Current Position 職稱及職位: 特聘教授 應用語言學博導

Academic Qualifications 學歷:

Doctor of Philosophy, Centre for Global Englishes, University of Southampton, UK

Master of Arts (M.A.), School of English, University of Leeds, UK

Bachelor of Arts (B.A.) Shenzhen University, China

Professional Memberships 專業會員資格:

中國翻譯協會跨文化交流委員會，理事

TESOL International Association (Nominating Committee Member, 2019)

Asia TEFL

International Association for Intercultural Communication Studies (IAICS)

International Association of Teachers of English as a Foreign Language (IATEFL)

Academic Experience 學術經歷:

2026.3 – recent Department of English Language Education, The Education University of Hong Kong

2022 – 2026.1, Department of Foreign Language and Literature, College of Liberal Arts, Shantou University; Center for Global Studies, College of Liberal Arts, Shantou University

2018-2021 Associate Professor, Department of Foreign Language and Literature, College of Liberal Arts, Shantou University

2016-2018 Associate Professor, English Language Centre, College of Liberal Arts, Shantou University

Courses Taught 任教科目:

Research Area / Research Interests 研究方向:

Sociolinguistics, applied linguistics, English teaching, teacher development, etc.

Recent Major Publications (recent 5 years) 主要成果與著作 (近五年):

Books (著作)：

Fang, F., & Sah, P.K. (Eds.). (2024). English-medium instruction pedagogies in multilingual universities in Asia. Abingdon: Routledge.

Sah, P.K, & Fang, F. (Eds.). (2023). Policies, politics, and ideologies of English medium instruction in Asian universities: Unsettling critical edges. Abingdon: Routledge.

Fang, F. (2020). Re-positioning Accent Attitude in the Global Englishes Paradigm: A Critical Phenomenological Case Study in the Chinese Context. Abingdon: Routledge.

Fang, F., & Widodo, H.P. (Eds.). (2019). Critical perspectives of Global Englishes in Asia: Language policy and curriculum, pedagogy, and assessment. Bristol: Multilingual Matters.

方帆. (2022). 全球英語視域下的英語教學：語音、超語行為的使用態度與身份認同M]. 西安：西安交通大學出版社.

Refereed Journal Articles  (期刊論文):

Baker, W., Fang, F., & Gimenez, T. (2026, online first). Global Englishes: Research agendas and tasks in English as a lingua franca. Language Teaching. https://doi.org/10.1017/S0261444826101281

Boonsuk, Y., & Fang, F. (2026, online first). IELTS through test takers’ eyes: Insights into academic impact and Global Englishes integration. ITL - International Journal of Applied Linguistics. https://doi.org/10.1075/itl.25003.boo

Wen, Y., & Fang, F. (2026, online first). From “striving to survive” to “striving to thrive”: A narrative inquiry into a student’s motivational development via translanguaging in EAP and EMI contexts. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70193

Xie, X., Zheng, J., Fang, F., & Xu, Y. (2026, online first). Global Englishes language teaching curriculum innovation: Students’ learning experiences and long-term academic and career trajectories. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70166

Wu, Y., Akhtar, S., & Fang, F. (2026, online first). Sacred landscapes at home: How a migrant Muslim family mobilises semiotic resources for Muslimness in China. Journal of Multilingual and Multicultural Development, 1–21. https://doi.org/10.1080/01434632.2026.2627424

Mirhosseini, S. A., Hu, M., Jiang, L., & Fang, F. (2026, online first). ‘English spread’ at the interface of national and institutional EMI policies in China. Current Issues in Language Planning. https://doi.org/10.1080/14664208.2026.2623319

Wu, D.B., Hou, S., & Fang, F. (2025, online first). Performing ‘alterity’: Global geographies of power, translocal subjectivity, and everyday identity negotiation of African students at a university in China. Higher Education. https://doi.org/10.1007/s10734-025-01570-5 

Liu, J.E., Zhong, J., & Fang, F. (2025, online first). Developing pre-service teachers’ critical awareness and strategic use of multilingual and multimodal repertoires in materials design. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2025.2567038

Xie, X., & Fang, F. (2025, online first). Enhancing Global Englishes in secondary education: Addressing student needs through teacher education and curriculum innovation. RELC Journal. https://doi.org/10.1177/00336882251332310

Hao, X., & Fang, F. (2024, online first). Learners. speaking self-efficacy, self-efficacy sources and their relations in the traditional and flipped instructional modes. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2024.2414051

Pan, X., & Fang, F. (2026). Translanguaging pedagogies and student engagement in English-medium instruction classrooms: A sequential explanatory mixed-methods study. Humanities & Social Sciences Communications, 13, Article 1325. https://doi.org/10.1057/s41599-026-07337-2

Boonsuk, Y., & Fang, F. (2026). “The hegemony still persists”: is Global Englishes–informed pedagogy a turning point in English language education? Humanities & Social Sciences Communications, 13, Article 779. https://doi.org/10.1057/s41599-026-06836-6

Cai, Y., & Fang, F. (2026). “Fangyan is a necessity of my child’s life”: navigating language ideologies and family language planning in urban Chinese families. Language Policy, 25(1), Article 24. https://doi.org/10.1007/s10993-026-09772-y

Wang, Y., Fang, F., & Sukying, A. (2026). ‘My English is terrible to read’: understanding stakeholders’ experiences and needs of English medium instruction through peer tutoring. Language and Education, 40(2), 470-491. https://doi.org/10.1080/09500782.2025.2520840

Reynolds, B. L., Ren, N., Li, J. Z., & Fang, F. (2026). International Students’ Investment in Learning Cantonese, English, Mandarin, and Portuguese in Multilingual Macao. Journal of Language, Identity, and Education, 25(4), 768–787. https://doi.org/10.1080/15348458.2024.2406847

Liu, L., Fang, F., & Zhang, C. (2026). Exploring the development and trends of English medium instruction (EMI) research: a scientometric analysis. Innovation in Language Learning and Teaching, 20(3), 509-523. https://doi.org/10.1080/17501229.2025.2450464 (SSCI)

Fang, F., Jiang, L., & Yang, J. (2026). To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens. Language Teaching Research, 30(4), 2236–2265. https://doi.org/10.1177/13621688231183771

Liao, J., Fang, F., & Zhang, J.L. (2025). Evaluating methodological features of research on translanguaging pedagogy in English Medium Instruction (EMI). Research Methods in Applied Linguistics, 4, 100263. https://doi.org/10.1016/j.rmal.2025.100263

Liao, J., Fang, F., Cao, X., & Wang, W. (2025). “Almost like having my own teacher beside me”: A Learner’s investment in informal digital learning of English (IDLE) and English-medium instruction (EMI) learning. International Journal of TESOL Studies, 7(4), 71-89. https://doi.org/10.58304/ijts.250712

Wang, Z., Shen, B., Chen, Y., & Fang, F. (2025). Unpacking teachers’ beliefs about translanguaging in language learning: a qualitative meta-synthesis. International Journal of Multilingualism, 22(3), 1774-1793. https://doi.org/10.1080/14790718.2025.2463539

Fang, F., & Xu, Y. (2025). The local-international trend of Intercultural Communication through world Englishes and translanguaging. World Englishes, 44(4), 638-654. https://doi.org/10.1111/weng.12713

Wang, Y., Wang, W., & Fang, F. (2025). Developing Chinese English language teachers’ research literacy: A multi-case study of an MA TESOL programme at a British university. System, 133, 103759. https://doi.org/10.1016/j.system.2025.103759

Teng, M.F., & Fang, F. (2025). Introduction: Multilingualism and multilingual education in China. Journal of Multilingual and Multicultural Development, 46(10), 3253-3257.

Fang, F., & Hu, G. (2025). English medium instruction, identity construction and negotiation of Teochew-speaking learners of English. Journal of Multilingual and Multicultural Development, 46(10), 3258-3273. https://doi.org/10.1080/01434632.2022.2051711

Xie, X., & Fang, F. (2025). ‘Walking out from the flat’: Pre-service English language teachers’ experiences of and needs for English as a lingua franca during study-abroad. Language and Education, 39(3), 771-789. https://doi.org/10.1080/09500782.2024.2378110

Fang, F., & Yao, X. (2025). Intergenerational transmission and multilingual dynamics: exploring language policies in Chaoshan families through a contextual lens. Current Issues in Language Planning, 26(2), 234-253. https://doi.org/10.1080/14664208.2024.2410517

Boonsuk, Y., & Fang, F. (2025). Incorporating innovative Global Englishes-oriented activities into classroom instruction: Voices from pre-service English teachers in Thailand. Innovation in Language Learning and Teaching, 19(2), 174-187. https://doi.org/10.1080/17501229.2024.2352478

Wang, X., & Fang, F. (2025). Identity development in transition: A duoethnography of language teachers becoming teacher educators from an ecological perspective. TESOL Journal, 16(1), e70003. https://doi.org/10.1002/tesj.70003

Lu, H., & Fang, F. (2025). Revisiting Chinese English learners’ perceptions of English as a global language: A qualitative case study. Porta Linguarum, 43(January), 75-92. https://doi.org/10.30827/portalin.vi43.28778

Sah, P.K., & Fang, F. (2025). Decolonizing English-medium instruction in the Global South. TESOL Quarterly, 59(1), 565-579. https://doi.org/10.1002/tesq.3307

Reynolds, D., Almalki, M., & Fang, F. (2025). A polylog: critical readings of Chinese as a third language in the Arabian Gulf. Journal of Multilingual and Multicultural Development, 46(1), 114–124. https://doi.org/10.1080/01434632.2024.2394623

Yuan, L., Fang, F., & Hu, G. (2024). Are students prepared and supported for English medium instruction in Chinese higher education to promote educational equality?. System, 125, 103423. https://doi.org/10.1016/j.system.2024.103423

Chen, Y., Fang, F., Zhang, W. (2024). Unpacking English language teachers’ perceptions and practices of translanguaging: A case study of secondary schools in China. Journal of English and Applied Linguistics, 3(2), 1-12.

Fang, F., McConachy, T., & Yuan, R. (2024). Intercultural learning and identity development as a form of teacher development through study abroad: Narratives from English language practitioners. Language, Culture and Curriculum, 37(2), 247-266. https://doi.org/10.1080/07908318.2024.2323453

Hao, Z., Fang, F. & Peng, J. (2024). The integration of AI technology and critical thinking in English major education in China: Opportunities, challenges, and future prospects. Digital Applied Linguistics, 1, 2556. https://doi.org/10.29140/dal.v1.2256

Teng, M.F., & Fang, F. (2024). Translanguaging pedagogies in developing morphological awareness: The case of Japanese students learning Chinese in China. Applied Linguistics Review, 15(4), 1477-1506. https://doi.org/10.1515/applirev-2022-0138

Fang, F., & Dovchin, S. (2024). Editorial: Reflection and reform of applied linguistics from the Global South: Power and inequality in English users from the Global South. Applied Linguistics Review, 15(4), 1223-1230. https://doi.org/10.1515/applirev-2022-0072

Jiang, L., Gu, M.M., & Fang, F. (2024). Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms. Applied Linguistics Review, 15(4), 1299-1319. https://doi.org/10.1515/applirev-2022-0062

Huang, Y., & Fang, F. (2024). ‘I feel a sense of solidarity when speaking Teochew’: Unpacking family language planning and sustainable development of Teochew from a multilingual perspective. Journal of Multilingual and Multicultural Development, 45(5), 1375-1391. https://doi.org/10.1080/01434632.2021.1974460

Liu, H., Li, H., & Fang, F. (2024). “Behind the screen, I still care about my students!”: Exploring the emotional labour of English language teachers in online teaching during the COVID-19 Pandemic. International Journal of Applied Linguistics, 34(2), 450-465. https://doi.org/10.1111/ijal.12501

Sultana, S., & Fang, F. (2024). English as the medium of instruction and mother-tongue-based translanguaging: Challenges and prospects for tertiary education in Bangladesh and China. International Journal of Educational Development, 104, 102951. https://doi.org/10.1016/j.ijedudev.2023.102951

Xu, Y., & Fang, F. (2024). Promoting educational equity: The implementation of translanguaging pedagogy in English language education. International Journal of Language Studies, 18(1), 47-74. https://doi.org/10.5281/zenodo.10468187

Chen, Z., Chen, X., & Fang, F. (2023). Global Englishes and teacher education: Present cases and future directions. RELC Journal, 54(3), 873-880. https://doi.org/10.1177/00336882211044872

Teng, M.F., & Fang, F. (2023). Language learning for language minority students in a globalized world. Australian Review of Applied Linguistics, 46(2), 131-139. https://doi.org/10.1075/aral.00042.ten

Fang, F., & Huang, Y. (2023). Exploring the complexity of linguistic minority students’ use of and attitudes toward everyday translanguaging practices. Australian Review of Applied Linguistics, 46(2), 233-252. https://doi.org/10.1075/aral.22012.fan

Wang, X., Fang, F., & Elyas, T. (2023). ‘I have survived and become more confident’: Effects of in-service TKT-based training on primary school English teachers’ professional beliefs and self-efficacy. Cambridge Journal of Education, 53(4), 511-532. https://doi.org/10.1080/0305764X.2023.2186373

Fang, F., Soleimanzadeh, S., Zhang, W., & Elahi Shirvan, M. (2023). Chinese students’ multilingual identity constructions after studying abroad: A multi-theoretical perspective. System, 115, 103053. https://doi.org/10.1016/j.system.2023.103053

Huang, W., & Fang, F. (2023). EMI Teachers’ perceptions and practices regarding culture teaching in Chinese higher education. Language, Culture and Curriculum, 36(2), 205-221. https://doi.org/10.1080/07908318.2022.2115056

Boonsuk, Y., & Fang, F. (2023). Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad. Language and Education, 37(3), 271-287. https://doi.org/10.1080/09500782.2021.1996595

Liu, H., Zhang, X., & Fang, F. (2023). Young English learners’ attitudes towards China English: Unpacking their identity construction with implications for secondary level language education in China. Asia Pacific Journal of Education, 43(1), 283-298. https://doi.org/10.1080/02188791.2021.1908228

Boonsuk, Y., Wasoh, F., & Fang, F. (2023). Native and non-native identity preferences in ELT hiring practices amid global Englishes: The case of online job advertisements. Asia-Pacific Social Science Review, 23(1), 135-143.

Xu, Y., & Fang, F. (2022). Bridging language policy and English language teaching in the Chinese context: Recent developments and future path. Crossings: A Journal of English Studies, 13(2), 161-174. https://doi.org/10.59817/cjes.v13i2.457

Liu, H., Li, J., & Fang, F. (2022). Examining the complexity between boredom and engagement in English learning: Evidence from Chinese high school students. Sustainability, 14(24), 16920. https://doi.org/10.3390/su142416920

Prabjandee, D., & Fang, F. (2022). ‘I was like, just wow!’: insights from Global Englishes teacher professional development. Asian Englishes, 24(3), 294-311. https://doi.org/10.1080/13488678.2021.1989546

 Fang, F., & Xu, Y. (2022). Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education. TESL-EJ (The Electronic Journal for English as a Second Language), 26(3), 1-16. https://doi.org/10.55593/ej.26103a9 

 Cai, Y., Fang, F., Sun, H., & Jiang, L. (2022). Unpacking identity construction and negotiation: A case study of Chinese undergraduate students' social and academic experiences while studying abroad. System, 110, 102896. https://doi.org/10.1016/j.system.2022.102896

Fang, F., Yuan, L., Xu, H., & Wang, X. (2022). Global Englishes and translanguaging in textbook design and curriculum development for universities in the Greater Bay Area of China. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), 35. https://doi.org/10.1186/s40862-022-00162-5

Fang, F., Zhang, L.J., & Sah, P. (2022). Editorial: Translanguaging in language teaching and learning: Current practices and future directions. RELC Journal, 53(2), 305-312. https://doi.org/10.1177/00336882221114478

Liu, Y., & Fang, F. (2022). Translanguaging theory and practice: How stakeholders perceive translanguaging as a practical theory of language. RELC Journal, 53(2), 391-399. https://doi.org/10.1177/0033688220939222

Fang, F., Widodo H.P. & Elyas, T. (2022). Guest editors’ introduction: Critical Global Englishes in language education. Asian Englishes, 24(2), 115-118. https://doi.org/10.1080/13488678.2022.2076027

Widodo, H.P., Fang, F., & Elyas, T. (2022). Designing English language materials from the perspective of Global Englishes. Asian Englishes, 24(2), 186-198. https://doi.org/10.1080/13488678.2022.2062540

Baker, W., & Fang, F. (2022). Intercultural citizenship and the internationalisation of higher education: the role of English language teaching. Journal of English as a Lingua Franca, 11(1), 63-75. https://doi.org/10.1515/jelf-2022-2067

Boonsuk, Y., & Fang, F. (2022) Perennial language learners or competent language users: An investigation of international students’ attitudes towards their own and native English accents. RELC Journal, 53(1), 40-55. https://doi.org/10.1177/0033688220926715

Cai, Y., & Fang, F. (2022). TESOL in transition: Examining stakeholders’ use of and attitudes toward translanguaging and multimodal practices in EFL contexts. Taiwan Journal of TESOL, 19(1), 7-33. http://doi.org/10.30397/TJTESOL.202204_19(1).0001

Liu, H., & Fang, F. (2022). Towards a Global Englishes-aware national English curriculum of China. ELT Journal, 76(1), 88-98. https://doi.org/10.1093/elt/ccab040

Cogo, A., Fang, F., Kordia, S., Sifakis, N., Siqueira, S. (2021). Developing ELF research for critical language education. AILA Review, 34(2), 187-211. https://doi.org/10.1075/aila.21007.cog

Liu, H., Chu, W., & Fang F, & Elyas T. (2021). Examining the professional quality of experienced EFL teachers for their sustainable career trajectories in rural areas in China. Sustainability, 13(18), 10054. https://doi.org/10.3390/su131810054

Pan, H., Liu, C., Fang, F., & Elyas, T., (2021). “How is my English?”: Chinese university students’ attitudes toward China English and their identity construction. Sage Open, 11(3), 1-15. https://doi.org/10.1177/21582440211038271

Fang, F., & Tang, X. (2021). The relationship between English major students’ learning anxiety and enjoyment in an English language classroom: A positive psychology perspective. Frontiers in Psychology, 12, 705244. https://doi.org/10.3389/fpsyg.2021.705244

Chu, W., Liu, H., & Fang, F. (2021). A tale of three excellent Chinese EFL teachers: Unpacking teacher professional qualities for their sustainable career trajectories from an ecological perspective. Sustainability, 13(12), 6721. https://doi.org/10.3390/su13126721

Wang, X., Jiang, L., Fang, F, & Elyas, T. (2021). Toward critical intercultural literacy enhancement of university students in China from the perspective of English as a lingua franca. Sage Open, 11(2), 1-12. https://doi.org/10.1177/21582440211027544

Fang, F., & Elyas, T. (2021). Promoting teacher professionalism in language education from the perspective of critical intercultural literacy. Intercultural Communication Education, 4(2), 177-190.

Baker, W., & Fang, F. (2021). ‘So maybe I’m a global citizen’: Developing intercultural citizenship in English medium education. Language, Culture and Curriculum, 34(1), 1-17. https://doi.org/10.1080/07908318.2020.1748045

Widodo, H.P., Fang, F., & Elyas, T. (2020). The construction of language teacher professional identity in the Global Englishes territory: ‘We are legitimate language teachers’. Asian Englishes, 22(3), 309-316. https://doi.org/10.1080/13488678.2020.1732683

Fang, F., & Liu, Y. (2020). ‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua, 247, 102959. https://doi.org/10.1016/j.lingua.2020.102959

Fang, F., Zhang, S.Y., & Elyas, T. (2020). Role of prior intercultural learning in Chinese university students’ cross-cultural adaptation. Pertanika Journal of Social Sciences and Humanities, 28(3), 1599-1619.

Liu, H.G., Gao, L.X., & Fang, F. (2020). Exploring and sustaining language teacher motivation for being a visiting scholar in higher education: An empirical study in the Chinese context. Sustainability, 12(15), 6040. https://doi.org/10.3390/su12156040

Wang, L., & Fang, F. (2020). Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers. Cogent Education, 7(1), 78374.https://doi.org/10.1080/2331186X.2020.1778374

Elyas, T., Alhashemi, B., & Fang, F. (2020). Cognitive diversity among EFL learners: Implications for teaching in higher education. TEFLIN Journal, 31(1), 44-62. https://doi.org/10.15639/teflinjournal.v31i1/44-69

Fang, F., Chen, R.T., & Elyas, T. (2020). An investigation of the relationship between global perspective and willingness to communicate in English in a Chinese university context. Journal of Language and Education, 6(1), 39-54. https://doi.org/10.17323/jle.2020.10175

Haidar, S., & Fang, F. (2019). Access to English in Pakistan: A source of prestige or a hindrance to success. Asia Pacific Journal of Education, 39(4), 485-500. https://doi.org/10.1080/02188791.2019.1671805

Fang, F. (2019). Global citizenship education and English as a lingua franca. English Language Teaching and Research Journal, 1(1), 1-8.

Haidar, S., & Fang, F. (2019). English language in education and globalization: A comparative analysis of English instruction in China and Pakistan. Asia Pacific Journal of Education, 39(2), 165-176. https://doi.org/10.1080/02188791.2019.1569892

Wang, W.H., & Fang, F. (2019). Chinese netizens’ reactions to the use of English as a lingua franca. English Today, 35(4), 3-12. https://doi.org/10.1017/S0266078418000482

Fang, F. (2018). Native-speakerism revisited: Global Englishes, ELT and intercultural communication. Indonesian Journal of English Language Teaching, 13(2), 115-129.

Fang, F., & Ren, W. (2018). Developing students’ awareness of Global Englishes. ELT Journal, 72(4), 384-394. https://doi.org/10.1093/elt/ccy012

Fang, F. (2018). Ideology and identity debate of English in China: Past, present and future. Asian Englishes, 20(1), 15-26. https://doi.org/10.1080/13488678.2017.1415516

 Fang, F. (2018). Review of English as a medium of instruction in Chinese universities today: Current trends and future directions. English Today, 34(1), 32-37. https://doi.org/10.1017/S0266078417000360

 Fang, F., & Baker, W. (2018). ‘A more inclusive mind towards the world’: English language teaching and study abroad in China from Intercultural citizenship and English as a lingua franca perspectives. Language Teaching Research, 22(5), 608-624. https://doi.org/10.1177/1362168817718574

 Liu, J., & Fang, F. (2017). Perceptions, awareness and perceived effects of home culture on intercultural communication: Perspectives of university students in China. System, 67, 25-37. https://doi.org/10.1016/j.system.2017.04.003

 Fang, F., Hu, L. & Jenkins, J. (2017). Overseas Chinese students’ perceptions of the influence of English on their language and culture. The Journal of Asia TEFL, 14(1), 144-161. https://doi.org/10.18823/asiatefl.2017.14.1.10.144

Fang, F. (2017). English as a lingua franca: Implications for pedagogy and assessment. TEFLIN Journal, 28(1), 57-70. https://doi.org/10.15639/teflinjournal.v28i1/57-70

Fang, F. (2017). World Englishes or English as a lingua franca: Where does English in China stand. English Today, 33(1), 19-24. https://doi.org/10.1017/S0266078415000668

Fang, F. (2016). Investigating attitudes towards English accents from an ELF framework. The Asian Journal of Applied Linguistics, 3(1), 68-80.

Fang, F. (2016). ‘Mind your local accent’: Does accent training resonate to college students' English use?. Englishes in Practice, 3(1), 1-28. https://doi.org/10.1515/eip-2016-0001

Fang, F. (2011). International cultures in the framework of World Englishes: What should EFL teachers do?. The Journal of Asia TEFL, 8(1), 111-137.

Fang, F. (2008). People mountain, people sea: A study of four Chinese English idioms on the web. English Today, 24(4), 46-50. https://doi.org/10.1017/S0266078408000394

 Kunschak, C., & Fang, F. (2008). Intelligibility, acceptability, target-likeness: Teacher vs. student perspectives on the teaching of pronunciation within an EIL framework. Philippine Journal of Linguistics, 39, 1-13.

方帆，吳倩倩. 2025. 生成式人工智慧背景下英語媒介教學課堂中的超語實踐與學習者能動性探究[J]. 外語教育研究前沿, 8(4), 13-23. (CSSCI)

方帆，王湧驊，張海燕，張晶. 2025. 線上學習環境下外語學習動機理論的效能研究[J]. 汕頭大學學報, 41(2), 37-46.

方帆，吳倩倩. 2025. 生成式人工智慧背景下英語媒介教學課堂中的超語實踐與學習者能動性探究[J]. 外語教育研究前沿, 8(4), 13-23. (CSSCI)

方帆，王湧驊，張海燕，張晶. 2025. 線上學習環境下外語學習動機理論的效能研究[J]. 汕頭大學學報, 41(2), 37-46.

方帆，許宏晨. 2024. 英語教材融入本土文化研究[J]. 浙江外國語學院學報, 1, 1-8.

沈冰瑩，方帆. 2024. 視頻資源在高中英語教學中的應用情況與教師態度探究[J]. 基礎外語教育, 26(1), 12-19+107.

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