主要经历

教学科研

Refereed Journal Articles

Liu, M., *Sang, Y., Hiver, P., Al-Hoorie, A. H. (SI under contract). Honoring the Ulysses Pact: An emic perspective on Registered Reports as a countermeasure to questionable research practices in applied linguistics. Journal of Second Language Studies. (*corresponding author, ESCI)

Sang, Y., Al-Shammari, A., & Al-Hoorie, A. H. (SI under contract). The birth of Chinese as a foreign language in the Kuwaiti HE market: A critical analysis of underlying logics. Journal of Multilingual and Multicultural Development. (AHCI)

Sang, Y. (2023). China's standards of English language ability: Voice from English teachers at Chinese universities. Sage Open, 13(4), 1–12. (SSCI)

Sang, Y. (2023). Seeing teacher identity through teachers' beliefs: Narratives of pre-service EFL teachers in China. Language Teaching Research, OnlineFirst, 1–24. (SSCI)

Sang, Y. (2023). Uncovering language socialization mechanisms in language teacher identity formation: An ethnographic study in a Chinese culture class. Linguistics and Education, 73, 1–13. (SSCI & AHCI)

Sang, Y. (2022). Research of language teacher identity: Status quo and future directions. RELC Journal, 53(3), 731–738. (SSCI)

Sang, Y., & Hiver, P. (2021). Using a language socialization framework to explore Chinese students’ L2 reticence in English language learning. Linguistics and Education, 61, 1-12. (SSCI & AHCI)

Hiver, P., Zhou, A., Tahmouresi, S., Sang, Y., & Papi, M. (2020). Why stories matter: Exploring learner engagement and metacognition through narratives of the L2 learning experience. System, 91, 1-13. (SSCI)

Hiver, P., Obando, G., Sang, Y., Tahmouresi, S., Zhou, A., & Zhou, Y. (2019). Reframing the L2 learning experience as narrative reconstructions of classroom learning. Studies in Second Language Learning and Teaching, 9(1), 83-116. (SSCI)

Sang, Y. (2017). Investigating the “issues” in Chinese students’ English writing and their “reasons”: Revisiting the recent evidence in Chinese academia. International Journal of Higher Education, 6(3), 1-11.

Sang, Y. (2017). A conceptual review of age effect on L2 acquisition. Journal of Education and Practice, 8(9), 1-4.

Sang, Y. (2017). Expanded territories of “Literacy”: New Literacies and Multiliteracies. Journal of Education and Practice, 8(8), 16-19.

Refereed Book Chapters

Sang, Y. (under contract). Conducting ethnography in language teacher identity research: Applications, issues, and future directions. In V. Tavares & Sílvia Melo-Pfeifer (Eds.), The Routledge Handbook of Language Teacher Identity (TBD). Routledge.

Sang, Y., & Hiver, P. (2021). Engagement and companion constructs in language learning: Conceptualizing learners’ involvement in the L2 classroom. In P. Hiver, A. H. Al-Hoorie & S. Mercer (Eds.), Student engagement in the language classroom (pp. 17-37). Multilingual Matters.

Book Reviews

Sang, Y. (2021). [Review of the book Dynamics of a social language learning community]. Journal for the Psychology of Language Learning, 3(1), 115-118.

Master's advisor

Shanghai Jiao Tong University

金乐桐 2022–present

蔡星宇 2023–present

社会兼职

Editor for Refereed Journals

Guest Reviewer for Refereed Journals

Asian-Pacific Journal of Second and Foreign Language Education

Educational Linguistics

International Journal of Applied Linguistics

International Journal of TESOL Studies

International Review of Applied Linguistics in Language Teaching

Journal for the Psychology of Language Learning

Journal of Language & Literacy Education

Language Teaching Research

Linguistics and Education

RELC Journal

SAGE Open

Studies in Second Language Learning and Teaching

System

TESOL Journal

TESOL Quarterly

The Modern Language Journal

Membership in Professional Organizations

American Association for Applied Linguistics (AAAL)

TESOL International Association (TESOL)

American Educational Research Association (AERA)

TESOL China Association (TESOL-China)

Psychology of Language Learning (PLL)

中国高等教育学会

中国英汉语比较研究会外语教师教育与发展专业委员会

中国英汉语比较研究会教育语言学专业委员会