Curriculum Vitae

Basic information

Name: Wang Rong                  Gender: Female          

Birthday: Aug.24,1970            Birthplace: Qianjiang, Hubei

Professional title: Associate professor/

Supervisor for professional master of TEFL

Research field: FLTE/TEFL methodology

Courses: TEFL curriculum and instruction/TEFL pedagogical skills training/EFL Teacher classroom discourse analysis/English grammar teaching/Researh on English curriculum and teaching materials

Mail box: [email protected]

Learning experiences

2006-2007: visiting scholar at Beijing Foreign Studies University

1992-1994: postgraduate student of English language and literature at East China Normal University  

1987-1989:  undergraduage student of English at Jingzhou Teachers College of Hubei

Work experiences

1994-present: teacher of English at Hainan Normal University

1989-1992: EFL teacher at Guanghua Middle School

Academic achievement

I. Papers

1. EFL teachers’ preparations for TBLT (2^nd author). Foreign Teaching in Schools, 2004.

2. The professional development of EFL student teachers in “3DR” teacher education program. Journal of Hainan Normal University (social science), 2005.

3. Professionalization-oritented curriculum objectives for EFL prospective teachers (2^nd author). Teacher Education Research, 2005.

4. Understanding preservice EFL teachers’ reflective practice (2^nd author). Journal of Educational Linguistics, 2008.

5. Understanding and selection of teaching objectives of senior high reading class. Foreign Teaching in Schools, 2009. (reprinted by Foreign Language Teaching and Learning in High School, 2010.)

6. Review of studies on reflective practice for preservice foreign language teachers. Journal of Hainan Normal University (social science), 2009.

7. Action research case analysis of rural EFL teachers, Foreign Teaching in Schools, 2011.

8. Research on the EFL student teachers’ reflective pedagogical thinking: A multi-case study with Hainan Normal University. Journal of Hainan Normal University (social science), 2012.

9. Analysis of questionnaire design for college EFL teacher’s action research. Journal of Xi’an Technological University (social science), 2012.

10. A study of college EFL teachers’ IRF third-turn communicative strategies. Journal of PLA University of Foreign Languages, 2014.

11. How to improve group-work efficiency in junior high English classes. Foreign Teaching in Schools, 2016.

12. An investigation report on senior high EFL teachers’ training needs in Hainan rural areas. New Education, 2016.

13. Research on the current situation of school-based professional development of EFL teachers in Hainan rural areas: Restrictive factors and countermeasures, Journal of Hainan Normal University (social science). 2016.

II. Monographs and Coursebooks  

1. Pedagogical Skills for Teachers of English: Focusing on Teacher Talk in Larges Classes. Haikou:Hainan Press, 2010.

III. Translation and collected papers

1. Death of a Boy King (2^nd translator). Hainan Press. 2000.

2. Designing a new FLTE program for preservice teachers in China (2^nd author), in Papers Presented at the Fourth International Symposium on ELT in China. Beijing: Foreign Language Teaching ad Research Press, 2007.

3. Exploratory reform of FLTE program (Chap.14) & Empirical research and reflection on the reformed FLTE program (Chap.15) (2^nd author), in Research on English Teacher Education and Development in Higher Learning of China by Wu Yi’an. Beijing: Foreign Language Teaching ad Research Press, 2007.

4. Facilitating the interactive profesional development of rural EFL teachers: Theory and practice of TTR training model (pp149-178) (2^nd author), in FLTED in China 2009: Papers Presented at the 3^rd National Symposium on Foreign Language Teacher Education and Development by Zhang Lian, Wu Yi’an. Beijing: Foreign Language Teaching ad Research Press, 2011.

5. The key teaching compentencies of EFL teachers (pp.102-108), in  2016  Annual Report on the Basic Foreign Language Education of China by Wang Wenbin. Beijing: Foreign Language Teaching ad Research Press. 2017.

IV. Research projects

1. A Case Study of 3DR FLTE Reform (2^nd investigator) (01JAZJD740010), 10000yuan, a subproject of Research on EFL Teachers’ Development in Universities, supported by MOE Key Research Institutes of Humanities and Social Sciences. 2001-2005.

2. A Study of Assessment Principles, Mechanism and Practice of Preservice EFL teachers’ Classroom Teaching (3^rd investigator).  The Third-Batch Funds of China Foreign Lanugage Education, 10000yuan, 2006-2007.

3. A Study of Reflective EFL Pedagogical Skills Training (principal investigator) (Hj2008-93), 3000yuan. a research project by sponsored by Education Department of Hainan Province. 2007-2010.

4. An investigation of Professional Development Context of High School EFL Teachers in Hainan Rural Areas (principal investigator) (HNKY2014-46), 10000yuan, a research project by sponsored by Education Department of Hainan Province. 2014-2016.

5. A Study of High School EFL Teachers’ Classroom Questioning Interaction in the Context of Key Competencies (principal investigator) (QJY201710127), a Thirteenth-Five-Year-Planned Education Research Project, 2017-2020.

V. Awards

1. “Research and Practice of FLTE Curriculum Reform in Normal University” awarded the first prize of Excellent Teaching Achievement of Hainan province, 2005.

2. “Pedagogical Skills for Teachers of English: Focusing on Teacher Talk in Larges Classes” awarded the third prize for monographs in the Third Excellent Research Achievements of Universities in Hainan, 2011.

3. “Action Research Case Analysis of Rural EFL Teachers” awarded the third prize for research papers in the fourth Excellent Research Achievenments of Universities in Hainan, 2013.

4. “Research and Practice of Course Construction of English Teacher Talk” awarded the second prize of Excellent Teaching Achievement of Hainan Normal University, 2014.