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, Asia-Pacific Journal of Teacher Education, Language Assessment Quarterly, Research Papers in Education等。谷歌学术总引用截至2019年2月达到430人/次，单篇最高引用达到127人/次。担任Frontier in Education评估专题的副主编，并担任Springer出版社教育学著作审稿人及多家SSCI期刊匿名审稿人，如Teaching and Teacher Education, System, Language Assessment Quarterly，Asia-pacific Journal of Educational Researcher, Educational Measurement: Issues and Practice, European Journal of Teacher Education等。
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, 2017 Impact factor: 2.473, 81 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, 2017 impact factor: 1.877, 11 cites calculated by GoogleScholar]
Xu, Y. & Harfitt, G. (2018). Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies. Asia-Pacific Journal of Teacher Education, DOI:10.1080/1359866X.2018.1555790 [SSCI, 2017 impact factor: 1.032]
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
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. [10 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. [2 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, 2017 impact factor: 2.256, 101 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, 15(4), 423-425. [SSCI, 2017 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, 2017 impact factor: 2.086, 40 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, 2017 impact factor: 1.06, 36 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, 2017 Impact factor: 2.473, 127 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.
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) ISBN: 9783319754383
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
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.
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. [11 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
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.
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
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.
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
*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)
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