Current Position 職稱及職位: 教授 應用語言學博導

Academic Qualifications 學歷:

PhD in Education, The University of Sydney, Australia. Full scholarship from The University of Sydney.

Med in TESOL,The University of Sydney, Australia

BA in English, Shantou University, China

Professional Memberships 專業會員資格:

Member of the Editorial Advisory Board of two journals: System, Research Methods of Applied Linguistics, Journal of Silence Studies in Education

Member of the Editorial Advisory Board of TESOL Quarterly(March, 2017－February, 2020)

Member of the Board of International Association for the Psychology of Language Learning (IAPLL)

Member of the Council of Guangdong Foreign Languages Association

Academic Experience 學術經歷:

2014 – now Professor, Department of Foreign Languages and Literature, College of Liberal Arts, Shantou University, China

2002-2012 Associate Professor, Medical College Shantou University, China

Courses Taught 任教科目:

Research Area / Research Interests 研究方向:

a) Second language acquisition

b) Computer-assisted language learning

c) English language teaching

d) Academicwriting

e) Teacher development

f) Multimodal discourse analysis

g) Research methodology

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

Books (书目):

Peng, J.(forthcoming). Willingness tocommunicate in a second language.Cambridge: CambridgeUniversity Press.

Peng, J.,& Xu, H. (forthcoming). [Q methodology in applied linguisticsresearch: A case analysis.Beijing: Foreign Language Teaching and Research Press.[彭剑娥、许宏晨（将出版）.应用语言学研究中的Q方法案例分析.北京：外语教学与研究出版社.]

Refereed Journal Articles （期刊论文）:

Zeng, Y., Liu, Y., & Peng, J.*(2024). Noticing the unnoticed: Teacher self-efficacy as amediator between school context and teacher burnout in developing regions. Revista de Psicodidáctica. https://doi.org/10.1016/j.psicoe.2024.02.002(SSCI)

Lin, Z., & Peng, J.*(2024).Review of the book Willingness to Communicate, Multilingualism and Interactions in Community Contexts,Alastair Henry, Peter D. MacIntyre. Multilingual Matters, Bristol (2024).System, 122, Article 103279.https://doi.org/10.1016/j.system.2024.103279

Deng,F., & Peng, J.*(2023). Sustaining short-term exchange students’ willingness to communicate in second language in multilingual classrooms. RELC Journal, 53(3), 683–696. https://doi.org/10.1177/00336882211035590(SSCI)

Zhang, Q., Liu, Y., &Peng, J.*(2023). UnpackingEFL teachers’ agency enacted in nested ecosystems in developing regions of Southern China. Learning, Culture and Social Interaction, 43, 100775. https://doi.org/10.1016/j.lcsi.2023.100775(SSCI)

Hejazi, S. Y., Sadoughi, M., & Peng, J.*(2023). The structural relationship between teacher support and willingness to communicate: The mediation of L2 anxiety and the moderation of growth language mindset. Journal of Psycholinguistic Research. https://doi.org/10.1007/s10936-023-10026-9(SSCI,A&HCI)

Peng, W., Liu, Y., & Peng, J.*(2023).Feeling and acting in classroom teaching: The relationships between teachers’ emotional labor, commitment, and well-being. System, 116, 103093. https://doi.org/10.1016/j.system.2023.103093(SSCI)

Ding, X., Liu, Y., & Peng, J.*(2023). Straddling burnout and resilience: A Q methodology study among high school EFL teachers. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2193171(SSCI, A&HCI)

Mao, Y., & Peng, J.*(2023). Exploring Chinese university students’ learning strategy use in English-medium instruction courses. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00720-6(SSCI）