1) Yan, J. & Cai, Y.* (2021). Teachers’ instruction on reading strategies, teacher collaboration and 4th graders’ reading literacy in Singapore: A multilevel structural equation modeling approach. Reading and Writing Quarterly.
2) Cai, Y., & Cheung, H. T. (2021). The Dynamic Language Ability System: A framework for diagnosing and tracking the development of language ability. In Lily I-wen Su&HinTatCheung (Eds), Rethinking EMI: Multidisciplinary Perspectives from Chinese-speaking Regions. New York: Routledge.
3) Bernardo, A. B. I., *Cai, Y., & King, R. B. (2021). Society-level social axiom moderates the association between growth mindset and achievement. British Journal of Educational Psychology.https://doi.org/10.1111/bjep.12411
4) Nalipay, J., *Cai, Y.,& King, R. B. (2021). The social contagion of utility value contagion: How parents’ beliefs about the usefulness of science influence their children’s motivation and learning. School Psychology International.
5) Cai, Y. (2020). Examining the interaction between components of ESP ability in reading: The Triple-Decker Model (Monograph). New York: Peter Lang.
6) King, R. B., *Cai, Y. & Du, H. (2020). Societal-level utility value strengthens the relationship between student-level utility value and achievement: A person-culture fit perspective. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12354
7) Nalipay, J. M., King, R. &*Cai, Y.(2020). Autonomy is equally important across East and West: Testing the cross-cultural universality of self-determination theory. Journal of Adolescence. 78, 67-72.https://www.sciencedirect.com/science/article/pii/S0140197119302295
8) Nalipay, J. M., *Cai, Y.& King, R. (2020). Why do girls do better in reading than boys? How parental emotional contagion explains gender differences in reading achievement.Psychology in the Schools. 57(2), 310-319.https://doi.org/10.1002/pits.22330
9) Yung, K. &*Cai, Y. (2020). Do secondary school-leaving English exam results predict university students’ academic writing performance? A latent profile analysis. Assessment and Evaluation in Higher Education, 45(4), 629–642.https://doi.org/10.1080/02602938.2019.1680951
10) *Cai, Y.&Kunnan, A. J. (2020). Mapping the fluctuating effect of strategic competence on nursing students’ English reading performance: A multi-layered moderation analysis approach. Language Testing, 37(2), 280-304. Doi: 10.1177/0265532219893384
11) *Cai, Y. & Kunnan, A. (2019). Detecting the language thresholds of the effect of background knowledge on a Language for Specific Purpose reading performance. Journal of English for Academic Purposes. 42. https://www.sciencedirect.com/science/article/pii/S1475158519302061
12) Cai, Y. & Lei, C. (2019). Profiling the efficiency of strategy use across different types of L2 readers. Educational Studies.https://doi.org/10.1080/03055698.2019.1655712
13) King, R., Susanna Yeung, & Cai, Y. (2019). Personal investment theory: a multi-faceted framework to understand second and foreign language motivation. System. https://doi.org/10.1016/j.system.2019.102123
14) Cai, Y., King, R., Law, W., & McInerney, D.M. (2019). Which comes first? Modeling the relationships among intrinsic-extrinsic goals, metacognitive strategies and English achievement using multilevel cross-lagged structural equation modeling. Learning and Individual Differences. https://www.sciencedirect.com/science/article/pii/S1041608019300780
15) Fong, R. & *Cai, Y. (2019). Perfectionism, self-compassion and test-related hope in Chinese primary school students. The Asia Pacific Education Researcher, 28(4), 293–302.https://doi.org/10.1007/s40299-019-00466-0
16) Cai, Y.& Cheung, H. T. (2019). Classifying the writing assessment tasks of English as the medium of instruction programs using latent class analysis. International journal of educational research, 95, 143-152.
17) Hu, J. & Wu, P.(2020). Understanding English language learning in tertiary English-medium instruction contexts in China, System.
18) Wu, P., Yu, S. & Zhang, L. (2019). Function and Integration of Components of Pedagogical Content Knowledge (PCK) in Classroom Teaching: A Case Study of Business English Teachers, Educational Studies.
19) Lei, C. & Cai, Y. (2020). Learning vocabularies through WeChat: A case study of Chinese lower-proficiency students. In o, H. J. et al. (Eds.) Proceedings of the 28th International Conference on Computers in Education, Vol. (1) (pp.552-557). Asia-Pacific Society for Computers in Education.
20) Zheng, W. (2017). Theory research and practice on multi-layered and three-dimensional model of college English teaching----A case study of Shanghai university of International Business and Economics. Foreign Language Learning Theory and Practice (4): 68-75.
21) Zheng, W. , & Yao, J. (2019). Integrating Big Data into College Foreign Language Teaching: a Prediction Study of CET6 Scores. Foreign Language Education (5): 90-95.
22) 袁帅、万宏瑜. (2019). 方向性对视译流利度的影响. 上海翻译, 第1期, pp. 30-37.
23) 吴朋、周蕾. (2019). 信息时代商务英语教师的知识结构 -- 论技术整合的学科教学知识, 《商务英语教学与研究》第六辑,上海外语教育出版社.
24) 张蔚磊、雷春林.（2020）我国英语能力标准的研究热点及趋势–基于近10年CNKI论文的知识图谱计量分析. 外语教学，第六期，pp.60-66.
25)雷春林、蔡雨阳、司耀龙、汤佳佳 (2020). 商务英语专业学生的学科观、学习动机与学习环境调查.参见严明等主编《一带一路背景下的商务英语专业建设与发展》 (pp.64-71). 北京: 外语教学与研究出版社.
