人文学院研究人员 - 黄景博士

英语教育学系助理教授

研究领域：

• Language Education 

I obtained my MA degree (English Studies) from National University of Singapore and PhD degree (Applied Linguistics) from University of Hong Kong. I have been working as a language teacher educator for more than 20 years in mainland China, Singapore, and Hong Kong. My research is in autonomy/identity/agency in second language education, TESOL teacher education, educational ethnography, and metacognition in language learning. I have published extensively in these areas in reputable international journals and CSSCI journals.

1. Google Scholar: https://scholar.google.com/citations?view_op=list_works&hl=en&hl=en&user=_jQmZk0AAAAJ
2. ORCID: https://orcid.org/0000-0003-1442-9281

研究监督领域：

1. Autonomy/identity/agency in second language education
2. TESOL teacher education
3. Educational ethnography
4. Metacognition in language learning

作为 PI（首席研究员）和 Co-I（联合研究员）的研究项目：

外部的：

1. Autonomy in the transition from learner to teacher: A longitudinal multiple-case study [GRF 12403214], PI, 1 January 2015-31 December 2017, HK$398,500.
2. Identity, agency and autonomy in foreign and second language education: Case studies of in-service teachers in Shenzhen and Hong Kong [GRF 12607418], PI, 1 January 2019-31 December 2021, HK$543,140.
3. Identity and emotion of early-career kindergarten teachers in Hong Kong [Caritas Institute of Higher Education Institutional Development Grant (IDG)2010110], Co-I, 1 January 2022 to 31 December 2022, HK$90,000. PI: LAM Hazel Mei-yung, Caritas Institute of Higher Education, Hong Kong.
4. Exploring innovative models of translation education in the Guangdong-Hong Kong-Macao Greater Bay Area under Chinese modernization Guangdong path (中国式现代化广东路径下的粤港澳大湾区翻译教育创新模式探索) [2023GXJK118], Co-I, Department of Education of Guangdong Province (广东省教育厅), 21 September 2023-30 October 2024, CNY10,000. PI: CHEN Bacui, Foreign Language School, Lingnan Normal University, Guangdong, China.
5. Industry-Education Integration Innovation Platform for Intelligent Translation（智能翻译产教融合创新平台）[2022CJPT018], Co-I,  Department of Education of Guangdong Province (广东省教育厅)，September 2022-October2025, CNY900,000.PI: ZHAO Jizheng, School of Foreign Languages and Business, Shenzhen Polytechnic University, Shenzhen, Guangdong, China.
6. A study on national identity in foreign language textbooks for primary and secondary schools in mainland China, Hong Kong and Macau: Corpus linguistics approach (基于数据库的中国内地与港澳7. 中小学外语教材国家认同研究) [23BYY155], Co-I, National Social Science Fund of China (NSSFC/国家社科基金), September 2023-December 2026, CNY200,000. PI: LIU Yanhong，School of Foreign Studies, Yanshan University.

内部的：

1. Autonomy in the transition from foreign language learning to foreign language teaching [FRG2/10-11/060], Pl, 1 July 2011-30 November 2013, HK$100,000.
2. Co-teaching, co-authoring and co-publishing: Fostering student and teacher autonomy in university education [TDG/1112/06], Pl, 1 January 2012-31 August 2014, HK$300,000.
3. From autonomy in foreign language learning to autonomy in foreign language teaching [FRG1/12-13/029],PI, 1 March 2013 to 28 February 2014, HK$50,000.
4. Gains and challenges of studying abroad: Exploring insider perspectives on a short-term overseas English immersion programme [FRG1/16-17/004], PI, 1 January 2017 to 31 December 2017, HK$50,000.
5. An ethnographic study of college English teachers’ identity negotiation in China [FRG2/17-18/052], PI, 1 March 2018 to 28 February 2022, HK$150,000.
6. Chinese TEFL academics’ professional identities and agency:  A multiple-case study [RG 54/2022-2023R], PI, EdUHK Start-up Research Grant for Newly Recruited Academic Staff, 1 June 2023-31 May 2024, HK$150,000.
7. Agency and identity of early-career academics at mainland Chinese universities: A pilot study [RG 8/2023-2024R], PI, EdUHK Funding Support to GRF Proposal Rated 3.5 by RGC, 1 November 2023-31 October 2024, HK$80,000.

近期发表的论文（*通讯作者）：

1. Liang, Z.F., *Huang, J., & Zhao, C.N.  (in press). Language attitudes and fluid identities: Perceptions from Shenzhen-Hong Kong cross-boundary students. Accepted for publication in Journal of Multilingual and Multicultural Development.
2. Zhang, Y., & *Huang, J. (2024).  Learner identity and investment in EFL, EMI, and ESL contexts: A longitudinal case study of one pre-service teacher. Accepted for publication in Journal of Language, Identity & Education.
3. Teng, F., & Huang, J. (2023). The effects of incorporating metacognitive strategies instruction into collaborative writing on writing complexity, accuracy, and fluency. Asia Pacific Journal of Education, 43(4), 1071-1090. DOI: 10.1080/02188791.2021.1982675 [SSCI-indexed]
4. Zhao, J.Z., & *Huang, J. (2023). A comparative study of frequency effect on acquisition of grammar and meaning of words between Chinese and foreign learners of English language. Frontiers in Psychology, 14, 1125483. DOI: 10.3389/fpsyg.2023.1125483 [SSCI-indexed]
5. Chen, B.C., & *Huang, J. (2022). Toward a framework for understanding translation and interpreting teacher role identity. Frontiers in Psychology, 13, 980196. DOI: 10.3389/fpsyg.2022.980196 [SSCI-indexed]
6. Yip, J.W.C., Huang, J., & Teng, F. (2022). Identity and emotion of university English teachers during curriculum reform in China. Language, Culture and Curriculum, 35(4), 421-439.  DOI: 10.1080/07908318.2021.2024843 [SSCI-indexed]
7. Huang, J., & Yip, J.W.C. (2021). Understanding ESL teachers’ agency in their early years of professional development: A three-layered Triadic Reciprocity framework. Frontiers in Psychology, 12, 739271. DOI: 10.3389/fpsyg.2021.739271 [SSCI-indexed]
8. Huang, J. (2021). Sustainability of professional development: A longitudinal case study of an early career ESL teacher’s agency and identity. Sustainability, 13(16), 9025. DOI: 10.3390/su13169025  [SSCI-indexed]
9. Huang, J., Wang, Y., & Teng, F. (2021). Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong. Teaching Education, 32(2), 193-207. DOI: 10.1080/10476210.2019.1693535 [ESCI-indexed]
10. Liu, D.H., & *Huang, J. (2021). Rhetoric construction of Chinese expository essays: Implications for EFL composition instruction. SAGE Open, 11(1). DOI: 10.1177/2158244020988518 [SSCI-indexed]
11. Teng, F., & Huang, J. (2019). Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing proficiency. TESOL Quarterly. 53(1), 232-247. [SSCI-indexed]
12. Huang, J., Lock, K.Y.N., & Feng, T. (2019). Autonomy in English language teaching: A case study of novice secondary school teachers in Hong Kong. Chinese Journal of Applied Linguistics, 42(1), 3-20. [ESCI-indexed]
13. Huang, J., Long, N.N., & Teng, F. (2018). Affordances and foreign language education. Foreign Languages and Their Teaching (《外语与外语教学》), 2018, Issue 1 (Serial No. 298), 39-52. Published in Chinese. [CSSCI-indexed]

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