Peter Gu

Associate Professor

Victoria University of Wellington

New Zealand

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About

Dr. Peter Gu is an Associate Professor at Victoria University of Wellington, New Zealand. His research areas include English for Medical Purposes, assessment literacy, and self-regulated learning, with recent publications focusing on the design and validation of language testing and formative assessment practices. He is dedicated to advancing educational methodologies and enhancing language assessment frameworks.

Articles (15)

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2025

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2025

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2024

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2024

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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

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2023

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2023

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2023

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2022

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2022

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2022

Collaborators (4)

Averil Coxhead

Victoria University of Wellington

NEW ZEALAND

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Rachael Ruegg

Senior Lecturer

Victoria University of Wellington

NEW ZEALAND

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Daniel Fernández

Serra-Húnter Lecturer

Universitat Politècnica de Catalunya

SPAIN

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John Randal

Victoria University of Wellington

NEW ZEALAND

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Peter Gu

Research Interests

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About

Articles (15)

Investigating the dynamics of English for Medical Purposes (EMP) textbook design and use in China

Designing a rating scale for an integrated reading-writing test: A needs-oriented approach

Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme

Argument-based validation of Academic Collocation Tests

Considerations in designing and validating the Diagnostic Inventory for Self-Regulated Language Learning (DISLL): Status of the process

Generalized Mantel–Haenszel Estimators for Simultaneous Differential Item Functioning Tests

Tangible insights on the strategizing of language learners and users

Tangible insights on the strategizing of language learners and users

Developing assessment literacy for classroom-based formative assessment

Developing Assessment Literacy for Classroom-Based Formative Assessment

Developing classroom-based formative assessment literacy: An EFL teacher’s journey

Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher's Journey

Beyond comprehension: Reading requirements in first-year undergraduate courses

First-year writing in the humanities and social sciences: Requirements, expectations, and perceived weaknesses

Beyond comprehension: Reading requirements in first-year undergraduate courses

Collaborators (4)

Averil Coxhead

Rachael Ruegg

Daniel Fernández

John Randal

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