【发言题目】

Navigating theory and theories in computer-assisted language learning

【发言摘要】

Since the beginnings of CALL as an academic and professional discipline in the early 1980s, research, development, and practice have been informed by a wide variety of theories. I begin by reviewing some influential views of theory in both applied linguistics and CALL and then provide a broad definition for the concept of theory as applied to CALL research, development, and practice, a definition that acknowledges the practical impact of frameworks and models in addition to high-level theories themselves. In the second part, I present a typological framework drawn from Hubbard & Levy (2016, in press) aimed at capturing the variety of ways in which theoretical devices may be drawn from other fields and implemented in CALL. I also note ways in which they are sometimes misused. In the third part, I summarize several large-scale studies of theory use in CALL, including one that employs the aforementioned typological framework specifically in the domain of CALL writing (McCallum 2023). I conclude by discussing the role and realization of theory in CALL in the emerging era of generative AI.

【发言人简介】

Phil Hubbard博士，斯坦福大学语言中心荣休高级讲师。自20世纪80年代初以来，一直从事计算机辅助语言学习（CALL）领域的研究，在CALL理论、研究、研究方法、评估、教师教育、学习者培训以及听力教学等方面发表了丰硕的研究成果；曾参与制定《TESOL技术标准》（TESOL Technology Standards）。目前担任国际期刊《计算机辅助语言学习》（Computer Assisted Language Learning）和《语言学习与技术》（Language Learning & Technology）副主编。最新研究重点关注CALL理论、语言教学技术标准，以及如何高效、有效且合乎伦理地使用生成式人工智能。

【发言题目】

Generated by human authors and LLMs: metapragmatic explorations and pedagogical implications

【发言摘要】

With the emergence of LLMs, more and more studies are investigating the linguistic differences between LLM-generated texts and human author-produced texts. However, little attention has been paid to the use of metadiscourse in LLM-generated academic written texts. The present study makes a metapragmatic analysis of ChatGPT 4o-generated research article (RA) abstracts and those produced by human authors by examining the use of metadiscourse. The dataset comprises 60 RA abstracts in the field of Pragmatics, together with 300 ChatGPT 4o-generated RA abstracts. A significant deficiency in the use of metadiscourse was found in ChatGPT 4o-generated RA abstracts, in comparison to human authors. Besides, the study also found that ChatGPT 4o occasionally uses metadiscourse in an inaccurate way. Hopefully, this study can offer some suggestions for the optimization of LLMs to better empower academic English teaching.

【发言人简介】

陈新仁，南京大学英语和语言学教授，教授语用学和语言哲学等课程。《语言学和文学研究》（Studies in Linguistics and Literature）《东亚语用学》（East Asian Pragmatics）和《中国语言战略》（China Language Strategies）（联合）主编，《语用学》（Pragmatics）副主编。在国内和国际期刊上发表大量论文，出版多部学术著作。现任国际语用学协会（IPrA）和中国语用学协会（CPrA）咨询委员会成员，中国逻辑学会（CSL）、中国话语研究协会（CADS）和中国外语课程研究协会（CAFLCS）副会长。

【发言题目】

Finding our own way: self-directed professional development in language teaching with artificial intelligence

【发言摘要】

It is now well established that the rapid rise of artificial intelligence is reshaping higher education in profound ways, impacting both institutional policies and day-to-day teaching and learning practices. This provides a dilemma for both teachers and learners as they seek out best practices to make the most of AI while at the same time maintaining ethical and acceptable use. It is becoming clearer that learners will often require assistance to develop efficient and appropriate strategies in using AI, as well as being made aware of potential risks, such as over-reliance on AI-generated content. The burden for providing this assistance for learners, however, typically falls squarely on the shoulders of educators, many of whom are also struggling to continuously train themselves professionally to adapt to the rapidly evolving wave of AI tools. The presentation explores the difficulties in professional development, much of which requires teachers to regulate their own skills development. Emphasizing self-regulated professional growth, the seminar explores how educators can rethink their instructional approaches, foster critical thinking, and maintain relevance in a rapidly changing academic environment.

【发言人简介】

Glenn Stockwell，早稻田大学国际文化与传播研究研究生院（Graduate School of International Culture and Communication Studies, Waseda University）应用语言学教授。他是《移动辅助语言学习：概念、语境与挑战》（Mobile Assisted Language Learning: Concepts, Contexts and Challenges）（剑桥大学出版社，2022 年）的作者，以及《智能计算机辅助语言学习：个性化、语境化与社会化》（Smart CALL: Personalization, Contextualization, & Socialization）（Castledown）和《计算机辅助语言学习：研究与实践的多样性》（Computer Assisted Language Learning: Diversity in Research and Practice）（剑桥大学出版社，2012 年）的编者。他还担任《计算机辅助语言学习》（Computer Assisted Language Learning）和《澳大利亚应用语言学期刊》（Australian Journal of Applied Linguistics）主编。目前的研究兴趣包括技术对教学与学习的影响、移动辅助语言学习、人工智能在语言教育中的应用、教师与学习者的技术培训，以及学习者自主性的培养与发展。

【发言题目】

Youth in the digital multiverse: translanguaging, identity, and the pursuit of well-being

【发言摘要】

Youth development is deeply tied to identity formation and social media practices, yet the role of multilingual and multicultural engagement in online spaces remains underexplored. This keynote examines how translanguaging practices—the fluid use of multiple languages and semiotic resources in digital communication—shape youths’ online identity expression, self-concept clarity (SCC), and well-being. Drawing on two empirical studies, I explore how translanguaging fosters creative identity exploration and enhances subjective well-being (life satisfaction, positive affect), while also posing challenges to SCC due to the fragmented nature of online interactions.

I introduce the concept of digital trans-literacies, reframing digital literacies as dynamic, culturally embedded competencies that transcend traditional linguistic boundaries. This framework highlights the dual role of digital translanguaging: empowering authentic self-expression and connection while navigating the complexities of hybridized digital identities.

The talk bridges sociolinguistics, digital media studies, and developmental psychology, offering insights for youth, researchers, educators, and policymakers. By rethinking digital spaces as ecosystems for identity growth, we can better support youth in cultivating resilience and coherence in an increasingly interconnected world.

【发言人简介】

谷明月，香港教育大学社会语言学教授、研究生院院长。她的主要研究领域包括：身份与语言、多语言与流动性、数字素养、青年发展与社交媒体，以及家庭语言政策。她在上述领域发表了大量研究成果，并作为首席研究员在争取外部竞争性研究资助方面有着出色的表现。她于2022年获得香港教育大学个人研究卓越校长奖，2017年获得香港中文大学研究卓越奖，2015年获得香港中文大学青年研究者奖。现任《语言学与教育》（Linguistics and Education）期刊副编辑。

【发言题目】

Assessment futures – creating quality and fit for purpose assessment for all

【发言摘要】

The Covid-19 pandemic required significant adjustments to assessment practices in Higher Education, prompting practitioners re-evaluate long-standing assessment practices that have been in place for decades, if not centuries. In some instances, replacing traditional exams with alternatives led to improved student outcomes and awarding gaps, which in turn enhanced diversity and fairness. While many institutions have since partially reverted to pre-pandemic practices, there is, I argue, a readiness in the sector to explore innovative approaches. These include for example integrating assessment ‘of’ learning to ensure sector quality standards with assessment ‘for’ or ‘as’ learning, stealth assessment, personalised assessment or similar approaches. Technology, including AI supported technology, has increased the scope of what is possible but also introduced challenges to educational providers. In my talk, I will briefly outline these developments and discuss some of the institutional and national sector responses drawing on examples from my institution, the UK Higher Education sector and the wider European HE distance learning community. I will then focus on emerging trends and selected examples relating to 1) AI supported assessment, 2) assessing creativity, and 3) designing assessments with student wellbeing in mind.

【发言人简介】

Klaus-Dieter Rossade，英国开放大学（The Open University, UK）保健、教育及语言与应用语言学学部（Faculty of Wellbeing, Education and Language Studies）部长，远程学习与领导力教授，英国开放大学网络孔子学院（Online Confucius Institute）董事会主席。曾任英国开放大学语言与应用语言学学院（School of Languages and Applied Linguistics）院长及评估项目负责人。在语言与文学、交流、评估以及高等教育领导力领域拥有超过30年的丰富经验。作为负责人开展多个与评估和质量保证相关的大规模机构变革项目。2021至2022年，担任欧洲远程教学大学协会（European Association for Distance Teaching Universities）在线评估特别兴趣小组（Special Interest Group on Online Assessment）负责人。

【发言题目】

Critiquing CALL publications from a research design perspective

【发言摘要】

CALL publications are not short of systematic literature reviews. While it is important to identify publication trends, research themes, types of technology used, factors influencing technology adoption, effectiveness of CALL and so on, it is no less relevant to evaluate the rigorousness of the research design of CALL studies. Appropriate design is the first step in ensuring the quality of research outcomes. Nevertheless, no previous publication has focused exclusively on the robustness and trustworthiness of CALL research from the perspective of research design. This presentation reports on the findings of a research design-focused review of 282 empirical studies published in five SSCI and ESCI CALL journals between 2023 and 2024. The review covers a full spectrum of research design elements, from context of study, research hypothesis/question/purpose, theoretical underpinning, approach (quantitative, qualitative or mixed), type of design (experimental or non-experimental), duration, sampling, data collection and analysis, research bias, and ethical issue to limitation. Implications from the findings are discussed. Broader issues beyond the findings are raised which warrant more attention. This presentation is intended to highlight both the strengths and weaknesses of CALL journal publications in terms of research design rather than appraise any individual study in the hope that more attention will be paid to the design of a study by researchers and gatekeepers (editors/reviewers) alike.

【发言人简介】

肖俊洪教授，施普林格出版社（Springer）《开放与远程教育》（SpringerBriefs in Open and Distance Education）系列丛书主编，《开放、远程和数字教育》（Journal of Open, Distance, and Digital Education）期刊创始编辑之一，马来西亚开放大学（OUM）inspired期刊专栏作家及OUM国际顾问委员会成员，以及德国奥尔登堡大学开放教育研究中心创始成员。曾在汕头开放大学工作，并担任众多国际期刊编委。在中英文领域发表研究成果约300项。肖教授被收录于国际远程教育理事会（International Council for Open and Distance Education, ICDE）赞助的《在线学习领袖与传奇人物》（Leaders & Legends of Online Learning）第095期。

【发言题目】

Digital virtual teachers and new quality classroom teaching

【发言摘要】

The digitalization of education is an inevitable choice to proactively adapt to the new round of technological revolutions. The digitalization of education is not merely the digitization of teaching resources; it involves the application of digital technology throughout the entire educational process and across all elements. The digital virtual teacher is a comprehensive intelligent agent that has emerged with the development of digital technology and is applied in educational scenarios. Its appearance indicates that artificial intelligence technology can not only provide teaching resources but also actively participate in the teaching process, transforming from a "tool" role to a "learning facilitator" role, thereby forming a new teaching form of "teacher/student/computer" tripartite interaction. The digital virtual teacher brings the teaching process into both virtual and real spaces and plays a significant role in the digitalized education model.

【发言人简介】

李佐文，教授，博士生导师，现任北京外国语大学人工智能与人类语言重点实验室主任。其他学术职务包括教育部高等学校外国语言文学类专业教学指导委员会英语专业教学指导分委员会委员，全国话语语言学研究会会长，中国广播电视社会组织联合会影视译制与传播委员会会长，中国高等教育学会外语教学研究分会常务理事等。在《外国语》、《中国外语》、《现代传播》、《外语研究》等刊物发表论文50余篇，出版专著教材10余部。现任《语言与智能》期刊主编。研究领域包括话语语言学，计算语言学，语言教学等。

【发言题目】

Human translator: challenges and opportunities in the AI era

【发言摘要】

Machine translation, which has evolved into translation software based on AI currently, has had a long history ever since, and has overcome various obstacles along the hierarchy of language ranks including words, grammar, syntax, textual coherence, and others. Nevertheless, translation software supported by AI, from the perspective of a foreseeable future, will still leave quite many stones unturned despite its excellent performance in mechanically treating texts of various fields.

Translation practice has convincingly demonstrated that AI-supported software is by no means omnipotent up to the present. It has been betrayed by its failures in its treatment of such aspects as technical terms, improper omissions, careless omissions, noun repetition, sentence without subject, inaccurate diction, vague logic, number identification, inaccurate understanding, random rewriting, syntactical reorganization, idiom translation, poetic lines, and ideology.

In a word, human translators are still able to accomplish much in many aspects as far as the cross-language activity still exists in the cosmos.

【发言人简介】

范祥涛，南京航空航天大学外国语学院教授。江苏省高等学校外语教学研究会副会长、江苏省翻译学会副会长。项目获得国家哲学社会科学基金、中国学术著作翻译国家基金及江苏省哲学社会科学基金的支持。获得省级哲学社会科学学术研究二等奖；撰写超过70篇论文，4部著作，5部英译中翻译作品，以及7部中译英翻译作品。目前主要致力于研究中国经典在英语世界的翻译与传播。

【发言题目】

Workshop on exploring older people’s lifelong learning, and learning foreign languages in particular

【发言人简介】

顾曰国教授，北京外国语大学人工智能与人类语言重点实验室首席专家。中国英汉语比较研究会语言智能教学专业委员会（ChinaCALL）主任委员，国际学术期刊Journal of China Computer-Assisted Language Learning（ChinaCALL会刊）主编，北京外国语大学网络教育学院荣誉院长。曾任中国社会科学院语言研究所研究员，中国社会科学院创新工程首席研究员，《当代语言学》杂志主编（1998-2015）。海外学术兼职包括诺丁汉大学特聘教授、香港理工大学校外学术顾问、西悉尼大学外聘教授、圣彼得堡彼得大帝理工大学访问讲习教授、悉尼大学杰出研究员、台湾科技大学讲习教授等。主要研究兴趣包括老年语言学、语料库语言学、语用学、话语分析、网络教育等。

【发言题目】

Exploring Chinese EFL teachers’ perceptions of digital/mobile technologies in higher education: A focus on equality, diversity, and inclusiveness

【发言人简介】

张帅博士，北京外国语大学网络教育学院副教授，人工智能与人类语言重点实验室兼职研究员，硕士生导师。学术兼职包括中国英汉语比较研究会语言智能教学专业委员会理事，国际期刊Journal of China Computer-Assisted Language Learning责任编辑，国际标准化组织ISO/TC 232/TG3专家。研究成果发表在《外语教育研究前沿》《现代外语》《外语教学》《外语与外语教学》《中国考试》和Asia-Pacific Journal of Teacher Education等国内外期刊，其中1篇被人大复印资料全文转载；出版专著《高校英语教师评价者身份认同个案研究》（2024）。研究领域包括外语教育、教师发展及信息技术辅助外语教学等。

【发言题目】

Exploring in-service teachers’ interaction patterns in online learning community

【发言人简介】

王琦博士，北京外国语大学人工智能与人类语言重点实验室副研究员，硕士生导师。聚焦“学习资源模型”“自适应学习”“AI教育应用”等方向申请和参与多项研究课题，研究成果发表在IEEE Transactions on Learning Technologies、Interactive Learning Environments、《电化教育研究》、《开放教育研究》等教育技术领域核心期刊，申请和授权发明专利多项，完成国际标准一项，参与编写《人工智能+教育蓝皮书》、《泛在学习的资源组织模型及其关键技术研究》、《互联网+教育未来学校》及《创新教学报告2021》等。研究领域包括泛在学习、情境感知自适应学习及AI+教育应用等。

【发言题目】

Expansive learning in EFL digital storytelling

【发言摘要】

This study aims to explore the mechanism of expansive learning in the process of cultivating college students' capacity to disseminate Chinese culture. By analyzing the contradictions and their resolution processes encountered by four students during a 16-week course in "Digital Storytelling: Telling China’s Stories in English," the research reveals that students' expansive learning begins with the identification of internal contradictions within the activity system. Through historical and analytical approaches, students formulate and implement strategies to resolve these contradictions, solidifying new cognitive tools through reflection and ultimately bringing about new activity systems. During the process of expansive learning, students continuously improve their language and thinking tools, prompting the continuous renewal of the activity object and the transformation of the activity system from individual actions to collective activities, thereby achieving cultural creation and the production of new social practices. The study suggests that educators need to guide students in identifying and analyzing contradictions, encourage students to use mediating tools creatively, organize collective activities, thus promoting expansive learning among college students.

【发言人简介】

李莉文，北京外国语大学教务处处长，英语教授，博士生导师。教育部高等学校外国语言文学类专业指导委员会秘书长，中国高校外语慕课联盟秘书长。研究领域包括英语教育和美国研究。主持并参与6项国家社科基金项目，发表50余篇学术论文。曾获得教育部新世纪优秀人才称号，被评为北京市高校优秀教师。获得国家级教学成果一等奖，是全国黄大年式教师团队核心成员。

【发言题目】

Introduction to Virtual Exchange and its benefits: a case study of a teaching training programme

【发言摘要】

Virtual exchange (VE) refers to “pedagogically-structured online collaborative learning between groups of students in different cultural contexts and/or geographical locations” (O’Dowd, 2018). By blending intercultural dialogue with digital technology, VE supports the internationalisation of higher education curricula, often termed Internationalisation at Home (IaH) (Beelen and Jones, 2015). Over three decades, VE has evolved from study-abroad practices and can complement or replace physical exchanges, as demonstrated during COVID-19. It prepares students for the global digital workplace by fostering transversal skills such as problem-solving, teamwork, leadership, communication, and critical thinking (Crawford, 2021). Effective VE programs require well-trained educators. This paper presents findings from a 4-week VE Teacher Training program delivered by the Online Confucius Institute at The Open University (OU), the Institute of Online Education at Beijing Foreign Studies University (BFSU), and UNICollaboration.org. The program, aimed at OU and BFSU educators, applied experiential modelling (Hoven, 2006), enabling participants to experience VE tools and processes as learners. The training introduced VE pedagogy, facilitated teaching partnerships, and encouraged the joint design and implementation of exchanges. Insights from this training highlight how VE research findings can be applied to provide students with enriched international and intercultural experiences virtually.

References:

O'Dowd, R. (2018). From telecollaboration to virtual exchange:

state-of-the-art and the role of UNICollaboration in moving forward. Research-publishing.net.

Beelen, J., & Jones, E. (2015). Europe Calling: A New Definition for

Internationalization at Home. International Higher Education, (83), 12–13. https://doi.org/10.6017/ihe.2015.83.9080

Crawford, I. (2021). Employer Perspectives on Virtual International

Working: Essential Skills for the Globalised, Digital Workplace. In S. Swartz, B. Barbosa, I. Crawford, & S. Luck (Eds.), Developments in Virtual Learning Environments and the Global Workplace (pp. 178–204). IGI Global. https://doi.org/10.4018/978-1-7998-7331-0.ch010

Hoven, D. (2006). Remodelling a blended course in technology in (language)

teacher education. In Who’s learning? Whose technology? Proceedings of the 23rd annual ascilite conference: Who’s learning? Whose technology? (pp. 339–349). Sydney, Australia

【发言人简介】

阚茜博士，英国开放大学语言与应用语言学学院中文部主任、网络孔子学院英方院长，英国高等教育学院高级研究员，剑桥大学露西·卡文迪什学院副研究员。语言教学和技术领域博士生导师。研究领域聚焦技术在语言教学中的应用：移动语言学习、在线讨论论坛中的互动、基于虚拟交流的学习以及在线语言学习设计。参与主编2023年8月出版的JCCALL专刊Technology-Enhanced Teaching of Chinese as a Foreign Language（中文作为外语的技术增强教学）。更多学术成果请访问：Dr Qian Kan | OU people profiles (open.ac.uk)

唐锦兰，教授，博士，北京外国语大学网络教育学院院长，北京外国语大学人工智能与人类语言重点实验室理事会副理事长、语言智能教学研究中心主任，中国英汉语比较研究会语言智能教学专业委员会（ChinaCALL）秘书长。研究领域包括计算机辅助外语教学、英语微技能教学、语言测试和评估等。其他学术职务包括国际学术期刊Journal of China Computer-Assisted Language Learning（JCCALL，中文刊名《语言智能教学（英文）》）联合主编，《计算机辅助外语教学》（IJCALLT）副主编；国际标准化组织（ISO）注册专家，全国教育服务标准化技术委员会委员。学术成果包括研究论文40余篇、专著1部、合著3部以及合著国际期刊专刊3期，带领团队研发“北外多语”在线语言学习应用以及基于虚拟现实的语言与文化课程。

【发言题目】

Critical virtual exchange: at the interface of critical CALL, critical digital literacy, and critical global citizenship education

【发言摘要】

Higher education institutions are responsible for preparing young people for living and working in a globally interconnected world by helping them develop their international and intercultural skills including languages. One way of assuming this responsibility is through internationalisation at home (IaH) (Beelen & Jones, 2015) implemented via virtual exchange (VE) which – over the past two decades – has enjoyed increasing popularity in language teacher education in particular (Hauck et al., 2020). Working online with colleagues and students from diverse backgrounds and education systems has allowed trainees to experience and reflect on issues related to technology and pedagogy in authentic linguistic and intercultural contexts but has also challenged them to engage with issues related to social justice and inclusion. The latter refers to the fact that IaH – including VE-based IaH – is not inherently equitable and inclusive. This contribution to the nascent field of critical virtual exchange (CVE) (Hauck, 2020, Hauck, 2023), i.e. VE through the equity, diversity, inclusion and access lens, puts the spotlight on the interface between, critical CALL, critical digital literacy, and critical global citizenship education instantiated through CVE. Examples from language and culture learning and teaching contexts that speak to the CVE agenda will be presented and discussed.

Keywords: critical CALL, critical digital literacy, critical global citizenship education, critical virtual exchange

References:

Beelen, J., & Jones, E. (2015). Redefining internationalization at home.

In A. Curaj, L. Matei, R. Pricopie, J. Salmi, & P. Scott (Eds.), The European higher education area. Between critical reflections and future policies (pp. 59–72). Springer International Publishing. https://doi.org/10.1007/978-3-319-20877-0_5

Hauck, M. (2020, September 15th). Towards global fairness in the

digital space through VE. 3rd International Virtual Exchange Conference (IVEC), Newcastle, UK. https://iveconference.org/2020-conference/

Hauck, M. (2023). From virtual exchange to critical virtual exchange

and critical internationalization at home. Global Impact Exchange. diversityabroad.org https://www.diversityabroad.org/DIVaPublic/GIE-Archives/GIE-2023/GIE-Virtual-Exchange-Tool.aspx

Hauck, M., Müller-Hartmann, A., Rienties, B., & Rogaten, J. (2020).

Approaches to researching digital-pedagogical competence development in VE-based teacher education. Journal of Virtual Exchange, 3(2020), 5–35. https://doi.org/10.21827/jve.3.36082

【发言人简介】

Mirjam Hauck教授，英国开放大学学习、教学和评估中的人工智能项目学术联合负责人，英国高等教育学院高级研究员。在语言和文化的学习与教学方面，尤其是在虚拟交流（VE）环境中，发表了广泛的研究成果。欧洲计算机辅助语言学习协会（EUROCALL）主席，国际期刊CALL副主编，ReCALL和LLT期刊编委。UNICollaboration.org的创始成员之一，在多个由欧盟和美国Steven Initiative资助的虚拟交流项目中担任共同研究员。

【发言题目】

From CALL to multidisciplinary virtual exchange: enhancing collaboration, diversity, and global skills

【发言摘要】

This paper examines the transition from traditional Computer-Assisted Language Learning (CALL) to multidisciplinary Virtual Exchange (VE) frameworks, highlighting their ability to enhance linguistic, cultural, and professional skills. Building on foundational work by CALL scholars such as Levy (1997) and O'Dowd (2018), and the interdisciplinary approaches outlined by Fonseca et al. (2021), this study explores how VE extends beyond language learning by integrating collaborative, real-world applications and developing 21st century skills training (Brautlacht et al. (2021). A key feature is the applied teaching and learning approach in a multidisciplinary environment with native and non-native speakers of English. It raises awareness of linguistic challenges and differences in cultural perspectives, while addressing technological disparities. An example is the ProGlobe Virtual Exchange Program, connecting students from Tourism, International Business, and Interior Design across Portugal, Germany, China, USA, and Canada. Shenzhen Technology University has joined the ProGlobe community, bringing new dimensions to this program. Chinese students actively engaged in their virtual projects, contributing unique perspectives and collaborating with peers globally. This paper shares how students presented their work in a student-run virtual conference, highlighting VE’s potential to prepare students for a multicultural world by integrating multidisciplinary and intercultural dimensions into education.

Keywords: virtual exchange, global collaboration, multidisciplinary education, global skills

【发言人简介】

Regina Brautlacht，德国波恩-莱茵-锡格应用科技大学（H-BRS）管理科学系商务沟通与创业高级讲师及英语项目协调员。被任命为全球数字学习高级专员（2018-2024），在推进虚拟交流和数字国际化方面作出了重大贡献。作为虚拟交流联盟（CoVE）的创始成员，在H-BRS领导多个关于虚拟流动性和教学创新的资助项目。她还参与多个委员会，为欧盟和德国的资助计划审查拨款，并因其在虚拟交流和创业方面所做的工作获得创新教学奖。在虚拟交流和全球数字学习领域发表多篇文章。

陈昊博士，深圳鹏城孔雀计划特聘副教授，深圳技术大学商学院商业案例中心主任，ChinaCases.org评审委员会学科编辑（人力资源与组织行为方向）。她撰写的20余个教学案例收录于清华经管中国工商管理案例库、哈佛商学院教学案例库等。主持或参与由国家自然科学基金委员会、清华大学等部门和多个跨国企业及上司公司资助的各类研究课题。研究论文发表在各类SSCI和CSSCI学术期刊，其中英文论文在Web of Science核心合集被引用超1200次。