导师个人信息 - 电子科大研招网

外国语学院

导师代码：	21198
导师姓名：	TIEFU ZHANG
性别：	男
特称：
职称：	副教授
学位：	教育学博士学位
属性：	专职
电子邮件：	tiefu@uestc.edu.cn

学术经历：

August 2014-January 2019, Doctor of Philosophy in Education, The University of Sydney March 2011-February 2013, Master of Arts in English Language Teaching, Assumption University June 2004-July 2007, Bachelor of Business in Accounting, University of Technology Sydney

个人简介：

2019年1月毕业于澳大利亚悉尼大学，同年加入电子科技大学外国语学院，副教授，四川省A类外籍高层次人才。现任"多语实践与教育研究所"所长及本科《英语写作进阶》课程组组长，美国应用语言学协会和TESOL教师协会的会员。专业研究方向涵盖了第二语言习得、学术英语写作、全英语教学、数字化外语教育及语言测评。自2021年已发表20余篇国内外高水平论文，其中16篇SSCI一区或二区期刊论文和1篇CSSCI论文。此外，主持2个省部级科研项目，参与了国家社科基金项目及多个省部级项目，并担任10余个SSCI期刊的审稿专家。目前研究焦点集中在：外语教师和学生的反馈素养与数字素养、基于中国英语能力等级量表的情景交际能力培养、外语教学中的跨文化能力培养与教材发展、外语教师与学生人工智能/数字素养以及中国高校（包括高职）ESP课堂的自我调控教学与教师协作。所授课程包括《英语写作进阶》、《研究生英语学术写作》、《通用英语》、《应用语言学导论》以及《英语基础写作》等。

科研项目：

1）中国外语教育基金项目“大学英语学习者写作反馈素养发展研究(ZGWYJYJJ11A174), 2022.08-2024.03 2）教育部考试中心——剑桥大学考试委员会《中国英语能力等级量表》应用联合研究项目“Applying CSE in Scenario-based classroom teaching and learning(NEEA-CARGS202205), 2022.03-2024.05 3）国家社科基金一般项目“线上线下混合式大学英语学习者画像构建及应用研究（20BYY115）”, 10/2020-10/2024 4）中央高校基本科研专项资金“大学外语学习者学术写作复杂性、准确性和流畅性的动态发展及其动机(Y030202059018034)”，2020.4-2023.06 5）四川川省高等教育人才培养质量和教学改革项目“立足全球坐标、服务国家战略的理工. 类学术英语课程体系建设探(JG2021-188)”，2021.03-2023.03 6）四川川省高等教育人才培养质量和教学改革项目“研究生学术英语课程建设与研究(JG2018-215)”, 2019.01-2020.12 7）四川省高等教育人才培养质量和教学改革项目“项目式外语课程教学设计改革探索与实践(JG2021-307)”, 2022.03-2023.03 8）本科教学改革面上项目“《理解当代中国英语读写教程》融入大学英语写作教学研究（2023JGXM24）”, 2023.07-2024.07

研究成果：

期刊论文二语教学方向 1) Model text as corrective feedback in L2 writing: The role of working memory and vocabulary size. International Review of Applied Linguistics in Language Teaching (SSCI二区). In press. 2) Unleashing the potential of big ideas in language education: Two fundamental questions. TESOL Quarterly, 3314 (SSCI 一区Top). 2024. 3) Exploring digital literacy: Beliefs and practices among Chinese college foreign language teachers. Foreign Language Teaching and Research (外语教学与研究), 5: 73-85 (CSSCI). 2023. 4) Exploring the development of student feedback literacy in the second language writing classroom. Assessing Writing, 55, 100697 (SSCI一区). 2023. 5) Exploring Intercultural Competence in College English Textbooks: Illustrated by Over to You: An Integrated Course. Shandong Foreign Language Teaching (山东外语教学), 44(1): 65-73 (北大中文核心). 2023. 6) Engaging with multiple sources of feedback in academic writing: Postgraduate students’ perspectives. Assessment & Evaluation in Higher Education, 48(7): 995-1008 (SSCI 一区). 2022. 7) Applying big ideas to facilitate reading-writing integration in language classrooms. Journal of Second Language Writing, 58, 100949 (SSCI 一区Top). 2022. 8) Unfocused written corrective feedback and L2 learners’ writing accuracy: Relationship between feedback type and learner belief. Journal of Language and Education, 8(4): 137-152 (ESCI). 2022. 9) EFL students' preferences for written corrective feedback: do error types, language proficiency, and foreign language enjoyment matter? Frontiers in Psychology, 12, 660564 (SSCI 三区). 2021. 10) The effect of highly focused versus mid-focused written corrective feedback on EFL learners’ explicit and implicit knowledge development. System, 99, 102493 (SSCI 一区Top). 2021. 11) Sustainable development of EFL/ESL learners’ willingness to communicate: The effects of teachers and teaching styles. Sustainability, 14(1), 396 (SSCI 三区). 2021. 12) Book Review: Language Aptitude: Advancing Theory, Testing, Research and Practice. System, 96, 102413 (SSCI一区Top). 2021. 13) Book Review: Understanding the Effects of Immediate Electronic Corrective Feedback on Second Language Development. Frontiers in Education, 5, 580816 (ESCI). 2020. 双语和多语言教育与文化方向 14) Questionnaire development and analysis in EMI research: A study of EMI learner motivation and attitudes. In C. Samantha & J. Pun (Eds.), Researching English medium instruction: Quantitative methods for students, researchers, and practitioners. London: Bloomsbury. In press. 15) Probing English-medium instruction teachers' psychological experiences in Chinese higher education: A mixed methods approach. In D. Lasagabaster, A. Fernández-Costales & F. González-Mujico (Eds.), Affective dimension in English-medium instruction in higher education. Bristol: Multilingual Matters. In press. 16) Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college. System, 120, 103188 (SSCI一区Top). 2024. 17) A structural model of job satisfaction among EMI teachers: the role of self-efficacy, burnout, and classroom language proficiency. Journal of Multilingual and Multicultural Development (SSCI 二区). 2023. 18) “Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction. Linguistics and Education, 75, 101163 (SSCI 二区). 2023. 19) Forum on “The emotional landscape of English medium instruction (EMI) in higher education.” Linguistics and Education, 75, 101181(SSCI 二区). 2023. 20) Students’ attitudes toward language learning and use in English-medium instruction (EMI) environments: A mixed methods study. Journal of Multilingual and Multicultural Development (SSCI 二区). 2023.Individual variations in British humour appreciation among Chinese–English bilinguals: Role of socialisation and acculturation. International Journal of Bilingualism, 27(1): 3-21 (SSCI 二区). 2023. 21) “EMI is like a durian”: Chinese students’perspectives on an ideal English-medium instruction classroom in higher education. Language and Education, 37(4): 529-545 (SSCI 二区). 2022. 跨学科研究方向 22) Dimensionality reduction by UMAP reinforces sample heterogeneity analysis in bulk transcriptomic data. Cell reports, 36(4), 109442 (SCI 一区). 2021. 教材 1) 副主编. In New Horizon College English Comprehensive Course I. 北京: 外语教学与研究出版社. 2) 副主编. In New Horizon College English Comprehensive Course II. 北京: 外语教学与研究出版社. 3) 副主编. In New Horizon College English Comprehensive Course III. 北京: 外语教学与研究出版社.

专业研究方向：