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Wentao Li

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Assistant Professor

University of Houston

United States

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LLED Research Grant

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Special UBC-RITS Award

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Articles (19)

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2026

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Collaborators (3)

Chenze Wu

Teaching Assistant

Hong Kong Baptist University

CHINA

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Benjamin Luke Moorhouse

Associate Professor

City University of Hong Kong

HONG KONG

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Penelope Collins

Professor

University of California, Irvine

UNITED STATES

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Wentao Li

Research Interests

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Recent Grants

Articles (19)

Using DeepSeek’s reasoning-based AI model to support written feedback practices

Effects of Peer Feedback on Adolescent Writing: A Meta-Analysis

Formative feedback across sources: Student perceptions and writing outcomes with instructor, peer, and AI-generated feedback

Leveraging self-regulated learning to support university students’ feedback literacy in blended learning environments

How reliable and valid is peer evaluation in adolescents’ L2 argumentative writing?

University students’ perceptions of using generative AI in translation practices

Understanding the emotions of second language writing teachers: A Chinese tertiary educational context, Feng Geng, Shulin Yu.

Understanding Chinese Early-Career Neurosurgeons' Professional Identity Construction as Clinician-Researchers

Self-Regulated Strategy Development With and Without Peer Interaction: Improving High School Students’ L2 Persuasive Essay Revisions

Unpacking an online peer-mediated and self-reflective revision process in second-language persuasive writing

EFL student engagement with giving peer feedback in academic writing: A longitudinal study

Assessing the speaking proficiency of L2 Chinese learners: Review of the Hanyu Shuiping Kouyu Kaoshi

ESL (ELL) literacy instruction: a guidebook to theory and practice (fourth edition)

Scoring rubric reliability and internal validity in rater-mediated EFL writing assessment: Insights from many-facet Rasch measurement

Tracing Chinese international students’ psychological and academic adjustments in uncertain times: An exploratory case study in the United Kingdom

Book review

Teaching language and content in multicultural and multilingual classrooms: CLIL and EMI approaches

Book review: Languages, identities, power, and cross-cultural pedagogies in transnational literacy education, G. Li, Shanghai Foreign Language Education Press, China (2019), vii + p. 540.

Tracing the path toward self-regulated revision: An interplay of instructor feedback, peer feedback, and revision goals

Collaborators (3)

Chenze Wu

Benjamin Luke Moorhouse

Penelope Collins

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