論文、著作 |
在國(guó)內(nèi)外權(quán)威學(xué)術(shù)期刊發(fā)表學(xué)術(shù)文章34篇，包括SSCI或ESCI期刊論文13篇，CSSCI期刊及中文核心期刊論文3篇，出版專(zhuān)著2部。參與編寫(xiě)教材1部，由國(guó)家一級(jí)出版社外研社出版。主要發(fā)表文章如下：
- Non-native English Speakers’ Experiences with Academic Course Access in a U.S. University Setting. Journal of English for Academic Purposes, 2017, 28, 25-34. (SSCI)(一作)
- Inhibition Modulated by Self-Efficacy: An Event-Related Potential Study. Frontiers in Psychology, 2022. (SSCI)（一作）
- Exploring Emotional Regulation, Well-Being, and Academic Engagement: A Comparative Study among Chinese High School and College EFL Learners. Journal of Applied Developmental Psychology，2025. (SSCI) (一作)
- Unpacking the Association between Growth Mindset, L2 Grit, Conscientiousness, and Foreign Language Performance in a Chinese EFL Context. International Journal of Applied Linguistics, 2025. (SSCI)（一作）
- Fostering Success in Online English Education: Exploring the Effects of ICT Literacy, Online Learning Self-Efficacy, and Motivation on Deep Learning. Education and Information Technologies, 2024. (SSCI)
- Contributions of Ideal L2 Self, Grit, and Boredom to Engagement in an EFL Context: A Structural Equation Modeling Approach. The Asia-Pacific Education Researcher, 2023. (SSCI) (通訊)
- Teacher Autonomy Support Predicts Intended Effort among EFL Learners: The Mediating Role of Hope and Shame. Current Psychology, 2024. (SSCI)（三作）
- Self-Directed Learning for Nonnative English-Speaking Graduate Students Across Disciplines: Translanguaging Practices and Perspectives. Journal of International Students, 2021，11(1), 195–215. (ESCI) （獨(dú)作）
- A Metaphor Analysis of EFL Graduate Students’ Beliefs about an EAP Textbook. Frontiers in Education, 2022，7, 1-10. (ESCI)（獨(dú)作）
- English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning. Journal of International Students, 2018，8(2), 301-310. (ESCI) （獨(dú)作）
- Self-Efficacy Beliefs and Effective Instructional Strategies: U.S. University English Learners’ Perspective. International Journal of Teaching and Learning in Higher Education, 2018，30(3), 477-496. (indexed in ERIC, EBSCO, Cambridge Scientific Abstracts) （獨(dú)作）
- Self-Directed Language Learning, Asian Cultural Influences, and the Teacher’s Role. In Frank G. Giuseffi, Emerging Self-Directed Learning Strategies in the Digital Age (pp.109-140). 2017.IGI Global.（一作）
- Learning Strategies and Classification in Education. Institute for Learning Styles Research Journal, 2017，1, 24-36. (Indexed in Social Science Premium Collection). （獨(dú)作）
- Examining the Effectiveness of Formative Assessment in English Vocabulary Learning of Senior High School Students in China. The Asian EFL Journal, 2017，101, 61-82. (Indexed in SCOPUS, EBSCO) （獨(dú)作）
- Self-efficacy Studies and English Language Learners’ Self-efficacy. Modern Journal of Language Teaching Methods, 2017，7(4), 162-176. (ESCI) （獨(dú)作）
- Exploring the Factors Influencing High School Students’ Deep Learning of English In Blended Learning Environments. Frontiers in Education, 7, 1-10. (ESCI)（一作）
- English Language Learner’s Learning in a U.S. University Setting. International Research in Higher Education, 2017，2(1), 44-55. (Indexed in EBSCOhost) （獨(dú)作）
- Planning Effective Educational Programs for Adult Learners. World Journal of Education, 2017，7(3), 79-83. (Indexed in ERIC, EBSCOhost) （獨(dú)作）
- ELLs in Higher Education: An Exploratory Conversation. Journal of International Students, 2016，6(1), 301-310. (ESCI) （二作）
- A Case Study of Choices of the Host University and Decisions to Stay or Leave the U.S. upon Graduation of Chinese Adult and Traditional Students. Proceedings of the 9th Asian Pre-Conference in conjunction with the 2016 Annual Adult Education Research Conference, Charlotte, NC.（二作）
- Exploring English Language Learners’ Needs and Learning Strategies in the University Setting. Institute for Learning Styles Research Journal, 2015，1, 30-39. (Indexed in Social Science Premium Collection). （獨(dú)作）
- 多語(yǔ)( 雙語(yǔ)) 神經(jīng)機(jī)制的多維度研究 —《 多語(yǔ)使用神經(jīng)科學(xué)手冊(cè)》 介評(píng)，當(dāng)代語(yǔ)言學(xué)，2023，25（6），940-946. (CSSCI)（一作）
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獲獎(jiǎng)項(xiàng)目 |
2012-2016年獲得國(guó)家留學(xué)基金委獎(jiǎng)學(xué)金資助（高水平大學(xué)研究項(xiàng)目） 2021年指導(dǎo)學(xué)生獲得“北京市優(yōu)秀本科畢業(yè)論文”，獲評(píng)“優(yōu)秀指導(dǎo)教師”；多次指導(dǎo)學(xué)生獲校級(jí)優(yōu)秀畢業(yè)論文 2019年指導(dǎo)學(xué)生獲得全國(guó)理工類(lèi)院校本科生“外語(yǔ)項(xiàng)目”創(chuàng)新大賽二等獎(jiǎng) 2019年至今擔(dān)任教育部項(xiàng)目評(píng)審專(zhuān)家 2020年獲評(píng)中國(guó)石油大學(xué)（北京）青年教學(xué)骨干教師 |
