2026-02-03T10:48:03+08:00

Affiliation

Faculty of Education
University of Macau

Accepting applications from PhD/EdD students

Email

shulinyu@um.edu.mo

 

Tel

(853) 8822 4647

Fax

(853) 8822 2402

Office

Room 3050b, Faculty of Education,

University of Macau, E33,

Av. da Universidade, Taipa, Macau, China

Shulin YU 于書林

Associate Professor
Assistant Dean (Student Affairs)
Director of Centre for Language and Literacy Education
Faculty of Education, University of Macau

Academic Qualifications

  • Ph.D. Education, The Chinese University of Hong Kong, China
  • M.A. Linguistics and Applied Linguistics in Foreign Languages, School of International Studies, Zhejiang University, China
  • B.A. English, China University of Petroleum, China

Research Areas

  • Second language writing
  • Classroom feedback and assessment
  • Second language teacher education
  • Curriculum design and materials development

Teaching Areas

  • Teaching English to Primary Students (Undergraduate Programme)
  • Teaching Second Language Writing (Master Programme)
  • Curriculum Design and Materials Development (Master Programme)
  • Supervised Teaching Practice (Undergraduate Programme)
  • Research Writing and Ethics (Doctoral Programme)

Research and Working Experience

  • Assistant Dean (Student Affairs) (July 2025 – present)
  • Director of Centre for Language and Literacy Education (July 2025 – present)
  • Programme Coordinator of Master of Arts in TESOL (December 2023 – June 2025)
  • Programme Coordinator of Bachelor of Education Programme (English) (July 2020 – June 2025)
  • Associate Professor (August 2020 – present), Faculty of Education, University of Macau, Macau.
  • Assistant Professor (August 2014 – July 2020), Faculty of Education, University of Macau, Macau.
  • Visiting Scholar (September 2013 – December 2013), Department of English, Pennsylvania State University, U. S. A.
  • Lecturer (July 2010 – July 2011), Department of Foreign Languages and Literature, Shandong University, Jinan, Shandong, P. R. China.

Editorial Service

  • Associate Editor (2023-present)
  • Journal of Second Language Writing [SSCI, 2023 IF= 5, 5 year IF= 5.9, Ranked 2nd out of 297 journals for Linguistics and Language Education]
  • Associate Editor (2023-present)
  • Assessing Writing [SSCI, 2023 IF= 4.2, 5 year IF= 4.8, Ranked 6th out of 297 journals for Linguistics and Language Education]
  • Associate Editor (2022-present)
  • The Asia-Pacific Education Researcher [SSCI, 2023 IF= 3.6, 5 year IF= 3.6, SJR=Q1 for Education & Educational Research]

PI=Principal Investigator; Co-PI=Co-Principal Investigator; Co-I = Co-Investigator

Duration Funding Body Title of Project Role Amount
2024-2027 The National Social Science Fund of China　(國家社會科學基金一般項目) Investigating Expressive Writing as a Psychological Healing Intervention Among College Students(表達性寫作對大學生心理療癒的作用研究) Co-PI 200,000 RMB
2025-2027 MYRG-GRG2024-00144-FED (Level II), University of Macau Implementing labor-based contract grading in second language (L2) writing classes: Teacher and student perspectives and experiences PI 286,560 MOP
2023-2024 MYRG2022-00273-FED (Level II), University of Macau Understanding second language student writers’ lived experiences of informal writing: A phenomenology approach PI 736,000 MOP
2022-2025 General Research Fund

(15607722), Hong Kong

 

 The motivation, engagement and task performance of integrated writing in Chinese as a second language among non-Chinese speaking students: Developmental trajectories and longitudinal associations Co-PI 812,305 HKD
2022-2024 General Research Fund

(18606021), Hong Kong

 Understanding the development of student feedback literacy in the L2 writing classroom Co-PI 661,240 HKD
2021-2024 Standing Committee on Language Education and Research (SCOLAR) Project, Hong Kong Assessment as learning through portfolio assessment in the second language writing classroom Co-I 1, 124, 244 HKD
2019-2022 Quality Education Fund, Hong Kong Enhancing assessment literacy of principals, teachers and students through school university partnerships Co-I 958, 000 HKD
2022-2023 MYRG2020-00034-FED (Level II), University of Macau

 

 Investigating the impact of doctoral students’ writing feedback experiences on their academic writing motivation and engagement PI 298,800

MOP
2020-2022 Specialized Subsidy Scheme for Macao Higher Education Institutions

HSS-UMAC-2020-08

 Investigating the impact of feedback practices on the English writing motivation and writing performance of university students in the Greater Bay Area PI 265,100

MOP
2018-2021 MYRG2018-00096-FED (Level II), University of Macau

 

 Feedback on pre-service English teacher practicum: A multiple case study of supervisor feedback practices and student teacher engagement in Mainland China and Macau contexts PI 672,500 MOP
2017-2020 国家社会科学基金重点项目(The National Social Science Fund of China) 二语写作理论体系建构与本土化研究 (Toward a Theoretical Framework of L2 Writing: System Construction and Contextualized Adaptation) Co-PI 300, 000

RMB
2017-2019 MYRG2016-00100-FED (Level II), University of Macau Understanding the nature and impact of teacher and peer feedback on student translations in Chinese EFL context: A

multiple case study

 PI 420,000 MOP
2014-2017 Start-up Research Grant, University of Macau Understanding Chinese EFL students’ participation in group peer feedback of second language writing PI 150, 000 MOP

Name of Award Recipient Organization
Best Social Sciences and Humanities Scientists Shulin Yu Research.com ranking of the best scholars https://research.com/scientists-rankings/social-sciences-and-humanities
World’s Top 2% of most-cited scientists in the sub-field of Education and Languages & Linguistics, 2021 Shulin Yu Global ranking reports by Stanford University
World’s Top 2% of most-cited scientists in the sub-field of Education and Languages & Linguistics, 2022 Shulin Yu Global ranking reports by Stanford University
World’s Top 2% of most-cited scientists in the sub-field of Education and Languages & Linguistics, 2023; Included in both the “Career-long Citation Impact” and 2023 “Single Year Citation Impact” lists. Shulin Yu Global ranking reports by Stanford University
World’s Top 2% of most-cited scientists in the sub-field of Education and Languages & Linguistics, 2024; Included in both the “Career-long Citation Impact” and 2024 “Single Year Citation Impact” lists. Shulin Yu Global ranking reports by Stanford University
World’s Top 2% of most-cited scientists in the sub-field of Education and Languages & Linguistics, 2025; Included in both the “Career-long Citation Impact” and 2025 “Single Year Citation Impact” lists. Shulin Yu Global ranking reports by Stanford University
2024 Highly Ranked Scholar – Prior Five Years Shulin Yu ScholarGPS https://scholargps.com/scholars/62497281972318/shulin-yu
Macao Humanities and Social Sciences Research Outstanding Achievement Award, 2022 Lianjiang Jiang, Shulin Yu, Kaihao Yuan Macau Foundation, China Social Sciences Magazine
Outstanding Academic Staff in Research 2024 Shulin Yu University of Macau
Faculty Research Award 2022 Shulin Yu FED, University of Macau
Faculty Service Award 2023 Shulin Yu FED, University of Macau
Faculty Best Paper Award 2023 Shulin Yu FED, University of Macau
Outstanding Academic Staff Award 2019 Shulin Yu University of Macau
Outstanding Academic Staff Award 2022 Shulin Yu University of Macau
Highly-Cited Paper in the Web of Science – Yu, S., & Liu, C. (2021). Improving student feedback literacy in academic writing: An evidence-based framework. Assessing Writing, 48, 100525. Shulin Yu Web of Science
Highly-Cited Paper in the Web of Science – Zheng, Y., & Yu, S.* (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37, 13–24. Yao Zheng; Shulin Yu Web of Science
Best Article Award 2023

ShulinYu, Chunhong Liu, Lingxiang Zhang, “Understanding L2 writers’ lived experiences of informal writing: A phenomenological approach“

 Shulin Yu, Chunhong Liu, Lingxiang Zhang Journal of Second Language Writing
Reaching Out Award 2013-14 Shulin Yu The Chinese University of Hong Kong, Hong Kong
WUN (Worldwide Universities Network) Award Shulin Yu Global Scholarship Programme for Research Excellence (2013-14)
Postgraduate Student Grant for Overseas Conference Presentation, 2013 Shulin Yu HAAL (Hong Kong Association for Applied Linguistics)
Excellent research achievement award (2012-2013) Shulin Yu Shandong Soft Science Research, Shandong Province
Hong Kong Postgraduate Scholarship (2011-2014) Shulin Yu The Chinese University of Hong Kong, Hong Kong
Excellent Prize in the 6th National Basic Foreign Language Education Research Contest. Shulin Yu National Research Center for Foreign Language Education & China Basic Foreign Language Education Research & Training Center, 2010, P. R. China.
Second Prize in the 5th National Basic Foreign Language Education Research Contest Shulin Yu National Research Center for Foreign Language Education & China Basic Foreign Language Education Research & Training Center, 2009, P. R. China.

Books/Monographs

  1. Yu, S. (2024). Peer Assessment in Writing Instruction. Cambridge University Press. (62 pages) https://doi.org/10.1017/9781009429979
  2. Geng, F., & Yu, S. (2024). Understanding the Emotions of Second Language Writing Teachers: A Chinese Tertiary Educational Context. Springer: Singapore. (201 pages) https://doi.org/10.1007/978-981-97-4484-8
  3. Zhang, D., & Yu, S. (2024). Assessing L2 Digital Multimodal Composing Competence (Routledge Focus on Applied Linguistics). Routledge: London. (134 pages) https://doi.org/10.4324/9781003475729c

Journal articles (selected)

  1. Ferris, D., Mak, P., & Yu, S. (2026). Feedback Practices Revisited: Looking back, Moving forward: An Interview with Professor Dana Ferris. RELC Journal. [SSCI, 2024 IF= 6.2, 5 year IF= 4.7, SJR= Q1 for Linguistics]
  2. Yu, S. (2026). A qualitative inquiry into L2 doctoral students’ experiences of the negative impact of writing feedback. Teaching in Higher Education. [SSCI, 2024 IF= 2.4, 5 year IF= 3.6, SJR= Q1 for Education & Educational Research]
  3. Zheng, Y., Liu, C., & Yu, S. (2026). “How should I assess their writing? It’s a headache for me.”: Understanding teacher assessment literacy in the collaborative writing context. Teaching and Teacher Education. [SSCI, 2024 IF= 3.9, 5 year IF= 4.9, SJR= Q1 for Education & Educational Research]
  4. Liang, C., Yu, S., Zhou, N., & Geng, F. (2026). Unacclimatized?: Understanding the potential of labor-based contract grading interventions in Chinese EFL writing contexts. Assessing Writing. [SSCI, 2024 IF= 5.5, 5 year IF= 5.6, SJR= Q1 for Linguistics]
  5. Wang, S., & Yu, S. (2025). Towards conceptualizing internal feedback in higher education: Implications for feedback research and practice. Assessment & Evaluation in Higher Education. [SSCI, 2024 IF= 3.8, 5 year IF= 5.5, SJR= Q1 for Education & Educational Research]
  6. Yu, S., Zhang, D.*, & Liu, C. (2025). Research into practice: Digital multimodal composition in L2 writing. Language Teaching. DOI: https://doi.org/10.1017/S0261444824000375 [SSCI, 2024 IF= 5.1, 5 year IF= 5.8, SJR= Q1 for Education & Educational Research; SJR=Q1 for Linguistics]
  7. Yu, S., Wu, P.*, & Liang, C. (2025). “It’s very well written!”: Revisiting praise in teacher written feedback from the perspective of feedback literacy. Applied Linguistics, 1-22. https://doi.org/10.1093/applin/amaf033 [SSCI, 2024 IF= 4.2, 5 year IF= 4.8, SJR= Q1 for Linguistics]
  8. Yu, S.*, Ye, Y., & Mao, Z. (2025). Mapping individual networks of practice in master’s thesis writing: A multiple case study. International Journal of Applied Linguistics. [SSCI, 2024 IF= 1.7, 5 year IF= 2.1, SJR= Q1 for Linguistics; Q2 for Education & Educational Research]
  9. Yu, S.* (2025). Is informal writing only for fun?: Revisiting the learning potential of informal writing in second language (L2) contexts. European Journal of Education. [SSCI, 2024 IF= 3.6, 5 year IF= 4.0, SJR= Q1 for Education & Educational Research]
  10. Liu, S., Liang, C., & Yu, S. (2025). Investigating university students’ intention and application of generative AI tools in L1 and L2 writing across formality: A mixed-method study. [SSCI, 2024 IF= 5.6, 5 year IF= 6.7, SJR= Q1 for Education & Educational Research]
  11. Zhang, H., Yu, S., & Zheng, Y. (2025). A longitudinal inquiry into L2 students’ emotions in project-based collaborative writing. Thinking Skills and Creativity. [SSCI, 2024 IF= 4.5, 5 year IF= 4.9, SJR= Q1 for Education & Educational Research]
  12. Zhou, Y., & Yu, S.* (2025). Understanding the hidden curriculum in second language writing classrooms: Learning beyond writing. European Journal of Education. [SSCI, 2024 IF= 3.6, 5 year IF= 4.0, SJR= Q1 for Education & Educational Research]
  13. Liang, C., Zhou, N., & Yu, S.* (2025). Investigating Chinese parents’ growth mindset and their parenting practices in children’s English learning. European Journal of Education. [SSCI, 2024 IF= 3.6, 5 year IF= 4.0, SJR= Q1 for Education & Educational Research]
  14. Zhou, Y., & Yu, S.* (2025). A hidden curriculum perspective on student preparedness to navigate L2 writing curriculum transitions. International Journal of Applied Linguistics.[SSCI, 2024 IF= 1.7, 5 year IF= 2.1, SJR= Q1 for Linguistics; Q2 for Education & Educational Research]
  15. Yu, S.*, & Liu, S. (2025). Teaching writing in the Chinese primary and secondary School contexts: An analysis of the discourses of writing in L2 curriculum documents. International Journal of Applied Linguistics. [SSCI, 2024 IF= 1.7, 5 year IF= 2.1, SJR= Q1 for Linguistics; Q2 for Education & Educational Research]
  16. Yu, S.* (2025). Profiling second language writing teachers: Discourses from the published literature. Future in Educational Research.
  17. Guo, K., Zhang, E., Li, D., & Yu, S. (2025). Using AI‐supported peer review to enhance feedback literacy: An investigation of students’ revision of feedback on peers’ essays. British Journal of Educational Technology. [SSCI, 2024 IF= 8.1, 5 year IF= 8.1, SJR= Q1 for Education & Educational Research]
  18. Geng, F., Yu, S.*, & Zhou, N. (2025). Exploring the effect of L2 writing teachers’ emotional intelligence on their professional well‐being: The mediating role of emotional labour strategies. European Journal of Education, e12764. [SSCI, 2024 IF= 3.6, 5 year IF= 4.0, SJR= Q1 for Education & Educational Research]
  19. Yuan, K., Yu, S.*, & Liu, S. (2025). Understanding student teachers’ learning from negative experiences of feedback during teaching practicum in the Chinese EFL contexts: A feedback literacy perspective. Language Teaching Research. [SSCI, 2024 IF= 3.8, 5 year IF= 5.3, SJR= Q1 for Education & Educational Research; Q1 for Linguistics]
  20. Tang, Z., Yu, S., & Liang, C (2025). Implementing collaborative writing in Macau EFL writing classes: An exploratory practice. The Journal of Asia TEFL. [Scopus, Q2]
  21. Li, Q., Yu, S., & Jiang, L. (2025). Exploring the motivational profiles of Macao Portuguese LOTE learners: A tale of eight local adult learners. Journal of Multilingual and Multicultural Development, 1-21. [SSCI, 2024 IF= 3.9, 5 year IF= 3.7, SJR=Q1 for Linguistics]
  22. Yu, S., Zhou, N., & Jiang, L. (2024). Secondary students’ L2 writing motivation and engagement: the impact of teachers’ instructional approaches and feedback practices. Applied Linguistics Review, (0). [SSCI, 2023 IF= 2.1, 5 year IF= 2.2, SJR=Q1 for Linguistics]
  23. Liang, C., Zhou, N., & Yu, S.* (2024). Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach. Language Teaching Research, 13621688241279392. [SSCI, 2023 IF= 3.3, 5 year IF= 4.3, SJR=Q1 for Education & Educational Research, Q1 for Linguistics]
  24. Wang, X., Yu, S., & Jiang, L. (2024). Understanding master’s students’ academic emotional experiences in thesis writing in EMI settings: A positive psychology perspective. System, 124, 103361. [SSCI, 2023 IF= 4.9, 5 year IF= 5.5, SJR= Q1 for Education & Educational Research, Q1 for Linguistics]
  25. Liang, C., & Yu, S.* (2024). Investigating critical language awareness pedagogy in China: a case study of a Chinese university EFL teacher. Language Awareness, 33(3), 488-506. [SSCI, 2023 IF= 1.5, 5 year IF= 2, SJR= Q2 for Linguistics]
  26. Zhang, E. D., Liu, C., & Yu, S.* (2024). The impact of a feedback intervention on university students’ second language writing feedback literacy. Innovations in Education and Teaching International, 61(3), 426-442. [SSCI, 2023 IF= 1.9, 5 year IF= 2.1, SJR=Q2 for Education & Educational Research]
  27. Zhang, E. D., & Yu, S.* (2024). ‘I am not omniscient’: an autoethnography inquiry into a novice L2 teacher’s implementation of digital multimodal composing. Computer Assisted Language Learning, 1-29. [SSCI, 2023 IF= 6, 5 year IF= 6.8, SJR=Q1 for Education & Educational Research, Q1 for Linguistics]
  28. Yao, Y., Yu, S., Zhu, X., Zhu, S., & Pang, W. (2024). Examining the mindsets toward students’ writing competence and feedback-giving practices of Chinese university English writing teachers. Studies in Educational Evaluation, 80, 101318. [SSCI, 2023 IF= 2.6, 5 year IF= 2.7, SJR= Q1 for Education & Educational Research, Q2 for Psychology, Educational]
  29. Zheng, Y., & Yu, S.* (2024). Understanding teachers’ practices of implementing collaborative writing in L2 classrooms: A case study. European Journal of Education, e12764. [SSCI, 2023 IF= 2.8, 5 year IF= 3.1, SJR= Q1 for Education & Educational Research]
  30. Jiang, L., Lee, I., & Yu, S.* (2024). Conceptualizing multimodal feedback literacy for L2 writing teachers in the digital age. International Journal of Applied Linguistics, 1–18. https://doi.org/10.1111/ijal.12578 [SSCI, 2023 IF= 1.5, 5 year IF= 1.9, SJR= Q2 for Education & Educational Research, Q2 for Linguistics]
  31. Yu, S.* (2024). Improving writing teacher feedback literacy: The role of an L2 writing teacher education course. European Journal of Education, e12705. [SSCI, 2023 IF= 2.8, 5 year IF= 3.1, SJR= Q1 for Education & Educational Research]
  32. Zhang, E. D., & Yu, S.* (2024). Understanding L2 student writers’ self-assessment in digital multimodal composing: A process-oriented approach. System, 121, 103219. [SSCI, 2023 IF= 4.9, 5 year IF= 5.5, SJR= Q1 for Education & Educational Research, Q1 for Linguistics]
  33. Zhang, E. D., Liu, C., & Yu, S.* (2024). The impact of a feedback intervention on university students’ second language writing feedback literacy. Innovations in Education and Teaching International, 61(3), 426-442. [SSCI, 2023 IF= 1.9, 5 year IF= 2.1, SJR=Q2 for Education & Educational Research]
  34. Geng, F., & Yu, S*. (2024). Exploring doctoral students’ emotions in feedback on academic writing: a critical incident perspective. Studies in Continuing Education, 46(1), 1-19. [SSCI, 2023 IF= 1.9, 5 year IF= 1.8, SJR=Q2 for Education & Educational Research]
  35. Yu, S.*, & Lee I. (2024). Writing assessment and feedback literacy: Where do we stand and where can we go?. Assessing Writing, 60, 100829. [SSCI, 2023 IF= 4.2, 5 year IF= 4.8, SJR=Q1 for Education & Educational Research, Q1 for Linguistics]
  36. Zhou, Y., Yu, S., Liu, B., & Jiang, L. (2024). Examining the role of writing proficiency in students’ feedback literacy development. Applied Linguistics Review, 15(2), 671-697. [SSCI, 2023 IF= 2.1, 5 year IF= 2.2, SJR=Q1 for Linguistics]
  37. 于書林*,朱文蕾,梁承剛 & 王栩栩.(2024).寫作如何教、如何學：對全球寫作教學調查報告的分析. 全球教育展望(03),99-111. doi:CNKI:SUN:WGJN.0.2024-03-009. [CSSSCI，（2020版）複合影響因數：332，（2020版）綜合影響因數：1.881]
  38. 郭燕,于書林 & 徐欣.(2024).批注式閱讀教學對大學英語學習者投入的影響. 現代外語(02),234-245. doi:10.20071/j.cnki.xdwy.20240010.001. [CSSCI，（2020版）複合影響因數：952，（2020版）綜合影響因數：1.386]
  39. Zhang, D., Liu, C., & Yu, S.* (2023). Digital multimodal composing in a second language context: A scoping review of research. 二語寫作 (02),1-17. doi:10.20081/j.cnki.cjslw.2023.07.001.
  40. Xu, H., Ren, W., & Yu, S.* (2023). Collaborative materials design: How a school teacher, a university researcher, and a professional textbook writer interact. RELC Journal, 00336882231157786. [SSCI, 2023 IF= 3.6, 5 year IF= 3.3, SJR=Q1 for Linguistics]
  41. Yu, S.*, Liu, C., & Zhang, L. (2023). Understanding L2 writers’ lived experiences of informal writing: A phenomenological approach. Journal of Second Language Writing, 60, 100979. [SSCI, 2023 IF= 5, 5 year IF= 5.9, SJR=Q1 for Linguistics]
  42. Zhang, E. D., Zhou, N., & Yu, S.* (2023). Assessing L2 secondary student writing feedback literacy and its predictive effect on their L2 writing performance. Language Teaching Research, 13621688231217665. [SSCI, 2023 IF= 3.3, 5 year IF= 4.3, SJR=Q1 for Education & Educational Research, Q1 for Linguistics]
  43. Yao, Y., Yu, S., Zhu, X., Zhu, S., & Pang, W. (2023). Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing. International Review of Applied Linguistics in Language Teaching, (0). [SSCI, 2023 IF= 1.4, 5 year IF= 1.3, SJR=Q2 for Education & Educational Research, Q2 for Linguistics]
  44. Geng, F., Yu, S.*, & Yuan, R. E. (2023). Exploring L2 writing teachers’ feeling rules, emotional labor and regulation strategies. System, 119, 103160. [SSCI, 2023 IF= 4.9, 5 year IF= 5.5, SJR= Q1 for Education & Educational Research, Q1 for Linguistics]
  45. Yu, S., Yuan, K., Zhou, N., & Wang, C. (2023). The development and validation of a scale for measuring EFL secondary teachers’ self-efficacy for English writing and writing instruction. Language Teaching Research, 13621688231174701. [SSCI, 2023 IF= 3.3, 5 year IF= 4.3, SJR=Q1 for Education & Educational Research, Q1 for Linguistics]
  46. Li, M., Yu, S.*, Mak, P., & Liu, C. (2023). Exploring the efficacy of peer assessment in university translation classrooms. The Interpreter and Translator Trainer, 17(4), 585-609. [SSCI, 2023 IF= 1.8, 5 year IF= 2.4, SJR=Q1 for Linguistics]
  47. Zhang, E. D., & Yu, S.* (2023). The development and validation of an L2 student digital multimodal composing competence scale. Computer Assisted Language Learning, 1-26. [SSCI, 2023 IF= 6, 5 year IF= 6.8, SJR=Q1 for Education & Educational Research, Q1 for Linguistics]
  48. 耿峰、于書林*(2023). 英語辯論文寫作的同伴反饋：反饋特征與學習者投入[J]. 外語教育研究前沿. Geng, F., & Yu, S. (2022). Peer feedback in argumentative writing for debating purpose: features and learner engagement. Foreign Language Education in China. Forthcoming. [CSSSCI，（2020版）複合影響因數：813，（2020版）綜合影響因數：1.635]
  49. 于書林*,朱文蕾,張海霞 & 梁承剛.(2023).二語寫作話語視角下高校英語寫作課程建設和教學. 外語界(04),42-48. doi:CNKI:SUN:WYJY.0.2023-04-006. [CSSSCI，（2020版）複合影響因數：293，（2020版）綜合影響因數：3.300]
  50. Hou, Y., Chen, S., & Yu, S. (2023). Unspoken teacher conflict: uncovering female novice teachers’ conflict experiences in professional learning community. Journal of Professional Capital and Community, 8(2), 90-108. [SSCI, 2023 IF= 1.6, 5 year IF= 3.4, SJR=Q2 for Education & Educational Research]
  51. Zhu, W., Yu, S., & Zheng, Y. (2023). Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing. Assessment & Evaluation in Higher Education, 48(8), 1339-1355. [SSCI, 2023 IF= 4.1, 5 year IF= 5.2, SJR=Q1 for Education & Educational Research]
  52. Zhou, Y., & Yu, S.* (2023). Towards more effective and equal L2 writing instruction and curriculum: A hidden curriculum agenda. Innovations in Education and Teaching International, 1-6. [SSCI, 2023 IF= 1.9, 5 year IF= 2.1, SJR=Q2 for Education & Educational Research]
  53. Wang, Y., & Yu, S.* (2023). Learning through EMI (English-medium instruction) in a Macau university: students’ perspectives and content and language outcomes. Asia Pacific Journal of Education, 1-17. [SSCI, 2023 IF= 1.6, 5 year IF= 2.2, SJR=Q2 for Education & Educational Research]
  54. Hou, Y., Chen, S., & Yu, S. (2023). Intersection of culture, professionalism, and gender: why Chinese female novice teachers fail to manage conflicts in professional learning communities. Teaching and Teacher Education, 132, 104244. [SSCI, 2023 IF= 4, 5 year IF= 4.5, SJR=Q1 for Education & Educational Research]
  55. Zhang, E. D., & Yu, S.* (2023). Review of Ricky Lam Benjamin Luke Moorhouse Using digital portfolios to develop students’ writing: A practical guide for language teachers 2022Routledge166Hardcover $59.95. E-Book $24.95. Journal of Second Language Writing, 60. Elsevier Inc. https://doi.org/10.1016/j.jslw.2023.101012 [SSCI, 2023 IF= 5, 5 year IF= 5.9, SJR=Q1 for Linguistics] [Book Review]
  56. Wu, P., Yu, S., & Luo, Y. (2023). The development of teacher feedback literacy in situ: EFL writing teachers’ endeavor to human-computer-AWE integral feedback innovation. Assessing Writing, 57, 100739. [SSCI, 2023 IF= 4.2, 5 year IF= 4.8, SJR=Q1 for Education & Educational Research, Q1 for Linguistics]
  57. Zhang, E. D., & Yu, S*. (2023). Conceptualizing digital multimodal composing competence in L2 classroom: A qualitative inquiry. Computer Assisted Language Learning, 1-29. [SSCI, 2023 IF= 6, 5 year IF= 6.8, SJR=Q1 for Education & Educational Research, Q1 for Linguistics]
  58. Zhang, E. D., & Yu, S*. (2023). Implementing digital multimodal composing in L2 writing instruction: A focus on developing L2 student writers. Innovation in Language Learning and Teaching, 17(4), 769-777. [SSCI, 2023 IF= 3.1, 5 year IF= 2.8, SJR= Q1 for Education & Educational Research, Q1 for Linguistics]
  59. Zhang, E. D., & Yu, S*. (2023). Investigating the relationship between linguistic changes in L2 writers’ paraphrasing, paraphrasing performance and L2 proficiency. Applied Linguistics Review, 14(5), 1451-1473. [SSCI, 2023 IF= 2.1, 5 year IF= 2.2, SJR=Q1 for Linguistics]
  60. Yu, S., Yuan, K., & Wu, P*. (2023). Revisiting the conceptualizations of feedback in second language writing: A metaphor analysis approach. Journal of Second Language Writing, 59, 100961. [SSCI, 2023 IF= 5, 5 year IF= 5.9, SJR=Q1 for Linguistics]
  61. Yu, S., & Jiang, L. (2023). L2 university students’ motivational self system in English writing: A sociocultural inquiry. Applied Linguistics Review, 14(3), 553-578. [SSCI, 2023 IF= 2.1, 5 year IF= 2.2, SJR=Q1 for Linguistics]
  62. Jiang, L., Yu, S.*, Zhou, N., & Xu, Y. (2023). English writing instruction in Chinese students’ experience: A survey study. RELC Journal, 54(1), 37-54. [SSCI, 2023 IF= 3.6, 5 year IF= 3.3, SJR=Q1 for Linguistics]
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  6. Yu, S.*, & Lee, I. (2013). Understanding supervisors’ commentary practices in doctoral research proposal writing: A Hong Kong study. Asia-Pacific Education Researcher, 22(4), 473-483. DOI: 10.1007/s40299-012-0046-9 [SSCI, 2017 IF=0.633, 5 year IF=0.753, SJR=Q4 for Education & Educational Research]
  7. 于書林*（2013）。教師書面回饋中的母語仲介功能探究：社會文化活動理論視角。外語界（CSSCI）, 155（2）, 77-86。[Yu, S.*(2013). The mediating role of L1 in teacher written feedback: A sociocultural perspective. Foreign Language World, 155 (2), 77-86.] [CSSSCI，（2017版）複合影響因數：978, （2017版）綜合影響因數：1.949]
  8. 于書林*、李潔冰（2013）。基於社會文化活動理論的二語寫作同伴回饋系統模型構建。山東外語教學，156 (5)，24-29。[Yu, S.*, & Lee, I. (2013). Constructing the peer feedback model of L2 writing: A sociocultural activity-theory perspective. Shandong Foreign Language Teaching Journal, 156 (5), 24-29.] [（2017版）複合影響因數：845，（2017版）綜合影響因數：0.610]
  9. 于書林*（2013）。教師回饋與同伴回饋：社會文化活動理論視角下的差異與融合。現代外語，36（1），70-7。[Yu, S.* (2013). Teacher feedback and peer feedback: An activity theoretical perspective. Modern Foreign Languages (Quarterly), 36(1), 70-76.] [CSSCI，（2017版）複合影響因數：758，（2017版）綜合影響因數：1.219]
  10. 喬雪峰、于書林（2013）。外語學科博士研究生培養困境及出路：基於博士生資格考試制度的探索。研究生教育研究，5，25-29。[Qiao, X., & Yu, S. (2013). Cultivating PhD Students majoring in foreign language studies: Insights from the perspective of PhD Qualifying Exams. Journal of Graduate Education, 5, 25-29.] [CSSCI，（2017版）複合影響因數：836，（2017版）綜合影響因數：0.673]
  11. 于書林、喬雪峰（2012）。博士生資格考試：篩檢程式還是導航儀？學位與研究生教育，9，64-69。[Yu, S., & Qiao, X. (2012). The qualifying exam: Assessment for learning or assessment of learning? Academic Degrees and Graduate Education, 9, 64-69.] [CSSCI，（2017版）複合影響因數：067，（2017版）綜合影響因數：0.891]
  12. 于書林、韓佶穎、王俊菊（2012）。對大學外語課堂環境的探索性研究。外語界，148（1），27-34。[Yu, S.*, Han, J., & Wang, J. (2012). An exploratory study on the classroom environment of college English teaching and learning. Foreign Language World, 148 (1), 27-34. ] [CSSCI，（2017版）複合影響因數：978，（2017版）綜合影響因數：1.949]
  1. Yu, S., & Wang, J. (2011). Review of Writing in the Devil’s Tongue: A History of English Composition in China. English for Specific Purposes. [SSCI, 2017 IF=362, 5 year IF=1.829, SJR=Q2 for Linguistics]
  2. 黃建濱、于書林（2009）。國內英語寫作研究述評。中國外語，6（4），60-65。[Huang, J., & Yu, S. (2009). Research on second language writing in China: Review and reflections. Journal of Foreign Languages in China], 6(4), 60-65. ] [CSSCI，（2017版）複合影響因數：382，（2017版）綜合影響因數：1.075]
  3. 黃建濱、于書林（2009）。20世紀90年代以來我國大學英語教材研究：回顧與思考。外語界，11（2），3-8. [Huang, J., & Yu, S. (2009). A survey of the researches into the college English textbooks in China since the 1990s. Foreign Language World, 6, 77-83.] [CSSSCI，（2017版）複合影響因數：978，（2017版）綜合影響因數：1.949]

Keynote, Plenary and Invited Talks and Conference Presentations

  1. Yu, S. (2025, June). Practice-Based English Writing Research: Research Methods and Publication Strategies. 2025 Academic Salon for English Writing Center in Chinese Universities: Advancing Writing Instruction & Writing Centers in the Age of Generative AI. Shenzhen Technology University, Shenzhen. (Keynote speaker).
  2. Yu, S. (2024, December). Feedback in second language writing education: From enhancing writing accuracy to fostering L2 writer development. The 3rd International Symposium on Sustainable Development of Education in China and the World. Southwest University, Chongqing. (Keynote speaker).
  3. Yu, S. (2024, November). In what ways can artificial intelligence enhance learners’ writing experiences and feedback competency. Research Forum on Innovations in Foreign Language Education Empowered by Generative AI. Guangdong University of Foreign Studies, Guangzhou. (Keynote speaker)
  4. Yu, S. (2024, November). The roles of writing tasks, writing processes, and writers in second language writing feedback research. The Sixth Xu-Argument Seminar. Northwest Normal University, Lanzhou, China. (Keynote speaker)
  5. Wu, P., & Yu, S. (2024). Unpacking the developmental trajectory of L2 writing teacher feedback literacy from an activity theory perspective. The 14th Conference on Teaching and Researching EFL Writing. Shanghai International Studies University, Shanghai. 25-27, October, 2024.
  6. Liu, S., & Yu, S. (2024). Developing a framework of discourses of writing and learning to write in L2 contexts. The 14th Conference on Teaching and Researching EFL Writing. Shanghai International Studies University, Shanghai. 25-27, October, 2024.
  7. Tang, Z., Liang, C., & Yu, S. (2024). Implementing Collaborative Writing in Macau EFL Writing Classes: An Exploratory Practice. The 14th Conference on Teaching and Researching EFL Writing. Shanghai International Studies University, Shanghai. 25-27, October, 2024.
  8. Yu, S., Mao, Z., Zhang, E. D., Wu, P., Liang, C., & Liu, S. (2024). Understanding computer-mediated L2 writing assessment and feedback research in Chinese university and school contexts: From research to practice. The 14th Conference on Teaching and Researching EFL Writing. Shanghai, China, 25-27, October, 2024. (Invited colloquium)
  9. Yu, S. (2023, December). Praise or Criticism: Understanding the dark side of feedback in second language writing. Shanghai University of International Business and Economics, Shanghai, China. (Invited speaker)
  10. Liang, C. & Yu, S. (2023). Investigating Critical Language Awareness Pedagogy in China: A Case Study of a Chinese University EFL Teacher. 2023 Global English Education China Assembly. China Daily joint with SISU and City University of Macau, Macau S.A.R., China. 27-30, July, 2023.
  11. Yuan, K. & Yu, S. (2023). Understanding EFL student teacher’s feedback literacy on dealing with negative feedback experiences during teaching practicum: A case study in Macau. 2023 Global English Education China Assembly. China Daily joint with SISU and City University of Macau, Macau S.A.R., China. 27-30, July, 2023.
  12. Wu, P. & Yu, S. (2023). The development of teacher feedback literacy in situ: EFL writing teachers’ endeavor to human-computer-AWE integral feedback innovation. 2023 Global English Education China Assembly. China Daily joint with SISU and City University of Macau, Macau S.A.R., China. 27-30, July, 2023.
  13. Yu, S., & Zhou, N. (2023). Advanced Workshop on Qualitative Research Methods and Academic Writing in Foreign Language Education. Shanghai International Studies University, Shanghai, China. July 31-August 3, 2023. (Invited Workshop & Seminar)
  14. Yuan, K. & Yu, S. (2023). Student Teachers’ Emotional Responses to Supervisor and Mentor Feedback during Teaching Practicum: A Macau Study. ELC 2023 International Conference. College of Liberal Arts, Shantou University, China. 15-16, April, 2023.
  15. Yu, S. (2023). Open the window of academic research (打開學術研究之窗). Foreign Studies, China West Normal University (西華師範大學), Nanchong, China. February, 2023. (Invited Speaker).
  16. Yu, S. (2022, November). The dark side of feedback in second language writing. Shanghai international Studies University, Shanghai, China. (Invited speaker)
  17. Yu, S. (2022, November). From Theory to Practice: The impact of l2 writing teacher education programs on writing teachers. Virtual teaching-research section for the English writing course, Ministry of Education. Shandong University, Jinan, China. (Invited speaker)
  18. Yu, S. (2022, November). The application of qualitative research methods in foreign language education research. School of Foreign Studies, Wuhan University of Science and Technology, Wuhan, China. (Invited speaker)
  19. Zhang, E. D., & Yu, S. (2022). Conceptualizing digital multimodal composing competence in L2 classroom: A qualitative inquiry. The 18th International Conference on CALL. Xi’an, China. 11-13, November, 2022
  20. Zhou, Y., & Yu, S. (2022). A hidden curriculum perspective on student preparedness to navigate L2 writing curriculum transitions. The 13th Conference on Teaching and Researching EFL Writing, Xi’an, China. 29-30, October, 2022.
  21. Geng, F., & Yu, S. (Oct., 2022). The impact of university L2 writing teachers’ emotional regulation on their classroom instructional behavior. Paper orally presented at the 13th Symposium on Second Language Writing and Research. Xi’an, China.
  22. Zhang, E. D., & Yu, S. (2022). The impact of a feedback intervention on university students’ L2 writing feedback literacy. The 13th Conference on Teaching and Researching EFL Writing. Xi’an, China. 29-30, October, 2022.
  23. Yuan, K. & Yu, S. (2022). Adaptation and validation of Secondary EFL Teacher Self-Efficacy for Writing (SETSEW) questionnaire. The 13th Conference on Teaching and Researching EFL writing. School of Foreign Studies, Xi’an Jiaotong University. Xi’an, China. 29-30, October, 2022.
  24. Wu, P., Yu, S., & Luo, Y. (2022).The development of teacher feedback literacy in situ: EFL writing teachers’ agency in human-computer-AWE integral feedback innovation. The 13th Conference on Teaching and Researching EFL Writing. School of Foreign Studies, Xi’an Jiaotong University. Xi’an, China. 29-30, October, 2022.
  25. Zhang, E. D., & Yu, S. (2022). The development and validation of L2 digital multimodal composing competence scale and its impact on Chinese EFL learners’ L2 writing practices. The 8th International Conference of the Asian Association for Language Assessment (AALA). Chennai, India. 26-28, October, 2022.
  26. Yu, S. (2022, October). Source-based writing: Difficulties it presents for students and how teachers can assist by Rosemary Wette. The 13th Conference on Teaching and Researching EFL Writing. School of Foreign Studies, Xi’an Jiaotong University, Xi’an. (Invited host).
  27. Yu, S. (2022, October). New directions in second language writing research: L2 writing curriculum, teacher emotions, and feedback literacy. The 13th Conference on Teaching and Researching EFL Writing. School of Foreign Studies, Xi’an Jiaotong University, Xi’an. (Invited colloquium).
  28. Yu, S. (2022, August). Discourses of writing and learning to write in L2 writing curriculum in Chinese universities. 2022 High-level Forum for Second Language Writing in China. Shandong University, Jinan, China. (Plenary speaker)
  29. Geng, F., & Yu, S. (Oct., 2021). Helping L2 writing teachers thrive: Empirical research on L2 writing teachers’ emotional labor and emotional labor strategies. Paper orally presented at the 4th International Symposium on Teacher Education. Beijing, China.
  30. Geng, F., & Yu, S. (Sep., 2021). L2 Writing Teachers’ Emotional Labor and Emotional labor Strategies. Paper orally presented at the “2021 Symposium on Foreign Language Teacher Education and Development in the Great Bay Area”, South China Normal University, Guangzhou, China.
  31. Yu, S. (2021, September). Second language writing teacher education. The 2021 Symposium on Foreign Language Teacher Education and Development in the Great Bay Area. School of Foreign Studies, South China Normal University, Guangzhou, China. (Invited colloquium).
  32. Yu, S. (2021, August). The negative impact of feedback in second language writing: An analysis of writers’ critical incidents. 2021 High-level Forum for Second Language Writing in China. Shandong University, Jinan, China. (Plenary speaker)
  33. Geng, F., & Yu, S. (May., 2021). Doctoral students’ academic emotions towards feedback on academic writing. Paper orally presented at the 1st Doctoral Forum held by Faculty of Education, Macau, China.
  34. Yu, S. (2020, November). The learning-promotive mechanisms of written feedback in L2 writing. School of Foreign Studies, Huazhong Agricultural University, Wuhan, China. (Invited speaker)
  35. Yu, S. (2020, November). Written feedback in L2 writing: Tracing the professional learning of writing teachers. School of Foreign Studies, Northeast Normal University, Changchun, China. (Invited speaker)
  36. Yu, S. (2020, November). International directions and emerging trends in research on written feedback. School of Foreign Studies, Huazhong University of Science and Technology, Wuhan, China. (Invited speaker)
  37. Yu, S. (2020). The learning-promotive mechanisms of second language (L2) writing feedback (二語寫作反饋的促學發生機制). Luoyang Normal University (洛陽師範學院), Luoyang, China. 13, November, 2020. (Invited Speaker).
  38. Yu, S. (2020, October). New directions in peer feedback research in second language writing. The 12th Conference on Teaching and Researching EFL Writing. Beijing Foreign Studies University, Beijing, China. (Plenary speaker)
  39. Yu, S. (2019, December ). Graduate Academic Workshop: Qualitative Research and International Journal Publication. Shanghai international Studies University (上海外國語大學), Shanghai, China. (Invited Workshop & Seminar)
  40. Yu, S. (2019). Feedback research on second language writing: Voices from Feedback providers (二語寫作反饋研究：來自反饋者的聲音). School of Foreign Studies, China West Normal University (西華師範大學), Nanchong, China. 18, December, 2019. (Invited Speaker).
  41. Yu, S. (2019). Second language writing research: Resources, issues, and methodologies (二語寫作研究：資源、議題與方法論). Changzhi University (長治學院), Changzhi, China. 11, December, 2019. (Invited Speaker).
  42. Yu, S. (2019). The learning mechanisms underlying feedback-giving behaviors in second language writing (二語寫作反饋給予行為的學習發生機制). School of Foreign Studies, Shandong University (山東大學), Jinan, China. 19, November, 2019. (Invited Speaker).
  43. Zheng, Y., & Yu, S. (June., 2019). Exploring tertiary English language teachers’ perceptions of collaborative student writing. Paper orally presented at International Conference on Effective Learning and Development of Diverse English Language Learners. Xi’an, China.
  44. Yu, S. (2018). Coding in qualitative research. Seminar for PhD students in Faculty of Education, University of Macau, Macau, China. (Invited speaker)
  45. Yu, S. (2018). Understanding student engagement with feedback on academic writing. Faculty of Business English, Shanghai University of International Business and Economics, Shanghai, China. (Invited speaker)
  46. Yu, S. (2018). Publishing in referred journals: Issues, challenges and strategies. Shanghai Jiaotong University, Shanghai, China. (Invited speaker)
  47. Yu, S. (2018, November). Research on learner engagement with feedback in second language writing. School of Foreign Studies, Chongqing University, Chongqing, China. (Invited speaker)
  48. Yu, S. (2018, November). Key issues and research methodologies in second language writing instruction. School of Foreign Studies, Chongqing University, Chongqing, China. (Invited speaker)
  49. Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. 2018 International Conference on Teaching and Researching EFL Writing. Nanjing, China. 12-15, October, 2018.
  50. Yu, S. (2018). Investigating novice academic writers’ engagement with reviewer feedback: Insights from a case study. 2018 International Conference on Teaching and Researching EFL Writing. Nanjing, China, 12-15, Oct, 2018.
  51. Yu, S. (2018). How to report qualitative research in English international journals (如何在英語國際期刊上報告定性研究). Xi’an University of Posts & Telecommunications (西安郵電大學), Xi’an, China. 14, September, 2018. (Invited Speaker).
  52. Yu, S. (2018). How to report qualitative studies in journal manuscripts? School of Foreign Studies, Chang An University (長安大學), Xi’an, China. 13, September, 2018. (Invited Speaker).
  53. Yu, S., & Zheng, Y. (2018). Understanding student engagement with peer feedback on master’s theses: A Macau study. The 17th Symposium on Second Language Writing. Vancouver, Canada. 2-4, August, 2018.
  54. Zheng, Y., & Yu, S. (2018). Understanding Chinese university students’ emotional responses towards teacher written corrective feedback in L2 writing. The 17th Symposium on Second Language Writing. Vancouver, Canada. 2-4, August, 2018.
  55. Yu, S. (2018, May). Peer feedback in second language writing: From practice to research. Seminar on English writing instruction reform in the new era and open week of English writing courses. Guangdong University of Foreign Studies, Guangzhou, China. (Invited speaker)
  56. Yu, S. (2018, May). How to report qualitative studies in journal manuscripts? Faculty of Education, East China Normal University, Shanghai, China. (Invited workshop)
  57. Yu, S. (2018, May). Workshop-Writing for publication in peer-reviewed journals: What is successful academic writing? Faculty of Education, East China Normal University, Shanghai, China. (Invited workshop)
  58. Yu, S. (2018, May). Publishing qualitative research in peer-reviewed journals: From submission to acceptance. Faculty of Education, East China Normal University, Shanghai, China. (Invited workshop)
  59. Yu, S., & Zheng, Y. (2017) Written corrective feedback strategies in EFL translation classrooms. The 8th International Conference on English Language Teaching in China. Xi’an, China. 20-22, October, 2017.
  60. Zheng, Y., & Yu, S. (2017). Student engagement with teacher written corrective feedback. The 8th International Conference on English Language Teaching in China. Xi’an, China. 20-22, October, 2017.
  61. Wang, B., Yu, S., & Teo, T. (2017). Investigating EFL teachers’ commentary practices in student oral presentations. The 7th Conference on Foreign Language Teacher Education, Changchun, China, 23-24, September, 2017.
  62. Wang, B., Teo, T. & Yu, S. (2017). Understanding EFL Teachers’ Commentary Practices in Oral Presentations: A Case Study of Three Experienced Tertiary Teachers in Mainland China. The 6th International Conference on English, Discourse and Intercultural Communication (EDIC), Macau, 6-8, June, 2017.
  63. Zhang, Y., & Yu, S. (2017). A review of research on feedback on practicum of pre-service ESL teachers (2008-2016): Key findings and emerging themes. The 6th International Conference on English, Discourse and Intercultural Communication (EDIC), Macau, 6-8, June, 2017.
  64. Yu, S. (2016, November). Qualitative Research Software: Past and Present. FED Lunch Seminar Series 3. Faculty of Education, University of Macau, Macau, China. (Invited speaker)
  65. Yu, S. (2016). Can students with higher L2 proficiency learn from group peer feedback in L2 writing? The 8th EFL writing symposium, Taiyuan, Shanxi, China, 24-30, September.
  66. Yu, S. (2016, May). Understanding Chinese cultural issues in peer feedback. The 2nd conference on writing education across borders. Guangdong University of Foreign Studies, Guangzhou, China. (Keynote speaker)
  67. Yu, S. (2014, June). Understanding the mediating role of L1 in teacher written feedback of L2 writing. The 5th Hong Kong Association of Applied Linguistics (HAAL) conference. The Hong Kong Polytechnic University, Hongkong, China. (Invited speaker)
  68. Yu, S., & Lee, I. (2013). Understanding supervisors’ commentary practices in doctoral research proposal writing: A Hong Kong study. Symposium on Second Language Writing (SSLW), Jinan, Shandong, 17-21 October, 2013.
  69. Yu, S. (2013). The use of first language in peer feedback of L2 writing: A sociocultural perspective. Doctoral forum, 2013 TESOL Convention, Dallas, United States, March 20, 2013.
  70. Yu, S., & Lee, I. (2013). Understanding teacher written feedback: Use of L1 and L2, functions of speech and their interface. American Association of Applied Linguistics (AAAL) 2013 Conference, Dallas, United States, March 16-19, 2013.
  71. Yu, S., & Lee, I. (2012). An exploratory study on L1 use in peer written feedback: An activity-theory perspective. Eighth International Symposium on EFL Writing Research and Teaching. Shandong University, Jinan, China, October 2012.
  72. Yu, S. (2012). 社會文化活動論視角下的外語教材評價研究-以外教社《泛讀教程》為個案. The Fifth National Symposium on ELT in China. School of Foreign languages, Sichuan International Studies University, Chongqing, China. April. 13-15, 2012.
  73. Yu, S., Zhang, J., & Huang, J. (2009). The Evolution of English Teaching Materials for English Majors in China: Review and Reflections.” Paper presented as part of the featured panel, “Curriculum Design & Teaching Reform for English Majors” at 2009 China English Language Education Association (CELEA) Annual Conference, Dalian, China. October 23, 2009.