CHEN Huilin

Research area:

Language testing

Education measurement

English education

Teaching Courses:

Doctoral courses: Language Learning and Assessment

Master's Program: Educational Measurement and Evaluation

Undergraduate courses: Assessment and Learning, Language Testing Practice, Intensive English Reading

Research Grants：

As the principal investigator

1. A cognitive study on the English ability structure in undergraduate English Majors. National Social Science Foundation Project 2017

2. A comparative study of cognitive diagnostic models in language testing

3. Language testing and test anxiety, Subproject of Project 211 of the Ministry of Education, 2009

4. The relationship between affective characteristics of test takers and language testing methods

As a participant

1. Diagnosis and training of students' post-translation editing ability based on intelligent translation teaching system

2. Research on English translation teaching methods based on artificial intelligence

3. The backwash effect of testing on learners -- A comparative study between TEM-4, TEM-8 and IELTS, TOEFL

4. Research on English reading test process based on response type, Humanities and Social Science Project of the Ministry of Education, 2017

5. Neural mechanism of multilingual learning

Referred Articles:

1. Cognitive diagnosis in language assessment: A thematic review, RELC Journal (SSCI Q2), Corresponding Author, 2022

2. The fluctuating effect of thinking on language performance: New evidence for the island ridge curve, Language Assessment Quarterly (SSCI Q2), Corresponding Author, 2022

3. Assessing students' translation competence: Integrating China's standards of English with cognitive diagnostic assessment approaches, Frontiers in Psychology (SSCI Q1), Corresponding Author, 2022

4. Investigating the relationships between listening skills and genre competence through cognitive diagnosis approach, Sage Open (SSCI Q2), First Author, 2021

5. Comparing reading ability structures between sophomore and senior English majors through cognitive diagnosis measurement, Journal of Xi 'an International Studies University (CSSCI), Independent Author, 2021

6. A study on motivational factors of high school students' oral English improvement in the context of college entrance examination reform, Technology-Enhanced Foreign Language Education (CSSCI), First Author, 2019

7. Cognitive diagnostic research on Chinese students' English listening skills and implications on skill training. English Language Teaching, First Author, 2017

8. Retrofitting non-cognitive-diagnostic reading assessment under the generalized DINA model framework. Language Assessment Quarterly, (SSCI Q2), First Author, 2016

9. Exploring reading comprehension skill relationships through the G-DINA model. Educational Psychology, (SSCI Q2), First Author 2016

10. Cognitive Diagnosis in Language Testing and its application process, Foreign Language Testing and Teaching，Independent Author, 2015

11. A Proposal on the validation model of equivalence between PBLT and CBLT, Journal of Education and Learning, Independent Author, 2014

12. Validation of the G-DINA cognitive diagnostic model in language testing, Psychological Science (CSSCI), First Author, 2013

13. The application of cognitive diagnosis -- a new stage of language testing research， Foreign Language Testing and Teaching, First Author, 2013

14. The moderating effects of item order arranged by difficulty on the relationship between test anxiety and test performance, Creative Education, Independent Author, 2012

15. Impact of parent's socioeconomic status on perceived parental pressure and test anxiety among Chinese high school students, International Journal of Psychological Studies, Independent Author, 2012

16. A Preliminary study on the validity equivalence verification model between pencil-and-paper tests and computer-based tests, Foreign Language Field (CSSCI), Independent Author, 2009

17. A survey on the correlation between oral learning concepts and oral learning strategies of primary school English teachers, Foreign Language Teaching in Schools, Independent Author, 2009

Awards:

Teacher awards

1. Second Prize of Education Award Fund of Shanghai International Studies University in 2018

2. Research Book Award of Shanghai International Studies University Education Award Fund in 2011

3. Second Prize of 2011 Excellent Teaching Achievement Award of Shanghai International Studies University

4. Research Paper Award of 2010 Shanghai International Studies University Education Award

5. Third prize of Education Award Fund of Shanghai International Studies University in 2004

6. Third prize of 2004 Excellent Teaching Achievement Award of Shanghai International Studies University

Student awards

1. 2022 National Scholarship for Graduate students won by a doctoral student under supervision

2. The national first prize of the English Major Group in the 2022 National English Composition Contest for College Students won by an undergraduate student under supervision

Academic part-time

Member of the Professional Committee on Language Testing and Evaluation, Chinese-English Comparative Research Association

Overseas study or study experience

2018.09-2019.10 Visiting Scholar, School of Education, University of New South Wales, Australia

2012.03-2012.09 Rutgers University Graduate School of Education, Visiting scholar

2004.07-2004.08 School of Education, University of Leeds, Teacher Training

Books

Research Book:

Factors of Anxiety in Language Testing, Independent Author, Zhejiang University Press 2010.10

Textbook:

1. Society and Culture of English-Speaking Countries, co-author, Shanghai Foreign Language Education Press, 2017.8

2. The Basic Course of British and American Culture, co-author, Shanghai Foreign Language Education Press, October 2013

3. Overview of English-Speaking Countries (Study Support), Deputy Editor, Shanghai Foreign Language Education Press, September 2013

4. Overview of English-Speaking Countries, co-author, Shanghai Foreign Language Education Press, June, 2008