Publications
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Language Proficiency, Performance, and Development:
- Yu, Q. (2025). Defining and Assessing Chinese Syntactic Complexity via TC-Units. Beijing: Peking University Press & Singapore: Springer.
- Yu, Q., Lei, Y., & Lu, L. (2024). A UDL Blended Curriculum Metamodel for Proficiency-Oriented Chinese Instruction. Chinese as a Second Language, 59(2),119-146.
- Yu, Q. (2022). Chinese text presentations and reading efficiency. Reading in a Foreign Language, 34(1),142–164. DOI: 10125/67416.
- Yu, Q. (2021). An organic complexity measure for the Chinese language: the TC-unit. Applied Linguistics. 42(1), 60–92. DOI:10.1093/applin/amz064.
- Yu, Q. (2019). The effect of explicit instruction on L2 Chinese syntactic complexity in repeated story retelling tasks. In F. Yuan & S. Li (Eds.), Research on classrooms of Chinese as a second language (pp. 100–127). New York, USA: Routledge.
- Yu, Q., & Bui, G. (forthcoming). Play 3D character tasks to learn Chinese. In C. Lambert (Ed.), Designing tasks for teaching foreign languages: Principles and practices. Cambridge, UK: Cambridge University Press.
- Yu, Q. (2026). Learner agency and assessment co-adaptation from a Complex Dynamic Systems Theory perspective. Language Teaching Research. DOI: 10.1177/13621688261416378
- Yu, Q. (2026). Integrating case study method and Task-Based Language Teaching-SSARC Framework in a Business Chinese class. In L. Chen & C.-M. Tu (Eds.), Developments in Teaching Chinese for Specific and Professional Purposes. Springer.
- Yu, Q. (2021). Approaching Chinese radical awareness through 3D printing. Journal of Technology and Chinese Language Teaching, 12(1), 1–22.
- Yu, Q. (2019). Designing a task-based and community-engaged business Chinese course. In H. Chen & H. Tao (Eds.), Chinese for specific and professional purposes: Theory, pedagogical applications, and practices (pp. 167–186). Singapore: Springer.
- Yu, Q. (2025). Co-Constructed Rubrics for LSP Assessment: Enhancing Student Engagement. Global Business Languages, 25, 1–18. DOI: 10.4079/gbl.v25.2
- Yu, Q., Brunsting, N.C., Smart, J., & Bingham, W. P. (2025). Language Proficiency, Second Language Educational Experience, and Psychological Well-being Among International Students at U.S. Universities. Research in Higher Education, 66(3). Doi.org/10.1007/s11162-024-09821-7.
- Brunsting, N., Yu, Q., Smart J., & Bingham, W. P. (2022). Investigating linkages between international students' English language proficiency, social-contextual outcomes, and wellbeing in U.S. university. IELTS Research Reports Online Series, No. 4/22. British Council, Cambridge Assessment English and IDP: IELTS Australia.
- Tiboni-Craft, S. & Yu, Q. (2022). Traveling from Italian to Chinese: An interdisciplinary course design. In C. B. Scala (Ed.), How to actively engage our students in the language classes (pp.33–49). Delaware, USA: Vernon Press.
- Zhang, L., & Yu, Q. (2022). Yashi bu zuo jiangren—Zhongguo chuantong huihua de zhexue [Being Literati not craftsmen --the
Philosophy of traditional Chinese painting]. In G. Liu & H. Wang (Eds.), Chuantong yu xiandai: Haiwai zhongwen wenhua
jiaoxue [Tradition and transition: Teaching Chinese culture overseas] (pp. 251-257). Beijing, China: Beijing University Press. - Yu, Q., Vincent, A. S., Merfeld-Langston, A., & Pérez-Muñoz, C., (2020). Collaborating across organizational lines in language for specific purposes, Global Business Languages, 20, 2–17. DOI: 10.4079/gbl.v20.1.
- Yu, Q. (2011). Rule Conspiracy in Chinese time expressions, In Zhuo J.-S. (Ed.), Proceedings of the 23rd North American Conference on Chinese Linguistics (NACCL-23). Retrieved here.
- Li, X., Zhou, S., Yu, Q., Zhao, Y., and Han, Z., (Eds.). (2012). The experiencing Chinese picture dictionary (Tiyan Hanyu Tujie Cidian), Beijing, China: Higher Education Press.
- Brown, A. S., & Yu, Q. (2018, Feb 19). Building the ship while sailing: faculty learning communities and technology. Retrieved here.
- Yu, Q. et al. (2011, 2013) contributed to the tests and quizzes compilation for Zhang, Z-s. et al. (comps.), Integrated Chinese Level I Part II,Level II Part II, Teacher’s Handbook, Boston: Cheng & Tsui Company.
Recent Presentations and Invited Talks
Yu, Q., Diao, W., & Geng, Z. (2025, March 22–25). Called out for speaking like a mainlander: Sociolinguistics of L2 learning in multi-region study abroad [Paper presentation]. American Association for Applied Linguistics (AAAL) 2025 Conference, Denver, CO, USA.
Wang, P., & Yu, Q. (2025, March 22–25). Resistance and Empowerment: Two Transnational Women of Color’s Duoethnography on Gender (In)equalities [Paper presentation]. American Association for Applied Linguistics (AAAL) 2025 Conference, Denver, CO, USA.
Smart J., & Yu, Q. (2025, March 22–25). Building Empathy through Linguistic Transpositioning [Roundtable Discussion]. American Association for Applied Linguistics (AAAL) 2025 Conference, Denver, CO, USA.
Yu, Q. (November 22–24, 2024). Using CALF measures to Demystify L2 Chinese Oral Proficiency [Research-Oriented Paper presentation]. 2024 ACTFL Annual Convention & World Languages Expo, Philadelphia, PA, USA.
Wu, Y., & Yu, Q. (July 1–5, 2024). Unveiling learners’ perspectives during speaking disfluencies: Building learners’ disfluency profiles across various proficiency levels in OPI assessment [Poster presentation]. The 45th Language Testing Research Colloquium, Innsbruck, Austria.
Yu, Q. (May 2–3, 2024). LSP rubric-referenced assessment as a complex dynamic system [Paper presentation]. ISLSP/CIBER Business Language Conference 2024, Washington, D.C., USA.
Yu, Q., & Wu, Y. (April 5–7, 2024). Exploring disfluencies in Chinese learners’ speech via OPI assessment and stimulated recalls [Paper presentation] at the Chinese Language Teacher Association (CLTA) Annual Conference 2024, St. Louis, Missouri, USA.
Liu, Y., Yu, Q., Lei, Y., Wu, Y., Wang, Y., Wang, W., Geng, Z., Cai, L. (April 5–7, 2024). Seeking changes in a challenging time: New perspectives for proficiency-oriented Chinese teaching and beyond [Invited colloquium]. Chinese Language Teacher Association (CLTA) Annual Conference 2024, St. Louis, Missouri, USA.
Yu, Q., & Wu, Y. (March 16–19, 2024). What’s happening during speaking disfluencies? Exploring disfluency features in OPI assessment and unveiling learners’ perspectives [Paper presentation]. American Association for Applied Linguistics (AAAL) 2024 Conference, Houston, USA.
Wu, Y., & Yu, Q. (October 26, 2023).Demystify L2 Chinese proficiency assessed by OPI: Building intermediate, advanced, and superior oral proficiency profiles via CALF measures Georgetown University, Washington, D.C., USA.
Yu, Q. (2023, March 31–April 2). Implementing 3D Characters in the Classroom [Paper presentation], 2023 CLTA Annual Conference, Washington, D.C., USA
Smart, J., Yu, Q., & Brunsting, N. (2023, March 18–21). Language Proficiency and Psychological Well-being among International Students at American Universities [Paper presentation], American Association for Applied Linguistics (AAAL) 2023 Conference, Portland, OR, USA.
Yu, Q. (2022, September 15–17). Domain Analysis for Reverse Designing LSP Curricula. [Poster presentation]. 2022 Language Assessment Research Conference, University of Chicago, IL, USA.
Wang, P., & Yu, Q. (2025, March 22–25). Resistance and Empowerment: Two Transnational Women of Color’s Duoethnography on Gender (In)equalities [Paper presentation]. American Association for Applied Linguistics (AAAL) 2025 Conference, Denver, CO, USA.
Smart J., & Yu, Q. (2025, March 22–25). Building Empathy through Linguistic Transpositioning [Roundtable Discussion]. American Association for Applied Linguistics (AAAL) 2025 Conference, Denver, CO, USA.
Yu, Q. (November 22–24, 2024). Using CALF measures to Demystify L2 Chinese Oral Proficiency [Research-Oriented Paper presentation]. 2024 ACTFL Annual Convention & World Languages Expo, Philadelphia, PA, USA.
Wu, Y., & Yu, Q. (July 1–5, 2024). Unveiling learners’ perspectives during speaking disfluencies: Building learners’ disfluency profiles across various proficiency levels in OPI assessment [Poster presentation]. The 45th Language Testing Research Colloquium, Innsbruck, Austria.
Yu, Q. (May 2–3, 2024). LSP rubric-referenced assessment as a complex dynamic system [Paper presentation]. ISLSP/CIBER Business Language Conference 2024, Washington, D.C., USA.
Yu, Q., & Wu, Y. (April 5–7, 2024). Exploring disfluencies in Chinese learners’ speech via OPI assessment and stimulated recalls [Paper presentation] at the Chinese Language Teacher Association (CLTA) Annual Conference 2024, St. Louis, Missouri, USA.
Liu, Y., Yu, Q., Lei, Y., Wu, Y., Wang, Y., Wang, W., Geng, Z., Cai, L. (April 5–7, 2024). Seeking changes in a challenging time: New perspectives for proficiency-oriented Chinese teaching and beyond [Invited colloquium]. Chinese Language Teacher Association (CLTA) Annual Conference 2024, St. Louis, Missouri, USA.
Yu, Q., & Wu, Y. (March 16–19, 2024). What’s happening during speaking disfluencies? Exploring disfluency features in OPI assessment and unveiling learners’ perspectives [Paper presentation]. American Association for Applied Linguistics (AAAL) 2024 Conference, Houston, USA.
Wu, Y., & Yu, Q. (October 26, 2023).Demystify L2 Chinese proficiency assessed by OPI: Building intermediate, advanced, and superior oral proficiency profiles via CALF measures Georgetown University, Washington, D.C., USA.
Yu, Q. (2023, March 31–April 2). Implementing 3D Characters in the Classroom [Paper presentation], 2023 CLTA Annual Conference, Washington, D.C., USA
Smart, J., Yu, Q., & Brunsting, N. (2023, March 18–21). Language Proficiency and Psychological Well-being among International Students at American Universities [Paper presentation], American Association for Applied Linguistics (AAAL) 2023 Conference, Portland, OR, USA.
Yu, Q. (2022, September 15–17). Domain Analysis for Reverse Designing LSP Curricula. [Poster presentation]. 2022 Language Assessment Research Conference, University of Chicago, IL, USA.
Selected Research Experience
May 2023– Aug 2024: Researcher, LSP Rubric-referenced Assessment as a Complex Dynamic System, funded by the Department of
Education
Aug 2022 – Aug 2023: Co-researcher, Demystify L2 Chinese Proficiency Assessed by OPI: Building Intermediate, Advanced, and
Superior Oral Proficiency Profiles via CAF Measures, funded by the ACTFL Research Priorities Initiative
May 2022 – Aug 2022: Co-researcher, Glocalize Wake Forest Campus Community, funded by the Mellon Foundation
Nov 2020 – June 2022: Co-principal Investigator, Investigating Linkages between International Students’ English Competence,
Social-Contextual Outcomes, and Well-Being in U.S. Universities, funded by the International English Language Testing System
[IELTS]
May 2021 – Aug 2021: Research Fellow, Approaching Chinese Radical Awareness through 3D Printing, funded by WakerSpace as part
of the Technology-engaged Creative Activity, Research, and Teaching (T-CART) Grant Program
May 2018 – Jan 2019: Researcher, In-Video Quizzes for Authentic Material Use Online project with 2018-2019 STEP Grant from the
Office of the Provost and Information Systems, Wake Forest University
May 2015 – Sept 2015: Research assistant, Chinese Curriculum Development: Fifth Year Mandarin new course construction project,
University of Hawai‘i at Mānoa
Mar 2013 – May 2013: Teaching material editor, Intensive Chinese language training and material development for military personnel
for the Department of Defense, University of Hawai‘i at Mānoa
Aug 2011 – Aug 2012: Reader editor, Flagship Advanced Reader collaborative program, funded by the U.S. National Security Education
Program (NSEP) of the Institute of International Education (IIE), USA.
Mar 2008 – July 2008: Test Writer & Research staff, Peking University Business Chinese Test (BCT) Research & Development Office, a
state level standard test established to assess the Chinese proficiency of non-native speakers engaged in business activities
Education
Aug 2022 – Aug 2023: Co-researcher, Demystify L2 Chinese Proficiency Assessed by OPI: Building Intermediate, Advanced, and
Superior Oral Proficiency Profiles via CAF Measures, funded by the ACTFL Research Priorities Initiative
May 2022 – Aug 2022: Co-researcher, Glocalize Wake Forest Campus Community, funded by the Mellon Foundation
Nov 2020 – June 2022: Co-principal Investigator, Investigating Linkages between International Students’ English Competence,
Social-Contextual Outcomes, and Well-Being in U.S. Universities, funded by the International English Language Testing System
[IELTS]
May 2021 – Aug 2021: Research Fellow, Approaching Chinese Radical Awareness through 3D Printing, funded by WakerSpace as part
of the Technology-engaged Creative Activity, Research, and Teaching (T-CART) Grant Program
May 2018 – Jan 2019: Researcher, In-Video Quizzes for Authentic Material Use Online project with 2018-2019 STEP Grant from the
Office of the Provost and Information Systems, Wake Forest University
May 2015 – Sept 2015: Research assistant, Chinese Curriculum Development: Fifth Year Mandarin new course construction project,
University of Hawai‘i at Mānoa
Mar 2013 – May 2013: Teaching material editor, Intensive Chinese language training and material development for military personnel
for the Department of Defense, University of Hawai‘i at Mānoa
Aug 2011 – Aug 2012: Reader editor, Flagship Advanced Reader collaborative program, funded by the U.S. National Security Education
Program (NSEP) of the Institute of International Education (IIE), USA.
Mar 2008 – July 2008: Test Writer & Research staff, Peking University Business Chinese Test (BCT) Research & Development Office, a
state level standard test established to assess the Chinese proficiency of non-native speakers engaged in business activities
Popular Writings
Qiaona, Yu. (2004) Where Have All the Flowers Gone, Lintai [College Magazine, International Exchange Institute, BFSU]
Qiaona, Yu. (2007) Left Bank, Right Turn, Zongheng, [Magazine of the Postgraduate Union, PKU]
Qiaona, Yu. (2007) Left Bank, Right Turn, Zongheng, [Magazine of the Postgraduate Union, PKU]
