设为首页  |  加入收藏
 首页  学院概况  人才培养  系部导航  学术科研  学院管理  国际合作  招生就业  党建思政  学生天地  教工之家  校友园地  院庆 
站内搜索:
 
  师资队伍  
 
 云山学者 
 教授 
 副教授 
 其他教师 
 教师发展 
 
  师资队伍
当前位置: 首页 > 学院概况 > 师资队伍 > 师资队伍 > 正文
 
许悦婷
2018-09-25 14:56  

许悦婷,女,香港大学哲学博士(英语教育方向),广东省珠江青年学者(英语教育学科),广东省外国专家局认定的海外高层次留学人才,广东外语外贸大学云山青年学者,龙8游戏手机网页版登录副教授,硕士生导师。主持并完成国家社科课题、广州市社科青年课题以及广东省教育厅育苗”工程课题等。研究方向包括教师评估素养、教师情感、教师身份认同等。其博士论文获得多个权威的国际学术机构所颁发的论文奖,如英国文化教育协会(BC)、美国教育考试服务中心(ETS)、国际英语教学研究基金会(TIRF)以及国际语言测试协会(ILTA)等。两次获得全球“田家炳教师教育研究青年学者”称号,多次获得广东外语外贸大学科研业绩优秀二等奖。近年来发表论文三十余篇,代表作发表在教育学及语言学权威SSCI期刊,如Teaching and Teacher Education, Language Teaching Research, Assessment & Evaluation in Higher Education, TESOL Quarterly, Language Assessment Quarterly, Research Papers in Education等。谷歌学术总引用截至20189月达到370/次,单篇最高引用达到113/次。担任Frontier in Education评估专题的副主编,并担任Springer出版社及多家SSCI期刊如Teaching and Teacher Education, System, Language Assessment QuarterlyAsia-pacific Journal of Educational Researcher, Educational Measurement: Issues and Practice, European Journal of Teacher Education等。

Recent Publications

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

Teacher assessment literacy

Xu, Y. & Brown, G.T.L. (2016). Teacher assessment literacy in practice: A   reconceptualization. Teaching and Teacher Education, 58, 149-162. 

[SSCI, 2016 Impact factor: 2.183; 5-year impact factor: 3.335, 56 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, 2016 Impact factor: 1.391; 5-year impact factor: 1.886, 7 cites calculated by GoogleScholar]

Xu, Y. (2018). Not just listening to the teachers voice: A case study of a university

English teachers use of audio feedback on social media in China. Frontier in Education: Assessment, Testing and Applied Measurement. DOI: 10.3389/feduc.2018.00065

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. [2 cites calculated by GoogleScholar]

Xu, Y. (2016). Teacher 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. [1 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. [SSCI, 2016 impact factor: 2.056; 5-year impact factor: 2.704, 91 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, DOI: 10.1080/15434303.2018.1446959 [SSCI, 2016 Impact factor: 1.000]

 

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, 2016 impact factor: 1.741, 5-year impact factor: 2.310; 32 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, 2016 impact factor: 1.033; 5-year impact factor: 1.107, 34 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. [SSCI, 2016 Impact factor:

2.183; 5-year impact factor: 2.995, 107 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.

 

Book chapters

Xu, Y. (forthcoming). 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 Research on Teaching and Learning English. Routledge.

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)

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.

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). Chapter DOI: 10.1057/978-1-137-60092-9_2. Springer.

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. [10 cites calculated by

GoogleScholar]

Xu, Y. & Liu, J. (2007). The effectiveness of anonymous written feedback from peers

and the teacher on revisions in China. (pp.285-310) In Jun Liu (Ed.). English Language Teaching in China: New Approaches, Perspectives and Standards. London: Continuum.

 

Journal articles published in Chinese in mainland China

Xu, Y. & Zhang, R. (2017). Assessing individual contribution in group work: An

empirical study of its necessity and feasibility[小组活动中评价个人贡献的必要性与可行性实证研究]. Linguistics and Applied Linguistics [现代外语], 40(2), 244-253.

Xu, Y. (2015). A critical review of the reliability issue of classroom assessment.[课堂评估信度研究述评]. Foreign Language Testing and Teaching [外语测试与教学], 3, 30-43.

Xu, Y. (2014). How teachers plan for assessment: An empirical study of university English teachers’ oral lesson plans from a teaching contest. [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]. Foreign Language Testing and Teaching [外语测试与教学],4, 27-37.

Xu, Y. (2013). A review of classroom-based assessment literacy for EFL teachers[外语教师课堂评估素质研究述评]. Foreign Language Testing and Teaching[外语测试与教学], 4, 42-50.

Gu, P., Xu, Y., Gu, H. (2013). Designing narrative frames for researching the context of  University EFL teachers' professional development.[高校英语教师专业发展环境叙事问卷的设计与初步应用], China Foreign Languages[中国外语], 56(6), 88-95.

Xu, Y. (2011). Teacher identity Change: A narrative Inquiry of a university EFL teacher’s experiences in assessment reform, Foreign Language Teaching: Theories and Practice,   [外语教学理论与实践], 2, 41-50.

Xu, Y. (2010). Optimal weighting in the sections of CET4:An AHP approach. Journal of Guangdong University of Foreign Studies[广东外语外贸大学学报], 3, 91-94.

Xu, Y. & Liu, J. (2010). An empirical study of writing feedback based on anonymous feedback in an EFL context, Foreign Language Teaching: Theories and Practice.[外语教学理论与实践], 3,44-49.

Xu, Y. & Liu, Y. (2008). A narrative inquiry of the formative assessment knowledge of a college English teacher. Foreign Language Teaching: Theories and Practice. [外语教学理论与实践], 2, 61-67.

 

Conference presentations

Xu, Y. (2016). Ethical or Not? Multiple Case Studies of Three University EFL Teachers' Grading Practices. Paper presented at American Association of Applied Linguistics (AAAL), Orlando, USA, April 11, 2016

Xu. Y. (2015). University English Teacher Assessment Literacy in China: A National

Survey. Paper presented at American Association of Applied Linguistics (AAAL),

Toronto, March 22, 2015.

Xu, Y. (2015). Assessment literacy (AL) in practice: A case study of a Chinese

university English teacher. Paper presented at Language Testing Research

Colloquium (LTRC), Toronto, March 19, 2015

Xu. Y. (2015). Feasibility and challenges of assessment for learning in large classes:

Case studies of three Chinese university EFL instructors’ experiences. Paper presented at the International Conference of Assessment for Learning in Higher Education, Hong Kong, May 14-15, 2015.

 

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

 

Awards

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

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

*Reviewer for the following peer-refereed journals:

Teaching and Teacher Education (SSCI)

System (SSCI)

Asia Pacific of Teacher Education (SSCI)

The Asia-Pacific of Education Researcher (SSCI)

Language Assessment Quarterly (SSCI)

Educational Measurement: Issues and Practice (SSCI)

European Journal of Teacher Education (SSCI)

Assessment in Education: Principles, Policy & Practice

Journal of Social Science Studies

Papers in Language Testing and Assessment

Chinese Journal of Applied Linguistics

《现代外语》

 

 

关闭窗口
中国广州市番禺区小谷围广州大学城
510006 (南校区)电话: (020) 39328080 | 传真: (020) 39328080
Copyright@龙8游戏手机网页版登录 all rights reserved 粤ICP备06106464号 51.la 专业、免费、强健的访问统计