Danping Wang

Scopus Publications

The impact of ChatGPT's feedback on L2 Chinese learners’ writing outcome, confidence, and emotions: A mixed-method quasi-experimental study
Xian Zhao, Danping Wang
Assessing Writing, 2026
Twelve Years Revisited: Translanguaging as Relational Pedagogy for Sustaining Language Learning Motivation
Danping Wang
International Journal of Applied Linguistics United Kingdom, 2026
This study examines how foreign language teachers’ beliefs about the medium of instruction and translanguaging evolve over time by revisiting three in‐service teachers twelve years after their initial interviews. Using a qualitative longitudinal design, the study traces how translanguaging was initially framed as pedagogically deficient but has since become normalised as a relational pedagogy for sustaining learner engagement and commitment to language study. The findings show that this shift is driven primarily by teachers' accumulated professional experience and pragmatic responses to language learning decline, rather than by engagement with translanguaging theory or top‐down policy mandates from their institutions. Translanguaging is enacted as a relational practice through which teachers build stronger relationships with students to maintain motivation, while also negotiating and, at times, contesting structural inequalities within educational organisations. By conceptualising translanguaging as relational pedagogy rather than a technical instructional choice, the study foregrounds the socially mediated nature of language learning motivation and illustrates how it is reshaped over time as teachers’ priorities shift in response to governance pressures and classroom realities. The study contributes to translanguaging scholarship by providing a longitudinal account of teacher belief change and offers implications for language policy, teacher education and methodological approaches to researching pedagogical transformation.
Innovating Chinese Vocabulary Learning through Multimodal GenAI: The Motivational, Interest, and Attitudinal Shifts among CSL Learners
Xian Zhao, Danping Wang, Guangxiang Leon Liu
Asia Pacific Education Researcher, 2026
Unpacking the Antecedents of Boredom and Its Impact on University Learners’ Engagement in Languages Other Than English: A Qualitative Study in the Distance Online Learning Context
Xian Zhao, Danping Wang
International Journal of Applied Linguistics United Kingdom, 2025
Although psychological factors such as emotion and engagement have gained increasing attention for their role in language learning success, a substantial gap remains in understanding the sources of boredom and its impact on learners’ engagement, whether behavioural, affective or cognitive, in languages other than English (LOTE). This study employs questionnaires and semi‐structured interviews to examine the cause‐and‐effect relationships between antecedents, boredom and engagement in a distance online learning context among university Chinese as a second language (CSL) teachers and learners (N = 17) from China. The findings suggest that (1) boredom is primarily a student‐oriented construct influenced by physical fatigue and academic regression. Teacher‐related factors, such as a slow and predictable teaching pace, dull classroom design, lack of questioning, explanations and untimely feedback, also contribute to boredom, along with learning tasks (e.g., repetitive, mechanical and over‐challenging tasks), and internet‐related issues. Boredom is notably more present in listening courses rather than in integrated Chinese courses. (2) Boredom primarily affected learners’ behavioural engagement (e.g., distraction, sleepiness, mind‐wandering, and task abandonment) and subsequently impaired their cognitive (e.g., concentration, comprehension) and emotional (e.g., anxiety, anger) layers. This study elucidated the intricate interconnections between layers within engagement and beyond, and the interrelationships among a list of factors across conative (engagement, effort and motivation), affective (boredom, anxiety and anger) and cognitive (concentration, comprehension and reasoning) dimensions in a domain‐specific and skill‐specific manner. In closing, pedagogical implications for both educators and learners are discussed to reduce boredom and enhance learners’ classroom engagement, ultimately improving learning outcomes and the overall language learning experience.
Mind the gap in AI integration: a comparative study of language teachers’ responses in a national survey
Danping Wang
Language Culture and Curriculum, 2025
Advancing the communicative language teaching agenda: what place for translanguaging in task-based language teaching?
Martin East, Danping Wang
Language Learning Journal, 2025
Littlewood's early stance on the use of students' first language (L1) in the foreign language (L2) classroom was that maximum use of the target language (TL) enhances language acquisition. He suggested that this precept has been pervasive in every communicatively-oriented language teaching method and has also been widely accepted in official curricula in a range of contexts due to an understanding that TL use should be normative in classroom interactions. A strong rationale for advocating this 'monolingual principle' has been that, for many students, the L2 classroom provides the only opportunity to be exposed to the TL. Littlewood and Yu (Citation2011. First language and target language in the foreign language classroom. Language Teaching 44, no. 1: 64–77) recognised, however, that teachers and students do make use of students' L1 in L2 classrooms and suggested several ways in which teachers might do this legitimately. Furthermore, Littlewood (e.g. 2014. Communication-oriented language teaching: where are we now? Where do we go from here? Language Teaching 47, no. 3: 349–362) conceded that exclusive TL use has become subject to active questioning in recent years. The phenomenon of translanguaging takes arguments that support L1 use beyond Littlewood's earlier suggestions. There are also implications for TBLT where extensive L2/TL use is the default position but where translanguaging practices are not necessarily at odds with the central task construct. This paper explores translanguaging in the contexts of TBLT and the monolingual principle.
The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners
Xian Zhao, Danping Wang
Journal of Multilingual and Multicultural Development, 2025
Progress in the field of positive psychology has stimulated an increasing body of work that examines the role of various emotions and their influence on English learning attainment in the second and foreign language (L2/FL) learning context. The present study contributes to this new wave of research by investigating the complex relationship between two emotions, foreign language enjoyment (FLE) and foreign language learning boredom (FLLB), and English language achievement (ELA), and how L2 learners’ demographic factors affect learners’ FLE, FLLB, and ELA in a less-featured context of ethnic minority learners in China. Employing the pearson correlations analysis, t-test, and regression analysis, the current study analyzed the responses of 783 middle and high school students from western China. The results indicate that FLE and FLLB co-exist as twins with adverse natures regarding students’ language learning, with a high level of FLE and a low level of FLLB. Furthermore, that gender and educational background influence learners’ emotional perception and ELA. In addition, FLE significantly and negatively correlates with FLLB, and FLE and FLLB influence students’ ELA. However, of the two, FLE has the more substantial predictive power. Pedagogical implications are suggested to support learners’ achievements from a positive psychology perspective.
Digital multimodal composing as a translanguaging space: Understanding students’ initial experiences and challenges
Danping Wang
Chinese Language and Discourse, 2024
Multimodality and translanguaging are groundbreaking concepts that researchers and teachers in second language education have increasingly embraced over the past decade. Despite their potential to transform traditional monolingual and monomodal approaches to assessment design, these concepts remain largely unexplored in Chinese language teaching, particularly as legitimate assessment strategies. This study was conducted with a large group of ab initio beginners of Chinese at a Western university. It first analyses students’ digital multimodal composing (DMC) projects, a video assessment designed to enable students to showcase their learning achievements multimodally and multilingually. It then discusses the challenges students encountered when engaging with this novel assessment approach for the first time. Findings demonstrate that in this DMC project students created a translanguaging space with rich trans-semiotic resources, actively engaging in communication through their newly acquired language despite being absolute beginners in their first few weeks of learning. Furthermore, due to the novelty of the assessment design, the study also found that some students encountered challenges such as uneven technical skills and the complexity of the assessment design. The study suggests that teachers should reconceptualise their approach to teaching Chinese in the digital age, focusing on empowering learners to apply their language skills in real-life communication contexts. Building ownership of their L2 learning can strengthen their motivation to learn Chinese more effectively and creatively.
Integrating translanguaging into assessment: students’ responses and perceptions
Danping Wang, Martin East
Applied Linguistics Review, 2024
This paper explores how beginners in a second language (L2) perform on and perceive an online writing test that is designed based on the notion of translanguaging. The test was administered during emergency remote teaching when many L2 courses navigated creative solutions to online testing. Situated in an ab initio Mandarin Chinese course in New Zealand, 163 students’ first-time digital compositions in Chinese and responses to an immediate follow-up survey on their translanguaging practices were analysed as part of evaluating a new assessment design. Students’ digital compositions demonstrated purposeful translanguaging in assessment conditions, judiciously negotiating their existing linguistic knowledge when completing the task. The writing assessment showed augmented task completion when learners’ trans-semiotic repertoires were recognised as a legitimate resource for identity expression. The survey found that most students supported the creative design that integrated digital multimodal composition and translanguaging, replacing the monolingually-focused handwriting-based test tasks. Some students were sceptical of the translanguaging approach and found it unexpected, unnecessary, and inauthentic. The study suggests that L2 writing test design might incorporate translanguaging as a creative and transformative assessment facet to genuinely engage beginning learners in meaningful writing tasks when their proficiency level is limited.
Domain-Specific L2 Grit, Anxiety, Boredom, and Enjoyment in Online Chinese Learning
Xian Zhao, Danping Wang
Asia Pacific Education Researcher, 2024
The shift to emergency remote teaching due to COVID-19 brought diverse psychological, emotional, and academic challenges for second language (L2) learners. Overcoming these challenges necessitated the utilization of grit, a personality trait signifying perseverance and passion to sustain academic progress. While grit and emotions have been explored in English language learning, their interaction remains underexplored in other languages. Despite Mandarin Chinese being widely learned globally, little previous work has been done to investigate learners’ psychological experiences, the function of L2 grit, and the relationship between them in online learning from the perspective of positive psychology. This might lead to an incomplete understanding of this pattern across domains and contexts, thus impeding the development of this discipline. This study uses a structural equation model to analyze the relationship between L2 grit, anxiety, boredom, and enjoyment based on 204 valid responses from Chinese as a Second Language learners in mainland China. Results underscore the importance of one facet of L2 grit, perseverance of effort in online Chinese language learning, and highlight the domain-specific nature of emotions. It also suggests that educators need not be overly concerned about negative emotions in online education, as they can be overridden by positive emotions.
Translanguaging outside the centre: Perspectives from Chinese language teaching
Danping Wang
Applied Linguistics Review, 2024
Translanguaging as a decolonising approach: Students' perspectives towards integrating Indigenous epistemology in language teaching
Danping Wang
Applied Linguistics Review, 2024
Towards Promoting Diversity, Equity, and Inclusion (DEI) in Chinese Language Teaching: Insights from Hong Kong
Danping Wang, Xiaoyan Qiu
Learning and Teaching Chinese as A First Language International Perspectives, 2024
Micro language planning in Mandarin-dominated Chinese language education: voices from dialect-background heritage learners in New Zealand
Lin Chen, Danping Wang
Current Issues in Language Planning, 2024
Chinese-language education in Australia and New Zealand
Danping Wang, Alice Chik
International Handbook on Education Development in the Asia Pacific, 2023
Integrating Indigenous epistemologies into mainstream foreign language teaching Teacher interpretations of government policy
Danping Wang
Australian Review of Applied Linguistics, 2023
Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong
Danping Wang
Asia Pacific Education Review, 2023
Becoming a Non-native Chinese Language Teacher: An Identity Triangle Model Analysis
Danping Wang, Claudia Mason
New Zealand Journal of Educational Studies, 2023
Grit, emotions, and their effects on ethnic minority students’ English language learning achievements: A structural equation modelling analysis
Xian Zhao, Danping Wang
System, 2023
Chinese as a Heritage Language in New Zealand: A Historical Overview
Danping Wang
Multilingual Education, 2023
Identity and Investment in Chinese Language Learning: Perspectives from Dialect-Background Heritage Learners in New Zealand
Lin Chen, Danping Wang
Multilingual Education, 2023
Integrating Digital Multimodal Composition (DMC) into Chinese Language Teaching
Danping Wang, Danni Li
Chinese Language Learning Sciences, 2023
Teaching Chinese in the Anglophone World: An Overview of the New Zealand Case
Danping Wang, Martin East
Multilingual Education, 2023
Novice Chinese Learners’ Character Learning Strategies and Character Skills: A Think-Aloud Study
Linda Lei, Danping Wang
Multilingual Education, 2023
Grit in second language acquisition: a systematic review from 2017 to 2022
Xian Zhao, Danping Wang
Frontiers in Psychology, 2023
Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review
Danping Wang, Linda Tsung
Chinese Journal of Applied Linguistics, 2022
'They Say My Job is Propaganda': Professional identities of pre-service Chinese language teachers in overseas schools
Language Teachers Studying Abroad Identities Emotions and Disruptions, 2022
Seventy years of Chinese language education in New Zealand: A transdisciplinary overview
Danping Wang
Frontiers of L2 Chinese Language Education A Global Perspective, 2021
Studying Chinese language in higher education: The translanguaging reality through learners’ eyes
Danping Wang
System, 2020
Introduction to special issue
Danping Wang
Global Chinese, 2020
Understanding the professional practice of teachers of chinese as an additional language through the lens of teacher agency
Min Bao, Wei Ren, Danping Wang
Sustainability Switzerland, 2020
Translanguaging in Chinese foreign language classrooms: students and teachers’ attitudes and practices
Danping Wang
International Journal of Bilingual Education and Bilingualism, 2019
Chinese as a second language education in Asian Schools
Routledge International Handbook of Schools and Schooling in Asia, 2018
Bilingual academic literacies for chinese language teachers
Danping Wang
Academic Biliteracies Multilingual Repertoires in Higher Education, 2017
Limiting professional trajectories: a dual narrative study in Chinese language education
Robyn Moloney, Danping Wang
Asian Pacific Journal of Second and Foreign Language Education, 2016
Medium-of-Instruction Policy and Practices in CSL Classrooms
Danping Wang
Multilingual Education, 2016
Learning or becoming: Ideology and national identity in textbooks for international learners of Chinese
Danping Wang
Cogent Education, 2016
Fostering Effective CFL Education Through Autonomous Learning: Learners’ Perspectives
Danping Wang
Multilingual Education, 2016
War and Peace: Perceptions of Confucius Institutes in China and USA
Danping Wang, Bob Adamson
Asia Pacific Education Researcher, 2015
Needs analysis and curriculum development of vocational Chinese for NCS students
Xiao-yan Qiu, Dan-ping Wang, Hau-yee Lo, Ming-tak Tsang
Springerplus, 2014
Towards internationalising the curriculum: A case study of chinese language teacher education programs in China and Australia
Danping Wang, Robyn Moloney, Zhen Li
Australian Journal of Teacher Education, 2013
Self-directed English Language Learning Through Watching English Television Drama in China
Danping Wang
Changing English Studies in Culture and Education, 2012
The representations of youth in liberal studies student works in Hong Kong
Chitat Chan, Danping Wang, Kathy Wong
International Journal of the Humanities, 2011
A study of English as a lingua franca in teaching Chinese to speakers of other languages
Danping Wang
International Journal of Learning, 2010

RECENT SCHOLAR PUBLICATIONS

The impact of ChatGPT’s feedback on L2 Chinese learners’ writing outcome, confidence, and emotions: A mixed-method quasi-experimental study
X Zhao, D Wang
Assessing Writing 68, 101027 , 2026
2026
Citations: 2
Innovating Chinese Vocabulary Learning through Multimodal GenAI: The Motivational, Interest, and Attitudinal Shifts among CSL Learners
X Zhao, D Wang, GL Liu
The Asia-Pacific Education Researcher, 1-11 , 2026
2026
Citations: 1
Twelve Years Revisited: Translanguaging as Relational Pedagogy for Sustaining Language Learning Motivation
D Wang
International Journal of Applied Linguistics , 2026
2026
Advancing the communicative language teaching agenda: what place for translanguaging in task-based language teaching?
M East, D Wang
The Language Learning Journal 53 (6), 702-714 , 2025
2025
Citations: 25
Mind the gap in AI integration: a comparative study of language teachers’ responses in a national survey
D Wang
Language, Culture and Curriculum, 1-18 , 2025
2025
Citations: 5
Beyond technical competencies: A critical analysis of global research on language teacher AI literacy
D Wang, Q Zhang
Proceedings of the International CALL Research Conference 2025, 167-171 , 2025
2025
Unpacking the antecedents of boredom and its impact on university learners’ engagement in languages other than English: A qualitative study in the distance online learning context
X Zhao, D Wang
International Journal of Applied Linguistics 35 (3), 1121-1133 , 2025
2025
Citations: 37
国际中文教育视域下的超语实践研究
D Wang, Z Tian, W Dai, K Zhao
全球中文发展研究 5 (https://chn.oversea.cnki.net/KCMS/detail) , 2025
2025
The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners
X Zhao, D Wang
Journal of Multilingual and Multicultural Development 46 (3), 668-680 , 2025
2025
Citations: 69
Speak Not: Empire, Identity and the Politics of Language James Griffiths (2021)
D Wang
Sociolinguistic Studies 18 (3-4), 539-543 , 2024
2024
Integrating translanguaging into assessment: Students’ responses and perceptions
D Wang, M East
Applied Linguistics Review 15 (5), 1911-1937 , 2024
2024
Citations: 53
Digital multimodal composing as a translanguaging space: Understanding students’ initial experiences and challenges
D Wang
Chinese Language and Discourse 15 (2), 164-187 , 2024
2024
Citations: 7
Chinese Character Instruction During Emergency Remote Teaching: A Review Study
L Lei, D Wang
Teaching Chinese Characters in the Digital Age: Insights on Current Trends … , 2024
2024
Domain-specific L2 grit, anxiety, boredom, and enjoyment in online Chinese learning
X Zhao, D Wang
The Asia-Pacific Education Researcher 33 (4), 783-794 , 2024
2024
Citations: 48
Translanguaging as a decolonising approach: Students’ perspectives towards integrating Indigenous epistemology in language teaching
D Wang
Applied Linguistics Review 15 (4), 1385-1406 , 2024
2024
Citations: 46
Translanguaging outside the centre: perspectives from Chinese language teaching
D Wang
Applied Linguistics Review 15 (4), 1377-1383 , 2024
2024
Citations: 14
Towards Promoting Diversity, Equity, and Inclusion (DEI) in Chinese Language Teaching: Insights from Hong Kong
D Wang, X Qiu
Learning and Teaching Chinese as a First Language: International Perspectives , 2024
2024
Citations: 1
Micro language planning in Mandarin-dominated Chinese language education: voices from dialect-background heritage learners in New Zealand
L Chen, D Wang
Current Issues in Language Planning 25 (2), 157-175 , 2024
2024
Citations: 6
Teaching Chinese Characters in the Digital Age
C Osborne, D Wang, Q Zhang
Springer Nature Switzerland , 2024
2024
Citations: 7
Integrating Digital Multimodal Composition (DMC) into Chinese Language Teaching
D Wang, D Li
Teaching Chinese Language in the International School Context, 101-117 , 2023
2023
Citations: 9

MOST CITED SCHOLAR PUBLICATIONS

Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices
D Wang
International Journal of Bilingual Education and Bilingualism 22 (2), 138-149 , 2019
2019
Citations: 368
Multilingualism and Translanguaging in Chinese Language Classrooms
D Wang
Springer , 2019
2019
Citations: 159
Towards internationalising the curriculum: A case study of Chinese language teacher education programs in China and Australia
D Wang, R Moloney, Z Li
Australian Journal of Teacher Education 38 (9), 116-135 , 2013
2013
Citations: 133
Grit, emotions, and their effects on ethnic minority students’ English language learning achievements: A structural equation modelling analysis
X Zhao, D Wang
System 113, 102979 , 2023
2023
Citations: 119
Code choice in the Chinese as a foreign language classroom
D Wang, A Kirkpatrick
The Journal of Multilingual Education 2 (3), 1-18 , 2012
2012
Citations: 89
Learning or becoming: Ideology and national identity in textbooks for international learners of Chinese
D Wang
Cogent Education 3 (1), 1-16 , 2016
2016
Citations: 80
Constructing an Emergency Chinese Curriculum during the Pandemic: A New Zealand Experience
D Wang, M East
International Journal of Chinese Language Teaching 1 (1), 1-19 , 2020
2020
Citations: 76
Studying Chinese language in higher education: The translanguaging reality through learners’ eyes
D Wang
System 95, 102394 , 2020
2020
Citations: 73
The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners
X Zhao, D Wang
Journal of Multilingual and Multicultural Development 46 (3), 668-680 , 2025
2025
Citations: 69
Self-directed English language learning through watching English television drama in China
D Wang
Changing English: Studies in Culture and Education 19 (3), 339-348 , 2012
2012
Citations: 69
War and peace: Perceptions of Confucius Institutes in China and USA
D Wang, B Adamson
The Asia-Pacific Education Researcher 24 (1), 225-234 , 2014
2014
Citations: 67
Grit in Second Language Acquisition: A Systematic Review from 2017 to 2022
X Zhao, D Wang
Frontiers in Psychology 14, 1238788 , 2023
2023
Citations: 61
Integrating translanguaging into assessment: Students’ responses and perceptions
D Wang, M East
Applied Linguistics Review 15 (5), 1911-1937 , 2024
2024
Citations: 53
Domain-specific L2 grit, anxiety, boredom, and enjoyment in online Chinese learning
X Zhao, D Wang
The Asia-Pacific Education Researcher 33 (4), 783-794 , 2024
2024
Citations: 48
Translanguaging as a social justice strategy: the case of teaching Chinese to ethnic minority students in Hong Kong
D Wang
Asia Pacific Education Review 24 (3), 473-486 , 2023
2023
Citations: 47
Translanguaging as a decolonising approach: Students’ perspectives towards integrating Indigenous epistemology in language teaching
D Wang
Applied Linguistics Review 15 (4), 1385-1406 , 2024
2024
Citations: 46
The use of English as a lingua franca in teaching Chinese as a foreign language: A case study of native Chinese teachers in Beijing
D Wang
Language alternation, language choice and language encounter in … , 2013
2013
Citations: 44
English in the Chinese as a foreign language classroom
D Wang
The Conference of Future of English in Asia: Perspectives on Language and … , 2013
2013
Citations: 42
Chinese-language education in Australia and New Zealand: Key issues and challenges
D Wang, A Chik
International handbook on education development in Asia-Pacific, 1-17 , 2022
2022
Citations: 38
Unpacking the antecedents of boredom and its impact on university learners’ engagement in languages other than English: A qualitative study in the distance online learning context
X Zhao, D Wang
International Journal of Applied Linguistics 35 (3), 1121-1133 , 2025
2025
Citations: 37

Danping Wang

EDUCATION

Scopus Publications

RECENT SCHOLAR PUBLICATIONS

MOST CITED SCHOLAR PUBLICATIONS