Cecilia ZHAO Guanfang

Programme Coordinator of MA in Second Language Acquisition

  • International Association of Language Testing
  • American Educational Research Association
  • Shanghai Foreign Language Association
  • Executive Board Member, CALTA (China Association of Language Testing & Assessment)
  • Secretary, AALA (Asian Association for Language Assessment)
  • Section Editor, The Journal of Asia TEFL
  • 2016: The 15th National Young Faculty Career Award from Fok Ying Tung Education Foundation
  • 2015: Shanghai International Studies University (SISU) Excellent Research Paper Award
  • 2014: The 12th Shanghai Excellent Social Science Research Paper Award
  • 2013: SISU Excellent Research Award, Casio Best Paper award
  • 2012: Christopher Brumfit Ph.D./Ed.D. Thesis Award
  • 2012: Jacqueline Ross TOEFL Dissertation Award
  • 2011: Shanghai Pujiang Talent Award from Shanghai Government
  • 2009: Russell N. Campbell Dissertation Proposal Award from The International Research Foundation (TIRF) for English Language Education

Recent Invited Conference Talks & Workshops:

Zhao, C. G. (2019, Nov.). Alternative Approaches to Writing Assessment in Higher EducationInvited talk at the third Assessing World Languages Conference, Macau, China.

Zhao, C. G. (2019, October). L2 voice construction across L1 languages and contexts. Paper presented at the International Conference on Metadiscourse across Languages and Contexts. Jilin, China.

Zhao, C. G. (2018, October). Writer Background and Voice Construction in L2 Writing. Paper presented at the 2018 International Conference on Teaching and Researching EFL Writing / 第11届全国英语写作教学与研究国际研讨会, Nanjing, China.

Zhao, C. G. (2017, Nov.). Teaching and Assessing Second Language Writing. Invited workshop at Assessing World Languages Conference, Macau, China.


Recent Refereed Conference Presentations: 

Zhao, C. G. (2021, January). Chinese EFL Learners’ perceptions of the construct of academic writing. Paper presented at the HKCPD Hub Virtual International Conference, Online.

Wu, J., & Zhao, C. G. (2021, January). Voice and voicing strategies across native and second language writing. Paper presented at the HKCPD Hub Virtual International Conference, Online.

Qi, Q., & Zhao, C. G. (2020, November). Implementing Learning-Oriented Assessment Among Low-Proficiency EFL Students: Strategies and Difficulties. Paper presented at the 18th Asia TEFL International Conference, Online & Goyang, South Korea.

Qin, C. Y., & Zhao, C. G. (2020, October). Washback effect of classroom-based assessment from leaners’ perspective. Paper presented at the 19th annual East Coast Organization of Language Testers (ECOLT) conference, Virtual Conference 2020, organized by Georgetown University and Center for Applied Linguistics.

Zhao, C. G. (2019, June). A modest proposal for theory-informed writing assessment by design. Paper to be presented at the 17th Asia TEFL International Conference, Bnagkok, Thailand.

Liao, L., & Zhao, C. G. (2018, October). Test takers’ cognitive and metacognitive strategy use in L2 writing assessment. Paper presented at the 2nd Assessing World Languages Conference, Macau, China.

Zhao, C. G. (2018, October). Theory-based approach to writing assessment: A conceptual framework for assessment design and development. Paper presented at the 5th Annual International Conference of the Asian Association for Language Assessment (AALA), Shanghai, China.

Zhao, C. G. (2018, August). Writer Background and Voice Construction in L2 Writing. Paper presented at the 17th Symposium on Second Language Writing, Vancouver, Canada.

Zhao, C. G. (2018, June). Writer Background and Voice Construction in L2 Writing. Paper presented at the 16th Asia TEFL/ 1st MAAL & 6th HAAL 2018 International Conference, Macau, China.

Zhao, C. G. (2017, July). Voice in Second Language Argumentative Writing. Paper presented at the 16th Symposium on Second Language Writing, Bangkok, Thailand. 

Zhao, C. G. (2017, June). Assessing Authorial Voice in Second Language Argumentative Writing. Paper presented at Faces of English 2: Teaching and Researching Academic and Professional English, Hong Kong, China.

  • Zhao, C. G.* (in press). Theory-based approach to academic writing assessment: A conceptual framework for assessment design and development. In L. Hamp-Lyons & Y. Jin (Eds.), Assessing the Writing of Chinese Learners of English. Springer.
  • Qi, Q., Liao, L., & Zhao, C. G.* (2021, accepted, expected in Dec. issue). “I didn’t even know if my students were in class”: Challenges of teaching English speaking online. The Journal of Asia TEFL. [Scopus Q1]
  • Yu, C., & Zhao, C. G.* (2021c). Continuing the dialogue between writing experts and academic librarians: A conceptual model of information-based academic writing in higher education. Journal of Academic Librarianship, 47(6), 1-8, DOI: https://doi.org/10.1016/j.acalib.2021.102454. [SSCI Q1]
  • Yu, C., & Zhao, C. G.* (2021b). “I won’t try my best”: A narrative inquiry of a Chinese MTI student’s appropriation of graduation policy. Asia-Pacific Education Review, DOI: https://doi.org/1007/s12564-021-09714-9. [SSCI Q2]
  • Yu, C., & Zhao, C. G.* (2021a). A ‘netnographic’ study of test impact from the test-takers’ perspective: The case of a translation test. In ALTE (Ed.), Collated Papers for the ALTE 7th International Conference (pp. 63-66). Madrid, Spain: ALTE.
  • Gao, F., Wang, J., Zhao, C. G., & Yuan, Z. (2021). Word or morpheme? Investigating the representation units of L1 and L2 Chinese compound words in mental lexicon using a repetition priming paradigm. International Journal of Bilingual Education and Bilingualism, DOI: https://doi.org/10.1080/13670050.2021.1913984 [SSCI Q1]
  • Zhao, C. G.*, & Liao, L. (2021). The effect of metacognitive strategy use on L2 writing test performance. System, 98, 1-11. https://doi.org/10.1016/j.system.2021.102472 [SSCI Q1]
  • Zhao, C. G.* (2019). Chinese EFL learners’ perception of the construct of English academic writing. In R. Damerow & K. Bailey   (Eds.), Chinese-speaking learners of English: Research, theory, and practice (pp.81-95). Routledge. https://www.taylorfrancis.com/books/e/9780429290848
  • Zhao, C. G.* & Lyu, Y. (2019). The construct of EFL academic writing: From the perspective of Chinese undergraduates of English. Foreign Languages and Their Teaching, 309 (6), 69-79. [CSSCI]
  • Zhao, C. G.*, & Liu, C. J. (2019). An evidence-based review of Celpe-Bras: The exam for certification of proficiency in Portuguese as a foreign language. Language Testing, 36(4), 617-627. DOI: https://doi.org/10.1177/0265532219849000 [SSCI-Q1]
  • Zhao, C. G.* (2019). Writer background and voice construction in L2 writing. Journal of English for Academic Purposes, 37, 117-126. DOI: https://doi.org/10.1016/j.jeap.2018.11.004 [SSCI-Q1]
  • Zhao, C. G.* (2017). Voice in timed argumentative essay writing. Assessing Writing, 31, 73-83. DOI: http://dx.doi.org/10.1016/j.asw.2016.08.004 [SSCI-Q1]
  • Zhao, C. G.* (2016). The role of voice in L2 argumentative writing: The development and validation of an analytic rubric. In M. A. Christison & N. Saville (Eds.), Studies in Language Testing (SiLT), volume 46. Advancing the Field of Language Assessment: Papers from TIRF Doctoral Dissertation Grantees 2009 – 2013 (pp. 24-56). Cambridge, UK: University of Cambridge Local Examinations Syndicate.
  • Zhao, C. G.* (2016). ‘Authorial voice’ in the assessment of writing. In D. Tsagrai & J. Banerjee (Eds.), Handbook of Second Language Assessment, (pp. 397-412). Boston/Berlin: De Gruyter.
  • Zhao, C. G.* (2014). Authorial voice in second language writing. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford, UK: Wiley-Blackwell.
  • Zhao, C. G.* (2014). English Content course instruction and the development of EFL writing ability. In Wang Zhenping & Jin Liming (Eds.), EFL Content Course Instruction and Fostering Critical Thinking Ability, (pp. 104-119). Beijing: FLTRP.
  • Zhao, C. G.* (2013). Measuring authorial voice strength in L2 argumentative writing: The development and validation of an analytic rubric. Language Testing, 30(2), 201-230. DOI: https://doi.org/10.1177/0265532212456965 [SSCI-Q1]
  • Zhao, C. G.* (2013). Studies on voice in written discourse: Review, analysis, and implications. Foreign Language World,156:67-76. [CSSCI]
  • Chen, H., & Zhao, C. G. (2013). The application of cognitive diagnosis: A new phase in language testing research. Foreign Language Testing and Teaching, 10:1-9.
  • Llosa, L., Beck, S. W., & Zhao, C. G. (2011). An investigation of academic writing in secondary schools to inform the development of diagnostic classroom assessments. Assessing Writing, 16(4), 256-273. DOI: https://doi.org/10.1016/j.asw.2011.07.001 [SSCI-Q1]
  • Zhao, C. G.*, & Llosa, L. (2008). Voice in high-stakes L1 academic writing assessment: Implications for L2 writing instruction. Assessing Writing, 13(3), 153-170. DOI: https://doi.org/10.1016/j.asw.2008.10.003 [SSCI-Q1]
  • Liu, M., Zhao, C. G., & Tang, L. (2007). The new TOEFL iBT and its washback effect.Foreign Language Learning Theory and Practice,(1):55-62. [CSSCI]
  • Bang, H. J., & Zhao, C. G. (2007). Reading strategies used by advanced Korean and Chinese ESL graduate students: A case study. The Reading Matrix, 7(1), 30-50.