许悦婷，女，香港大学哲学博士（英语教育方向），广东外语外贸大学云山青年学者，英语教育学院副教授。主持并完成国家社科青年课题、广州市社科青年课题以及广东省教育厅“育苗”工程课题各一项。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国际权威机构所颁发的博士论文奖，包括英国文化教育协会British Council颁发的Assessment Research Award，Educational Testing Service (ETS)颁发的Small Grants for Doctoral Research in Second or Foreign Language Assessment，国际英语教学研究基金会（TIRF）颁发的Doctoral Dissertation Grant （DDG）以及国际语言测试协会International Language Testing Association (ILTA)颁发的Student Travel Award等。两次获得全国 “田家炳教师教育研究青年学者”资助，多次获得广东外语外贸大学科研业绩二等奖。近年来发表论文三十余篇，其中代表作发表于Teaching and Teacher Education, Language Teaching Research, Assessment & Evaluation in Higher Education, TESOL Quarterly, Research Papers in Education等SSCI期刊。谷歌学术总引用截至2018年5月达到334人/次，个人h-index为7。担任Frontier in Education评估专题的副主编，并担任多家国际SSCI期刊以及Springer等出版社的匿名审稿人。
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: 2.995, 47 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, 6 cites calculated by GoogleScholar]
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, 90 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; 29 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, 31 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, 103 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)
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. [4 cites calculated by
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
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), Completed.
Principal Investigator, 2012-2014, Research project for budding researchers (Project No. 2012WYM_0057, Completion Certification No. 201512WY244), Completed.
Principal Investigator, 2011-2014, Guangzhou Social Science Foundation (Project No. 11Q21, Completion Certification 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)
Assessment in Education: Principles, Policy & Practice
Journal of Social Science Studies
Papers in Language Testing and Assessment
Chinese Journal of Applied Linguistics