Yueting Xu, Professor - 澳門城市大學人文社會科學學院

Current Position 職稱及職位:

應用語言學博導

Academic Qualifications 學歷

Ph.D. in English Education, Faculty of Education, The University of Hong Kong

Academic Experience 學術經歷:

Present Professor, Doctoral Supervisor, School of Foreign Studies, South China Normal University

2019-2021 Professor, Master Supervisor, School of English Education, Guangdong University of Foreign Studies

2012-2018 Associate Professor, School of English Education, Guangdong University of Foreign Studies

Research Area / Research Interests 研究方向:

1. Assessment literacy

2. Teacher emotion

3. Teacher identity

4. Rural education

5. Adolescents’ academic emotions

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

Online education

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, 14 cites calculated by GoogleScholar]

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, 9 cites calculated by GoogleScholar]

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, 43 cites calculated by GoogleScholar]

Xu, Y., & Tao, J. (2020). The identity construction of university English teachers in online teaching (in Chinese). Foreign Languages and Their Teaching, 5, 12-21. [CSSCI, 56 cites calculated by CNKI]

Assessment literacy

Xu, Y*., & Liu, Y. (2024). 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

Xu, Y., Liu, C.*, & Han, Y. (2023). A multi-dimensional continuum framework of teacher feedback literacy: Evidence from a review of literature (in Chinese). Foreign Language Education, 44(5), 60-66. [hosting the “Teacher Feedback Literacy” column, CSSCI, 10 cites calculated by CNKI]

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, 2 cites calculated by GoogleScholar]

Xu, Y., & Qiu, X. (2022). Online assessment practice and teacher assessment literacy: A qualitative study of college English teachers in China (in Chinese). Foreign Language Education in China, 5(3), 58-67. [CSSCI, 10 cites calculated by CNKI]

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, 10 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. doi: 10.1080/02188791.2020.1798737 [SSCI, Q4, 38 cites calculated by GoogleScholar]

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, 109 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, 188 cites calculated by GoogleScholar]

Teacher emotion and regulation

Xu, Y., & Liu, C. (2024). Supervisors’ regulation of graduate students’ emotions in foreign language discipline: A multiple case study in the feedback context (in Chinese). Foreign Languages and Their Teaching, 1, 33-45. [CSSCI, 3 cites calculated by CNKI]

Han, Y., Xu, Y.*, Li, B., & Gao, X. (2024). Investigating postgraduate students’ emotion regulation strategies in writing and publishing academic papers (in Chinese). Modern Foreign Languages, 1, 114-125. [CSSCI, 5 cites calculated by CNKI]

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, 4 cites calculated by GoogleScholar]

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, 14 cites by GoogleScholar]

Han, Y., & Xu, Y. (2020). Emotional experiences and emotion regulation strategies in second language writing classrooms from the perspective of positive psychology: What can we learn from written corrective feedback situations? (in Chinese). Foreign Language World, 1, 50-59. [CSSCI, 167 cites calculated by CNKI]

Teacher identity

Xu, Y., Gu, H., Liu, X., Zhuang, Q., Huang Y., & Chen, Y. (2023). Pre-service English teachers’ identity construction in educational support activities (in Chinese). Foreign Languages in China, 3, 87-96. [CSSCI, 1 cite calculated by CNKI]

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. [SSCI, Q1, 9 cites calculated by GoogleScholar]

Curriculum and Teaching Material

Xu, Y., Li, Z., & Guo, Q. (2024). Understanding all-rounded educational goals and effects of college English teachers’ use of textbooks: A study on student perspective (in Chinese). Foreign Language World, 2, 37-44. [CSSCI, 2 cites calculated by CNKI]

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. [2 cites by GoogleScholar]

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, 5 cites 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, 12 cites by GoogleScholar]

Pre-service teacher education

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]

Research method

Li, Z., & Xu, Y., * (2023). Narrative inquiry in foreign language educational studies in China: Review, reflection and outlook (in Chinese). Foreign Language Education in China, 6(4), 64-72. (CSSCI)

Xu, Y., & Li, Z. (2020). How case study is used in foreign language education research: A review of papers published in Key journals in the past two decades (1998-2018) (in Chinese). Foreign Languages in China, 3, 103-111. [CSSCI, 7 cites calculated by CNKI]