王永亮，1987年生，籍贯河南开封，中共党员，博士学位，现任澳门理工大学应用语言科学方向博士生导师，华北水利水电大学博彩网址大全
硕士生导师，博彩网址大全-博彩网址
硕士生兼职导师，南京林业大学特聘教授。2024年，成功入选美国斯坦福大学发布的“全球前2%顶尖科学家影响力榜单”（语言学领域）。2022年与2023年连续两年入选爱思唯尔（Elsevier）外国语言文学“中国高被引学者”榜单，系河南省在这两个年度中唯一获此荣誉的学者。
其研究领域涵盖外语教学理论与实践、积极心理学与外语习得、外语教师教育、符号与文化传播，以及区域与国别学等。曾获河南省教学成果一等奖、河南省教学质量工程一等奖、翻译河南工程优秀成果奖一等奖、江苏省哲学社会科学优秀成果二等奖等。主持或参与了国家社科基金、省部级、厅级科研项目超20项，出版专著1部，译著1部，在国内外学术期刊上发表论文100余篇，其中70余篇被SSCI/A&HCI/CSSCI数据库收录，且30余篇为ESI高被引论文。发表期刊包括System、Assessing Writing、Computers in Human Behavior、Journal of Multilingual and Multicultural Development、Studies in Second Language Learning and Teaching、Thinking Skills and Creativity、Applied Linguistics Review、International Journal of Applied Linguistics、Porta Linguarum、《外语电化教学》、《外语界》、《外语导刊》（原《解放军博彩网址大全
学报》）等SSCI/CSSCI权威期刊。受邀担任多家SSCI期刊编委，以及40余家SSCI期刊的匿名评审专家。
研究方向
外语教学理论与实践（基于外语课堂的研究）；积极心理学与外语习得；外语教师发展；符号与文化传播；语言测试与评价；区域与国别学
工作经历
2023- 华北水利水电大学 博彩网址大全
/南京师范大学 博彩网址大全
2013-2022 河南大学 大学外语教研部（大学外语教学, 学术科研团队负责人）
2012-2013 剑桥大学语言测试研究中心（雅思写作研究）
2009-2011 郑州外国语学校高中部（高中外语教学）
科研项目
第一参与：“数智技术环境下二语学习者能动性多维系统机制研究”（24BYY112），国家社科基金一般项目， 2024年立项。在研 （国家级）
第一参与：“非遗研学实践评价机制研究——以非遗馆研学为例”（CCIPE-YXSJ-20240040），教育部中外人文交流中心与中外人文交流研学实践研究所，2024年立项。在研 （部级）
主持：“线上教育资源的利用对中小学英语教师职业发展的影响研究” （2022-JSJYYB-027），河南省教师教育课程改革项目，2022年立项。结项（省级）
主持：“跨文化传播视域下河南文化符号的挖掘与对外传播研究”（2021BXW007），河南省哲学社会规划一般项目，2021年立项。结项（省级）
主持：“教育信息化时代下外语教学法创新与实践研究” （SKL-2020-1418），河南省社科联调研课题，2020年立项。 结项
主持：“积极心理学视角下的高校外语教师职业幸福感调控机制研究”（YB-JFZX-22），河南大学教师教育研究院，2021-2022。结项
主持：“大学英语课堂反馈类型对文本质量影响的比较研究”（HDXJJG 2019-03），河南大学2019年度本科教学改革研究与实践一般项目，2019-2020。优秀结项
主持：“高校特长生的外语学习焦虑对课堂交际意愿的影响研究”（SKL-2018-1472），河南省社科联，2018-2019。结项
主持：“自主与协作学习共同体对于写作能力提升的有效性研究”（HDXJJG 2016-08），河南大学教学改革一般项目，2016-2018。结项（校级）
主持：“高考英语测试的后效与高校英语教学的接口研究” （SKL-2015-1201），河南省社科联调研项目，2015-2016。结项
主持：“中外合作办学项目中学生英语学习动机减退成因与应对策略研究”，河南大学第15批教学改革重点研究项目，2015-2017。结项（校级）
第一参与：“中外合作办学项目中学生英语学习动机减退成因及动机调控策略研究”，河南省省级教学改革研究项目，2017-2019。结项（省级）
第一参与：教育生态学视阈下大中小学英语教学有效衔接研究，河南省教师教育改革课程研究项目，2016-2017。结项（省级）
第一参与：“数字化阅读对大学生英语阅读能力影响的实验研究”（SKL-2018-1663), 2018-2019。结项（厅级）
第一参与：“外语师范专业学生的核心素养构建及提升策略研究”（SKL-2018—1665），2018-2019。结项（厅级）
第一参与：“本科院校大学新生英语综合水平调查及课程衔接研究”（HDXJJG 2018-15)，河南大学2018年度本科教学改革研究与实践重点项目，2018-2020。结项
学术论文
1. 王永亮、黄芳炜 & ZHANG Jun Lawrence. (2025). 外语课堂中教师热情与心流体验的关系探究：学习情绪的中介作用。《外语导刊》，第3期 （待刊）[CSSCI]
2. Kirkpatrick, R., Wang, Y., Derakhshan, A., & Al Muhanna, M. A. (2025). Do achievement emotions underlie L2 engagement? a mixed-methods multinational study on the role of achievement emotions in multilingual English learners’ behavioral, cognitive, and emotional engagement. Journal of Multilingual and Multicultural Development, 1–20.
3. Guo, Y., & Wang, Y. (2025). Instructed Second Language Pragmatics for The Speech Acts of Request, Apology, and Refusal: A Meta-Analysis. Ali Derakhshan & Farzaneh Shakki. (2023). Second Language Learning and Teaching, Springer Cham, 114 pages, ISBN: 978-3-031-37092-2. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (43), 337–340.
4. Pan, Z., & Wang, Y. (2025). From Technology-Challenged Teachers to Empowered Digitalized Citizens: Exploring the Profiles and Antecedents of Teacher AI Literacy in the Chinese EFL Context. European Journal of Education, 60(1). [SSCI Q1]
5. Gao, Y. H., Guo, Y. M., & Wang, Y. L. (2025). Chinese EFL college students’ emotional intelligence and willingness to communicate: A latent profile analysis. Perceptual and Motor Skills, 132 (1): 119-143. [SSCI]
6. Shi, H., Wang, Y. S., & Wang, Y. L. (2025). “Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of EFL teachers at tutoring institutions. Asian. J. Second. Foreign. Lang. Educ. 10 (1): 1-20. [ESCI Q1]
7. 薛丽娜 & 王永亮. (2025). 活动理论视角下外语教师专业学习共同体发展中的矛盾与冲突：以中国文化课程建设为例。《北京第二博彩网址大全
学报》，第2期。（待刊）[北大中文核心期刊]
8. 王永亮 & 吴韩伟、Derakhshan Ali，王云松. (2024). 生成式AI 辅助中国高校英语学习者学习态度量表的编制及其检验。《北京第二博彩网址大全
学报》，第6期：35-45. 10.12002/j.bisu.551. [北大中文核心期刊]
9. Guo, Y., & Wang, Y. L. (2025). Exploring the effects of artificial intelligence application on EFL students’ academic engagement and emotional experiences: A mixed-methods study. European Journal of Education, 60(1). [SSCI]
10. Wang, S., Pan, Z., & Wang, Y. L. (2024). A mixed-methods investigation into complex components of multilingual international students’ self-regulated learning in English as a foreign language context: A social cognitive perspective. Learning and Motivation, 88, 102055. [SSCI]
11. Ding, L., & Wang, Y. L. (2024). Unveiling Chinese EFL students’ academic burnout and its prediction by anxiety, boredom, and hopelessness: A latent growth curve modeling. Innovation in Language Learning and Teaching. [SSCI Q1]
12. Ma, D. M, & Wang, Y. L. (2024). Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity: A mixed-methods investigation into the roles of perceived climate, peer group interaction, and supervisory relationship. International Journal of Applied Linguistics. [SSCI/A&HCI Q2]
13. Wang, Y. L, Derakhshan, A., Ghiasvand, F., & Esfandyari, M. (2024). Exploring Chinese and Iranian EAP students’ oral communication apprehension in English: A cross-cultural mixed-methods study. System.
14. Huang, F., Wang, Y., & Zhang, H. (2024). Modeling generative AI acceptance, perceived teachers’ enthusiasm, and self-efficacy to English as foreign language learners’ well-being in the digital era. European Journal of Education, 59(4), e12770. [SSCI Q1]
15. Zhang, X., & Wang, Y. (2024). Chinese EFL teachers’ perceptions of positive emotionality and emotion regulation strategies: A qualitative study. The Asia-Pacific Education Researcher.
16. Chen, L., & Wang, Y. L. (2024). Researching creativity in second language acquisition. Ashleigh Pipes, (2023). Routledge, New York and Oxon, 164 pages. ISBN: 9781003049951. (e-book). Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (42), 369–372. [SSCI/A&HCI]
17. Gao, Y., Shi, H., & Wang, Y.L. (2024). College English Teaching Reform Based on Intersubjectivity Teaching Model Yongxiang Wang, Youyi Zhu et al. & Hua Yang (Ed.) (2020). Soochow University Press, Soochow, 243 pages ISBN: 978-7-5672-3390-4. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (42), 355–357. [SSCI/A&HCI]
18. Wang, Y. L. & Xue, L. N. (2024). Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study. Computers in Human Behavior. [SSCI Q1顶刊]
19. Qu, J., & Wang, Y. L. (2024). Modelling the interaction between EFL teachers’ personality traits, emotion-regulation strategies, and teachers’ depression: A structural equation approach. European Journal of Education, 59(4), e12727. [SSCI]
20. Wang, Y. L., Wu, H. W. & Wang, Y. S. (2024). Engagement and willingness to communicate in the L2 classroom: Identifying the latent profiles and their relationships with achievement emotions. Journal of Multilingual and Multicultural Develoment. [SSCI Q1]
21. Wang, Y. L., Derakhshan, A., Pawlak, M., & Mehdizadeh, M. (2024). Exploring the psychometric properties of the grammar learning strategy inventory in the Chinese EFL context. Studies in Second Language Learning and Teaching, 14(3): 515–543.[SSCI Q1顶刊]
22. Qi, S., & Wang, Y. L. (2024). Sketching the ecology of humor in English language classes: Disclosing the determinant factors. Applied Linguistics Review. [SSCI Q1]
23. Wang, Y. L., & Kruk, M. (2024). Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach. Studies in Second Language Learning and Teaching, 14(2): 235-265. [SSCI Q1顶刊]
24. Dai, K., & Wang, Y. L. (2024). Enjoyable, anxious, or bored: Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms. System, 123. [SSCI Q1顶刊]
25. 刘广祥、王永亮 & ZHANG Jun Lawrence. (2024).计划行为理论视角下高校外语教师整合非正式数字化英语学习意愿研究。《外语电化教学》,第二期:79-84. [CSSCI]
26. Wang, Y. (2024). Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic. Current Psychology, 43 (13):12144-12158. [SSCI Q2]
27. 辛斌 & 王永亮. (2024). 批评话语分析的认知心理学基础。《北京第二博彩网址大全
学报》46 (4): 16-28. [北大中文核心期刊]
28. Kirkpatrick, R., Derakhshan, A., AlMutawa, H., & Wang, Y. (2024). A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers’ desire for professional development: evidence from Iran and Kuwait. Journal of Multilingual and Multicultural Development, 1–21.
29. Liu, G. X, & Wang, Y. L. (2024). Modelling EFL teachers’ intention to integrate informal digital learning of English (IDLE) into the classroom using the theory of planned behavior. System, 120,103193. [SSCI Q1顶刊]
30. Lin, J., & Wang, Y. L. (2024). Unpacking the mediating role of classroom interaction between student satisfaction and perceived online learning among Chinese EFL tertiary learners in the normal of post-COVID-19. Acta Psychologica, 245: 1-10. [SSCI]
31. Wang, M. M., & Wang, Y. L. (2024). A structural equation modeling approach in examining EFL students’ foreign language enjoyment, trait emotional intelligence, and classroom climate. Learning and Motivation, 86,101981. [SSCI Q2]
32. Wu, H., Wang, Y.S., & Wang, Y. L. (2024). How burnout, resilience, and engagement interplay among EFL learners: A mixed-methods investigation in the Chinese senior high school context. Porta Linguarum,193-213.[SSCI/A&HCI]
33. Wu, H. W., Wang, Y. S., & Wang, Y. L. (2024). “To use or not to use?”: A mixed-methods study on the determinants of EFL college learners’ behavioral intention to use AI in the distributed learning context. The International Review of Research in Open and Distributed Learning, 25(3), 158–178. [SSCI]
34. Derakhshan, A., Malmir, A., Pawlak, M., & Wang, Y, L. (2024). The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels. International Review of Applied Linguistics in Language Teaching, 62(4):1985–2008. [SSCI Q2]
35. Dai, K., & Wang, Y. (2023). Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work Engagement. Journal of Multilingual and Multicultural Development. [SSCI Q1]
36. 秦丽莉、赵迎旭、高洋 & 王永亮. (2023). 社会文化理论指导的大学英语课程思政教学有效性研究路径. 解放军博彩网址大全
学报，(1):78-87. [CSSCI]
37. Derakhshan, A., Wang, Y. & Ghiasvand, F. (2024). “I never make a permanent decision based on a temporary emotion”:Unveiling EFL teachers’ perspectives about emotions in assessment. Applied Linguistics Review,15(6): 2659–2684. [SSCI Q2]
38. Derakhshan, A., Wang, Y. L., Wang, Y. X., & Ortega-Martín, J. L. (2023). Towards innovative research approaches to investigating the role of emotional variables in promoting language teachers’ and learners’ mental health. International Journal of Mental Health Promotion, 25 (7): 823-832. [SSCI Q2]
39. Wang, Y., Pan, Z. W., & Wang, M. Z. (2023). The moderating effect of participation in online learning on EFL teachers’ teaching ability. Heliyon, 9(3)e13890:1-12. [SSCI Q2]
40. Wang, Y., Derakhshan, A., Pan, Z., & Ghiasvand, F. (2023). Chinese EFL teachers’ writing assessment feedback literacy: A scale development and validation study. Assessing Writing, 56: 1-16. [SSCI Q1]
41. Wang, Y. L., Wang, Y. X., Pan, Z. W. & Ortega-Martín, J. L. (2023). The predicting role of EFL students’ achievement emotions and technological self-efficacy in their technology acceptance. The Asia-Pacific Education Researcher, 33 (4): 771-782. [SSCI Q2]
42. Wang, Y. L. & Pan, Z. (2023). Modelling the effect of Chinese EFL teachers’ self-efficacy and resilience on their work engagement: A structural equation modeling analysis. SAGE Open, 13(4):1-15. [SSCI Q1]
43. Wang, Y. X. & Wang, Y. L. (2023). Exploring Chinese EFL pre-service teachers’ perceptions of self-directed professional development: The benefits and challenges disclosed. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, 29-46. [SSCI/A&HCI Q2]
44. Wu, H. W., Wang, Y. L., & Wang, Y. S. (2023). What do we know about L2 teachers’ emotion regulation? A bibliometric analysis of the pertinent literature. Forum for Linguistic Studies, 5(3)1-17. 10.59400/fls.v5i3.2012. [Scopus Q2]
45. Zhi, R., & Wang, Y. L. (2023). English as a foreign language teachers’ professional success, loving pedagogy and creativity: A structural equation modeling approach. Thinking Skills and Creativity, 49, 101370. [SSCI Q1]
46. Zhi, R., Wang, Y. S., & Wang, Y. L. (2023). The role of emotional intelligence and self-efficacy in EFL teachers’ technology adoption. The Asia-Pacific Education Researcher, 33(4): 845-856. [SSCI Q2]
47. Guo, Y., Wang, Y., & Ortega-Martín, J. (2023). The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate. Porta Linguarum, 40(2): 253-273.[SSCI/A&HCI Q2]
48. Wang, Y., & Derakhshan, A. (2023). Enhancing Chinese and Iranian EFL students’ willingness to attend classes: The role of teacher confirmation and caring. Porta Linguarum, 39(1):165-192. [SSCI/A&HCI Q2]
49. Hu, L., & Wang, Y. (2023). The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement. BMC Psychol, 11 (1). [SSCI Q2]
50. Pan, Z., Wang, Y., & Derakhshan, A. (2023). Unpacking Chinese EFL students’ academic engagement and psychological well-being: The roles of language teachers’ affective scaffolding. Journal of Psycholinguistic Research,52 (5):1799-1819. [SSCI Q1]
51. Pan, Z., & Wang, Y. (2023). A critical analysis of theoretical concepts, Jim Cummins, Bristol, UK; Blue Ridge Summit, PA: Multilingual Matters, (2021), 464 pages, ISBN-13: 978-1-80041-357-3. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, (40), 317–320. [SSCI/A&HCI Q2]
52. Fan, J. & Wang, Y. (2022). English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being and emotion regulation. Frontiers in Psychology. [SSCI Q2]
53. Fu, J., & Wang, Y. (2022). Inspecting EFL teachers’ academic literacy development in multilingual contexts: A global vision. Heliyon, 8(12):1-6. [SCI Q2]
54. Gao, Y., Zeng, G. Wang, Y., Klan, A. & Wang, X. (2022). Exploring educational planning, teacher beliefs, and teacher practices during the pandemic: A study of science and technology-based universities in China. Frontiers in Psychology, 13, 903244.[SSCI Q2]
55. Wang, Y., Derakhshan, A., & Azari Noughabi, M. (2024). The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries. Journal of Multilingual and Multicultural Development,45(8):3241-3247. [SSCI Q1]
56. Wang Y., Derakhshan A., & Pan, Z. (2022). Positioning an agenda on a loving pedagogy in second language acquisition: Conceptualization, practice, and research. Frontiers in Psychology, 13, 894190. [SSCI Q2]
57. Wang, Y., & Derakhshan, A., Rahimpour, H. (2024). Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study. Journal of Multilingual and Multicultural Development, 45 (6): 2111-2128. [SSCI Q1]
58. Wang, Y., & Hemchua, S. (2022). Can we learn about culture by EFL textbook images?: A semiotic approach perspective. Language Related Research, 13(3), 479-499. 10.52547/LRR.13.3.19. [Scopus Q2]
59. Han, Y., & Wang, Y. (2021). Investigating the correlation among Chinese EFL teachers’ self-efficacy, reflection, and work engagement. Frontiers in Psychology, 12. 763234.[SSCI Q2]
60. Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, 1-10. [SSCI Q2]
61. Wang, Y. , & Guan, H. (2020). Exploring demotivation factors of Chinese learners of English as a foreign language based on positive psychology. Rev. Argent. Clin. Psicol. 29, 851–861. [SSCI Q3]
62. 王永亮. (2020). 复杂性、准确性与流利性作为二语写作能力评价框架的质疑与反思. 江苏外语教学研究, (1), 15-19.
63. 王永亮 & 张廷玉. (2019). 我国语言焦虑研究的动态可视化分析——基于CNKI的文献研究（1991-2018）. 江苏外语教学研究, (2), 79-82+93.
64. Wang, Y. L. (2019). Analyze the Language Features of Network Novel from the Perspective of Language Ecological Art. HERMATHENA, 207, 19-23. [SSCI / A&HCI Q3]
65. 王永亮. (2019). 聚光灯后的平民总统——《林肯传》的文史蕴美及文化传播的当代启示. 名作欣赏, (6), 176-178. [北大中文核心]
66. 王永亮. (2019). 从符号到意义：课堂知识教学的本性回归. 教育理论与实践, (28), 56-59. [北大中文核心]
67. 王永亮. (2018). 中国现当代文学的海外出版之旅——聚焦读者的文化意识及翻译作品出版的营销策略. 出版发行研究, (4), 59-63. [CSSCI/北大中文核心]
68. 王永亮. (2018). 中国“和谐”文化海外传播的契机与价值——从西方“黑天鹅”事件谈起. 传媒, (12), 73-74. [北大中文核心/CSSCI]
69. 王永亮. (2017). 社会文化语境下的语言习得——评《不同教育背景下的二语互动》. 教育发展研究, (22). [CSSCI/北大中文核心]
70. 王永亮. (2017). 电子书传播文化平台探索——以亚马逊Kindle营销为例. 出版广角, (21), 60-62. [北大中文核心/CSSCI]
获奖情况
2024年入选美国斯坦福大学发布的“全球前2%顶尖科学家影响力榜单”（语言学）。
2023年入选爱思唯尔 （Elsevier）外国语言文学“中国高被引学者”榜单（河南省唯一）。
2023年获江苏省第十七届哲学社会科学优秀成果二等奖（省级）。
2022年入选爱思唯尔（Elsevier）外国语言文学“中国高被引学者”榜单（河南省唯一）。
2021年获第一届翻译河南工程优秀成果奖一等奖（省级）。
2021年获第23界“外研社·国才杯”全国大学生英语辩论赛指导教师一等奖。
2021年获全国大学生英语竞赛辅导教师特等奖/一等奖（两项）。
2020年获河南省教学成果一等奖。
2020年获河南省教育厅人文社科论文二等奖。
2019年获河南大学科研优秀奖。
2019年获河南大学2017-2019年度教学优秀奖。
2019年获河南省教育厅社科成果三等奖。
2018年获河南省教育厅课件大赛一等奖。
2018年获河南大学教师教学质量一等奖。
2017年获河南大学教师教学质量特等奖。
2016年获河南省教师教学质量竞赛二等奖。
2016年获河南大学教师教学质量竞赛特等奖。
2015年获河南大学教师教学质量竞赛一等奖。
2015年获全国大学英语竞赛辅导教师特等奖。
2015年获河南省科技厅科学成果二等奖（2项）。
2014年获全国大学英语竞赛辅导教师一等奖。
社会学术兼职
中国英汉语比较研究会外语学科发展研究专业委员会理事;
世界汉语修辞学会理事
电子邮箱
[email protected]；[email protected]
