Nick Zhiwei Bi

GradCert(HRM)(Monash), MAppling(Sydney), BA(MIS)MPAcc(Monash), GradDipManagement(Monash)

PhD candidate


Phone: 9351  2640

Fax: +61 2 9351 5027

Building.Room: A35.515


Assessing Grammatical Ability, L2 Strategy Learning and Use, Strategic Processing, Grammar Strategy

Research project description

The notion of strategic processing in second language (L2) use is highly complex and L2 grammar strategy use in a language test is even more complex as it involves both cognitive and metacognitive strategies and grammatical knowledge. The present research aims to examine the impact of cognitive and metacognitive grammatical strategy use on students’ grammar test performances over time by means of state and trait strategy use questionnaires. In addition, the research addresses the importance of exploring strategy use in response to specific assessment tasks as well as assessing the stability of trait and state strategy use in language testing research. Multitrait-multimethod (MTMM) approach is therefore employed to deal with the effect of context change over time. Eventually, the study is achieved by testing a hypothesized structural equation model (SEM) which consists of two different data sets with multiple variables of grammar strategy use and grammar test performance over a period of 2 months.

Issues discussed in this study have implications not only for grammar testing research, but also for understanding the importance of strategy use in grammar acquisition and instruction in a Chinese English as a foreign language (EFL) context. Furthermore, MTMM approach, which is based on a more holistic, process-oriented approach to investigate learner’s grammar test performance rather than conventionally product-oriented language testing (LT) strategy research, allows researchers to collect multiple data of strategy use and L2 grammar test performance to enable reliable measurement of the cognitive processing across situations and occasions.

Nick earned his Master Degree in Applied Linguistics from Sydney University and he also holds a Master of Professional Accounting from Monash University. Even though Nick has been pursuing his studies and career in business and finance related areas most of the time, he is always passionate about language teaching and learning. He was an EFL teacher in China and was tutoring on the Linguistics Department’s online English project at Sydney University. After much consideration, he has decided to transfer his career to further studies and research on second language learning, teaching and testing, which he believes can be a life-long passion in his future career. Nick’s current research interests include second language acquisition, grammar assessment and language learning and use strategies.


Conference presentations


  • Awarded the ALTAANZ Best Student Paper Presentation Award by the Association for Language Testing and Assessment of Australia and New Zealand and sponsored by PEARSON for a paper presented at the Inaugural ALTAANZ Conference in 2012

  • ILTA Student Travel Award 2013, International Language Testing Association (ILTA)

  • TIRF 2013 Doctoral Dissertation Grant Competition Award, The International Research Foundation for English Language Education (TIRF)

  • M.A.K. Halliday Scholarship 2013, Applied Linguistics Association of Australia (ALAA)

  • ALAA 2013 Travel Scholarship, Applied Linguistics Association of Australia (ALAA)

  • The Educational Testing Service (ETS) Graduate Student Award 2014, American Association for Applied Linguistics (AAAL)

Professional and community roles

  • Member of International Association for World Englishes (IAWE)

  • Associate membership of Certified Practising Accountant (CPA) Australia

  • Member of Association of Language Testing and Assessment of Australia and New Zealand (ALTAANZ)

  • Member of Applied Linguistics Association of Australia (ALAA)

  • Committee Member - Post-graduate Student Officer - Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ)

Current projects

  • A structural equation model of the impact of cognitive and metacognitive grammatical strategy use on Chinese University-level EFL students’ grammar test performances over time: A multitrait-multimethod approach

Thesis work

Project title Degree Supervisor
A structural equation model of the impact of cognitive and metacognitive grammatical strategy use on Chinese University-level EFL students' grammar test performance over time: a multitrait-multimethod approach. PhD Dr Aek Phakiti

Selected publications

Book chapters

  • Phakiti, A & Bi, N.Z. (in press). Assessment of Strategic Processing in a Form-meaning Grammar Test: A case of Chinese EFL Learners. In Fox, J. & Aryadoust, V. (Ed.), Current trends in language testing in the Pacific Rim and the Middle East: Policies, analysis, and diagnosis Newcastle, UK: Cambridge Scholars Publishing.

Journal articles

  • Bi, N. Z. (2012). The impact of national factors on personnel management: A cross-national examination of HRM practices in Singapore and Thailand. International Journal of Business and Management, 7(13), 21–27.
  • Bi, N. Z. (2011). An investigation into English pronunciation of three different language groups. Overseas English, (11), 299–302.
  • Bi, N. Z. (2011). How can operations managers make operations efficient and effective: A lesson from successful organizations. Digest of Management Science , (22), 13–15.
  • Bi, N. Z. (2011). A comparative study of HRM in China and Australia: An Asia-Pacific context. Science Times, (15), 11–14.
  • Bi, N. Z. (2011). How to write academically as a postgraduate student from Non-English speaking background: A study from teachers’ perspective. International Journal of English Linguistics , 1(2), 58–63.
  • Bi, N. Z. (2011). An investigation into English mixing in Chinese internet language. World Journal of English Language, 1(2), 60–67.
  • Yuan, W.; Xiong, J. & Bi, Z. W. (2010). The mixing of English in Chinese newspapers . Keyuan Monthly Publication, (4), 78–80.