蔡雨阳，语言测评哲学博士（香港大学）、上海对外经贸大学国际商务外语学院教授、校语言教育与测评研究中心（CLEAR）主任、校学术委员会委员、上海市“东方学者”特聘教授、校领军人才、香港教育大学兼职博士生导师。曾就职于香港大学、香港理工大学和香港教育大学。主要研究方向为语言测评、教育心理学和研究方法论。蔡教授是语言测评理论“动态语言能力系统Dynamic Language Ability System”和教育心理学理论“岛脊曲线理论Island Ridge Curve”的提出者，是统计方法“多层调节分析模型Multi-Layered Moderation Analysis”的开发者。2019年入职上海对外经贸大学以来发表国际SSCI期刊论文35篇。蔡教授具有丰富的语言测试开发与管理经历，是全国《医学英语水平考试》项目首席开发者和香港New English Language Proficiency Assessment研发团队核心成员，有十余年研究国际大型教育考试PISA和PIRLS的经历。现任国际ESCI期刊Journal of Asian TEFL （Assessment Issues）副主编， Educational Psychology, Educational Studies等SSCI期刊编委，承担Language Testing, System, Educational Research Review 等近40家国际SSCI期刊评审。曾任中、英、美等多国语言测试项目顾问。讲授课程包括《外语专业学术素养》、《研究方法论》和《应用语言学研究前沿》等课程。
电邮：sailor_cai@hotmail.com & ycai@suibe.edu.cn
Cai Yuyang, a Ph.D. in Language Assessment from the University of Hong Kong, is a professor at the School of Languages at Shanghai University of International Business and Economics. He serves as the Director of the School's Language Education and Assessment Research Center (CLEAR), a member of the Academic Committee, a specially appointed Shanghai Eastern Scholar professor, a “Leading Talent” at the university, and a part-time doctoral supervisor at the Education University of Hong Kong. Before assuming his current position, he had worked at the University of Hong Kong, Hong Kong Polytechnic University, and The Education University of Hong Kong.
Professor Cai's primary research areas include language assessment, educational psychology, and research methodology. He is the originator of the language assessment theory Dynamic Language Ability System and the educational psychology theory Island Ridge Curve. Besides, he is the developer of the statistical method Multi-Layered Moderation Analysis. Since joining Shanghai University of International Business and Economics in 2019, Professor Cai has published 35 papers in SSCI journals.
Professor Cai has extensive experience in language test development and management. He is the principal developer of the national Medical English Test System project and a core member of the research team for the Hong Kong New English Language Proficiency Assessment. He has over ten years of experience researching international large-scale educational assessments such as PISA and PIRLS.
Currently, Professor Cai serves as the Associate Editor of the Journal of Asian TEFL (Assessment Issues) and an editorial board member for SSCI journals such as Educational Psychology and Educational Studies. He is an ad hoc reviewer of nearly 40 referred international journals, including Language Testing, System, and Educational Research Review. He has served as an advisor for the national Medical English Test System, the Global Taskforce Nursing English project of the U.S. CGFNS Certificate organization, and the LRN language assessment company of the UK.
Professor Cai teaches courses such as Academic Literacy for Foreign Language Majors, Research Methodology, and Frontiers in Applied Linguistic Research for undergraduate and graduate students.
E-Mail:sailor_cai@hotmail.com & ycai@suibe.edu.cn
1）King, R., *Cai, Y., & Elliot, A. (2023). 
Income inequality is associated with heig.pdf. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2023.101825
2）Yang, Y.,*Cai, Y. & Song, Y. (2023). Examining the effect of a mobile-ass.pdf. Educational Technology & Society. https://doi.org/10.30191/ETS.202407_27(3).SP06
3）Wen, J., Zhang, J.,Yang, Y., & *Cai, Y. (2023).Development and validation of the Sel.pdf. Studies in Educational Evaluation, https://doi.org/10.1016/j.stueduc.2023.101292
4）*Cai, Y. & Zhao, C. (2023). Metacognitive strategies and self-eff.pdf. System. https://doi.org/10.1016/j.system.2023.103099
5）*Cai, Y., & Xing, K. (2023). Examining the mediation of engagement.pdfJournal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2217801
6）King, R., Zhang, R., Wen, J., Xie, F. & *Cai, Y. (2023). Gratitude is its own reward_ how gra.pdf. https://doi.org/10.1080/01443410.2023.2205069
7）Cai, Y., *Ge, Q., & Yang, Y. (2023). The role of perspective‑taking.pdfEuropean Journal of Educational Psychology. https://doi.org/10.1007/s10212-023-00692-7
8）Cai, Y., & *Yang, Y. (2023). The development and validation of th1.pdfThinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2023.101255
9）Chen, H., Cai, Y., & de La Torre, J. (2023). Investigating reading subskill relat.pdfLanguage Assessment Quarterly. https://doi.org/10.1080/15434303.2022.2140050
10） Cai, Y., *Yang, M. & Yao, J. (2022). More is not always better_ The nonlin.pdf. Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2022.2158304
11） Xiao, Y., *Cai, Y.,Ge, Q., & Yang, Y. (2022). The potential of using formative ass.pdfThe Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-022-00702-0
12） Xie, Q., Cai, Y. & Yeung, S.S. (2022). How does word knowledge facilitate re.pdf Reading and Writing. https://doi.org/10.1007/s11145-022-10360-9
13） Cai, Y.,Yang, Y., Ge, Q., & Weng, H. (2022). The interplay between teacher empathy, st.pdfEuropean Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00637-6
14）Cai, Y. & Chen, H. (2022). The Fluctuating Effect of Thinking.pdf。Language Assessment Quarterly. https://doi.org/10.1080/15434303.2022.2080553
15）Cai, Y. & Yang, Y. (2022). The fluid relation between reading strategies.pdf. Learning and Individual Differences.https://doi.org/10.1016/j.lindif.2022.102180
16）Zhoc, Karen C. H., *Cai, Y., Yeung, S. Z. & Shan, J. (2022). wellbeing.pdfBritish Journal of Educational Psychology. https://doi.org/10.1111/bjep.12513
17）Cai, Y., King, R. B., & McInerney, D.M. (2022).The concurrent trajectories of utility value.pdf. The Journal of Experimental Education. https://doi.org/10.1080/00220973.2022.2053496
18）Yeung, S., King, R., Nalipay, J. & *Cai, Y. (2022). Exploring the interplay.pdf. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12495
19）Xie, Q., King, R. & *Cai, Y. (2022). Emotional contagion.pdf. Current Psychology. https://doi.org/10.1007/s12144-022-02878-6
20）Zhang, L., Li, H., & Cai, Y. (2021).Profiles of Approaches to Learning.pdf. Early Education and Development. https://doi.org/10.1080/10409289.2021.2020066
21）Yan, J. & *Cai, Y. (2022).Teachers’ Instruction of Reading Strategies.pdfReading and Writing Quarterly. https://doi.org/10.1080/10573569.2021.1923100
22）Bernardo, A. B. I., *Cai, Y., & King, R. B. (2021). Society-level social axiom.pdfBritish Journal of Educational Psychology. https://doi.org/10.1111/bjep.12411
23） Nalipay, J., *Cai, Y., & King, R. B. (2021). The social contagion.pdf. School Psychology International. https://doi.org/10.1177/0143034320985200
24） Cai, Y. & Kunnan, A. J. (2020). Mapping the fluctuating effect.pdf. Language Testing, 37(2), 280-304. https://doi.org/10.1177/0265532219893384
25）Yung, K. & *Cai, Y. (2020). Do secondary school-leaving English examination.pdfAssessment and Evaluation in Higher Education, 45(4), 629–642. https://doi.org/10.1080/02602938.2019.1680951
26）King, R. B., *Cai, Y. & Du, H. (2020).Societal-level utility value strengthens.pdf. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12354
27）Nalipay, J. M., King, R. &*Cai, Y. (2020). Autonomy is equally important across East and West.pdfJournal of Adolescence. 78, 67-72. https://doi.org/10.1016/j.adolescence.2019.12.009
28）Nalipay, J. M., *Cai, Y. & King, R. (2020). Why do girls do better in reading than boys.pdfPsychology in the Schools. 57(2), 310-319. https://doi.org/10.1002/pits.22330
29） Cai, Y. & Kunnan, A. (2019). Detecting the language thresholds of the effect of background knowledge.pdfJournal of English for Academic Purposes. 42, https://doi.org/10.1016/j.jeap.2019.100795
30） Cai, Y., & Cheung, H. T. (2019).Classifying the writing assessment tasks of English.pdfInternational journal of educational research, 95, 143-152. https://doi.org/10.1016/j.ijer.2019.02.003
31） Cai, Y. & Lei, C. (2019). Profiling the efficiency of strategy use across different levels of L2 readers.pdfhttps://doi.org/10.1080/03055698.2019.1655712
32） King, R., Susanna Yeung, & Cai, Y. (2019). Personal investment theory.pdf. System. https://doi.org/10.1016/j.system.2019.102123
33） Cai, Y., King, R., Law, W., & McInerney, D.M. (2019). Which comes first_ Modeling the relationships among future goals, metacognitive strategies and academic achievement using multil.pdf. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2019.06.004
34） Fong, R. & *Cai, Y. (2019). Perfectionism, Self-compassion and Test-Related Hope in Chinese Primary School Students.pdfThe Asia Pacific Education Researcher, 28(4), 293–302. https://doi.org/10.1007/s40299-019-00466-0
35）Wang, C., *Cai, Y., You, Xi. & Zhao, M. (2021). Unveiling the relation between motivation regulation strategies in writing and writing achievement.动机调控策略与写作成绩的关系解构_“岛脊曲线”视角.pdf《外语界》CSSCI.
36） Cai, Y. & Kunnan, A. (2018). Examining_the_inseparability_of_content_knowledge_.pdfLanguage Assessment Quarterly, 15(2), 109-129. (Leading article) https://doi.org/10.1080/15434303.2018.1451532
37）Cai, Y. & *Zhu, X. (2017).Learning strategies and reading literacy among Chinese and Finnish adolescents.pdf (2).pdfEducational Psychology. 37(2), 192–204. https://doi.org/10.1080/01443410.2016.1170105
38）Cai, Y. (2015). The_value_of_using_test_response_data_for_content_.pdfNurse Education Today, 35 (12), 1181-1185. https://doi.org/10.1016/j.nedt.2015.05.014
2. BOOK & CHAPTERS
1) Cai, Y. (2024). Test-taking strategies. In A. J. Kunnan (Ed.), The Concise Companion to Language Assessment (2nd ed., pp. xxx-xxx). Wiley.
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 & Hin Tat Cheung (Eds), Rethinking EMI: Multidisciplinary Perspectives from Chinese-speaking Regions. New York: Routledge.
3) Cai, Y. (2020). Examining the interaction between components of ESP ability in reading: The Triple-Decker Model (Monograph). New York: Peter Lang.
4) 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.
5) Cai, Y. & Tao, K. Y. (2018). The Rasch model, Additive Conjoint Measurement, and new models of probabilistic measurement theory. In M. M. C. Mok, & Q. Zhang (Eds), Introduction to Rasch Measurement. New York: JMP. (Translation work)
6) Cai, Y., Xiao, Y. & Yu, M. (2012). (Ed.) Proceedings of Research Postgraduate Conference 2012, Faculty of Education, The University of Hong Kong.
7) METS. (2007). Medical English Test System Level-1 (METS-1) Syllabus. Shanghai: Higher Education Press. (Editor).
8) METS. (2007). Medical English Test System Level-2 (METS-2) Syllabus. Shanghai: Higher Education Press. (Editor).
9) METS. (2007). Medical English Test System Level-3 (METS-3) Syllabus. Shanghai: Higher Education Press. (Editor).
3. INVITED TALKS & KEYNOTE SPEECH
1) Cai, Y. (2023 Nov). Assessing academic language ability in the era of artificial intelligence. Keynote speech to The First Conference of Science Discourse Research & The 2023 Conference of Teaching and Testing of English for Academic Purposes第一届科学话语研究论坛暨2023年学术英语教学与测试研讨会. November 24-26, Qufu Normal University, Fufu, Shandong, China.
2) Cai, Y. (2023 Nov). The Dynamic Language Ability System (DLAS): A framework for future artificial intelligence-based language assessment. Keynote speech to the 2023 International Conference of Artificial Intelligence and Technology-Enhanced Language Learning2023 智能技术和语言学习国际研讨会, Shanghai International Studies University, November 11-12, 2023, Shanghai, China.
3) Cai, Y. (2023 May). Island Ridge Curve (IRC): The interface between Chinse-heritage wisdom and modern educational psychology? Invited talk to School of Foreign Languages, Wuhan University of Science and Technology, May 18th, 2023, Wuhan, China.
4) Cai, Y. (2023 May). Island Ridge Curve (IRC): The Theory of Island Ridge Curve (IRC): Introduction and application to medical education research. Invited talk to Department of Nursing Studies, Jianghan University, May 17th, 2023, Wuhan, China.
5) Cai, Y. (2023 March). Island Ridge Curve (IRC): The interface between Chinse-heritage wisdom and modern educational psychology? Invited talk to School of Foreign Languages, Shanghai Lixin University of Accounting and Finance, May 10th, 2023, Shanghai, China.
6) Cai, Y. (2023 March). Island Ridge Curve (IRC): The interface between Chinse-heritage wisdom and modern educational psychology? Invited talk to Department of Psychology, Eastern China Normal University, March 29th 2023, Shanghai, China.
7) Cai, Y. (2022, Nov). Proposing business English research questions based on modern educational psychology theories. Keynote speech to Shandong Business English Association Annual Conference 2022, Nov 5th,2022, Jinan, Shandong, China (online). 山东商务英语协会年会2022主题报告
8) Cai, Y. (2022 Oct). Island Ridge Curve: A new interface between research in language education and educational psychology. Keynote speech to 新文科视野下外语学科建设与发展全国研讨会National Conference on the Development of Foreign Languages Studies from the Perspective of New Liberal Arts, GUFE, Oct 28th, 2022, Guiyang, China.
9) Cai, Y. (2022, Oct). Island Ridge Curve (IRC): A new foundation for foreign Languages education and assessment. Invited talk to Faculty of Foreign Languages, Capital Normal University, Oct 14th, 2022, Beijing, China (online).
10) Cai, Y. (2022, July). The pearls and perils of academic publishing. Invited talk to Academic Salon, Centre for Interculture Communication Research, Shanghai International Studies University, Jul 8th, 2022, Shanghai, China (online).
11) Cai, Y. (2022, July). Research in applied linguistics: a beginner’s guide. Talk to Summer Camp 2022, School of Languages, Shanghai University of International Business and Economics, Jul 14th, 2022, Shanghai, China.
12) Cai, Y. (2022, June). Research design for research in foreign language education. Invited workshop to Workshop Series for Research Design for Foreign Languages Education Studies (Part II), Graduate School, Shanghai International Studies University, Jun 9th 2022, Shanghai, China.
13) Cai, Y. (2022, June). The ABCs of doing research in foreign language education. Invited workshop to Workshop Series for Research Design for Foreign Languages Education Studies (Part I), Graduate School, Shanghai International Studies University, Jun 2nd 2022, Shanghai, China.
14) Cai, Y. (2022, May). Island Ridge Curve Theory and Child Development & Education. Invited talk to Faculty of Education, Fujian Normal University, May 26th, 2022, Fuzhou, China.
15) Cai, Y. (2021, Dec). The Dynamic Learning Potential Framework: Implications for learning development assessment. Invited talk to Faculty of Education, ECNU, Dec 15th, 2021, Shanghai, China.
16) Cai, Y. (2021, July). Language learning and research. Invited Talk to Summer Camp 2021, School of Languages, Shanghai University of International Business and Economics, Jul 13, 2021, Shanghai.
17) Cai, Y. (2021, July). Linking large-scale international English language tests. Invited talk to Health Human Resources Development Centre, Ministry of Health (国家卫生健康委员会国际人才交流服务中心), Jul 2021, Beijing, China (online).
18) Cai, Y. (2021, July). Translation literacy. Summit Forum on the Cultivation of Translation Talents under the Background of New Translation Technology, Jul 19, 2021, Shanghai University of International Business and Economics, Shanghai.
19) Cai, Y. (2021, July). Language Learning and Research. Talk to Summer Camp 2021, Jul 13, 2021, School of Languages, Shanghai University of International Business and Economics, Shanghai.
20) Cai, Y. (2021, July). Applying quantitative thinking to language research: A gentle introduction. Invited talk to Faculty of Medical Arts, Capital Medical University, Jul 9, 2021, Beijing, China.
21) Cai, Y. (2021, May). Assessing Medical English in the era of New Medicine and New WenKe. Keynote to the 1rst Conference for National Medical College English Teacher Training of the Medical Foreign Languages Group of Chinese Medical Association & The Launching Ceremony of National Medical English Teacher Training Base (中华医学会医学外语学组首届全国医学院校英语师资培训研讨会 & 全国医学英语师资培训基地启动仪式), May 29, 2021, Beijing, China.
22) Cai, Y. (2021 Apr). Answering metaphorical questions with quantitative thinking. Invited talk to Department of English, SILC, Shanghai University, Apr 15, 2021, Shanghai.
23) Cai, Y. (2020, Nov). Answering metaphoric questions in language research: Application of
advanced quantitative methods. Invited talk to School of Foreign Languages, Zhongnan University of Economics and Law, Nov 25, 2020, Wuhan, China.
http://wgyxy.zuel.edu.cn/2020/1201/c836a258415/pagem.htm
24) Cai, Y. (2020, Nov). Application of advanced quantitative methods in educational research. Invited talk to Faculty of Artificial Intelligence and Education, Central China Normal University, Nov 24, 2020, Wuhan, China.
25) Cai, Y. (2020, Nov). Answering metaphoric questions in language research: Application of advanced quantitative methods. Invited talk to Faculty of Education, Shanghai Foreign Studies University, Oct 20, 2020, Shanghai, China. http://wgyxy.zuel.edu.cn/2020/1201/c836a258415/pagem.htm
26) Cai, Y. (2020, Oct). Behind English language testing scores. Talk to Shanghai Eastern Scholars, Eastern Scholars Forum, Oct 22-28, 2020, Shanghai, China.
27) Cai, Y. (2020, July). Language Curriculum Reform in the Era of the Integrative Humanities: Challenges and Opportunities. Speech to School of Foreign Languages, Shanghai University of International Business and Economics, Jul 6, 2020, Shanghai, China.
28) Cai, Y. (2019, Aug). The psychology of learning and teaching: Insights from PISA. Faculty of Education, The Chinese University of Hong Kong. Aug 19, 2019, Hong Kong, China
29) Cai, Y. (2019, Feb). On a coding frame for analyzing EMI writing assignment tasks. Invited talk to Department of English, University of China Academy of Science, Feb 22, 2019, Beijing, China. http://foreign.ucas.ac.cn/index.php/zh-cn/home/xwdt/1392-2019-02-26-10-57-34
30) Cai, Y. (2019, Feb). The development of the Discipline-Sensitive Language Assessment Framework. Invited talk to Department of English, University of China Academy of Science, Feb 21, 2019, Beijing, China. http://foreign.ucas.ac.cn/index.php/zh-cn/home/xwdt/1392-2019-02-26-10-57-34
31) Cai, Y. (2018, Dec). The pilgrimage to language and educational assessment: A synergy of theory and methodology. Invited talk to School of Languages, Shanghai University of International Business and Economics. Dec 7, 2018, Shanghai, China.
32) Cai, Y. (2018, Nov). The pilgrimage to language and educational assessment: A synergy of theory and methodology. Invited talk to School of Foreign Languages and Cultures, Nov 11, 2018, Chongqing University, Chongqing, China.
33) Cai, Y. (2018, Nov). If the era of assessing content in language assessment has come, is the language assessment community ready to welcome? Issues and solutions. Invited keynote speech to the Assessing World Languages Conferences, Oct 30-Nov 2, 2018, Faculty of Arts and Humanities, University of Macau, Macau SAR, China.
34) Cai, Y. (2018, Apr). On a coding frame for analyzing English as the medium of instruction writing assignment tasks: Proposal and validation. Invited talk to School of Foreign Languages, Zhongnan University of Economics and Law, Apr 26, 2018, Wuhan, China. http://wgyxy.zuel.edu.cn/2018/0423/c861a189588/page.htm
35) Cai, Y. (2017, Apr). The fluctuation of strategy use effect with L2 Proficiency on L2 Reading: Proposal of the IRC Model. Invited talk to School of Foreign Languages, Zhongnan University of Economics and Law, Wuhan, China.http://wgyxy.zuel.edu.cn/2017/0419/c836a155326/page.htm
36) Cai, Y. (2014). Modeling the cuboid moderation of language knowledge on strategic competence: An exploration with ESP reading test process. Presentation to Sciences of Learning Strategic Research Theme 2014 Summer Institute, The University of Hong Kong, Hong Kong SAR, China.
37) Cai, Y. (2009, Aug). Linking the Medical English Test System with the medical and healthcare curriculum for undergraduate studies in the United States: An evaluation of the proposal by an American academic organization. Talk to the Medical English Test System Reform Committee, Shanghai Medical College, Shanghai, China.
38) Cai, Y. (2008, Jan). Quality control for the Medical English Test System. Talk to Shandong Medical College, Jinan, Shandong, China.
39) Cai, Y. (2007, Aug). Post-test analysis of the Medical English Test System (METS): Diagnostic information for the teaching and learning of English for Medical/Nursing Purposes. Keynote speech to the 2nd Medical English Test System Conference, Beijing Municipal Communist Party School, Beijing, China.
40) Cai, Y. (2007, Apr). The development of the Medical English Test System (METS). Keynote speech to the First Medical English Test System Conference, Wuxi Health College, Wuxi, Jiangsu, China.
4. CONFERENCE PRESENTATIONS (underscored = with my MA/BA students)
1) Cai, Y. & Peng, X. (2024, July 1-5). The development and validation of The Reading Task Difficulty Scale (RTDS). Paper submitted to the 45th Language Testing Research Colloquium. Innsbruck, Austria.
2) Cai, Y. (2024, June 12-17). Island Ridge Curve: A new framework accounting for the contributions of emotion and cognition to language learning performance.Paper submitted to CSSE Conference 2024 (Canadian Association for Educational Psychology). McGill University, Montreal, Canada.
3) Liu, S., Yang, Y. & Cai, Y., & (2024, June 12-17). Self-regulated intercultural communication and English reading of Chinese Canadian immigrants.Paper submitted to CSSE Conference 2024. McGill University, Montreal, Canada.
4) Cai, Y. & Lin, Jia. (2024, April 11-14). The fluidity of expectancy-value effects across cultures: An approach of three-level SEM with random slopes. Poster paper accepted by AERA 2024 Annual Meeting (Division C - Learning and Instruction/ Section 2b: Learning and Motivation in Social and Cultural Contexts). Philadelphia, Pennsylvania, USA.
5) Yung, K. & *Cai, Y. (2024, April 11-14). A latent profile analysis of university students’ academic writing performance. Paper accepted by AERA 2024 Annual Meeting (SIG-Measurement and Assessment in Higher Education: Assessing student learning, performance, and success). Philadelphia, Pennsylvania, USA.
6) Cai, Y. (2024, May 16-18). Does the theory of Island Ridge Curve work? A verification with Chinese English learners’ self-beliefs, test anxiety, and English learning outcome. Paper accepted by Psychology of Language Learning PLL5 2024 Conference. Madrid, Spain. https://www.iapll.com/
7) Peng, X., Xing, K.,& Cai, Y. (2023, Sep 23-24). Exploring the interplay between task difficulty and self-concept in predicting English reading test performance: An application of the competition-mediation-moderation approach [Paper presentation]. The First Summit Forum on Foreign Language Education, Beijing Foreign Studies University, Beijing, China.
8) Xing, K., Zhu L.,& Cai, Y. (2023, Sep 23-24). Examining the Mediation of Engagement Between Self-Efficacy and Language Achievement [Paper presentation]. The First Summit Forum on Foreign Language Education, Beijing Foreign Studies University, Beijing, China.
9) Zhu, L., Peng, X.& Cai, Y. (2023, Sep 23-24). Exploring the concordance of fluid intelligence and expectancy-value theory during English learning: A multilevel-structural equation modeling approach [Paper presentation]. The First Summit Forum on Foreign Language Education, Beijing Foreign Studies University, Beijing, China.
10) Zhao, M. & Cai, Y. (2022, Dec 6-9). Examining the reciprocal relations among English self-concept, self-efficacy and engagement. Paper to present to International Congress on English Language Education and Applied Linguistics (ICELEAL 2022), The Education University of Hong Kong, Hong Kong SAR, China (online).
11) Ge, Q., Peng, X., & Cai, Y (2022, Dec 6-9). Development and Validation of the Systems Thinking Inventory for Language Learning (STILL). Paper to present to International Congress on English Language Education and Applied Linguistics (ICELEAL 2022), Dec 6-9, 2022, The Education University of Hong Kong, Hong Kong SAR, China (online).
12) Yang, Y., Zhu, L. & Cai, Y. (2022, Dec 6-9). Exploring the effect of teacher design thinking on Chinese students’ English learning engagement and English achievement: A multilevel structural equation modeling approach. Paper to present to International Congress on English Language Education and Applied Linguistics (ICELEAL 2022), Dec 6-9, 2022, The Education University of Hong Kong, Hong Kong SAR, China (online).
13) Xing, K. & Cai, Y. (2022, Dec 6-9). When engagement meets the Island Ridge Curve: Examining the interplay among engagement, self-efficacy and English achievement using a person-centered approach. Paper to present to International Congress on English Language Education and Applied Linguistics (ICELEAL 2022), Dec 6-9, 2022, The Education University of Hong Kong, Hong Kong SAR, China (online).
14) Zhao, C. & Cai, Y. (2022, Dec 6-9). The Interplay Between Self-efficacy, Metacognitive Strategies, and English Learning Outcome: A Multilevel Structural Equation Modeling Approach. Paper to present to International Congress on English Language Education and Applied Linguistics (ICELEAL 2022), The Education University of Hong Kong, Hong Kong SAR, China (online).
15) Zhu, L., Yang, Y., & Cai, Y. (2022, Dec 6-9). Is growth mindset meat or poison for Chinese learners of English as a Foreign Language. Paper to present to International Congress on English Language Education and Applied Linguistics (ICELEAL 2022), The Education University of Hong Kong, Hong Kong SAR, China (online).
16) Peng, X., Ge, Qian., & Cai, Y. (2022, Dec 6-9). Examining the role of expectancy value theory in determining English achievement: a focus on the interaction between expectancy and value. Paper to present to International Congress on English Language Education and Applied Linguistics (ICELEAL 2022), The Education University of Hong Kong, Hong Kong SAR, China (online).
17) Yang, Y. Ge, Q. & Cai, Y. (2022, Nov 22-24). Online engagement strategies: More evidence for the Island Ridge Curve. To present to the 4th International Conference on Situating Strategy Use: Strategic Learning in an Uncertain World, Victoria University of Wellington, New Zealand.
18) Cai, Y. (2022, Nov 22-24). Island ridge curve: A new lens for studying learner strategies. Paper presented to the 4th International Conference on Situating Strategy Use: Strategic Learning in an Uncertain World, Victoria University of Wellington, New Zealand.
19) Yang, Y., Ge, Q., & Cai, Y. (2022 Nov 22-24). Online engagement strategies: More evidence for the island ridge curve.Paper presented to the 4th International Conference on Situating Strategy Use: Strategic Learning in an Uncertain World, Victoria University of Wellington, New Zealand.
20) Cai, Y. (2022 Jul 1-3). Online learning engagement and emotion regulation in a smart tutoring system during the pandemic: an Island Ridge Curve (IRC) perspective, ICFULL, The Education University of Hong Kong, Hong Kong SAR, China.
21) Yu, B. & Cai, Y. (2021, Jul 7-9). Online English engagement: antecedents and outcome.Paper presented to The International Conference on Technology-enhanced Language Learning and Teaching & Corpus-based Language Learning and Teaching (TeLLT & CoLLT), The Education University of Hong Kong, Hong Kong SAR.
22) Fong, R. & Cai, Y. (2020, Nov 27-29). Self-compassion as a potential means for developing test-related hope in academically talented perfectionists. Paper accepted by Asia-Pacific Conference on Giftedness 2020, Deagu, South Korea.
23) Yung, K. & Cai, Y*, & Lee, N. (2020, Apil). A latent profile analysis of university students’ academic writing performance. Paper accepted by American Educational Research Association (AERA) 2020 Conference, Apr 17 –21, 2020, San Francisco, California, USA.
24) Cai, Y. (2019, Dec). Moving from both ends towards the middle: The fluctuation of strategy use by Hong Kong secondary students across three years. Paper presented to Australian Association for Research in Education (AARE) Conference 2019, Dec 1-5, 2019, Brisbane, Australia. https://www.aare.edu.au/publications/aare-conference-papers/show/13138/moving-from-both-ends-towards-the-middle-the-fluctuation-of-strategy-use-by-hong-kong-secondary-students-across-three-years
25) Cai, Y. (2019, Oct). The complex dynamic language ability system: Foreign language education and assessment in the era of the new humanities. Paper presented to New Era, New Humanities and New Foreign Languages – Summit Forum on the Path to a High, Fine, and Precise Level of Foreign Language Studies. Oct 26-27, 2019, Beijing, China
26) Cai, Y., Ruan, Q., Lei, C. & Song, Y. (2019, Oct). Enhancing student writing through collaboration in wiki-based environments: An analysis of multigroup-multilevel structural equation modeling. Paper presented to 2019 Annual Conference of China English Language Education Association (CELEA2019), Oct 19-20, 2019, Wuhan, China.
27) Cai, Y. & Kunnan, A. (2019, Oct). The island ridge curve (IRC): A theoretical model mapping the interaction between strategy use ability and language proficiency. Paper presented to the 6th Conference of Asian Association of Language Assessment, Oct 16-18, Hanoi, Vietnam.
28) Cai, Y. (2019, Oct). Modeling the dynamic relationship between metacognitive strategies and English performance: An Associative Latent Transition Analysis. Paper presented to the 3rd International Conference on Situation Strategy Use (SSU3), Oct 13-15, 2019, Osaka, Japan.
29) Cai, Y. (2019, July). The orchestrated use of strategic competence across successful and unsuccessful English reading test performers: A latent profile analysis with distal outcome. Paper presented to the 5th International Conference on Language Testing and Assessment, Jul 6-7, 2019, Guangzhou, China.
30) King, R. B., Cai, Y., & Du, H. (2019, July). The impact of socio-economic development and inequality on student motivation and achievement. Symposium paper presented to Asian Association of Social Psychology (AASP) 2019 Conference, Jul 5 –9, 2019, Taipei, China
31) King, R. B., Cai, Y., & Du, H. (2019, Apr). Motivation is not created equal: unequal motivational payoffs as a function of country-level socio-economic development. Symposium paper presented to American Educational Research Association (AERA) 2019 Conference, Apr 5 –9, 2019, Toronto, Canada.
32) Cai, Y. (2018, Dec). Detecting the language threshold(s) constraining the effect of background knowledge on LSP reading performance using multi-layered latent moderation analysis. Paper presented to the 4th International Conference on Language Testing and Assessment, Dec 1 –2, 2018, Beijing, China.
33) Lei, C. & Cai, Y. (2018, Aug). A survey of business English majors’ attitude towards their disciplinary study, learning motivation and learning environment. Paper presented to the 13th National Conference on International Business English, Aug 18-19, 2018, Heilongjiang University, Harbin, China. (Best paper award)
34) Cai, Y. (2018, June). The transitional requirements of writing assignments for English as the medium of instruction programs: A Latent Class Analysis. Paper presented to the Annual Departmental Conference 2017/2018, Jun 15th, 2018, Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong SAR, China.
35) King, R.B., Du, H., & Cai, Y. (2018, May). It pays to be motivated in a motivated country: The influence of person- culture match on school motivation and achievement. Paper poster presented to the 30th Association of Psychological Science (APS) Annual Convention, May 24-27, 2018, San Francisco, CA, USA.
36) Song, Y., Lei, C. & Cai, Y. (2018, May). Improving university students’ writing in wiki-based collaborative writing environments. Paper presentation to the International Conference on English Education in the Chinese Context, May 4-5, 2018, The Education University of Hong Kong, Hong Kong SAR, China.
37) Cai, Y., & Song, Y. (2018, Feb). Profiling Hong Kong adolescent students’ information technology use and its relation to reading achievement: An analysis of PISA 2009 data using mixture structural equation modeling. Paper presentation to Technology-Enhanced Assessment Conference 2018, Feb 8-9, 2018, The Education University of Hong Kong, Hong Kong SAR, China.
38) Cai, Y. & King, R. (2017, Nov). The variation of formative assessment effect on adolescents’ literacy achievement across cultures: A multi-group multilevel mixture modeling approach. Paper presentation to The Hong Kong Educational Research Association (HKERA) International Conference 2017, Nov 30- Dec 2, The Education University of Hong Kong, Hong Kong SAR, China.
39) Cai, Y. & Cheung, H. T. (2017, Nov). Classifying disciplinary writing assessments: Proposal and application of a working coding frame. Paper presentation to The Joint Conference of ‘Listening and Writing’ and ‘Assessing World Languages’, Nov 8-11, 2017, University of Macau, Macau SAR, China.
40) Cai, Y. (2017, June). Using the Trait–State–Occasion model to examine changes in graduate students’ metacognitive strategic competence. Paper presentation to the 4th Asian Association of Language Assessment (AALA) Conference, Jun 21-23, 2017, National Taiwan University, Tai Pei.
41) Li, E, Cheung, H.T., Cai, Y. (2017, June). Towards a Discipline-Sensitive English Language Proficiency Assessment. Paper presentation to Faces of English 2 Conference, Jun 1-3, 2017, The University of Hong Kong, Hong Kong, China.
42) Cai, Y. (2014). Exploring the interaction between strategic competence and language knowledge: Does a language threshold exist? Paper presentation to the 7th Hong Kong Association of Applied Linguistics Conference, Hong Kong Polytechnic University, Hong Kong SAR, China.
43) Cai, Y. (2013). Examining the quality of a scoring rubric using generalizability theory and Many-Facet Rasch Measurement. Paper presentation to Postgraduate Research Conference, The University of Hong Kong, Hong Kong SAR, China.
44) Cai, Y. (2013) Understanding the role of subject-matter knowledge in ESP ability: Messages for teachers. Paper presented to the 10th Annual European Association of Language Testing and Assessment Conference, Istanbul, Turkey.
45) Cai, Y. (2013). The Triple-Decker Model for ESP reading: Insights from multilevel structural equation modeling based on multidimensional item response theory composites. Paper presentation to Postgraduate Research Conference, The University of Hong Kong, Hong Kong SAR, China. [Best Paper Presentation].
46) Cai, Y. (2012). Modeling the effects of strategy use on ESP reading test performance. Paper presentation to the 1rst International Conference of the Chinese Association for ESP & The 4th International Conference on ESP in Asia, Hong Kong SAR, China.
47) Cai, Y. (2012). Modeling the interaction between language knowledge and background knowledge in predicting ESP reading test performance: An IRT-SEM approach. Paper presentation to Postgraduate Research Conference, The University of Hong Kong, Hong Kong SAR, China.
48) Cai, Y. (2012). Empirically verifying Douglas’ ESP ability hypotheses: An IRT-SEM approach. Paper presented to the 34th Language Testing Research Colloquium, Princeton, USA.
49) Cai, Y. (2011). Language knowledge, background knowledge, and LSP reading test performance. Paper presentation to the 4th HAAL Conference, Hong Kong Polytechnic University, Hong Kong SAR, China.
5. AD HOC REVIEWER （39 refereed journals）
· Language (9): Applied Linguistics, System, Language Teaching Research, Studies in Second Language Learning and Teaching, International Review of Applied Linguistics in Language Teaching, Language Learning & Technology, Innovation in Language Learning and Teaching, Language and Education, Journal of Asian TEFL
· Assessment (7): Language Testing, Language Assessment Quarterly, Assessment in Education: Principles, Policy & Practice, International Journal of Testing, Assessment, Assessment and Evaluation in Higher Education, Studies in Educational Evaluation;
· Education (10): Review of Educational Research, American Educational Research Journal, International Journal of Education Research, Educational Studies, Computer in the Schools, Transaction in Learning Technologies, International Journal of Intercultural Relations, Early Education and Development, European Journal of Education，Humanities & Social Sciences Communications
· Psychology (13): Contemporary Educational Psychology, British Journal of Educational Psychology, Learning and Individual Differences, Metacognition and Learning, Reading and Writing, Reading and Writing Quarterly, Social Psychology of Education, Educational Psychology, The Asia-Pacific Education Researcher, School Psychology International, European Journal of Psychology of Education, Current Psychology, Frontier in Psychology.
6. EDITORIAL SERVICE:
Journal of Asia TEFL (ESCI, Associate Editor, Assessment Issues, 2023~)
Educational Psychology (SSCI, Consulting Editor, 2019~)
Educational Studies (SSCI, Editorial Board Member, 2019~)
The Educational and Developmental Psychologist (Editorial Board Member, 2019~)
Data in Brief (Editorial Board Member, 2019~)