许悦婷，女，华南师范大学外国语言文化学院教授，博士（香港大学），博士生导师，广东省重大人才项目岗位计划青年学者（英语教育学科），连续五年（2020-2024）上榜爱思唯尔中国高被引学者，并连续四年（2022-2025）入选斯坦福大学-爱思唯尔联合发布的全球前2％顶尖科学家榜单。任中国英汉语比较研究会外语教师教育与发展专业委员会常务理事。

主要研究兴趣包括教师评估素养、教师情感、教师身份认同、家长投入、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70余篇。代表作发表在如Teaching and Teacher Education, Language Teaching Research, Assessment & Evaluation in Higher Education, TESOL Quarterly, System, Language Teaching,Teaching in Higher Education, Language Assessment Quarterly, Asia-Pacific Journal of Teacher Education, Research Papers in Education,The Asia-Pacific Education Researcher, Current Issues in Language Planning以及《现代外语》、《中国外语》、《外语界》、《外语教学》、《外语与外语教学》、《外语教育研究前沿》、《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。悉心指导硕博研究生勇攀科研高峰，取得丰硕科研成果，获华南师范大学第七届研究生“我最喜爱的导师”称号。积极参与社会服务，拥有丰富的教师培训经验。近三年受邀做学术会议主旨（特邀）发言以及外语教师培训超80场，深受广大参训教师好评。

硕士研究生招生：外语教育及外语教师教育

博士研究生招生：

（外国语言文化学院，招收全日制学术型博士生）：外语教师教育

（教育科学学院，招收专业型博士生，面向基础教育教师招生）：课程与教学论

工作经历：

2022-至今 华南师范大学外国语言文化学院，教授，博士生导师

2019-2021 广东外语外贸大学英语教育学院，教授，硕士生导师

2012-2018 广东外语外贸大学英语教育学院，副教授

2008-2011 广东外语外贸大学英语教育学院，讲师

2005-2007 广东外语外贸大学英语教育学院，助教

教育背景：

2013-2017 香港大学教育学院，哲学博士（英语教育方向）

2003-2005  中山大学外国语学院，硕士（外国语言学及应用语言学）

1999-2003 华南师范大学外国语言文化学院（英语师范专业）+文学院（汉语言文学专业）学士

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）

师生情绪与调节（从后面往前调整）

• Tao J, Xu Y*, Wang S, Gao X (Andy). (2025). The emotions of language teachers: A systematic review of studies between 2015 and 2024. Language Teaching. 2025;58(4):450-473. doi:10.1017/S0261444825000205 [SSCI, Q1]

• 许悦婷，刘呈呈（2024）.外语学科导师对硕士生情绪的调节：一项基于反馈情境的多重个案研究.《外语与外语教学》，1，33-45.

• 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》,1,114-125..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, Q1]

• 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]

师范生培养

• Xu, Y. & Han, Y. (in press). An autoethnography of a university-based teacher educator aspiring to address the theory-practice divide: Care enough to “time travel” despite vulnerability. TESOL Quarterly.

• Guo, Q. & Xu, Y. * (2025). The Effect of Achievement Goals on Students’ Perceptions of Feedback: The Mediating Roles of Teacher-Student Relationships and Academic Self-Concept. The Asia-Pacific Education Researcher. DOI : 10.1007/s40299-025-00996-w. [SSCI, Q1]

• Guo, Q. & Xu, Y. * (2024). Student teachers’ motivation to teach: The roles of basic psychological needs, teaching self-efficacy, and teaching emotions from a variable- and person-centered approach. Teaching and Teacher Education, 148, 104688. https://doi.org/10.1016/j.tate.2024.104688 [SSCI, Q1]

AI与外语教师教育

• 许悦婷、古玥（2025）.人工智能时代的外语教学与外语教师专业发展：挑战、身份认同危机与出路，《当代外语教学》（CSSCI），第一期，60-72.

• 许悦婷、古玥（2025）.高中英语教师人工智能接受度与使用研究——基于变量中心与个体中心的视角，《外语教育研究前沿》（CSSCI），8（5）， 1-14.

评估素养 

• Xu, Y., & Liu, Y. (2025). Language assessment literacy for teachers: A systematic review. In Z. Tajeddin., & T. S. C. Farrell (eds.), Handbook of Language Teacher Education, Springer. https://doi.org/10.1007/978-3-031-43208-8_16-1

• 许悦婷、刘呈呈（2024）语言教师测评素养文献综述（2014-2024年），《外语测试与教学》，56，1-10.【并主持“师生测评素养”专栏】

• 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. 【并主持“教师反馈素养”专栏】

• Xu, Y., Chen, J., & He, L. (2023). How personal, experiential, and contextual factors mediate EFL  teachers’ conceptions of assessment: A narrative study. Chinese Journal of Applied  Linguistics, 46(2), 239-252 (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.

教师身份认同

• 韩晔、胡辰、许悦婷*(2025).国内外近十年外语教师专业身份认同与情绪的关系研究述评.《外语教学》,46(4),79-85.

• 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. (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

• Xu, Y.*& Li. K. (2025). Teacher engagement and learning in materials development: A qualitative study of four primary school English teachers’ experiences. System, 133, 103751. ttps://doi.org/10.1016/j.system.2025.103751

• 许悦婷、李展、郭强（2024）.大学英语教材使用中的育人目标与效果：学生感知研究. 《外语界》（CSSCI），2，37-44.

• 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]

家长参与与家长投入

• Xu, Y., Liu, Y., Ge, D., & Gu, H. (2025). “I just hope he will learn well”: A qualitative study of family language policy among Chinese migrant workers. Current Issues in Language Planning. https://doi.org/10.1080/14664208.2025.2506331

• 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] 

研究方法 

• 李展，许悦婷*（2023）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），6（4），64-72.

• 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. 

外语教学其他论文

• Liu, J., & Xu. Y. (2018). Interaction in the classroom. In The TESOL Encyclopedia of English Language Teaching. DOI: 10.1002/9781118784235.eelt0210

其他媒体发表

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

奖项

• 2024 入选中国知网高被引学者榜单（前5%）

• 2025 入选美国斯坦福大学和爱思唯尔数据库共同发布2024全球前2％顶尖科学 家榜单（Stanford University Top 2 Scientists List）

• 2024 入选美国斯坦福大学和爱思唯尔数据库共同发布2024全球前2％顶尖科学 家榜单（Stanford University Top 2 Scientists List）

• 2023 入选美国斯坦福大学和爱思唯尔数据库共同发布2023全球前2％顶尖科学 家榜单（Stanford University Top 2 Scientists List）

• 2022 入选美国斯坦福大学和爱思唯尔数据库共同发布2024全球前2％顶尖科学 家榜单（Stanford University Top 2 Scientists List）

• 2024 爱思唯尔中国高被引学者（外国语言文学）

• 2023 爱思唯尔中国高被引学者（外国语言文学）

• 2022 爱思唯尔中国高被引学者（外国语言文学）

• 2021 爱思唯尔中国高被引学者（外国语言文学）

• 2020 爱思唯尔中国高被引学者（教育学）

• 2023 国家级教学成果二等奖【获奖成果：基于一流课程群建设的英语师范专业卓越人才培养“三协同”生态圈构建与应用】（排名第七）

• 2024 上海市教育技术协会外语专业委员会第39届年会优秀论文二等奖

• 2023 黑龙江省社会科学优秀成果奖（第二十届）论文类三等奖

• 2023 华南师范大学2023“年度考核表扬奖”

• 2022 广东省高等教育学会第二届高等教育研究优秀成果奖（学术论文类）一等奖

• 2020 广东外语外贸大学优秀教师

• 2020 广东外语外贸大学优秀研究生导师

• 2020 广东外语外贸大学科研业绩一等奖

• 2019 广东外语外贸大学科研业绩二等奖

• 2017 广东外语外贸大学科研业绩二等奖

• 2017 香港大学教育学院最佳研究论文奖

• 2016 英国文化教育协会所颁发的评估研究奖（Assessment Research Award）, 全球五个获奖人之一

• 2016 广东外语外贸大学科研业绩二等奖

• 2015 美国ETS（Educational Testing Service）所颁发的博士论文奖（Small Grants for Doctoral Research in Second or Foreign Language Assessment）（全球六个获奖人之一）

• 2015 美国英语教育研究协会(TIRF)所颁发的博士论文奖（全球八个获奖人之一）

• 2015 国际语言测试协会颁发的学生论文奖（Student Travel Award）（全球三个获奖人之一）

• 2014 广东外语外贸大学科研业绩二等奖

• 2014 田家炳教育基金会授予的“田家炳教师教育青年学者”

• 2012 广东外语外贸大学科研业绩二等奖

• 2011 田家炳教育基金会授予的“田家炳教师教育青年学者”

• 2009 广东外语外贸大学科研业绩二等奖