ZHANG Xiaodong TITLE/POSITION: Professor
EMAIL: zxdman588@bfsu.edu.cn
DEGREE: PhD University of Georgia, Linguistics (2015)
ACADEMIC POSITIONS • 2022- Present Professor, Beijing Foreign Studies University
OVERSEAS EXPERIENCE • University of Georgia (2011-2015)
TEACHING • Expository Writing • Critical Reading • Argumentative Writing • Discourse Analysis
RESEARCH INTERESTS • Educational Linguistics • Systemic Functional Linguistics
RESEARCH PROJECTS • National Social Science Foundation of China (Youth Project): Research on Teaching Beliefs and Textbook Use among College English Teachers ACADEMIC SERVICES • Editorial Board Member of the SSCI-indexed journal Education and Information Technologies • Editorial Board Member of the SSCI-indexed journal IEEE Transactions on Professional Communication • Editorial Board Member of the SSCI-indexed journal Humanities and Social Sciences Communications • Editorial Board Member of the SSCI-indexed journal Interactive Learning Environments
SCHOLARLY WORKS • Zhang, X. (2024). Understanding teachers’ self-directed development through drama-based pedagogy: A case study of one English writing classroom. Research in Drama Education: The Journal of Applied Theatre and Performance, 29 (1), 117-137. (SSCI) • Zhang, X. (2023). Exploring academically transitioning students’ ongoing experiences with textbook-based learning: A semester-long study. Journal of Psycholinguistic Research, 52 (4), 1061-1075. (SSCI) • Zhang, X. (2023). Exploring L2 students’ experiences with an integrated teacher written and spoken feedback strategy. International Journal of Applied Linguistics, 33 (2), 362-381. (SSCI) • Zhang, X. (2023). Understanding the role of students’ reflections in their uptake of teacher written feedback. Studies in Educational Evaluation, 78 (3), 101276. (SSCI) • Zhang, X. (2023). Peer pressure and web-based peer learning: An exploratory case study. Education and Information Technologies, 28, 10405–10420. (SSCI) • Zhang, X. (2023). Democratizing the online materials-based classroom: What can student writers’ voices offer? RELC Journal, 54(3), 744-756. (SSCI) • Zhang, X., & Yu, S. (2022). Training student writers in conducting peer feedback in L2 writing: A meaning-making perspective. Applied Linguistics Review, 13(4), 439-460. (SSCI) • Zhang, X. (2022). Exploring L2 students’ perceptions of their writing anxiety with drama-based pedagogy and linguistic support. International Multilingual Research Journal, 16(4), 258-272. (SSCI) • Troyan, F. J., Harman, R., Zhang, X. (2021). Critical SFL praxis in teacher education: Insights from Australian SFL scholars. Language and Education, 35 (5), 383-401. (SSCI) • Zhang, X. (2021). Exploring the interaction of EFL student writers with SFL-based teaching and teacher-written feedback. Revista Signos. Estudios de Lingüística, 54 (106), 465-486. (SSCI)
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