 2010 reviewers.

The interface between feedback type and language analytic ability in the learning of different linguistic structures. Second Language Research Forum. East Lansing, Michigan. October 2009.

The effectiveness of corrective feedback in SLA: A meta-analysis. The annual conference of the Association of American Applied Linguistics. Denver, Colorado. March 2009.

Investigating the contributing factors to L2 pragmatic development (with Xiaoqing Chen). The annual conference of the Association of American Applied Linguistics. Washington, D.C. March 2008.

Teachers’ voices on the validity of ELL proficiency tests mandated by NCLB: A look at the English Language Proficiency Assessment in Michigan (with Paula Winke and Ashley Romanowski). Michigan TESOL, Ypsilanti, MI. October 2007.

Implicit and explicit feedback in the learning of Chinese as a foreign language: Does their efficacy relate to proficiency?  Second Language Research Forum. Seattle, Washington. October 2006.

The relationship between Chinese EFL learners’ beliefs about language learning and proficiency. The annual conference of American Association of Applied Linguistics. Montréal, Canada. June 2006.

Invited Talks and Workshops

The associations between cognitive aptitudes and the process and product of second language interaction. Macau Polytech University. June 2017.

Meta-analysis in applied linguistics: practices and issues. Invited talk. Guangdong University of Foreign Studies. June 2017.

Using CMA to carry out meta-analysis. Invited workshop. Guangdong University of Foreign Studies. June 2017.

Traditional literature review and research synthesis. Invited talk. Shandong Science and Technology University. December 2016.

How to do a meta-analysis. Workshop at Beijing Foreign Language Studies University. Beijing, China. April 2015.

Corrective feedback: An overview of the research. Invited talk. Hebei Normal University Science and Technology. Qinhuangdao, China. May 2015.

The effects of feedback timing in learning a new linguistic structure. Invited talk. Guangzhou Foreign Language Studies University. Guangzhou, China. May 2015.

Second language classroom interaction.  Invited lecture series. Zhengzhou University. Zhengzhou, China. May 2015.

  • Lecture 1: Using interactive tasks
  • Lecture 2: Addressing individual differences
  • Lecture 3: Providing modified input

Input and interaction in second language classroom discourse. Two-day workshop at Shanghai International Studies University. Shanghai, China. December 2014.

  • Talk 1: Teacher Questions
  • Talk 2: Corrective Feedback
  • Talk 3: Learner Talk in Small Group Work
  • Talk 4: Teacher Talk

Using tasks in L2 classes. Invited talk. Hebei University of Engineering. Handan, China. December 2014.

How to provide feedback in L2 classes. Invited Talk. Hebei Teachers University. Shijiazhuang, China. December 2014.

Language aptitude. Invited talk. Shanghai International Studies University. Shanghai, China. December 2013.

Corrective feedback: An overview and an empirical study. Invited talk. The University of Waikato, New Zealand. August 2013.

Meta-analysis in applied linguistics. DALSL Ph.D. seminar. University of Auckland. May 2013.

Focus on form, focus on formS, and focus on meaning. Invited talk. Handan College, China. October 2012.

Using tasks in language classes. Invited talk. Second Symposium on Chinese Teaching. The Confucius Institute, University of Auckland. August 2012.

The interactions between corrective feedback and language aptitude. Invited talk. Department of Applied Language Studies and Linguistics, The University of Auckland. October 2012

Language aptitude and corrective feedback. Invited talk. Language Learning Roundtable: Memory and Second Language Acquisition. Hong Kong University of Science and Technology. June 2012.

Corrective feedback: Research and pedagogy. Invited Talk. English Language Academy. University of Auckland. May 2012.

A typology of L2 pedagogy. Invited talk. English Language Academy. University of Auckland. May 2012.

Options in language teaching. School of European Languages and Literatures, University of Auckland. August 2011.

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