学习经历 

2012. 08 – 2018. 05     哈佛大学，教育学院       博士

2010. 08 – 2011. 05    哈佛大学，教育学院       硕士

2006. 09 – 2010. 08    北京外国语大学，英语学院   学士

工作经历 

2018年6月-2021年1月，任复旦大学外文学院 讲师

2021年1月至今，任复旦大学外文学院 副教授

主讲课程

本科：《探究与写作》，《AI赋能跨学科学术写作》，《应用语言学导论》

研究生：《研究方法入门》，《应用语言学》，《智能写作评估系统的设计与应用》

主要著作、教材等 

• 《共性与特性：母语与外语学习者英语读写能力发展研究》，复旦大学出版社，2021.

• Uccelli, P., Galloway, E.P. & Qin, W. (in press). The language for school literacy: Widening the lens on language and reading relations. In N.K. Lesaux & E. Moje, (Eds.), The Handbook of Reading Research, Volume V. Cambridge University Press.

学术论文

  研究方向1｜应用语言学：青少年读写能力发展、学术语言核心素养、数据驱动的语言学研究方法

1. Wang, Y., Qin, W., Jin, T., & Chen, J*. (2025). Moving Beyond Surface Changes: How Novice L2 Writers Strategically Revise in DDL-Supported Argumentative Writing. International Journal of Applied Linguistics.

2. Wang, W., Qin, W.*, & Wang, L. (2025). Does Higher Grade Indicate More Complex Language Usage? Exploring Syntactic Complexity Development Among High School EFL Learners. ECNU Review of Education, 8(2), 557–580.

3. Yunfeng, Ye., & Wenjuan Qin.* (2025). Argumentative writing: A Data-driven approach to linking literacy to higher-order thinking. Literacy Today.

4. Qin, W., Jia, R., & Ren, W*. (2024). Pragmatic competence in an email writing task: Influences of situation, L1 background, and L2 proficiency. Written Communication, 41(4), 726–755.

5. Qin, W., Li, H., & Zheng, Y*. (2024). Group trends and individual variability in writing development: a descriptive grammatical complexity analysis. International Review of Applied Linguistics in Language Teaching, 62(1), 37–60.

6. Qin, W.*, & Uccelli, P. (2024). Introduction: textual analysis to inform language learning and teaching. International Review of Applied Linguistics in Language Teaching, 62(1), 1–4.

7. Qin, W.*, & Zhang, X. (2022). Do EFL learners use different grammatical complexity features in writing across registers? Reading and Writing: An Interdisciplinary Journal.

8. Qin, W.*, & Uccelli, P. (2021). Textual borrowing in science summaries: Mid-adolescents learning to write the language of science. Reading and Writing: An Interdisciplinary Journal, 34, 2505–2528.

9. Qin, W.*, & Uccelli, P. (2020). Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts. Assessing Writing, 45.

10. Galloway, E. P., Qin, W., Uccelli, P., & Barr, C*. (2020). The role of cross-disciplinary academic language skills in disciplinary writing: Examining the contribution of Core Academic Language Skills to science summarization for middle grade writers. Reading and Writing: An Interdisciplinary Journal, 33, 13–44.

11. Qin, W.*, & Uccelli, P. (2019). Metadiscourse: Variation of Interaction in Colloquial and Academic Writing. Journal of Pragmatics, 133, 22–39.

12. Qin, W.*, Kingston, H., & Kim, J. (2019). What does retell ‘tell’ about children’s reading proficiency? First Language, 39, 177–199.

13. Uccelli, P.*, Deng, Z., Galloway, E. P., & Qin, W. (2019). The role of language skills in mid-adolescents’ science summaries. Journal of Literacy Research.

14. Qin, W.*, & Uccelli, P. (2016). Same language, different functions: Exploring EFL learners’ writing performance across genres. Journal of Second Language Writing, 33, 3–17.

15. Qin, W.*, & Ma, Y. (Under review). Theory of mind in writing: Exploring the interaction between linguistic and cognitive factors in writing. Reading and Writing.

16. 李慧娴、郑咏滟*、秦文娟（2022）。精细化句法复杂度对写作质量预测效果的研究。《解放军外国语学院学报》，4。

17. 秦文娟、郑咏滟*、冯清琳、贾柔嘉（2022）。句法复杂度对通用语言能力和学术语言能力的预测效应。《第二语言学习研究》，14。

18. 秦文娟（2021）。《共性与特性：母语与外语学习者英语读写能力发展研究》。复旦大学出版社。【专著】

19. 秦文娟*、郑咏滟、Uccelli, P.（2020）。外语学习者学术型阅读理解的核心语言能力：理论框架与测评。《外语界》，6。

  研究方向2｜教育学：教育语言学、认知发展、教育公平

1. Tao, S., & Qin, W*. (2025). “Feedback is communication between human beings”: understanding adolescents’ conception of written qualitative feedback. Frontiers in Language Sciences, 4, 1453230.

2. Uccelli, P.*, Galloway, E. P., & Qin, W. (2020). The language for school literacy: Widening the lens on language and reading relations. In N. K. Lesaux & E. Moje (Eds.), The Handbook of Reading Research, Volume V (pp. 155–179). New York, NY: Routledge.

3. 秦文娟（2026）。智能反馈介入下中学生英语写作表现的纵向变化研究。《现代外语》。

4. 秦文娟*、马逸群、秦惠康（2026）。外语教师对智能写作反馈的课堂调控机制研究。《外语教育研究前沿》。

5. 毕笑楠、马逸群、秦文娟*（2025）。特殊教育测评热点与趋势研究——基于文本计量的国际比较视角。《甘肃开放大学学报》，35（5）。

6. 秦文娟*、周季鸣（2023）。基于写作自动评估的教师反馈素养研究。《外语界》。

7. 秦文娟*、孙玥灵、丁泉琨（2022）。跨学科分析型语言能力：论语文课堂的教学改革与评价创新。《全球教育展望》，10。【人大复印资料转载】

  研究方向3｜交叉学科：语言学与人工智能、计算文本分析，以及教育发展与公共健康的交叉研究。

1. Qin, W*., Wang, W., Yang, Y., & Gui, T. (2025). Machine-assisted writing evaluation: exploring pre-trained language models in analyzing argumentative moves. Computer Assisted Language Learning, 1–28.

2. Qin, W*., Sun, Y., & Jin, T. (2025). Exploring sentiment across disciplines and argumentative moves: A sentiment analysis of open-access comments. Research Methods in Applied Linguistics, 4(3), 100243.

3. Xi, Z., Chen, W., Guo, X., He, W., Ding, Y., Hong, B., ... Qin, W., & Gui, T.* (2025). The rise and potential of large language model based agents: A survey. Science China Information Sciences, 68(2), 121101.

4. Xu, N., Zhao, J., Zu, C., Li, S., Chen, L., Zhang, Z., ... Qin, W., & Huang, X.* (2024). Advancing translation preference modeling with RLHF: a step towards cost-effective solution. arXiv preprint, arXiv:2402.11525.【预印本】

5. Wang, H., Li, Z.*, Chen, S., Qin, W., Xie, L., Kong, Y., ... & Liang, W. (2022). The effect of a disability-targeted cash transfer program on universal health coverage and universal access to education: A nationwide cohort study of Chinese children and adolescents with disabilities. The Lancet Regional Health–Western Pacific, 100635.

6. Qin, W., Li, Z.*, & Patel, V. (2021). Associations of parental depression during adolescence with cognitive development in later life in China: A population-based cohort study. PLOS Medicine.

7. 秦文娟*、王威然、桂韬、刘海涛（2026）。大模型与人类多语翻译的句法特征计量对比研究。《外语电化教学》。

科研项目 

2025年 华为横向项目

2023年 上海市重点课程建设项目

2023年 复旦大学七大精品教材建设项目

2022年 上海市教育科学研究一般项目

2019年 教育部人文社科青年基金项目

2019年 上海市浦江人才

联系方式

办公室：外文楼434

电子邮箱：qin_wenjuan@fudan.edu.cn