许悦婷

发布时间:2022-03-07 08:42:00


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许悦婷,女,华南师范大学外国语言文化学院教授,博士生导师(招生方向:外语教师发展)。博士毕业于香港大学(英语教育方向),广东省青年珠江学者(英语教育学科),爱思唯尔2020年(教育学)、2021年(外国语言文学)、2022年(外国语言文学)中国高被引学者,并入选2022年度全球前2%顶尖科学家榜单。

主要研究兴趣包括教师评估素养、教师情感、教师身份认同、乡村教育、青少年学习情绪等。近年来在国内外教育学及语言学权威期刊发表论文50余篇。代表作发表在如Teaching and Teacher Education, Language Teaching Research, Assessment & Evaluation in Higher Education, TESOL Quarterly, System, Teaching in Higher Education, Language Assessment Quarterly, Asia-Pacific Journal of Teacher Education, Research Papers in Education以及《现代外语》、《中国外语》、《外语界》、《外语教学》、《外语与外语教学》、《外语教育前沿研究》、《外语教学理论与实践》等。2016年发表在Teaching and Teacher Education上的代表作Teacher assessment literacy in practice: A reconceptualization入选ESI近10年高被引论文。担任Springer及Taylor & Francis等国际一级出版社著作审稿人,超过30家SSCI期刊匿名审稿人和国内多家CSSCI期刊审稿专家,担任国内外多所高校博士论文外审及答辩专家。主持完成国社科青年课题一项与省级厅级课题四项。目前主持国家社科一般课题一项。积极参与社会服务,拥有丰富的教师培训经验。近三年受邀做外语教师培训超60场,深受广大参训教师好评。

硕博研究生招生:外语教师教育方向


联系方式:广州市天河区华南师范大学(石牌校区)文科楼610

邮箱:traceyxuyt@m.scnu.edu.cn

 


按发表主题划分(并按时间发表从近到远排序)(*代表为通讯作者)

评估素养 

  • 许悦婷、刘呈呈、韩晔(2023)基于文献回顾的教师反馈素养多维连续体框架,《外语教学》(CSSCI), 44(5), 60-66.

  • Xu, Y., Chen, J., & He, L. (2023). How personal, experiential, and contextual factors meiate EFL teachers’ conceptions of assessment: A narrative study. Chinese Journal of Applied Linguistics. (ESCI)

  • 许悦婷、邱旭妍(2022)大学英语教师线上评估实践与评估素养:一项质性研究,《外语教育前沿研究》,5(3),58-67.(CSSCI)

  • Xu, Y. & Qiu, X. (2022). Necessary but problematic: Chinese university English teachers’ perceptions and practices of assessing class participation. Teaching in Higher Education, 27(7), 841-858. doi: 10.1080/13562517.2020.1747424 [SSCI, Q2, 2 cites calculated by GoogleScholar] 

  • Guo, Q., & Xu, Y. * (2021). Formative assessment use in university EFL writing instruction: A survey report from China. Asia Pacific Journal of Education, 41(2), 221-237. [SSCI, Q4, 10 cites by GoogleScholar] doi: 10.1080/02188791.2020.1798737

  • Han, Y., & Xu, Y.* (2021). Student feedback literacy and engagement with feedback: A case study of Chinese undergraduate students. Teaching in Higher Education. 26 (2), 181-196. DOI: 10.1080/13562517.2019.1648410 [SSCI, Q2, 45 cites calculated by GoogleScholar]

  • Wang, J., & Xu, Y. (2021). Designing nested tasks to facilitate students’ meta-cognitive development: Assessment-as-learning practice from two award-winning university teachers. In Z. Yan. & L. Yang. (Eds). Assessment as learning: Maximizing opportunities for student learning and achievement (pp. 98-111). Routledge. ISBN: 978-0-367-50997-2 [1 cite calculated by GoogleScholar]

  • Han, Y., & Xu, Y*. (2020). The development of student feedback literacy: The influences of teacher feedback on peer feedback. Assessment & Evaluation in Higher Education, 45(5), 680-696. doi: 10.1080/026029838.2019.1689545 [SSCI, Q1, 52 cites calculated by GoogleScholar]

  • Xu, Y. (2019a). How teacher conceptions of assessment mediate assessment literacy: A case study of a university English teacher in China. In K. Bailey & R. Damerow (Eds.). Global Perspectives on Language Assessment: Research, Theory, and Practice (pp. 197-211). Routledge.  ISBN 9780429437922 

  • Xu, Y. (2019b). English language teacher assessment literacy in practice. In X. Gao (Ed.). Second Handbook of English Language Teaching (pp.517-540). Springer, Cham. ISBN 978-3-319-58542-0 [7 cites from GoogleScholar]

  • Xu, Y., * & Harfitt, G. (2019). Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies. Asia-Pacific Journal of Teacher Education, 47(5), 472-486. doi:10.1080/1359866X.2018.1555790 [SSCI, Q3, 11 cites calculated by GoogleScholar]

  • Xu, Y., & He, L.* (2019). How pre-service teachers’ conceptions of assessment change over practicum: implications for teacher assessment literacy. Frontier in Education: Assessment, Testing and Applied Measurement. doi:10.3389/feduc.2019.00145/full [14 cites calculated by GoogleScholar] 

  • Xu, Y. (2018). Not just listening to the teacher’s voice: A case study of a university English teacher’s use of audio feedback on social media in China. Frontier in Education: Assessment, Testing and Applied Measurement. doi: 10.3389/feduc.2018.00065 [4 cites calculated by GoogleScholar] 

  • Xu, Y. (2018). Assessment in the language classroom: teachers support student learning, by L. Cheng and J. Fox (Eds.). London, UK: Palgrave, 2017, 246 pp., $31, ISBN: 978-1-137-46483-5 (paperback). Language Assessment Quarterly, 15(4), 423-425. [SSCI, Q1, 2 cites calculated by GoogleScholar]

  • Xu, Y., * & Carless, D. (2017). ‘Only true friends could be cruelly honest’: Cognitive scaffolding and social-affective support in teacher feedback literacy. Assessment & Evaluation in Higher Education, 42(7), 1082-1094. [SSCI, Q1, 85 cites calculated by GoogleScholar]

  • Xu, Y., * & Brown, G. T. L. (2017). University English teacher assessment literacy: A survey-test report from China. Papers in Language Testing and Assessment, 6(1), 133-158. [86 cites calculated by GoogleScholar]

  • 许悦婷,张仁霞(2017)小组活动中评价个人贡献的必要性与可行性实证研究, 《现代外语》(CSSCI),40(2),244-253.

  • Liu, J., & Xu, Y. (2017). Assessment for learning in English language classrooms in China: Contexts, problems, and solutions. In H. Reinders, D. Nunan & B. Zou, (Eds.). Innovation in Language Learning and Teaching: The Case of China. (pp. 17-37). (ISBN: 978-1-137-60091-2978-1-137-60091-2). (pp. 17-32). Chapter DOI: 10.1057/978-1-137-60092-9_2. London, UK: Palgrave McMillan. [19 cites calculated by GoogleScholar]

  • Xu, Y., *& Brown, G.T.L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149-162. doi: org/10.1016/j.tate.2016.05.010 [SSCI, Q1, 472 cites calculated by GoogleScholar] 

  • Xu, Y. (2016). Assessment planning within the context of university English language teaching (ELT) in China: Implications for assessment literacy. Australia Review of Applied Linguistics, 39(3), 233-254. doi: 10.1016/j.tate.2016.05.010 [7 cites calculated by GoogleScholar] 

  • 许悦婷(2015)课堂评估信度研究述评.《外语测试与教学》,3,30-43.

  • 许悦婷(2014)教师如何计划评估:基于某教学比赛大学英语教师口头教案的文本分析.《外语测试与教学》,4,27-37.

  • 许悦婷(2013)外语教师课堂评估素质研究述评,《外语测试与教学》,4,42-50.

  • 许悦婷.(2010). 用层次分析法探求大学英语四级考试各题型最佳权重.广东外语外贸大学学报, 3, 91-94.

  • 许悦婷、刘骏 (2010). 基于匿名书面反馈的二语写作反馈研究,《外语教学理论与实践》(CSSCI), 3, 44-49.

  • Xu. Y., * & Liu. Y. (2009). Teacher assessment knowledge and practice: A narrative inquiry of a Chinese college EFL teacher’s experience. TESOL Quarterly, 43(3), 493-513. doi: 10.1002/j.1545-7249.2009.tb00246.x [SSCI, Q1, 198 cites calculated by GoogleScholar] 

  • 许悦婷、刘永灿. (2008). 大学英语教师形成性评估知识的叙事探究.《外语教学理论与实践》(CSSCI), 2, 61-67.

  • Xu, Y., & Liu, J. (2007). The effectiveness of anonymous written feedback from peers and the teacher on revisions in China. In Jun Liu (Ed.). English Language Teaching in China: New Approaches, Perspectives and Standards. (pp.285-310) London: Continuum.


线上教学 

  • Tao, J., Xu,. Y.* & Gao, X. A. (2024). Teacher emotion and agency in online teaching. Teaching and Teacher Education, 137, 104389. https://doi.org/10.1016/j.tate.2023.104389 [SSCI,Q1]

  • Xu, Y., & Tao, J. (2023). The pedagogical and socio-affective dimensions of identity tensions and teacher agency: Case studies of university English teachers teaching online. Language Teaching Research, 1-22, DOI: 10.1177/13621688221151047. [SSCI, Q1] 

  • Tao, J., & Xu, Y. * (2022). Parent support for young learners’ online learning of English in a Chinese primary school. System. DOI:10.1016/j.system.2021.102718. [SSCI, Q1] 

  • 许悦婷,陶坚(2020)线上教学背景下高校外语教师身份认同研究,《外语与外语教学》(CSSCI),第五期,12-21.


师生情绪与调节

  • 韩晔,许悦婷*,李斑斑,高雪松(2024) .研究生学术论文写作与发表情境下的情绪调节策略研究.现代外语:1-12.https://doi.org/10.20071/j.cnki.xdwy.20231027.003.

  • Han, Y., & Xu, Y. * (2023). Emotional support from the perspective of extrinsic emotion regulation: Insights of computer science doctoral supervisors. Teaching in Higher Education,  28 (7), 1725-1743. DOI: 10.1080/13562517.2021.1928059. [SSCI, Q2]

  • Han, Y., & Xu, Y. * (2021). Unpacking the emotional dimension of doctoral supervision: Supervisors’ emotions and emotion regulation strategies. Frontier in Psychology. DOI: 10.3389/fpsyg.2021.651859. [SSCI, Q1, 2 cites by GoogleScholar]

  • 韩晔,许悦婷(2020)积极心理学视角下二语写作学习的情绪体验及情绪调节策略研究——以书面纠正性回馈为例,《外语界》(CSSCI),第一期,50-59.

  • Xu, Y. (2018). A methodological review of L2 teacher emotion research: Advances, challenges and future directions. In J. Martinez Agudo (Ed.) Emotions in Second Language Teaching: Theory, Research and Teacher Education (pp. 35-49) ISBN: 9783319754383 [18 cites calculated by GoogleScholar]

  • Xu, Y. (2013). Language teacher emotion in relationship: A multiple case study. In Zhu, X. & Zeichner, K. (Eds). Preparing Teachers for the 21st Century (pp.371-393). Springer. ISBN 978-3-642-36969-8. [38 cites calculated by GoogleScholar]


教师身份认同

  • 许悦婷,谷红丽,刘晓斌,庄千红,黄苑琳,陈一莹 (2023). 英语师范生在教育精准帮扶活动中的教师身份认同构建研究,《中国外语》(CSSCI),第三期,87-96.

  • Xu, Y & Tao, J. (2023). The pedagogical and socio-affective dimensions of identity tensions and teacher agency: Case studies of university English teachers teaching online. Language Teaching Research. Doi: 136216882211510. 10.1177/13621688221151047.

  • Xu, Y. (2017). Becoming a researcher: A journey of inquiry. In G. Barkhuizen (Ed.), Reflections on Language Teacher Identity Research. New York: Routledge/Taylor & Francis Group. (pp.120-125). ISBN: 978113818689 [10 cites calculated by GoogleScholar]

  • Xu, Y. (2017). “I cannot dance upon my toes”: A case study into teacher learning through participating in an English teaching contest in China. Chinese Journal of Applied Linguistics, 40(4), 353-370. [3 cites calculated by GoogleScholar]

  • Xu, Y. (2014). Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction. Language Teaching Research, 18(2), 242-259. [SSCI, Q1, 119 cites calculated by GoogleScholar]

  • Liu, Y., & Xu. Y. (2013). The trajectory of learning in a teacher community of practice: A narrative inquiry. Research Papers in Education, 28(2), 176-195. [SSCI, Q3, 82 cites calculated by GoogleScholar]

  • Liu, Y., & Xu. Y. (2011). Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27(3), 589-597. doi: org/10.1016/j.tate.2010.10.013 [SSCI, Q1, 241 cites calculated by GoogleScholar]

  • 许悦婷 (2011). 大学英语教师在评估改革中身份转变的叙事探究《外语教学理论与实践》(CSSCI), 2, 41-50.


课程与教材

  • Li, Z., & Xu, Y.* (2022). Textbook-mediated teaching: A case study of four language teachers in higher education in China. In D. K. LaScotte, C. S. Mathieu, & S. S. David (Eds). New Perspectives on Material Mediation in Language Learner Pedagogy. Springer Nature: Switzerland AG. 

  • Li, Z., & Xu, Y.* (2021).Sustaining the effective use of materials in language classrooms: A conceptual understanding of teacher knowledge of material use. Sustainability, 13, 8115. http://doi.org/10.3390/su13148115.  [SSCI, Q2, 1 cite calculated by GoogleScholar]

  • Li, Z., & Xu, Y.* (2020). Unpacking the processes of materials use: An interdisciplinary perspective of language teacher’s use of materials in China. SAGE Open, 1-13. DOI: 10.1177/2158244020977875. [SSCI, Q2, 5 cites by GoogleScholar]


研究方法 

  • 李展、许悦婷*(即将出版)我国外语教育研究中的叙事方法:回顾、反思与展望,《外语教育研究前沿》(CSSCI)

  • 许悦婷,李展(2020)个案研究方法在外语教育研究中的使用情况评述:以近20年(1998-2018)发表的核心期刊论文为例,《中国外语》(CSSCI),第三期,103-111.

  • 顾佩娅,许悦婷,古海波 (2013).高校英语教师专业发展环境叙事问卷的设计与初步应用, 《中国外语》(CSSCI), 56(6), 88-95. 


其他媒体发表

  • Sage video: http://sk.sagepub.com/video/chinese-university-efl-teachers-research-practice-and-professional-identity-construction


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