Published work
(4) Wang, F. (2021). Developing adult immigrant English language learners' career and life competence at an ESL program. CATESOL Journal, 32(1), 1-9.
(3) Wang, F. (2020). Chinese international students’ cognitive processes and experiences with non-academic reading and writing in the United States. The Reading Matrix, 20(1), 127-142.
(2) Plakans, L., Liao, J. T., & Wang, F. (2019). “I should summarize this whole paragraph”: Shared processes of reading and writing in iterative integrated assessment tasks. Assessing Writing, 40, 14-26.
(1) Plakans, L., Liao, J. T., & Wang, F. (2018). Integrated assessment research: Writing-into-reading. Language Teaching, 51(3), 430-434.
Manuscripts Under Review
(2) Wang, F. Enhancing learning through students’ self-assessment of source use in their skills integration tasks: Why did it not work?
(1) Wang, F. A journey to source use in integrated skills assessment: insights from a writing workshop.
Manuscripts in Preparation
(2) Wang, F. The effectiveness of learning-oriented feedback on source use in integrated writing tasks among high school L2 writers.
(1) Wang, F. Direct quotation: The change of its types and purposes in a learning-oriented writing workshop.
Work in progress
(1) Wang, F., Shin, J. Real-life reading-to-write tasks in university settings: Authentic demands on L2 students.