Position/Status

Research Associate

E-mail Address

tw403@cam.ac.uk

Phone

+ 44 (0)1223 767617

Qualifications

• PhD (University of Cambridge)
• Mphil (University of Cambridge)
• BA (Sun Yat-sen University, China)

Membership of Professional Bodies/Associations

• British Association of Applied Linguistics (BAAL)

Profile

Tianyi completed her PhD in the Faculty of Education, University of Cambridge, after the completion of her MPhil in Research in Second Language Education. She currently works as a research associate for ERI Jinan project and focuses on education reform and teacher agency. Prior to joining ERI group, she has researched and published on language learning motivation, motivational intervention and multilingualism.

Before her postgraduate study, Tianyi obtained her bachelor degree in English with particular focus on teaching Chinese as a foreign language at Sun Yat-sen University in China. She has also worked as a Chinese tutor for one year during her undergraduate study.

Academic Area/Links

• Education Reform and Innovation Research Network, Faculty of Education

Research Topics

• Education reform
• Teacher agency
• Language learning motivation
• Multilingualism
• Motivational interventon

Current Research Project(s)

• Teacher Professional Development Programme in Jinan, China
• Constructing L3 Selves: A Study of Undergraduate Learners' Motivation to Learn a Third Language in China, PhD project

Teaching

• Undergraduate
  • Supervisor for the undergraduate course ‘Language, culture and literacy’

Principal and Recent Publications

Wang, T., Ramdeo, J., & McLaughlin, C. (2021). Experiencing and experimenting: An exploration of teacher agency in an international collaborative teacher professional development programme using experiential learning, Teaching and Teacher Education. DOI: 10.1016/j.tate.2021.103389

Wang, T., & Fisher, L. (2021). Using a dynamic Motivational Self System to investigate Chinese undergraduate learners’ motivation towards the learning of a LOTE: the role of the multilingual self. International Journal of Multilingualism. DOI:10.1080/14790718.2020.1863412

Wang, T. (2020). An exploratory motivational intervention on the construction of Chinese undergraduates’ ideal LOTE and multilingual selves: The role of near peer role modeling. Language Teaching Research. DOI: 10.1177/1362168820940097

Wang, T., & Liu, Y. (2017). Dynamic L3 selves: A longitudinal study of five university L3 learners’ motivational trajectories in China. The Language Learning Journal. DOI:10.1080/09571736.2017.1375549