Updated on 2023/11/30

Faculty of International Research and Education, School of International Liberal Studies
Job title
Assistant Professor(without tenure)
PhD ( 2022.09 Waseda University )

Education Background

  • 2018.04

    Waseda University   Graduate School of International Culture and Communication Studies, Doctoral Program  

  • 2015.09

    Waseda University   Graduate School of International Culture and Communication Studies, Master's Program  

Committee Memberships


    European Association of Computer Assisted Language Learning (EUROCALL)  Programme Committee Member


    RELC Journal  Journal Reviewer


    Australian Journal of Applied Linguistics  Editorial Board/Journal Reviewer


    The JALT CALL Journal  Journal Reviewer


    Computer Assisted Language Learning Journal  Journal Reviewer


    Technology in Language Teaching and Learning  Editor-in-Chief


    ET&S Journal  Reviewer

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Research Areas

  • Educational technology / Foreign language education

Research Interests

  • 外国語教育

  • 中国語教育

  • 英語教育

  • CALL

  • 自律学習



  • Expanding the learning ecology and autonomy of language learners with mobile technologies

    Stockwell, G., & Wang, Y.

    ET&S    2023.07

  • Technology and second language writing instruction

    Yijen Wang, Ali Panahi

    Insights into Teaching and Learning Writing     167 - 179  2023.04  [Refereed]  [Invited]

    Authorship:Lead author, Corresponding author

     View Summary

    The integration of technology into L2 writing instruction has become increasingly prevalent in recent years. This chapter provides an overview of the various ways in which technology has been utilized in writing education and explores its impact on students' writing process. It highlights the potential benefits and concerns surrounding the use of technology in writing instruction. Given the growing interest in technology use, the chapter presents a theoretical framework for technology adoption in teaching writing skills, drawing upon relevant literature and studies. The chapter concludes by discussing the new challenges and implications that arise for early-career teachers, in-service teachers, researchers, and stakeholders who are considering using technology for writing instruction.


  • Exploring the Challenges of Technology in Language Teaching in the Aftermath of the Pandemic

    Glenn Stockwell, Yijen Wang

    RELC Journal    2023  [Refereed]

     View Summary

    The impact of the COVID-19 pandemic has been varied, and while there was a clear upsurge in the use of technology in language and learning contexts during the worst lockdown periods, the long-term impact on technology usage remains to be seen. As has been widely noted, lockdowns forced teaching into remote modes, making technology indispensable. Many teachers found themselves struggling to use technologies with little or no experience or training, and often in spite of earlier resistance to using it. The affective barriers to using technology may have decreased somewhat, but other potential problems have arisen as well. There has generally been a narrow view about the effectiveness of technology use in language teaching and learning. During the pandemic, teaching often entailed using videoconferencing tools as a means of emulating face-to-face teaching, albeit inhibited by the limitations and the affordances of the technologies. While research into mobile learning prospered prior to the pandemic, long periods of lockdown saw them being used as little more than a backup for when other technologies experienced technical difficulties. In this paper, we discuss not only the often-cited positive effects of technology usage in language learning during COVID, but also the possible negative implications for how technology has come to be used and viewed by learners, teachers, and administrators. Suggestions for a potential way forward in this ‘aftermath’ of the pandemic are discussed, along with some guidelines for making the most of what we have learned about using technology for language learning in the future.



  • Challenge or chance? Chinese teachers’ beliefs and teaching practices of educational technology at Japanese universities

    Yijen Wang

    Proceeding paper for the 71th Chinese Linguistic Society of Japan Conference     37 - 39  2021.11  [Refereed]

  • In-service teachers’ perceptions of technology integration and practices in a Japanese university context

    Yijen Wang

    JALT CALL Journal   17 ( 1 ) 45 - 71  2021

     View Summary

    To understand in-service language teachers’ intrinsic barriers to technology integration in higher education contexts, this in-depth study investigated four teachers teaching Chinese as a foreign language (CFL) at a private university in Japan. The researcher trained the four teachers with varied digital literacy how to create and utilise online materials in a dedicated Moodle site, and the teachers’ training processes, as well as actual classroom practices, were then observed. Qualitative and quantitative data were collected over three semesters, including: (1) a pilot survey before Moodle integration to access the teachers’ attitudes and expectation of educational technology use; (2) classroom observations to investigate how the participants use technology in their CFL classroom; (3) audio recordings and field notes collected in a workshop and interviews to explore reasons behind behaviours; and (4) access logs in Moodle to determine the participants’ engagement through online materials inside and outside the classroom. The findings’ implications in terms of teachers’ experiences, emotions, competences, beliefs, motivations, and sociocultural factors affecting their determinations of technology integration in CFL classrooms in a Japanese higher-education setting are presented. Future considerations and ongoing challenges are discussed to highlight the implications for research, policymakers, teacher educators, and stakeholders.



  • Engagement in PC-based, smartphone-based, and paper-based materials: Learning vocabulary through Chinese Stories

    Yijen Wang

    Technology in Language Teaching & Learning    2020.12  [Refereed]


  • On the cultural capacity of a Chinese teacher: Take the qualification examination Chinese teachers in China and U.S. as an example

    Chen, L., Wang. Y., Huang, Y., Chen, W., Kan, Y.

    International Chinese Language Education     33 - 43  2012.12  [Refereed]

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Books and Other Publications

  • Insights into Teaching and Learning Writing: A Practical Guide for Early-Career Teachers (Language Teaching Insights)

    Mohebbi Hassan, Yijen Wang

    Castledown Publishers  2023.04 ISBN: 1914291158


  • Cambridge Handbook of Technology in Language Teaching & Learning

    ( Part: Joint editor)

    Cambridge University Press  2023

  • Proceedings of the XXIst International CALL Research Conference

    ( Part: Joint editor)

    2022.07 ISBN: 9781914291050



  • Exploring AI tools for English learning: A case study of Google Translate, DeepL, and ChatGPT

    Applied Linguistics Association of Australia (ALLA) Conference 2023, University of Wollongong, Australia. 

    Presentation date: 2023.11

    Event date:
  • Exploring the gap between teachers’ and students’ usage of technology for informal language learning from an ecological perspective

    The 56th Annual Conference of the British Association for Applied Linguistics (BAAL), The University of York, UK 

    Event date:
  • Editors’ panel: How authors can engage with reviewer feedback


    The EuroCALL 2023 Conference, University of Iceland, Reykjavík 

    Event date:
  • Learner training in AI tools for English learning: Exploring Deep-L and ChatGPT

    The EuroCALL 2023 Conference, University of Iceland, Reykjavík 

    Event date:
  • Teachers’ and Students’ Perceptions of Learner Data and Learning Engagement

    The EUROCALL 2022 Conference, 

    Presentation date: 2022.08

  • Chinese language teaching designs and methods: University teachers’ and students’ expectations and current

    Sunaoka, W., Liu, S., Wang, R., Sugie, S., Wang, S., Wang, Y.

    The 71th Chinese Linguistic Society of Japan Conference 

    Presentation date: 2021.11

  • Factors affecting in-service teachers’ resistance to technology in a Japanese university context

    EUROCALL 2021 Conference 

    Presentation date: 2021.08

  • A mixed-methods investigation of teachers’ and learners’ perceptions of technology for CFL education at a Japanese university

    International Conference and Workshops on Technology and Chinese Language Teaching 

    Presentation date: 2021.05

    Event date:
  • Teachers’ change and resistance to using technology: A case study in a Japanese CFL context

    EUROCALL 2020 Conference 

    Presentation date: 2020.08

  • In-service teachers’ perceptions of educational technology integration: A case study in a Japanese university context

    The 21st International CALL Research Conference 

    Presentation date: 2020.07

  • Exploring roles and psychology of teachers with LMS: Developing and using online Chinese language learning materials

    The XXth International CALL Research Conference 

    Presentation date: 2019.07

  • CALL, MALL, or Paper? A Comparative Study of Task Engagement and Attitudes in Elementary CFL Japanese Learners

    Pan-Pacific TELL Conference 

    Presentation date: 2018.10

  • Learning L2 lexicon with CALL, MALL, and non-electronic platforms: A comparative study of task engagement and attitudes in elementary CFL Japanese learners

    GloCALL 2018 Conference 

    Presentation date: 2018.08

  • On the cultural capacity of a Chinese teacher: Take Chinese teacher’s qualification examination in U.S., China, and Taiwan for example

    The 3rd International Conference of Asia-Pacific Consortium on Teaching Chinese as an International Language 

    Presentation date: 2011.06

  • Chinese culture of project learning for multiple intelligences classrooms

    International Conference of Chinese Language Teaching in Asia Pacific 

    Presentation date: 2010.03

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Internal Special Research Projects

  • Using Moodle for Self-directed Learning: Teacher and Student Voice


     View Summary

    The current research project aims to understand how teachers and students perceive self-directed learning on Chinese language through Moodle. The potential functions of the Learning Management System (LMS) allow students to set goals, select strategies, and evaluate learning outcomes that further facilitate their autonomy. However, how language teachers and learners view the use of the learning methods may be different. Understanding teachers’ and learners’ perceptions toward self-directed learning methods in online language learning contexts may help improve the quality of online education. Thus, this mixed-method research investigated Chinese language teachers’ and university students’ perception of self-directed learning on a dedicated Moodle site by conducting: 1) three open-ended surveys to understand the participants’ attitudes toward self-directed learning; 2) individual interviews with the participants to explore their beliefs, and 3) activity logs on Moodle to record their engagement. The affordance and implications of using Moodle to facilitate autonomy will be discussed in light of cognitive, emotional, and behavioural engagement.