David Wei Dai

Lecturer/Tenured Assistant Professor in Professional Communication

University College London

United Kingdom

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About

David Wei Dai is a Tenured Assistant Professor in Professional Communication at University College London, UK. His research focuses on intercultural communication, generative AI applications in professional contexts, and assessment design in education. Recent publications include works on the intersection of professionalism and AI, as well as the dynamics of language in intercultural interactions.

Articles (14)

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2025

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2024

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2023

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2023

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2023

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2023

Collaborators (7)

Spencer Hazel

Reader in Applied Linguistics & Comm

Newcastle University

UNITED KINGDOM

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Shungo Suzuki

Waseda University

JAPAN

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Adam Brandt

Newcastle University

UNITED KINGDOM

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Guanliang Chen

Lecturer

MONASH UNIVERSITY

AUSTRALIA

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Giuliana Ferri

University College London

UNITED KINGDOM

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Vivienne Mak

MONASH UNIVERSITY

AUSTRALIA

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Daniel T. Malone

AUSTRALIA

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David Wei Dai

Research Interests

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Articles (14)

How does interaction with LLM powered chatbots shape human understanding of culture? The need for Critical Interactional Competence (CritIC)

The interpretation-use argument– the essential ingredient for high quality assessment design and validation

Professional Communication in Intercultural Contexts: David Wei Dai in Conversation with Tony Young

Stephanie Schnurr & Kieran File (eds.), The language of inclusion and exclusion in sports. Berlin: De Gruyter Mouton, 2023. Pp. 300. Hb. €110.

When AI meets intercultural communication: new frontiers, new agendas

A New Approach to the Interpretation of Geotourism Texts

Exploring AI for intercultural communication: open conversation

Generative AI for professional communication training in intercultural contexts: where are we now and where are we heading?

Expanding Kane's argument‐based validity framework: What can validation practices in language assessment offer health professions education?

Interactional Competence for professional communication in intercultural contexts: Epistemology, analytic framework and pedagogy

On the Promise of Using Membership Categorization Analysis to Investigate Interactional Competence

Editorial: Collaboration, training and funding for the professional development of teachers of EAL/D students

Observing a teacher’s interactional competence in an ESOL classroom: a translanguaging perspective

What do second language speakers really need for real-world interaction? A needs analysis of L2 Chinese interactional competence

Collaborators (7)

Spencer Hazel

Shungo Suzuki

Adam Brandt

Guanliang Chen

Giuliana Ferri

Vivienne Mak

Daniel T. Malone

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