Yongqi Gu

3.6k total citations · 1 hit paper
40 papers, 1.8k citations indexed

About

Yongqi Gu is a scholar working on Language and Linguistics, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Yongqi Gu has authored 40 papers receiving a total of 1.8k indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Language and Linguistics, 21 papers in Developmental and Educational Psychology and 19 papers in Literature and Literary Theory. Recurrent topics in Yongqi Gu's work include EFL/ESL Teaching and Learning (23 papers), Second Language Learning and Teaching (18 papers) and Second Language Acquisition and Learning (15 papers). Yongqi Gu is often cited by papers focused on EFL/ESL Teaching and Learning (23 papers), Second Language Learning and Teaching (18 papers) and Second Language Acquisition and Learning (15 papers). Yongqi Gu collaborates with scholars based in New Zealand, Singapore and Hong Kong. Yongqi Gu's co-authors include Robert Keith Johnson, Guangwei Hu, Lawrence Jun Zhang, Barry Bai, Paul Nation, Ricky Lam, Zhenhui Rao, Rachael Ruegg, Guoxing Yu and Vee Harris and has published in prestigious journals such as TESOL Quarterly, Language Learning and Educational and Psychological Measurement.

In The Last Decade

Yongqi Gu

40 papers receiving 1.5k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Vocabulary Learning Strategies and Language Learning Outcomes

1996 545 citations Yongqi Gu et al. profile →

Peers

Yongqi Gu

DEP

LL

LLT

EDUCA

IS

Fangyuan Yuan China

Natsuko Shintani New Zealand

YouJin Kim United States

Scott Thornbury United Kingdom

Aek Phakiti Australia

Alan Hirvela United States

Noriko Iwashita Australia

Lia Plakans United States

Richard R. Day United States

Pia Sundqvist Sweden

Fangyuan Yuan China

Yongqi Gu

786 ×0.6

DEP

1.2k ×1.0

LL

942 ×1.4

LLT

457 ×0.9

EDUCA

170 ×0.9

IS

Citations per year, relative to Yongqi Gu Yongqi Gu (= 1×) peers Fangyuan Yuan

Countries citing papers authored by Yongqi Gu

Since Specialization

Citations

This map shows the geographic impact of Yongqi Gu's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Yongqi Gu with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Yongqi Gu more than expected).

Fields of papers citing papers by Yongqi Gu

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Yongqi Gu. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Yongqi Gu. The network helps show where Yongqi Gu may publish in the future.

Co-authorship network of co-authors of Yongqi Gu

This figure shows the co-authorship network connecting the top 25 collaborators of Yongqi Gu. A scholar is included among the top collaborators of Yongqi Gu based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Yongqi Gu. Yongqi Gu is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

1.

Gu, Yongqi, et al.. (2024). Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme. System. 125. 103414–103414. 6 indexed citations

2.

Oxford, Rebecca L., et al.. (2024). Considerations in Designing and Validating the Diagnostic Inventory for Self-Regulated Language Learning (DISLL): Status of the Process. Language Teaching Research Quarterly. 41. 4–20. 3 indexed citations

3.

Gu, Yongqi, et al.. (2023). Argument-based validation of Academic Collocation Tests. Language Testing. 41(3). 459–505. 1 indexed citations

4.

Cohen, Andrew D., Yongqi Gu, Martha Nyikos, et al.. (2023). Tangible insights on the strategizing of language learners and users. Language Teaching. 56(3). 313–332. 7 indexed citations

5.

Gu, Yongqi, et al.. (2021). The impact of explicit strategy instruction on EFL secondary school learners’ reading. Language Teaching Research. 28(1). 296–319. 14 indexed citations

6.

Ruegg, Rachael, et al.. (2021). Beyond comprehension: Reading requirements in first-year undergraduate courses. Journal of English for Academic Purposes. 55. 101071–101071. 7 indexed citations

7.

Gu, Yongqi, et al.. (2020). Impact of TOEIC Listening and Reading as a University Exit Test in Vietnam. Language Assessment Quarterly. 17(2). 147–167. 8 indexed citations

8.

Gu, Yongqi & Guoxing Yu. (2020). Researching Classroom-Based Assessment for Formative Purposes. Chinese Journal of Applied Linguistics. 43(2). 150–168. 3 indexed citations

9.

Gu, Yongqi. (2018). Validation of an online questionnaire of vocabulary learning strategies for ESL learners. Studies in Second Language Learning and Teaching. 8(2). 325–350. 36 indexed citations

10.

Gu, Yongqi. (2014). The Strategy Factor in Successful Language Learning. ELT Journal. 69(1). 103–106. 25 indexed citations

11.

Gu, Yongqi. (2013). The unbearable lightness of the curriculum: what drives the assessment practices of a teacher of English as a Foreign Language in a Chinese secondary school?. Assessment in Education Principles Policy and Practice. 21(3). 286–305. 40 indexed citations

12.

Gu, Yongqi. (2012). Learning Strategies: Prototypical Core and Dimensions of Variation. Studies in Self-Access Learning Journal. 330–356. 57 indexed citations

13.

Gu, Yongqi. (2012). Strategies in Learning and Using a Second Language (Second edition). ELT Journal. 66(2). 251–253. 2 indexed citations

14.

Zhang, Lawrence Jun, Yongqi Gu, & Guangwei Hu. (2007). A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English. British Journal of Educational Psychology. 78(2). 245–271. 67 indexed citations

15.

Nation, Paul & Yongqi Gu. (2007). Focus on vocabulary. Medical Entomology and Zoology. 28 indexed citations

16.

Gu, Yongqi, Guangwei Hu, & Lawrence Jun Zhang. (2005). Investigating Language Learner Strategies among Lower Primary School Pupils in Singapore. Language and Education. 19(4). 281–303. 47 indexed citations

17.

Gu, Yongqi. (2005). Vocabulary Learning Strategies In The Chinese Efl Context. Medical Entomology and Zoology. 28 indexed citations

18.

Gu, Yongqi. (2003). Vocabulary Learning in a Second Language: Person, Task, Context and Strategies.. Teaching English as a Second or Foreign Language--TESL-EJ. 7(2). 223 indexed citations

19.

Hu, Guangwei & Yongqi Gu. (2002). An annotated bibliography of selected research on Chinese ELT contexts and EFL/ESL learners. i-manager’s Journal on English Language Teaching. 12. 229–267. 5 indexed citations

20.

Gu, Yongqi. (2002). Gender, Academic Major, and Vocabulary Learning Strategies of Chinese Efl Learners. RELC Journal. 33(1). 35–54. 112 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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