Peter Gu

AProf Peter Gu profile picture

Associate Professor School of Linguistics and Applied Language Studies

Research interests

Learner autonomy and learning strategies, language testing and assessment, vocabulary acquisition.

Qualifications

BA Beijing Normal, MPhil CUHK, PhD HKU

Peter has extensive teaching and teacher education experience in New Zealand, Singapore, Hong Kong (SAR China), and mainland China. Peter was the recipient of the 2004 Thomson Heinle Distinguished Research Award from TESOL International Association. He was co-editor of Asian Journal of English Language Teaching (2006-2010). Peter was Vice President (2012) and Co-President (with Catherine Elder, 2013-2014) of the Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ).

Academic interests

Learner autonomy and learning strategies
Vocabulary acquisition
Language testing and assessment

Vocabulary Learning Questionnaire (VLQ 6.4)

Version 6.4 of the VLQ is an ESL-friendly version. Validation information can be found at:
Gu, Y. (2018). Validation of an online questionnaire of vocabulary learning strategies for ESL learners. Studies in Second Language Learning and Teaching, 8(2), 325–350. https://doi.org/10.14746/ssllt.2018.8.2.7

Two 100-point slider-bar versions are available online:

An English version can be found here:
http://vuw.qualtrics.com/jfe/form/SV_b1mYK2PtqtXe8JL

A bilingual (English-Chinese) version is available online at:
http://vuw.qualtrics.com/jfe/form/SV_1LCFPGd0hd0x6xD

Edited book series

Series editors: Peter Yongqi Gu and Guoxing Yu
Series Title: Pedagogical Content Knowledge for English Language Teachers.
Publisher: Foreign Language Teaching and Research Press

Books and edited volumes

Gu, Y. (in press). Classroom-based formative assessment. Beijing, China: Foreign Language Teaching and Research Press.

Nation, P., & Gu, Y. (2019). Teaching and learning vocabulary in EFL. Beijing, China: Foreign Language Teaching and Research Press.

Gu, Y., & Wu, Y. (Eds.). (2014). Voices from Chinese teacher-educators. A special issue of Language Teaching Research, Vol 18, Issue 2.

Crabbe, D., Elgort, I., & Gu, Y. (Eds.). (2013). Autonomy in a networked world. A special issue of Innovation in Language Learning and Teaching Vol 7, Issue 3.

Gu, Y., Hu, G. W., Zhang, J., & Bai, R. (2011). Strategy-based instruction: Focusing on reading and writing strategies. Beijing: Foreign Language Teaching and Research Press.

Nation, I. S. P., & Gu, Y. (2007). Focus on vocabulary. Sydney: National Centre for English Language Teaching and Research, Macquarie University (Republished in 2010 by Palgrave Macmillan).

Gu, Y. (2005). Vocabulary learning strategies in the Chinese EFL context. Singapore: Marshall Cavendish Academic.

Gu, Y. (2002). Learning and teaching English in the Chinese context, A special issue of Asian Journal of English Language Teaching Vol. 12.

Recent publications

Fernandez, D., Liu, I., Costilla, R., & Gu, P. Y. (in press). Assigning scores for ordered categorical responses. Journal of Applied Statistics. https://doi.org/10.1080/02664763.2019.1674790

Nguyen, T. T. H., & Gu, Y. (in press). Impact of TOEIC listening and reading as a university language exit test in Vietnam. Language Assessment Quarterly

Gu, Y., & Yu, G. (in press). Researching classroom-based assessment for formative purposes. Chinese Journal of Applied Linguistics.

Gu, Y. (in press). Vocabulary learning strategies. In H. Mohebbi & C. Coombe (Eds.), Research Questions in Language Education and Applied Linguistics. New York: Springer.

Gu, P. Y. (in press). Foreword: Strategies for sustainable language learning. In Z. Gavriilidou (Ed.), Situating language learning strategy use: Present issues and future trends. Bristol, UK: Multilingual Matters.

Gu, Y. (2020). Strategies for learning vocabulary. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 271–287). London; New York: Routledge.

Gu, Y. (2019). Vocabulary learning strategies. In C. A. Chapelle (Ed.), The Concise Encyclopedia of Applied Linguistics. New York: John Wiley & Sons, Inc.

Gu, Y. (2019). Approaches to learning strategy instruction. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp. 22–37). Bristol, UK: Multilingual Matters.

Gu, Y., & Yu, G. (2018). 如何研究课堂形成性评估 ——以“中国基础教育外语测评研究基金”立项课题为例 【Researching formative assessment in the classroom: Examples from FAR-funded projects】. 英语学习(教师版)English Language Learning (Teacher Edition), 2018(10), 39–44.

Gu, Y. (2018). Validation of an online questionnaire of vocabulary learning strategies for ESL learners. Studies in Second Language Learning and Teaching, 8(2), 325–350. https://doi.org/10.14746/ssllt.2018.8.2.7

Gu, Y. (2018). Making language learning strategies research useful: Insights from China for the world. In R. L. Oxford & C. M. Amerstorfer (Eds.), Language learning strategies and individual learner characteristics: Situating strategy use in diverse contexts (pp. 143–163). New York: Bloomsbury Academic.

Gu, Y. (2018). Cognitive Academic Language Learning Approach (CALLA). In J. Liontas (Ed.), TESOL encyclopedia of English language teaching. Wiley.

Gu, Y. (2018). Two-way listening. In J. Liontas (Ed.), TESOL encyclopedia of English language teaching. Wiley.

Gu, Y. (2018). Types of listening. In J. Liontas (Ed.), TESOL encyclopedia of English language teaching. Wiley. View all publications

View all publications

Administrative responsibilities

Learning and teaching director