FHM Researchers - Prof WANG Chuang
FHM Researchers - Prof WANG Chuang
Chair Professor,
Faculty of Humanities (FHM)
Research Area(s):
- Language Education
I recently relocated to Hong Kong from Charlotte, North Carolina, the USA. I am an educational researcher and evaluator in the area of English language acquisition. I have multiple years of experience teaching English as a foreign language. I have also published in top-tier journals in education and have secured multi-million-dollar grants from the U.S. Department of Education and the U.S. National Science Foundation.
Wang, C., & Cox, K. (2024-2028). Collaborative Research: CyberTraining: Implementation: Medium: AI4EDU: Cloud Infrastructure-Enabled Training for AI in Educational Research and Assessment. Funded by National Science Foundation for $212,005.
Fernandes, A., Harris, M. K., Pugalee, D. K., & Wang, C. (2017-2022). Using a culturally responsive teaching framework to prepare middle and high school mathematics teachers. Funded by National Science Foundation for $1,199,983.
Listed as one of the world masters in English language education by China Daily.
Top 2% Scientists Worldwide by Stanford University.
The Harshini V. de Silva Graduate Mentor Award. UNC Charlotte.
Moore, R. L., Wang, C., & Lee, S. S. (2026). Understanding MOOC dropout through learner intentions: A persona-based survival analysis. Computers & Education.https://doi.org/10.1016/j.compedu.2026.105636
Wang, C., Liu, Q., Lambert, R. (2026). Psychometric properties of measures to assess pre-school children’s literacy and mathematics developmental skills. European Journal of Education. [SSCI] http://dx.doi.org/10.1111/ejed.70581
Li, J., Wang, C., Zhao, Y., & Li, Y. (2024). Boosting learners’ confidence in learning English: Can self-efficacy-based intervention make a difference? TESOL Quarterly,58(4), 1518-1547. [SSCI] http://doi.org/10.1002/tesq.3292
Wang, C., & Bai, B. (2017). Validating the instruments to measure ESL/EFL learners’ self-efficacy beliefs and self-regulated learning strategies. TESOL Quarterly, 51, 931-947. [SSCI] https://doi.org/10.1002/tesq.35