| Written corrective feedback strategies employed by university English lecturers: A teacher cognition perspective W Wei, Y Cao SAGE Open 10 (3), 2158244020934886, 2020 | 44 | 2020 |
| Using summative and formative assessments to evaluate EFL teachers’ teaching performance W Wei Assessment & Evaluation in Higher Education 40 (4), 611-623, 2015 | 31 | 2015 |
| Willingness to communicate from an English as an International Language (EIL) perspective: The case of Macau YK Cao, W Wei System 87, 102149, 2019 | 27 | 2019 |
| Self-assessment complements peer assessment for undergraduate students in an academic writing task CM Cheong, N Luo, X Zhu, Q Lu, W Wei Assessment & Evaluation in Higher Education 48 (1), 135-148, 2023 | 23 | 2023 |
| Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback W Wei, Y Sun, X Xu Assessment & Evaluation in Higher Education 46 (7), 1092-1103, 2021 | 21 | 2021 |
| Impact of outcome-based education on software engineering teaching: A case study HN Dai, W Wei, H Wang, TL Wong 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning …, 2017 | 21 | 2017 |
| An investigation of integrative and independent listening test tasks in a computerised academic English test W Wei, Y Zheng Computer Assisted Language Learning 30 (8), 864-883, 2017 | 19 | 2017 |
| University teachers’ reflections on the reasons behind their changing feedback practice W Wei, X Yanmei Assessment & Evaluation in Higher Education 43 (6), 867-879, 2018 | 17 | 2018 |
| A critical review of washback studies: Hypothesis and evidence W Wei Revisiting EFL assessment: Critical perspectives, 49-67, 2017 | 15 | 2017 |
| Artificial intelligence-generated and human expert-designed vocabulary tests: A comparative study L Yunjiu, W Wei, Y Zheng Sage Open 12 (1), 21582440221082130, 2022 | 14 | 2022 |
| Examining the relationships between medical students’ preferred online instructional strategies, course difficulty level, learning performance, and effectiveness X Cheng, XY Ma, C Luo, J Chen, W Wei, X Yang Advances in Physiology Education 45 (4), 661-669, 2021 | 13 | 2021 |
| How do I teach? Exploring knowledge of reflective practice among in-service EFL teachers in Ukraine O Kharlay, W Wei, J Philips Teachers and Teaching 28 (2), 188-205, 2022 | 11 | 2022 |
| Can integrated skills tasks change students’ learning strategies and materials? W Wei The Language Learning Journal 45 (3), 336-351, 2017 | 10 | 2017 |
| The role of leadership in small scale educational change W Wei, D DeBrot, C Witney Asia Pacific Journal of Education 35 (1), 40-54, 2015 | 10 | 2015 |
| Comparing self-reflection and peer feedback practices in an academic writing task: a student self-efficacy perspective W Wei, CM Cheong, X Zhu, Q Lu Teaching in Higher Education 29 (4), 896-912, 2024 | 9 | 2024 |
| Understanding and supporting the use of feedback from mobile applications in the learning of vocabulary among young adolescent learners W Wei Studies in Educational Evaluation 78, 101264, 2023 | 9 | 2023 |
| Pre-service teachers’ pedagogical decisions on integrated-skills instruction in a sojourn Chinese teaching programme: The context matters X Ji, Y Cao, W Wei Cogent Education 9 (1), 2064602, 2022 | 5 | 2022 |
| Exploring the relationships between teacher-led and learner-led mobile learning activities and their impacts on teacher evaluation results W Wei, L Cheng Technology, Pedagogy and Education 31 (2), 247-259, 2022 | 5 | 2022 |
| Investigating Learners’ Changing Expectations on Learning Experience in a MOOC of Professional Translation and Interpreter Training W Wei, Y Yu, G Gao SAGE Open 12 (4), 21582440221134577, 2022 | 4 | 2022 |
| Willing, silent or forced participation? Insights from English for academic purposes classrooms W Wei, Y Cao RELC Journal, 00336882211066619, 2021 | 3 | 2021 |
