学术成果

学术论文（最近5年）

1. Su, W. and Huang, A. (2026). From Conceiving to Calibrating Requests: How Students Seek Feedback From Generative Artificial Intelligence in Language Interpreting.International Journal of Applied Linguistics (SSCI). https://doi.org/10.1111/ijal.70197

2. Su, W. and Huang, A. (2025). Comparing Language Learners’ Engagement With Teacher and AI's Responses: Differences in Feed-Back, Feed-Up, and Feed-Forward. International Journal of Applied Linguistics (SSCI). https://doi.org/10.1111/ijal.12850.

3. Liu, J., & Su, W.* (2025). Student engagement with oral feedback on second language learning: A methodological review. System (SSCI), 103752. https://doi.org/10.1016/j.system.2025.103752 (Corresponding author)

4. Chen, Q., & Su, W.* (2025). Comparing students’ reception of AI-based video feedback and written feedback: A Q methodological study. Innovations in Education and Teaching International(SSCI). https://doi.org/10.1080/14703297.2025.2530770.  (Corresponding author)

5. Liu, J & Su, Wei* (2025). Using screen-cast to explore language learners’ engagement with teacher oral feedback across time. Language Teaching Research(SSCI),DOI: 10.1177/13621688251368646.(Corresponding author)
   

6. Liu, J. & Su, Wei* (2024). Profiling Self-Assessment in Undergraduate Interpreting Learning: A Longitudinal Cluster Analysis.Asia-Pacific Education Researcher(SSCI),0119-5646,2024-04-04. DOI: 10.1007/s40299-024-00851-4.  (Corresponding author).

7. Li. K.X & Su, Wei* (2024). Exploring student roles in mixed-proficiency triads for dialogic peer feedback learning. Innovations in Education and Teaching International(SSCI),1470-3297,2024-04-27. DOI: 10.1007/s40299-024-00851-4. (Corresponding author). 

8. Su, W. (2023). Investigating student interpreters’ emotional component of aptitude: a mixed method approach. The Interpreter and Translator Trainer(SSCI), 17, 119-132. DOI:10.1080/1750399X.2023.2170044

9. Su, W. and Huang, A. (2022). Rather to receive praise than criticism? Understanding students’ perceptions of feedback valences in academic writing. Innovations in Education and Teaching International(SSCI).  DOI:10.1080/14703297.2022.2155211

10. Su, W. and Huang, A. (2022). More enjoyable to give or to receive? Exploring students’emotional status in their peer feedback of academic writing. Assessment & Evaluation in Higher Education(SSCI), 47,1005-1015.  DOI:10.1080/02602938.2021.2004389

11. Su, W. (2022). Two heads better than one? Exploring the co-teaching of intercultural competence by NES and NNS teachers. Asia Pacific Education Researcher(SSCI), 31, 297-306. DOI:10.1007/S40299-021-00561-1

12. Su, W. (2022). Masked ball for all: how anonymity affects students’ perceived comfort levels in peer feedback. Assessment & Evaluation in Higher Education(SSCI), 48, 502-512. DOI:10.1080/02602938.2022.2089348

13. Su, W. (2022). Comparing motivational features between feedback givers and receivers in English speaking class. International Review of Applied Linguistics in Language Teaching(SSCI), 61,1775-1772. DOI:10.1515/iral-2021-0197.

专著/教材

本科阶段基于量表的口译评估研究.北京：外语教学与研究出版社，2021.

口译教程.上海：上海外语教育出版社，2014.

口译基础.上海：上海外语教育出版社，2009.