许悦婷

发布时间:2022-03-07 08:42:46


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许悦婷,女,华南师范大学外国语言文化学院教授,硕士生导师。博士毕业于香港大学(英语教育方向),曾任广东省青年珠江学者(英语教育学科),广东外语外贸大学教授,青年珠江学者,爱思维尔2020年教育学领域中国高被引学者。

研究方向包括教师评估素养、教师情感、教师身份认同等。近年来在国内外教育学及语言学权威期刊发表论文40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》、《外语与外语教学》、《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。担任国际期刊Frontier in Education: Assessment, Testing and Applied Measurement副主编,担任Springer、Taylor & Francis等国际一级出版社著作审稿人,超过 20家SSCI期刊匿名审稿人,担任国内多家高校、香港教育大学以及加拿大女王大学博士论文外审及答辩专家。目前主持国家社科一般课题及省教育科学课题各一项。招收外语教师教育、语言测评以及外语教学方向的研究生。

 

Yueting Xu received her Ph.D. from Faculty of Education, University of Hong Kong. She is currently Professor at South China Normal University. She is also a highly cited scholar in Elsevier.


Work experience:

2022-present  School of Foreign Studies, South China Normal University

2005-2021  School of English Education, Guangdong University of Foreign Studies

 

Educational background:

2013-2017 Faculty of Education, University of Hong Kong,  Ph.D.

2003-2005 School of Foreign Languages, Sun Yat-sen University,  M.A.

1999-2003 School of Foreign Languages, South China Normal University, B.A.

 

Post address: 

Room 610, Building of Liberal Arts, School of Foreign Studies, South China Normal University, Tianhe Distrct, Guangzhou, 510631, China

Email:    traceyxuyt@m.scnu.edu.cn

Phone:  (86) 135 7096 7526

 

Recent Publications (* indicates the corresponding author)

Journal articles in international peer-refereed journals (by topic)


Parental involvement 

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


Doctoral supervision

Han, Y., & Xu, Y. * (2021a). Emotional support from the perspective of extrinsic emotion regulation: insights of computer science doctoral supervisors. Teaching in Higher Education. [SSCI, Q2], DOI: 10.1080/13562517.2021.1928059.

Han, Y., & Xu, Y. * (2021b). Unpacking the emotional dimension of doctoral supervision: Supervisors’ emotions and emotion regulation strategies. Frontier in Psychology. [SSCI, Q2] DOI: 10.3389/fpsyg.2021.651859.


Assessment literacy

Guo, Q. & Xu, Y. *(2020). Formative assessment use in university EFL writing instruction: A survey report from China. Asia Pacific Journal of Education. [SSCI, Q4] doi: 10.1080/02188791.2020.1798737

Xu, Y. & Qiu, X. (2020). Necessary but problematic: Chinese university English teachers’ perceptions and practices of assessing class participation. Teaching in Higher Education. [SSCI, Q2] doi: 10.1080/13562517.2020.1747424

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, 23 cites calculated by 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, 5 cites calculated by GoogleScholar]

Han, Y. & Xu, Y*. (2019). Student feedback literacy and engagement with feedback: A case study of Chinese undergraduate students. Teaching in Higher Education. 1-17. DOI: 10.1080/13562517.2019.1648410 [SSCI, Q2, 21 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 [6 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 [1 cite 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, Q2]

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, 53 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. [59 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, 334 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 [3 cites calculated by GoogleScholar]

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, 172 cites calculated by GoogleScholar]

 

Teacher professional identity

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, 92 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, Q2, 70 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, 205 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.

 

Curriculum

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

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 [SSCI, Q2], 1-13. DOI: 10.1177/2158244020977875.

Book chapters

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.). Routledge.

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 (1 cite from GoogleScholar)

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 [11 cites calculated by GoogleScholar]

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 [1 cites calculated by GoogleScholar]

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. [13 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. [28 cites calculated by GoogleScholar]

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.

 

Journal articles published in Chinese in mainland China

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.

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.

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.

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.

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.

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. 

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.

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). 基于匿名书面回馈的二语写作回馈研究,《外语教学理论与实践》(CSSCI), 3, 44-49.

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.


Other media of publication

Sage video: 

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

 

Research Projects

Principal Investigator, 2021-2023, China National Social Science Foundation, ongoing

Principal Investigator, 2021-2023, Guangdong Province Social Science Foundation, ongoing

Principal Investigator, 2020-2021, National identity in Education across Pearl River Delta. Guangdong Social Science Foundation, ongoing

Principal Investigator, 2018-2021, Assessment Literacy of Pre-service English Teachers, Pearl River Scholar Foundation, Guangdong Educational Bureau, Ongoing

Principal Investigator, 2019-2020, Handbook of English Teacher Assessment literacy in China, Publication Foundation of Guangdong University of Foreign Studies, ongoing

Principal Investigator, 2019-2020, High-quality English teachers: need analysis of secondary schools in Guangdong Province and the status quo of pre-service teacher education programs, ongoing

Principal Investigator, 2012-2017, China National Social Science Foundation (12CYY026), Completion Certificate No.20181517), Completed.

Principal Investigator, 2012-2014, Research project for budding researchers (Project No. 2012WYM_0057, Completion Certificate No. 201512WY244), Completed.

Principal Investigator, 2011-2014, Guangzhou Social Science Foundation (Project No. 11Q21, Completion Certificate No. GZSK2014154), Completed.

Co-investigator, 2018-2021, Teaching scholarship among college English teachers in China.

Co-investigator, 2018-2020, Faculty Research Fund, An Ethnographic Study of College English Teachers’ Identity Negotiation in China [FRG2/17-18/052], on-going.

 

Awards

2020 Excellent Teacher, Guangdong University of Foreign Studies

2020 Excellent Supervisor of Graduate Students, Guangdong University of Foreign Studies

2020 Research Excellence Award (First Prize), Guangdong University of Foreign Studies

2019 Research Excellence Award (Second Prize), Guangdong University of Foreign Studies

2017 Research Excellence Award (Second Prize), Guangdong University of Foreign Studies

2017 Best Research Postgraduate Student Publication Award 2016, awarded by Faculty of Education, University of Hong Kong.

2016 Assessment Research Award, awarded by British Council (BC)

2016 Research Excellence Award (Second Prize), Guangdong University of Foreign Studies

2015 Small Grants for Doctoral Research in Second or Foreign Language Assessment, awarded by TOEFL Grants and Awards Committee, Educational Testing Service (ETS)

2015 Doctoral Dissertation Grant (DDG), awarded by The International Research Foundation(TIRF) for English Language Education

2015 Student Travel Award, awarded by International Language Testing Association (ILTA)

2014 Research Excellence Award (Second Prize), Guangdong University of Foreign Studies

2014 "Tin Ka Ping Teacher Education Budding Researcher", awarded by Tin Ka Ping Foundation

2012 Research Excellence Award (Second Prize), Guangdong University of Foreign Studies

2011 "Tin Ka Ping Teacher Education Budding Researcher", awarded by Tin Ka Ping Foundation

2009 Research Excellence Award (Second Prize), Guangdong University of Foreign Studies

 

Academic responsibilities

*Member of TESOL, ILTA and AAAL

*Book reviewer for Springer, Taylor & Francis

* External reviewer for doctoral dissertations in Hong Kong University of Education, Queen’s University, Xiamen University, Hunan University, Fuzhou Normal University.

*Associate Editor for Frontier in Education: Assessment, Testing and Applied Measurement

*Reviewer for the following peer-refereed journals:

Assessment & Evaluation in Higher Education (SSCI)

Asia Pacific of Teacher Education (SSCI)

Assessing Writing (SSCI)

Assessment in Education: Principles, Policy & Practice (SSCI)

Computers & Education (SSCI)

Educational Measurement: Issues and Practice (SSCI)

European Journal of Teacher Education (SSCI)

Frontier in Psychology (SSCI)

Journal of Language, Identity & Education (SSCI)

Language Assessment Quarterly (SSCI)

Learning and Individual Differences (SSCI)

Teaching and Teacher Education (SSCI)

The Asia-Pacific of Education Researcher (SSCI)

Studies in Educational Evaluation (SSCI)

System (SSCI)

Journal of Social Science Studies

Papers in Language Testing and Assessment

Chinese Journal of Applied Linguistics

《现代外语》(CSSCI)

《外语与外语教学》(CSSCI)

《外语教学》(CSSCI)

 


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