Books

1. Qiu, X., & Yuan, R. (2025). English-medium instruction pedagogy in disciplinary classrooms. Routledge.
2. Yuan, R., & Lee, I. (2021). Becoming and being a TESOL teacher educator: Research and practice. Routledge.

Book chapters

1. Yuan, R. (2025). Afterword: the roots, manifestations, and promises of language teacher agency. In. M. Nazari (Ed), Novice non-native English language teachers navigating agency: International perspectives (pp. 256-262). Routledge.
2. Yuan, R., Wang, K., & Li, J. (2024). Cultivating Pre-Service Language Teachers’ Critical Multilingual Language Awareness: A Macau Perspective. In F. Karam & A. Kibler (Eds), Critical dialogic TESOL teacher education: Preparing future advocates and supporters of multilingual learners (pp. 65-88). Bloomsbury.
3. Yuan, R., Wang, K., & Zhang, H. (2024) Unpacking the roles of action research facilitators. In A. Burns & K. Dikilitaş (Eds), The Routledge handbook of language teacher action research (pp. 330-341). Routledge.
4. Yuan, R., Qiu, X., & Zhang, T. (2024). Probing EMI Teachers’ Psychological Experiences in Chinese Higher Education: A Mixed Methods Approach. In D. Lasagabaster, A. Fernández-Costales, & F. González-Mujico (Eds), The Affective Dimension in English-Medium Instruction in Higher Education (49-69). Multilingual Matters.
5. Yuan, R., & Qiu, X. (2023). Understanding EMI teachers’ language beliefs and use in content classrooms at Chinese universities. In P. Sah & F. Fang (Eds), Policies, politics, and ideologies of English-medium instruction in Asian universities (pp. 123-138). Routledge.
6. Yuan, R., Wang, K., & Yang, M. (2023). How do pre-service language teachers engage in online teacher education during the COVID-19 pandemic? An exploratory study. In K. Yung & H. Xu (Eds), Educating teachers online in challenging times: The case of Hong Kong (pp. 37-51). Routledge.
7. Yuan, R. & Yang, M. (2022) “I come up with a new way of seeing life”: Pre-service language teachers’ reflective practice during overseas immersion. In Z. Tajeddin & A. Watanabe (Eds), Teacher reflection: Policies, practices, and impacts (pp. 179-193). Multilingual Matters.
8. Yuan R. (2021). TESOL Teacher Educators’ Professional Competence. In Peters M. A. (Ed.) Encyclopedia of teacher education. Springer. https://doi.org/10.1007/978-981- 13-1179-6_477-1
9. Qiu. X., Yuan, R., & Zhang, T. (2024). Questionnaire development and analysis in EMI research: A study of EMI learner motivation and attitudes. In J. Pun & S. Curle (Eds), Researching English medium instruction: Quantitative research methods for students and researchers. Cambridge University Press.

Journal articles

1. Yuan, R. (Forthcoming). Navigating EMI learning through note-taking in higher education. Journal of Multilingual and Multicultural Development.
2. Yuan, R. (Forthcoming). “A necessity or luxury?” Publishing practitioner research (PR) in language education and higher education. RELC Journal.
3. Yuan, R., & Qiu, X. (Forthcoming). English-medium instruction (EMI) teachers’ lived experiences and continuing development in multilingual and multicultural contexts: an editorial. Journal of Multilingual and Multicultural Development.
4. Yuan, R., Wang, Z., & Liu, S. (Forthcoming). When big ideas meet critical thinking in lesson study: Insights from a pre-service language teacher education course. Language Teaching Research.
5. Liu, S., & Yuan, R. (Forthcoming). Same Class Different Worlds: A Narrative Inquiry of Two Students in an English Medium Instruction Classroom. TESOL Quarterly.
6. Liu, S., & Yuan, R. (Forthcoming). Monologuing into a dialogic space through translanguaging: Probing the perceptions and practices of a history EMI teacher in higher education. Applied Linguistics Review.
7. Sak, M., & Yuan, R. (Forthcoming). Language teacher educator psychology: A research agenda. Language Teaching.
8. Wang, Z., Yuan, R., Zhang, H., & Qiu, L. (Forthcoming). Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China. Professional Development in Education.
9. Yuan, R., Liu, S., & Wang, Z. (2025). Humanizing teacher education through translanguaging: experiences from an online English-medium instruction (EMI) course. International Journal of Multilingualism, 22(2), 921-943.
10. Yuan, R., Qiu, X., Wang, C., & Zhang, T. (2025). Students’ attitudes toward language learning and use in English-medium instruction (EMI) environments: a mixed methods study. Journal of Multilingual and Multicultural Development, 46(2), 244-261.
11. Yuan, R., & Wang, K. (2025). “Passing the Torch” to Language Teachers: A Transformative, Action-Oriented Perspective on Language Teacher Identity Research. Journal of Language, Identity & Education, 24(2), 483-489.
12. Yuan, R., Wang, Z., Liao, W., Wu, W., & Fang, S. (2025). Probing university teachers’ self-study experiences: insights from a systematic review spanning two decades. Studies in Higher Education, 50(4), 896-916.
13. Yuan, R., Zhang, H., & Li, M. (2025). Navigating identity tensions in a research community: A narrative inquiry of a teacher of Romanian. Professional Development in Education, 51(2), 277-291.
14. Li, M., Yuan, R., & Wang, K. (2025). Navigating assessment tensions in English-medium instruction (EMI) courses. Journal of English for Academic Purposes, 73, Article 101455.
15. Liao, W., Liu, W., & Yuan, R. (2025). How Is Teachers’ Critical Thinking Defined, Approached, Measured, and Evaluated in Empirical Studies? A Methodological Review. Thinking Skills and Creativity, Article 101795.
16. Liu, S., Yuan, R., & Wang, C. (2025). ‘Let emotion ring’: An autoethnographic self-study of an EFL instructor in Wuhan during COVID-19. Language Teaching Research, 29(1), 221-241.
17. Liu, S., Yuan, R., & Wang, K. (2025). Explicit teaching of reflective practice (RP) in pre-service teacher education: Probing the immediate and long-term influence. Teachers and Teaching, 31(1), 86-103.
18. Wang, K., & Yuan, R. (2025). Incorporating critical pedagogy into second language teacher education: An identity lens. RELC Journal, 56(1), 103-118.
19. Wang, K., Yuan, R., & De Costa, P. I. (2025). A critical review of English medium instruction (EMI) teacher development in higher education: From 2018 to 2022. Language Teaching, 58 (2), 141-172.
20. Yuan, R. (2024). Maximizing the potential of reflective practice in pre-service language teacher education: The issue of authenticity. RELC Journal, 55(3), 835-846.
21. Yuan, R. (2024). Advancing language teacher emotion research: a nuanced, dialectical, and empowering stance. International Review of Applied Linguistics in Language Teaching, 62(3), 1387-1396.
22. Yuan, R., Li, M., Peng, J., & Qiu, X. (2024). English-medium instruction (EMI) teachers as ‘curriculum makers’ in Chinese higher education: A textual analysis. Journal of Multilingual and Multicultural Development, 45(7), 2635-2650.
23. Yuan, R., Tsang, A., & Li, S. (2024). Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?. Language Teaching Research, 28(6), 2136-2157.
24. Yuan, R., Zhang, T., & Wang, Q. (2024). Unleashing the potential of big ideas in language education: What and how?. TESOL Quarterly, 58(4), 1801-1814.
25. Liu, S., & Yuan, R. (2024). “Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher. Applied Linguistics Review, 15(5), 2303-2322.
26. Fang, F., McConachy, T., & Yuan, R. (2024). Intercultural learning and identity development as a form of teacher development through study abroad: narratives from English language practitioners. Language, Culture and Curriculum, 37(2), 247-266.
27. Gao, Z., & Yuan, R. (2024). Understanding professional vulnerability in an era of performativity: experiences of EFL academics in mainland China. Teaching in Higher Education, 29(1), 318-333.
28. Kong, D., Yuan, R., & Zou, M. (2024). Pre-service EFL teachers’ intercultural competence development within service-learning: A Chinese perspective. The Asia-Pacific Education Researcher, 33(2), 263-272.
29. Liao, W., & Yuan, R. (2024). Cultivating criticality through transformative critical thinking curriculums in a time of flux and transformation. Educational Philosophy and Theory, 56(8), 743-749.
30. Liu. W., Yuan, R., Liao, W., & Zhang, H. (2024). “I felt the whole world was against me!”: A qualitative analysis of novice teachers’ anger expression and regulation. Educational Studies, 50 (1), 83-102.
31. Ma, Q., Yuan, R., Cheung, L. M. E., & Yang, J. (2024). Teacher paths for developing corpus-based language pedagogy: a case study. Computer Assisted Language Learning, 37(3), 461-492.
32. Maddamsetti, J., & Yuan, R. (2024). Primary preservice teachers’ exploration of possible selves through narrated metaphors during the COVID-19 pandemic. Research Papers in Education, 39(5), 685-704.
33. Tsang, A., Aubrey, S., & Yuan, R. (2024). Multiculturalism and multilingualism in higher education: intercultural activity participation and opportunities for language learning. International Journal of Multilingualism, 21(3), 1332-1348.
34. Tsang, A., Yang, M., & Yuan, R. (2024). The relationships between participation in intercultural activities on campus, whole-person development, and academic achievement: a mixed-methods study. Journal of Multilingual and Multicultural Development, 45(4), 1256-1270.
35. Wang, K., Yuan, R., & Lee, I. (2024). Exploring contradiction‐driven language teacher identity transformation during curriculum reforms: A Chinese tale. TESOL Quarterly, 58(4), 1548-1579.
36. Wang, Z., Yuan, R., & Wang, K. (2024). Unlocking the power of big ideas in education: A systematic review from 2010 to 2022. Research Papers in Education, 39(5), 822-850.
37. Zhang, H., & Yuan, R. (2024). Rethinking the infusion approach to teaching critical thinking in reading in Chinese tertiary English classes. RELC Journal, 55(2), 364-378.
38. Yuan, R. (2023). Cultivating CT-oriented teachers in pre-service teacher education: what is there and what is missing?. Teachers and Teaching, 29(7-8), 924-945.
39. Yuan, R. (2023). The other side of the coin: A socio-cultural analysis of pre-service language teachers’ learning to teach critical thinking. Thinking Skills and Creativity, 48, Article 101265.
40. Yuan, R. (2023). Taking up EMI in higher education: The complexities of teacher emotions. Journal of Language, Identity & Education, 22(6), 673-681.
41. Yuan, R. (2023). Promoting English-as-a-medium-of-instruction (EMI) teacher development in higher education: What can language specialists do and become?. RELC Journal, 54(1), 267-279.
42. Yuan, R., Lee, I., Xu, H., & Zhang, H. (2023). The alchemy of teacher mindfulness: voices from veteran language teachers in China. Professional Development in Education, 49(2), 323-339.
43. Yuan, R., & Yang, M. (2023). Towards an understanding of translanguaging in EMI teacher education classrooms. Language Teaching Research, 27(4), 884-906.
44. Yuan, R., Zhang, T., & Li, M. (2023). ‘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.
45. Yuan, R., Li, M., & Zhang, T. (2023). “Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction. Linguistics and Education, 75, Article 101163.
46. Yuan, R., & Liao, W. (2023). Critical thinking in teacher education: where do we stand and where can we go?. Teachers and Teaching, 29(6), 543-552.
47. Geng, F., Yu, S., & Yuan, R. E. (2023). Exploring L2 writing teachers’ feeling rules, emotional labor and regulation strategies. System, 119, Article 103160.
48. Hillman, S., Li, W., Şahan, Ö., Sahan, K., Liyanage, I., Zhang, T., Yuan, R., Hopkyns, S., Gkonou, C., & Sah, P. K. (2023). Forum on “The emotional landscape of English medium instruction (EMI) in higher education”. Linguistics and Education, Article 101181.
49. Liu, S., & Yuan, R. (2023). Probing pre-service language teachers’ emotional experiences through lesson study: a Macau study. The Language Learning Journal. 51(5), 636-648.
50. Mak, P., Yang, M., & Yuan, R. (2023). Fostering teacher competence through classroom-based research during field experiences. Journal of Education for Teaching, 49(5), 841-856.
51. Sun, P. P., Yuan, R., & Greenier, V. (2023). Understanding professional commitment change of novice CFL university teachers: an integrated perspective. Journal of Education for Teaching, 49(3), 416-430.
52. Wang, K., & Yuan, R. (2023). Towards an understanding of EMI teacher expertise in higher education: An intrinsic case study. Journal of English for Academic Purposes, 65, Article 101288.
53. Wang, Z., Tsang, A., Yuan, R., & Yang, M. (2023). Probing curriculum coherence in pre-service teacher education: an exploratory study. Journal of Education for Teaching, 49(4), 739-742.
54. Yang, M., & Yuan, R. (2023). Early-stage doctoral students’ conceptions of research in higher education: cases from Hong Kong. Teaching in Higher Education, 28(1), 85-100.
55. Yuan, R., Bai, B., & Hou, S. (2022). Unpacking vulnerability in academic writing and publishing: a tale of two non-native English speaker scholars in China. Higher Education Research & Development, 41(3), 981-995.
56. Yuan, R., Chen, Y., & Peng, J. (2022). Understanding university teachers’ beliefs and practice in using English as a medium of instruction. Teaching in Higher Education, 2, 233–248.
57. Yuan, R., Lee, I., De Costa, P. I., Yang, M., & Liu, S. (2022). TESOL teacher educators in higher education: A review of studies from 2010 to 2020. Language Teaching, 55, 434–469.
58. Yuan, R., Liao, W., Wang, Z., Kong, J., & Zhang, Y. (2022). How do English-as-a-foreign- language (EFL) teachers perceive and engage with critical thinking: A systemic review from 2010 to 2020. Thinking Skills and Creativity, 43, Article 101002.
59. Yuan, R., & Liu, S. (2022). “Same lesson and different design”: Promoting student teachers’ professional learning through lesson study. International Journal for Lesson and Learning Studies, 11(3), 161-173.
60. Yuan. R., Liu, W, & Yung, K. (2022). Understanding novice teachers’ identities through metaphors: A multi-perspective study. Research Papers in Education, 37(6), 812-839.
61. Yuan, R., Mak, P., & Yang, M. (2022). We teach, we record, we edit, and we reflect”: Engaging pre-service language teachers in video-based reflective practice. Language Teaching Research, 26(3) 552–571.
62. Yuan, R., & Yang, M. (2022). Unpacking language teacher educators’ expertise: A complexity theory perspective. TESOL Quarterly, 56 (2), 656-687.
63. Yuan, R., Yang, M., & Mak, P. (2022). Undergraduates’ motivations to engage in extracurricular research: Evidence from Hong Kong. Innovations in Education and Teaching International, 59(6), 679-689.
64. Yuan, R., & Zhang, T. (2022). Applying big ideas to facilitate reading-writing integration in language classrooms. Journal of Second Language Writing, 58, Article 100949.
65. Ding, F., Yuan, R., & Curtis, F. (2022). University English teachers’ professional development through academic visits: Using identity as a theoretical lens. Australian Journal of Teacher Education. 47(3), 1-18.
66. Li, M., & Yuan, R., (2022). Promoting university students’ metacognitive development through a collaborative translation activity. International Journal of Educational Research, 112, Article 101947.
67. Xiang, X., Yuan, R., & Yu, B. (2022). Implementing Assessment as Learning in the L2 writing classroom: A Chinese case. Assessment and Evaluation in Higher Education, 47(5), 727-741.
68. Tsang, A., & Yuan, R. (2022). Examining home and international students’ awareness of, attitudes towards and participation in intercultural activities on campus. Journal of Studies in International Education, 26(3), 390-409.
69. Wang, Z., Yuan, R., & Liao, W. (2022). Learning to Teach through Recursive Boundary Crossing in the Teaching Practicum. Teachers and Teaching, 28(8), 1000-1020.
70. Yu, B., Ding, F., & Yuan, R. (2022). Understanding the long-term impact of an overseas immersion programme on pre-service teachers’ learning to teach: A Hong Kong case. Educational Studies, 48(1), 44-58.
71. Zhang, J. & Yuan, R. (2022). Exploring teacher learning in professional learning communities in China: A comparison of two primary schools in Shanghai. Teaching and Teacher Education, 118, Article 103829.
72. Yuan, R. (2021). “Living in parallel worlds”: Investigating teacher educators’ academic publishing experiences in two Chinese universities. Compare: A Journal of Comparative and International Education, 51(6), 787-805.
73. Yuan, R., & Yang, M., & Lee, I. (2021). Preparing pre-service language teachers to teach critical thinking: Can overseas field school experience make a difference? Thinking Skills and Creativity, 40, Article 100832.
74. Lee, I., & Yuan, R. (2021). Understanding L2 writing teacher expertise. Journal of Second Language Writing, 52, Article 100755.
75. Yang, M., Mak, P., & Yuan, R. (2021). Feedback experience of online learning during the COVID-19 pandemic: Voices from pre-service English language teachers. The Asia-Pacific Education Researcher, 30(6), 611-620.
76. Yuan, R. (2020). Novice nontraditional teacher educators’ identity (re)construction in Hong Kong. International Journal of Educational Research, 99, Article 101508.
77. Yuan, R. (2020). Promoting EMI teacher development in EFL higher education contexts: A teacher educator’s reflections. RELC Journal, 51(2), 309-317.
78. Yuan, R. & Yang. M. (2020). Understanding university-based teacher educators’ boundary crossing experiences: Voices from Hong Kong. Teachers and Teaching: Theory and Practice, 26(2), 193-213.
79. Yuan, R. & Yang, M., Stapleton, P. (2020). Enhancing undergraduates’ critical thinking through research engagement: A practitioner research approach. Thinking Skills and Creativity, 38, Article 100737.
80. Yuan, R., & Zhang, L. (2020). Teacher metacognitions about identities: Case studies of four expert language teachers in China. TESOL Quarterly, 54(4), 870-899.
81. Yuan, R., & Stapleton, P. (2020). Student teachers’ perceptions of critical thinking and its teaching. ELT Journal, 74(1), 40-48.
82. Cao, H., & Yuan, R. (2020). Promoting English as a medium of instruction in university teaching: an action research experience. Journal of Education for Teaching, 46(2), 240-243.
83. Teng, L., Yuan, R., & Sun, P. (2020). A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts. System, 88, Article 102182.
84. Yung, K. & Yuan, R. (2020). ‘The most popular star-tutor of English’: Discursive construction of tutor identities in shadow education. Discourse: Studies in the Cultural Politics of Education, 41(1), 153-168.
85. Zhang, H., & Yuan, R., He, X. (2020). Investigating University EFL teachers’ perceptions of critical thinking and its teaching: Voices from China. The Asia Pacific Education Researcher, 29(5), 483–493.
86. Zhang, J., & Yuan, R. (2020). How can professional learning communities influence teachers’ job satisfaction? A mixed-method study in China. Teachers and Teaching: Theory and Practice, 26(3-4), 229-247.
87. Yuan, R. (2019). A critical review of nonnative English teacher identity research: From 2008 to 2017. Journal of Multilingual and Multicultural Development, 6, 518-537.
88. Yuan, R. (2019). A comparative study on language teacher educators’ ideal identities in China: “More than just finding a middle ground”. Journal of Education for Teaching, 45 (2), 186-199.
89. Yuan, R., Li, S. & Yu, B. (2019). Neither “local” nor “global”: Chinese university students’ identity paradoxes in the internationalization of higher education. Higher Education, 77(6), 963-978.
90. Yuan, R., Liu, W. & Lee, I. (2019). Confrontation, negotiation and agency: Exploring the inner dynamics of student teacher identity transformation during teaching practicum. Teachers and Teaching: Theory and Practice, 25(8), 972-993.
91. Bai, B. & Yuan, R. (2019). EFL teachers’ beliefs and practices about pronunciation teaching. ELT Journal, 73(2), 134-143.
92. Lee, I., Mak, P., & Yuan, R. (2019). Assessment as learning in primary writing classrooms: An exploratory study. Studies in Educational Evaluation, 62, 72 81.
93. Nomura, K. & Yuan, R. (2019). Long-term motivations for L2 learning: a biographical study from a situated learning perspective. Journal of Multilingual and Multicultural Development, 40(2), 164-178.
94. Zhang, H., & Yuan, R. (2019). Uncertain identities of non-higher-education-based EFL teacher educators: A third space theory perspective. Teachers and Teaching: Theory and Practice, 25(7), 874-889.
95. Zhang, H., Yuan, R., & Liao, W. (2019). EFL teacher development facilitated by lesson study: A Chinese perspective. TESOL Quarterly, 53(2), 542-552.
96. Yuan, R. (2018). “Practice what I preach”: Exploring an experienced EFL teacher educator’s modelling practice. TESOL Quarterly, 52(2), 414-425.
97. Yuan, R. & Hu, Y. (2018). Teachers’ views on the qualities of effective EFL teacher educators. ELT Journal, 72(2), 141-150.
98. Yuan, R. & Mak, P. (2018). Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong. Teaching and Teacher Education, 74, 205-214.
99. Yuan, R., Zhang, J. & Yu, S. (2018). Understanding teacher collaboration processes from a complexity theory perspective: A case study of a Chinese secondary school. Teachers and Teaching: Theory and Practice, 24(5), 520-537.
100. Liu, W., Yuan, R., & Zhang, H. (2018). An exploratory study of school counselling teachers’ motivation changes. Journal of Education for Teaching, 44(2), 237-240.
101. Sun, P. & Yuan, R. (2018). Understanding Collaborative Language Learning in a Non- target Language Classroom Context: Perceptions of Novice-Level Language Learners and Teachers. Interactive Learning Environment, 26(2), 189-205.
102. Zhang, H., Yuan, R. & Wang, Q. (2018). Towards an Understanding of EFL Teacher Culture: An Ethnographic Study in China. Teachers and Teaching: Theory and Practice, 24(4), 413-430.
103. Yuan, R. (2017). Exploring pre-service school counselling teachers’ learning needs: Perceptions of teacher educators and student teachers. Journal of Education for Teaching, 43(4), 474-490.
104. Yuan, R. (2017). Appropriating national curriculum standards in classroom teaching: Experiences of novice language teachers in China. International Journal of Educational Research, 83, 55-64.
105. Yuan, R. (2017). “This game is not easy to play”: A narrative inquiry into a novice EFL teacher educator’s research and publishing experiences. Professional Development in Education, 43(3), 474-491.
106. Yuan, R. (2017). Exploring university-based teacher educators’ teaching beliefs and practice: A Hong Kong study. Teaching in Higher Education, 22(3), 259-273.
107. Yuan, R. & Burns, A. (2017). Teacher identity development through action research: A Chinese experience. Teachers and Teaching: Theory and Practice, 23(6), 729-749.
108. Yuan, R. & Zhang, L. (2017). Exploring student teachers’ motivation change in initial teacher education: A Chinese perspective. Teaching and Teacher Education, 61, 142-152.
109. Liao, W. & Yuan, R. (2017). Understanding an emerging “failure” of an equality-oriented teacher policy in China: A job search perspective. International Journal of Educational Research, 81, 71-82.
110. Liao, W., Yuan, R. & Zhang, H. (2017). Chinese language teachers’ challenges in teaching in US public schools: A dynamic portrayal. The Asia-Pacific Education Researcher, 26(6), 369-381.
111. Zhang, J., Yuan, R. & Yu, S. (2017). What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai. Educational Management Administration & Leadership, 45(2), 219- 237.
112. Yuan, R. (2016). The dark side of mentoring on pre-service language teachers’ identity formation. Teaching and Teacher Education, 55, 188-197.
113. Yuan, R. (2016). Understanding higher education-based teacher educators’ professional identities: A sociocultural linguistic perspective. Asia-Pacific Journal of Teacher Education, 44(4), 397-400.
114. Yuan, R., & Lee, I. (2016). “I need to be strong and competent”: A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum. Teachers and Teaching: Theory and Practice, 22(7), 819-841.
115. Yuan, R. & Mak, P. (2016). Navigating the challenges arising from university-school collaborative action research. ELT Journal, 70(4), 382-391.
116. Yuan, R., Sun, P., & Teng, L. (2016). Understanding language teachers’ motivation towards research. TESOL Quarterly, 50(1), 220-234.
117. Yuan, R. & Zhang, J. (2016). Promoting teacher collaboration through joint lesson planning: Challenges and coping strategies. The Asia-Pacific Education Researcher, 25(5), 817-826.
118. Yuan, R. (2015). Learning to become teacher educators: Testimonies of three PhD students in teacher education. Australian Journal of Teacher Education, 40(1), 94-116.
119. Yuan, R. (2015). Preparing future teacher educators in higher degree programs: A Chinese perspective. Journal of Education for Teaching, 41(1), 97-101.
120. Yuan, R., & Lee, I. (2015). The cognitive, social, and emotional process of teacher identity construction in a pre-service teacher education program. Research Papers in Education, 30(4), 469-491.
121. Yuan, R., & Lee, I. (2015). Action research facilitated by university–school collaboration. ELT Journal, 69(1), 1-10.
122. Sun., P., Yuan, R., & Teng, L. (2015). Understanding L2 French teaching strategies in a non-target language classroom context. Journal of Education for Teaching, 41(3), 324-328.
123. Yuan, R., & Lee, I. (2014). Pre-service teachers’ changing beliefs in the teaching practicum: Three cases in an EFL context. System, 44, 1-12.
124. Yuan, R., & Lee, I. (2014). Understanding language teacher educators’ professional experiences: An exploratory study in Hong Kong. The Asia-Pacific Education Researcher, 23(1), 143-149.
125. Lee, I., & Yuan, R. (2014). Motivation change of pre-service English teachers: A Hong Kong study. Language, Culture and Curriculum, 27(1), 89-106.

Book reviews

1. Zou, M. & Yuan, R. (2019). Book review of “Portfolio assessment for the teaching and learning of writing”. Journal of Second Language Writing, 42, 70-72.
2. Yuan, R. (2017). Book review of “School-University Partnerships in English Language Teacher Education: Tensions, Complexities and the Politics of Collaboration”. The Journal of Asia TEFL. 14(2), 376-377.
3. Kong, D., & Yuan, R. (2016). Book review of “Experiences of Second Language Teacher Education”. System, 59, 135-137.

News Article

1. Qiu, L., & Yuan, R. (2024, November 29). Building a Community of Teaching and Researching Big Ideas in the Digital Era (建設數智時代大觀念教研共同體; Chinese). China Education Daily. http://m.jyb.cn/rmtzgjyb/202411/t20241129_2111276268_wap.html

1. Yuan, R. (2025). Probing university teachers’ self-study experiences: Insights from a systematic review spanning two decades. The inauguration ceremony of the Belt and Road sub-center of the Center for Teacher Education of Beijing Normal University and the high-quality development forum on teacher education in the core area of the Belt and Road. Quanzhou Normal University, Quanzhou, China. (Keynote speaker)
2. Yuan, (2024). Crossing boundaries for academic growth: A teacher educator’s reflections. The 5^th Global Teacher Education Summit. Beijing Normal University, Beijing, China. (Plenary speaker)
3. Yuan, R. (2024). Preparing future teacher educators in higher education. China and Higher Education Conference Lingnan University, Hong Kong, China. (Invited speaker)
4. Yuan, R. (2024). Navigating big ideas in language teaching: Unifying forward and backward perspectives. Symposium on Language teacher professional development against the background of new textbooks in compulsory South China Normal University, Guangzhou, China. (Plenary speaker).
5. Yuan, R. (2024). What does “failure” tell us about effective teacher collaboration in language teacher education? The 6^th National Conference on Foreign Language Teacher Education Innovation and Development. Central China Normal University. Wuhan, China. (Keynote speaker)
6. Yuan, R. (2024). Navigating EMI Learning Through Note-Taking in Higher Education. International Conference on English-medium Education (EME). City University of Hong Kong. Hong Kong, China. (Invited Speaker)
7. Yuan, (2023). Critical thinking in teacher education: where do we stand and where can we go? International Research Forum on Critical Thinking in Teacher Education: Evidence, Reflections and Ways Forward. Beijing Normal University. Beijing, China. (Invited speaker)
8. Yuan, (2023). Probing the emotional side of English-medium instruction: A post-structuralist analysis of university students’ experiences in Macao. Symposium on EMI at the Crossroads: Addressing Challenges and Promoting Effective Practice. University of Electronic Science and Technology of China. Chengdu, China. (Invited speaker)

9. Yuan, (2023). Unveiling the secrets to effective EMI learning: The role of self-regulation. The 8th HAAL Conference 2023, Hang Seng University of Hong Kong. Hong Kong, China. (Invited speaker)
10. Yuan, (2023). Understanding EMI teachers’ emotions: A post-structuralist analysis. 2023 Global English Education China Assembly. City University of Macau. Macao, China. (Invited speaker)
11. Yuan, R. (2022). Unleashing the potential of big ideas in language education: Some fundamental questions. Symposium on English Language Teaching Based on Unit Design and Implementation under the New Curriculum. Beijing Normal University. Beijing, China. (Keynote speaker)
12. Yuan, R. (2022). Student Teachers’ Engagement with Critical Thinking during the Teaching Practicum: A Socio-cultural Perspective. Online International Conference 2022: The Directions and Tasks of Teaching Practicum for Future Gongju National University of Education, Korea. (Invited Speaker)
13. Yuan, (2022). How do pre-service language teachers engage in online teacher education during the COVID-19 pandemic? An exploratory study. The Third Forum of Jingshi Teacher Education Young Scholars. Beijing Normal University. Beijing, China. (Invited speaker)

14. Yuan, (2022). How do English-as-a-foreign-language (EFL) teachers perceive and engage with critical thinking? Insights from a systematic review. A Symposium on Creating the Theory-Practice Nexus in Critical Thinking Instruction: A Multidisciplinary Dialogue. Beijing Foreign Studies University. Beijing, China. (Invited speaker)
15. Yuan, R. (2021). When critical thinking (CT) meets teacher education: Preparing CT- oriented teachers from an ecological perspective. Forum on Teaching and Learning to Teach Critical Thinking: Trends, Practices, and Beijing Normal University. Beijing, China. (Invited speaker)

• Journal editor
  • Associate Editor (2021 to present), TESOL Journal
  • Co-editor of Routledge Focus on English-Medium Instruction in Higher Education Series (2025-present), Routledge
  • Special issue editor (“TESOL teacher educators in a time of flux and transformation”), TESOL Quarterly
  • Special issue editor (“Teacher educators and generative artificial intelligence: Current status and future developments”), Teachers and Teaching: Theory and Practice
  • Special issue editor (“Literacy Teaching and Teacher Education in English-Medium Education Contexts”), International Review of Applied Linguistics in Language Teaching
  • Special issue editor (“English-medium instruction teachers’ lived experiences and continuing development in multilingual and multicultural contexts”), Journal of Multilingual and Multicultural Development
  • Special issue editor (“Teaching and learning to teach critical thinking”), Teachers and Teaching: Theory and Practice
  • Special issue editor (“Critical thinking and curriculum: A critical perspective”), Educational Philosophy and Theory
  • Special issue editor (“Instructions for self-regulated learning in ESL/EFL contexts”), System

• Editorial board member
  • TESOL Quarterly (2020-2023)
  • Linguistic and Education (2023-Present)
  • Journal of Education for Multilingualism (2024-Present)
  • Second Language Teacher Education (2025-Present)

• Executive committee member (常務理事), Language Teacher Education and Development Committee under the China Association for Comparative Studies of English and Chinese (中國英漢語比較研究會外語教師教育與發展專業委員會) (2021- present)
• Adjunct research fellow, Center for Teacher Education Research, Beijing Normal University (2025-present)
• Adjunct research fellow, School of Foreign Languages, University of Electronic Science and Technology of China (2025-present)
• Adjunct research fellow, School of Foreign Languages and Literature, Chongqing University (2017-2019)