YANG Luxin BIO YANG Luxin is a Professor and Dean of the School of English and International Studie at Beijing Foreign Studies University (BFSU). Her research interests include foreign language teaching and learning, second language writing, foreign language teacher education, and academic literacy development. She is an editor-in-chief for a Chinese Journal English Language Learning, and also serves at the editorial board for the international journal Language Teaching Research. EMAIL: yangluxin@bfsu.edu.cnORCID: 0000-0002-2961-9937 PERSONAL HOMEPAGE: https://faculty.bfsu.edu.cn/06027/en/index.htm ACADEMIC POSITIONS • Professor and Dean School of English and International Studies, BFSU, October 2024 - present • Professor and Associate Dean School of English and International Studies, BFSU, March 2022 - October 2024 • Professor and Associate Dean Graduate School of Education, BFSU, June 2018 - March 2022 • Professor National Research Center for Foreign Language Education, BFSU, September 2014 - March 2022 • Associate Professor National Research Center for Foreign Language Education, BFSU, September 2006 - August 2014 • Lecturer National Research Center for Foreign Language Education, BFSU, May 2006 - August 2006 • Lecturer English Department, Capital Normal University, Beijing, September 1996 - August 1999 • Instructor English Department, Minzu University of China, Beijing, July 1992 - July 1993 DEGREES • Ph.D. Second Language Education, Ontario Institute for Studies in Education of the University of Toronto, Canada 2006 • M.A., Language and Literacy Education, University of British Columbia, Canada 2021 • M.A., Teaching English as a Foreign Language (TEFL), Beijing International Studies University, China 1992 • B.A., English Language and Literature, Shandong Normal University, China 1989 OVERSEAS EXPERIENCE • Doctoral Study, Ontario Institute for Studies in Education of the University of Toronto, Canada 2001-2006 • Master’s study, Faculty of Education, the University of British Columbia, Canada 1999- 2021 TEACHING • Foreign Language Curriculum, Teaching Materials and Teaching Methods (graduate course) • Sociocultural Theory and Second Language Education (graduate course) • English Narrative Writing (undergraduate course) RESEARCH INTERESTS • Second Language Writing • Second Language Learning and Teaching • Second Language Teacher Education • Academic Literacy Development RESEARCH PROJECTS • Excellent School Foreign Language Teacher Development in the New Era: Approaches and Practices (National Social Science Grant awarded by Chinese Ministry of Education, 2019-2023, 19BYY220) • Global Foreign Language Textbook Research and Database Construction: Research on Foreign Language Textbooks for Universities, High Schools and Primary Schools from a Multi-dimensional Perspective (the major program of Beijing Foreign Studies University’s “Double First-Class” initiative, 2022SYLZD014, 2022-2026). • Professional Development of School EFL Teachers in China (National Social Science Grant awarded by Chinese Ministry of Education, ¥100,000, 2010-2013) • Research on English Teaching Research Officers in China (Humanities and social science research base project by Chinese Ministry of Education, 2013-2016) ACADEMIC SERVICES • Editor-in-Chief - English Language Learning (China) 2024 – present - Basic Foreign Language Education 2014 – 2024 • Editorial Board - Language Teaching Research (international journal) 2011- present • A member of the Advisory Committee of Foreign Language Teaching in Vocational Education (China’s Ministry of Education) (2021-2025) • Secretary-General of Foreign Language Teaching Research Council, China Association of Higher Education (2021-present) • Vice President of Council on Teaching and Researching L2 Writing ( CACSEC) (2012-present) • Executive Member of Foreign Language Teacher Education and Development Committee (CACSEC) (2017-present) SCHOLARLY WORKS • English Papers - Yang, L. & Zhang, N. (2024). Examining the Construction of “Teaching Assessment Literacy”: A Case Study of Teacher Conceptual Development in Collaborative Research Practice. Chinese Journal of Applied Linguistics,1,59-82. - Kang, Y. & Yang, L. (2022). Examining EFL Teachers’ Changing Conceptions of Research: A Case Study of a Continuing Professional Development Program in Mainland China. Frontiers in Psychology, DOI 10.3389/fpsyg.2022.933061 - Miao, L. & Yang, L. (2022). Translingual identity across transnational education spaces: study on a group of Chinese students in joint education programme. Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2022.2061497 - Li, C. & Yang, L. (2022). How scientific concept develops: Languaging in collaborative writing tasks. System. https://doi.org/10.1016/j.system.2022.102744. Volume 105 - Yang, L. (2022). Focus and Interaction in Writing Conferences for EFL Writers. The Sage Open. https://doi.org/10.1177/21582440211058200 - Yang, L., Zhang, L., Li, C., Wang, K., Fan, L., Yu, R. (2021). Investigating EFL Teachers’ Beliefs and Practices about Written Corrective Feedback: A Large-scale Study. Language Teaching Research Quarterly, 25, 29-65. doi:10.32038/ltrq.2021.25.03 - Yu, R. & Yang, L. (2021). ESL/EFL learners' responses to teacher written feedback: Reviewing a recent decade of empirical studies [J]. Frontiers in Psychology, (12): 735101. doi: 10.3389/fpsyg.2021.735101 - Yang, L. (2020). Learning in collective lesson planning discussions: Shifts in EFL teachers’ practices. International Journal of TESOL Studies,
2 (4), 24-35. https://doi.org/10.46451/ijts.2020.12.04 - Su, F. & Yang, L. (2020). Exploring the Change of Chinese EFL Teacher Beliefs in Listening Teaching: A Metaphor Analysis. The Journal of Asia TEFL, 17(3), 858-872. - Yan, Y. & Yang, L. (2019). Exploring Contradictions in an EFL Teacher Professional Learning Community. Journal of Teacher Education, 70(5): 498-511 DOI:10.1177/0022487118801343 - Cumming, A, Yang, L., Ji, X., Qiu, C., Zhang, F., Wang, Y., Xu, C., Liu, M., Yu, L., Lai, C., Zhan, J., Cao, R., Wang, J., Cao, M., Zhang, L., Chu, M. (2018). Students’ Practices and Abilities for Writing from Sources in English at Universities in China. Journal of Second Language Writing, 39,1-15. https://doi.org/10.1016/j.jslw.2017.11.001 • Chinese Papers - Wu, R., Liu, H. & Yang, L. (2025). Shifting towards “social action”: On characteristics and implications of usage of foreign language teaching materials in German primary and secondary schools. Journal of Zhejiang University of Science and Technology, 37(4), 336-344. - Li, C. & Yang, L. (2025). The practice approaches to academic research agency of foreign language master's students from the perspective of activity theory. Foreign Language World, 4, 37-44. - Yang, L. & Yu, R. (2025). Exploring the Influence of L2 Writing Teachers’ Written Feedback on Undergraduates’ Academic Emotions. Modern Foreign Languages, 48(3),377-388. - Zhao, Y. & Yang, L. (2025). Exploring the precise foreign educational assistance under the TPACK model in the new era: Taking the “Artificial Intelligence + Rural English Teacher Training” project of BFSU as an example. Foreign Language World, 2, 73-79/96. - Su, F. & Yang, L. (2024). A case study on learner agency in textbook use: A complex dynamic systems theory perspective. Foreign Languages in China, 3,69-76. - Fan, L. & Yang, L. (2024). A case study on an EFL teacher conducting action research through the lens of activity theory. Theory and Practice in Foreign Language Teaching, 2, 51-61. - Yang, L. & Su, F. (2024). Examining students’ textbook use in learning English narrative writing: A transformative agency perspective. Foreign Language World, 2, 28-36. - Zhang, S. & Yang, L. (2024). A qualitative case study on the negative emotions of primary school students in English learning. Foreign Language Education in China, 7(1), 75-82. - Yang, L., Li, C., Zhang, L., Wang, K., Fan, L., & Yu, R. (2024). Examining primary and secondary EFL teachers’ written corrective feedback beliefs and practices. Journal of Xi’an International Studies University, 32(1), 53-58. - Yang, L. & Diao, H. (2024). Project-based learning in foreign language teaching: Retrospect and prospect. Foreign Language Education, 1, 69-75. - Zhang, L. & Yang, L. (2023). Exploring the status quo of high school English teachers’ Writing Assessment Literacy: A case study. Foreign Language Education in China, 6(3), 64-72. - Xu, . HH. & Yang, L. (2023). Examining Two Senior High School EFL Teachers’ Practical Knowledge on Teaching English Novel. Basic Foreign Language Education, 25(5), 52-62. - Cui, L., Yang, L. & Lei, X. (2023). Examining the growth of an excellent high school EFL teacher becoming a researcher from the lens of expansive learning theory. Basic Foreign Language Education, 25(4), 22-28. - Su, F. & Yang, L. (2023). A Longitudinal Case Study on Foreign Language Learner’s Multimodal Invocation in Oral Presentations. Technology Enhanced Foreign Language Education, 4, 46-53. - Chang, C. & Yang, L. (2023). Review on China’s EFL teaching materials research over 60 years. Foreign Language World, 1, 76-83. - Yang, L. (2022). Narrative inquiry on the development of an excellent high school EFL teacher’s practical knowledge. Theory and Practice in Foreign Language Teaching, 3, 45-53. - Zhang, L. & Yang, L. (2022). A case study of a pre-service less-commonly-taught-language teacher’s overseas language learning through the lens of activity theory. Shandong Foreign Language Teaching, 3, 40-49. - Su, F. & Yang, L. (2022). An ethnographic case study of the academic literacy socialization of foreign language major freshmen. Journal of the Foreign Language World, 2, 8-15. - Yang, L. & Huang, F. (2022). A case study on college English teachers’ identity transformation during the domestic visiting study period. Foreign Languages and Their Teaching, 2, 107-115. - Zhang, Q. & Yang, L. (2022). Exploring an EFL intensive reading teacher’s pedagogical content knowledge through classroom discourse analysis. Foreign Language Education in China, 5(1), 71-78. - Li, C. & Yang, L. (2022). A case study of learner agency in an Academic English Reading and Writing Course from the lens of sociocultural theory. Modern Foreign Languages, 3, 394-405. - Yang, L. & Zhang, N. (2021). Examining Theory-Practice Conundrums in Teacher Professional Development: Reflection on the academic positioning of foreign language education. Foreign Languages and Their Teaching, 1, 57-64. - Yang, L. & Zhang, N. (2021). Exploring the Mechanism of Foreign Language Teacher Development in Research Practice: Concept Development. Foreign Languages in China, 5, 64-73. - Han, Y. & Yang, L. (2021). A case study of non-English major postgraduates’ cognitive engagement with peer feedback on multiple drafts over writing process. Foreign Languages and Their Teaching, 3, 92-101. - Chen, W. & Yang, L. (2020). A case study of EFL teacher’s expansive learning through the lens of activity theory. Foreign Language Education in China, 3(3), 73-80. - Yang, L. & Zhang, N. (2020). Professional Development for English Experienced Teachers: Retrospect and Prospect. Foreign Language Education, 41(2): 51-58. - Yang, L. & Li, P. (2020). A case study on high school EFL teachers’ beliefs and practices in writing instruction. Theory and Practice in Foreign Language Teaching, 3, 21-28. • Books authored - Xu, S., Yang, L., Deng, Y. & Fu, S. (2024). Reciprocal learning between Canada and China in language and culture education. Palgrave Macmillan. (English) - Yang, L. (2023). Research on Teaching Materials for Basic Foreign Language Education in China. Beijing: Foreign Language Teaching and Research Press. (Chinese) - Kimura, Y., Yang, L., Kim, T., & Nakata, Y. (2022) (Eds.), Language Teacher Motivation, Autonomy and Development in East Asia. Springer. (English) - Yang, L. (2021). Examining the status quo of English teaching research officers in China. Beijing: Guangming Daily Press. (Chinese) - Yang, L. & Wang, L. (2021). Cultural Education Research on the Republic of North Macedonia. Beijing: Foreign Language Teaching and Research Press. (Chinese) AWARDS & HONOURS • The third batch of national-level first-class undergraduate course（English Narrative Writing course) • Second Prize for Outstanding Think Tank Research Achievements in CTTI 2023 • BFSU Graduate Education Excellence Award (Teaching & Supervision) 2021 • State Council Special Allowance Expert 2020 • Beijing Higher Education Outstanding Undergraduate Teaching Materials & Courseware Award 2020 • New Century Excellent Talents Support Program (NCET-12-0792) 2012
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