Full-time faculty appointment

Administrative appointment

Other appointment

Teaching experience at the K-12 sector

10/2017-04/2018       IB Chinese Teacher

Victoria Shanghai Academy, Hong Kong SAR, China

05/2008-05/2010       Chinese Language Teacher

Kanchanapisek High School, Nakhon Pathom Province, Thailand

Teaching experience at the tertiary sector

09/2015-01/2017       Lecturer in Chinese Studies

Faculty of Education, University of Hong Kong, Hong Kong SAR, China

09/2010-07/2013       English Teacher

Zhengzhou University, China

09/2005-07/2007       Chinese Language Instructor

School of International Education, Zhengzhou University, China

AREAS OF RESEARCH INTEREST AND RESEARCH EXPERTISE

• Chinese education
• Teaching and learning Chinese as a second/foreign language
• Intercultural education
• Teacher education and development
• Technology and language education

• Intercultural communication
• Chinese education
• Teaching and learning Chinese as a foreign/second language
• Teacher education and development
• Technology and language education

Chinese (Mandarin/Putonghua & Cantonese); English; Thai

Citations: 1817; h-index: 15; i10-index: 19 (as of 16/10/2024)

Please Note:

* indicates corresponding authorship

† indicates Highly-Cited Paper in the Web of Science

Peer-reviewed journal articles

49. Gong, Y., Chen, M. & An, Z. (2024). Examining the impact of foreign language anxiety and language contact on oral proficiency: A study of Chinese as a second language learners. International Review of Applied Linguistics in Language Teaching (IRAL). https://doi.org/10.1515/iral-2023-0328. [SSCI; Impact factor: 1.4; 2 citations]

48. Zhai, S., Gong, Y., & Zhang, L. (2024). Challenges and strategies in teaching Mandarin Chinese tones: A study on teachers of Chinese as an additional language (CAL) in Macau. Researching and Teaching Chinese as a Foreign Language, 4(2), 106-124. https://doi.org/10.1558/rtcfl.28844. [Equinox]

47. Zhang, L. & *Gong, Y. (2024). A systematic review of research on early career academics’ identity in neoliberal higher education from 2008 to 2022. Higher Education Research & Development. https://doi.org/10.1080/07294360.2024.2354288. [SSCI; Impact factor: 3.2; 2 citations]

46. Chen, M., Gong, Y., & An, Z. (2024). The role of linguistic identification and motivation in oral proficiency: A study on learners of Chinese as a second language (CSL). Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2024.2352159. [SSCI & AHCI; Impact factor: 2.7; 1 citation]

45. *Gong, Y., & Gao, X. (2024). Language teachers’ identity tensions and professional practice in intercultural teaching. Language Teaching Research. https://doi.org/10.1177/13621688241241125. [SSCI; Impact factor: 4.2; 6 citations]

44. Huang, J., Zhang, Y., Zhu, A. Y. F., Gong, Y., & Kong, H. M. R. (2024). Distinguishing Subtypes of Self-Efficacy among Secondary School Teachers: A Latent Profile Analysis. Journal of Teacher Education. https://doi.org/10.1177/00224871241234872. [SSCI; Impact factor: 3.9]

43. An, Z., *Gong, Y., & Chen, M. (2024). The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency. International Review of Applied Linguistics in Language Teaching (IRAL). https://doi.org/10.1515/iral-2023-0221. [SSCI; Impact factor: 1.5; 4 citations]

42. *Gong, Y., & Lai, C. (2024). Editorial: Teaching and learning Chinese as a foreign or second language: The educational psychology perspective. Frontiers in Psychology, 15: 1333836. https://doi.org/10.3389/fpsyg.2024.1333836. [SSCI; Impact factor: 3.8; 1 citation]

41. Gong, Y., Pang, Q., & Li, W. (2023). Engaging students in the online classroom: A case study on teachers of Chinese as a foreign language. Journal of Technology and Chinese Language Teaching, 14(2), 25-43. http://www.tclt.us/journal/2023v14n2/gongpangli.pdf. [SCOPUS & ECSI; Impact factor: 1.3]

40. *Gong, Y., Zheng, Y., & Gao, X. (2023). Portuguese language learning and capital access: A study on university students in Macau. Porta Linguarum, 8, 133–149. https://doi.org/10.30827/portalin.viVIII.29243. [SSCI, AHCI; Impact factor: 1.2; 3 citations]

39. *Gong, Y., & Zhang, H. (2023). Special Issue Editorial: Teaching and Learning Chinese as a Heritage Language (CHL). Researching and Teaching Chinese as a Foreign Language, 4(1), 41-48. https://doi.org/10.1558/rtcfl.26367. [Equinox; 1 citation]

38. Lai, C., Lyu, B., & Gong, Y. (2023). 外語教學活動設計中的教師數位素養框架. 外語界 (Foreign Language World), 3(216), 31-38. [In Chinese; CSSCI]

37. Cai, Z. Liu, C., Ho, K., Gong, Y., & Tan, G. (2023). 粵港澳大灣區武術課程建構研究 (A study on the curriculum design of Wushu for Guangdong-Hong Kong-Macau Greater Bay Area). 廣州體育學院學報 (Journal of Guangzhou Sport University), 43(2), 79-86. [In Chinese; CSSCI]

36. Yang, H., & *Gong, Y. (2023). Preservice teachers’ epistemic agency during practicums: Case studies from Macau. Language, Culture and Curriculum, 36(4), 471-488. https://doi.org/10.1080/07908318.2023.2239848.

35. Li, W., & *Gong, Y. (2023). The role of social networks in academic discourse socialization: Insights from degree-seeking multilingual international students in China. Multilingua, 42(5), 707-738. https://doi.org/10.1515/multi-2022-0106. [SSCI & AHCI; Impact factor: 1.667; 5 citations]

34. Li, W., *Gong, Y., & Wang, Y. (2022). 國際中文教學的社會文化視角：SSCI 期刊文獻視覺化分析 (The sociocultural perspective in international Chinese teaching: Visualization analysis on SSCI-indexed journal publications). 國際漢語教學研究 (Journal of International Chinese Teaching), 4(36), 67-77. [In Chinese; CSSCI]

33. Chen, M., An, Z., & Gong, Y. (2022). 社會網路和語言認同對漢語二語口語產出的影響 (The influence of social network and language identity on L2 Chinese oral production). 語言文字應用 (Applied Linguistics), 4, 88-102. [In Chinese; CSSCI]

32. *Gong, Y., Thapa, C. B., & Gao, X. (2022). Racialization and English learning: The experiences of Nepali secondary school students in Hong Kong. Current Issues in Language Planning, 24(5), 554-572. https://doi.org/10.1080/14664208.2022.2153398. [SSCI & AHCI; Impact factor: 2.030; 3 citations]

31. Li, W., & Gong, Y. (2022). Agency in the nexus of identity and social network: Understanding the second language socialization experiences of international students in China. Journal of Language, Identity & Education, 1-19. https://doi.org/10.1080/15348458.2022.2092484. [SSCI & AHCI; Impact factor: 1.770; 19 citations]

30. Zhang. L., & *Gong, Y. (2022). Language Teacher Agency: Jian Tao and Xuesong Andy Gao, Cambridge and New York, Cambridge University Press, 2021. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2110322. [SSCI & AHCI; Impact factor: 1.961]

29. *Gong, Y., Lai, C., Gao, X., Li, G., Huang, Y., & Lin, L. (2022). Teacher cognition in teaching intercultural communicative competence: A qualitative study on preservice Chinese language teachers in Hong Kong SAR, China. Frontiers in Psychology, 13, 939516. https://doi.org/10.3389/fpsyg.2022.939516. [SSCI; Impact factor: 4.232; 4 citations]

28. *Gong, Y., Lai, C., & Gao, X. (2022). Language teachers’ identity in teaching intercultural communicative competence. Language, Culture and Curriculum, 35(2), 134-150. https://doi.org/10.1080/07908318.2021.1954938. [SSCI & AHCI; Impact factor: 2.214; 62 citations]

27. Lin, L., Gong, Y., & Xu, N. (2021). Online self-regulated learning profiles: A study of Chinese as a foreign language learners. Frontiers in Psychology, 12, 797786. https://doi.org/10.3389/fpsyg.2021.797786. [SSCI; Impact factor: 4.232; 17 citations]

26. *Gong, Y., Gao, X., Li, M, & Lai, C. (2021). Cultural adaptation challenges and strategies during study abroad: New Zealand students in China. Language, Culture and Curriculum, 34(4), 417-437. https://doi.org/10.1080/07908318.2020.1856129. [SSCI & AHCI; Impact factor: 1.439; 146 citations]

25. *Gong, Y., Fan, C. W., & Wang, C. (2021). Teacher agency in adapting to online teaching during COVID-19: A case study on teachers of Chinese as an additional language in Macau. Journal of Technology and Chinese Language Teaching, 12(1), 82-101. http://www.tclt.us/journal/2021v12n1/gongfanwang.pdf. [SCOPUS & ECSI; 13 citations]

24. Gong, Y., Gao, X., Li, C. & Xue, L. (2021). Language practice in the multilingual workplace: A Confucius Institute in Macau. Círculo de Lingüística Aplicada a la Comunicación, 86, 43-54. https://doi.org/10.5209/clac.75494. [SSCI; Impact factor: 0.583; 6 citations]

23. Hsiang, T. P., Graham, S., Wang, Z., & Gong, Y. (2021). How Chinese characters are taught: An analysis of three popular textbooks used in Macao. Technology, Knowledge and Learning, 26(2), 355-381. https://doi.org/10.1007/s10758-021-09492-8. [SCOPUS & ECSI; Impact factor: 1.67; 9 citations]

22. Lyu, B., Lai, C., Lin, C-H., & *Gong, Y. (2021). Comparison studies of typing and handwriting in Chinese language learning: A synthetic review. International Journal of Educational Research, 106. https://doi.org/10.1016/j.ijer.2021.101740. [SSCI; Impact factor: 1.976; 52 citations]

†21. *Gong, Y., Guo, Q., Li, M., Lai, C., & Wang, C. (2021). Developing literacy or focusing on interaction: New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China. System, 98, 102462. https://doi.org/10.1016/j.system.2021.102462. [SSCI; Impact factor: 3.167; 76 citations]

20. Tsung, L., & *Gong, Y. (2021). A corpus-based study on the pragmatic use of the Ba construction in early childhood Mandarin Chinese. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.607818. [SSCI; Impact factor: 2.990; 12 citations]

19. Hsiang, T. P., Wang, Z., & Gong, Y. (2020). 雙語教育下小學漢字教學的挑戰與因應: 澳門的研究發現與啟示 (Facing the challenges of teaching Chinese characters in bilingual primary schools: A study of Macao and its implications). 臺灣教育評論月刊 (Taiwan Educational Review Monthly), 9(10), 60-70. http://www.ater.org.tw/journal/article/9-10/topic/12.pdf. [In Chinese; 1 citation]

18. Gong, Y., Ma, M., Hsiang, T. P., & Wang, C. (2020). Sustaining international students’ learning of Chinese in China: Shifting motivations among New Zealand students during study abroad. Sustainability, 12(15), 6289-6302. https://doi.org/10.3390/su12156289. [SSCI; Impact factor: 2.576; 53 citations]

17. *Gong, Y., Lai, C., & Gao, X. (2020). The teaching and learning of Chinese as a second or foreign language: The current situation and future directions. Frontiers of Education in China. 15(1), 1-13. https://doi.org/10.1007/s11516-020-0001-0. [SCOPUS & ECSI; Impact factor: 0.378; 84 citations]

†16. *Gong, Y., Gao, X., & Lyu, B. (2020). Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014-2018). Language Teaching, 53(1), 44-62. https://doi.org/10.1017/S0261444819000387. [SSCI & AHCI; Impact factor 3.174; 173 citations]

15. Lai, C., Li, Z., & Gong, Y. (2019). Boundary brokering for cross‐cultural professional learning in international school contexts. British Educational Research Journal, 45(6), 1105-1123. https://doi.org/10.1002/berj.3553. [SSCI; Impact factor: 1.364; 15 citations]

14. Hu, X., *Gong, Y., Lai, C., & K. S., Leung. (2018). The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis. Computers and Education, 125, 1-13. https://doi.org/10.1016/j.compedu.2018.05.021. [SSCI; Impact factor 4.538; 366 citations]

13. *Gong, Y., Hu, X., & Lai, C. (2018). Chinese as a second language teachers’ cognition in teaching intercultural communicative competence. System, 78, 224-233. https://doi.org/10.1016/j.system.2018.09.009. [SSCI; Impact factor 1.547; 112 citations]

12. *Gong, Y., Lyu, B., & Gao, X. (2018). Research on teaching Chinese as a second or foreign language in and outside mainland China: A bibliometric analysis. The Asia-Pacific Education Researcher, 27(4), 277-289. https://doi.org/10.1007/s40299-018-0385-2. [SSCI; Impact factor 0.576; 151 citations]

11. *Gong, Y. & Lai, C. (2018). Technology integration into the language classroom: Development trajectory of beginning teachers. Frontiers of Education in China, 13(1), 1-27. https://doi.org/10.1007/s11516-018-0001-5. [SCOPUS & ECSI; Impact factor 0.221; 32 citations]

10. Gao, X., Tao, J., & Gong, Y. (2018). 課程改革中的教師能動性與教師身份認同——社會文化理論視野 (A sociocultural inquiry on teacher agency and professional identity in curriculum reforms). 外語與外語教學 (Foreign Languages and Their Teaching), 1(1), 19-28. [In Chinese; CSSCI; 127 citations]

9. *Gong, Y. & Qi, X. (2017). 對外漢語課堂中的跨文化教學：泰國國際漢語教師跨文化教學意識研究 (Teaching intercultural communicative competence in the foreign language classroom: A study on Chinese language teachers’ cognition in Thailand). 華語文教學研究 (Journal of Chinese Language Teaching), 14(2), 89-112. [In Chinese; TSSCI; 1 citation]

8. Ma, X., *Gong, Y., Gao, X., & Xiang, Y. (2017). The teaching of Chinese as a second or foreign language: A systematic review of the literature 2005-2015. Journal of Multilingual and Multicultural Development, 38(9), 815-830. https://doi.org/10.1080/01434632.2016.1268146. [SSCI & AHCI; Impact factor 1.015; 131 citations]

7. *Gong, Y. (2016). What researchers need to know: Factors affecting second/foreign language teachers’ cognition of intercultural teaching. Research Studies in Education, 14, 2-11.

6. Lai, C., Li, Z., & Gong, Y. (2016). Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese language teachers from international schools in Hong Kong. Teaching and Teacher Education, 54, 12-21. https://doi.org/10.1016/j.tate.2015.11.007. [SSCI; Impact factor 2.183; 229 citations]

5. *Gong, Y. (2015). Teaching intercultural communicative competence: A mixed-method study of Chinese language teachers’ cognition in Thailand. Research Studies in Education, 13, 79-113.

4. *Gong, Y. (2012). 也說“床前明月光”的“床” (Interpreting the meaning of ‘Chuang’ in Li Po’s poems with a sociocultural perspective). 美與時代 (Journal of Aesthetics), 2, 88-90. doi: 10.16129/j.cnki.mysdx.2012.02.018. [In Chinese; 1 citation]

2. *Gong, Y. (2011). 《詩經》量詞及數量標記法 (A cognitive analysis of quantifiers’ utilization in The Book of Songs). 語文知識 (Journal of Chinese Knowledge), 4, 105-106. doi: 10.13513/j.cnki.41-1041/h.2011.04.040. [In Chinese; 1 citation]

1. *Gong, Y. (2007). 漢語“數量名”結構產生芻議 (The formation of “Numeral + Quantifier + Noun” structure in ancient Chinese). 語文知識 (Journal of Chinese Knowledge), 4, 83-85. [In Chinese; 3 citations]Gong, Y., Pang, Q., & Li, W. (2023). Engaging students in the online classroom: A case study on teachers of Chinese as a foreign language. Journal of Technology and Chinese Language Teaching, 14(2), 25-43. http://www.tclt.us/journal/2023v14n2/gongpangli.pdf. [SCOPUS & ECSI; Impact factor: 1.3]

Peer-reviewed book chapters

3. Zhang, L., *Gong, Y., & Lyu, B. (2024). E-writing in Chinese as a second language learning: A systematic review. In C. Chu, M. Coss, & P. N. Zhang (Eds.). Transforming Hanzi Pedagogy in the Digital Age: Theory, Research, and Practice. Taylor & Francis. [1 citation]

2. *Gong, Y. (2023). Research on Teaching Chinese as a Foreign Language. In C. Shei, & W. Wei (Eds.), Routledge Encyclopedia of Chinese Studies. Routledge. https://doi.org/10.4324/9780367565152-RECHS15-1.

1. *Gong, Y., Gao, X., & Lai, C. (2022). Novice teachers’ technology integration and professional identity reframing in the Chinese as an additional language classroom. In K. Sadeghi., & F. Ghaderi (Eds.), Theory and Practice in Second Language Teacher Identity (pp. 195-210). Switzerland: Springer Nature. https://doi.org/10.1007/978-3-031-13161-5_14. [1 citation]

2025-2026

Portuguese language learning and capital access: A longitudinal study on university students in Macau [Grant number: MYRG-GRG2024-00153-FED]

MOP 111,600.00

University of Macau, Macau SAR, China

GONG Yang Frank (PI)

2022-2023

Prepare college students for global citizenship and multicultural awareness: An exploratory study in the Guangdong-Hong Kong-Macao Greater Bay Area of China [Grant number: HSS-UMAC-2021-14]

MOP 295,100.00

Macao Higher Education Institutions in the Area of Research in Humanities and Social Sciences of Higher Education Fund, Macau SAR, China

GONG Yang Frank (PI)

2022-2023

Strategic responses to cultural adaptation challenges during study abroad: The case of Chinese as a foreign/second language learners in China [Grant number: MYRG2020-00088-FED]

MOP 80,500.00

University of Macau, Macau SAR, China

GONG Yang Frank (PI)

2022-2023

What kind of citizen? Whose identity? An interdisciplinary content analysis of textbooks of five subjects in Macau primary schools [Grant number: MYRG2020-00143-FED]

MOP 440,000.00

University of Macau, Macau SAR, China

GONG Yang Frank (Co-PI)

2020-2023

Non-Chinese learners’ identity and their Chinese language learning [Grant number: SRG2020-00001-FED]

MOP 150,000.00

University of Macau, Macau SAR, China

GONG Yang Frank (PI)

2019-2022

Prepare college students for global citizenship and multicultural awareness: An exploratory study in the Guangdong-Hong Kong-Macao Greater Bay Area of China [Grant number: 10/DSESHSS-UM/2019]

MOP 19,300.00

Macao Higher Education Institutions in the Area of Research in Humanities and Social Sciences of Higher Education Bureau, Macau SAR, China

GONG Yang Frank (PI)

2019-2021

The effectiveness of pragmatic teaching for international students in China [Grant number: 19YJC740057]

RMB 100,000.00

Ministry of Education of China, China

GONG Yang Frank (Co-PI)

2018-2020

The teacher knowledge and professional identity of EAP teachers in Chinese higher education [Grant number: 18CYY025]

RMB 100,000.00

National Social Sciences Foundation of China, China

GONG Yang Frank (Co-PI)

2018-2020

Understanding the relationship of language teachers’ identity with their technology integration for instruction

HKD 150,000.00

Seed Fund for Basic Research, University of Hong Kong, Hong Kong SAR, China

GONG Yang Frank (Co-PI)

2015-2016

Exploring the relationship of CSL/CFL teachers’ identity with their teaching of intercultural communicative competence

Faculty Research Fund, Faculty of Education, University of Hong Kong, Hong Kong SAR, China

GONG Yang Frank (PI)

2014-2015

Chinese language teachers’ cognition in teaching intercultural communicative competence

Faculty Research Fund, Faculty of Education, University of Hong Kong, Hong Kong SAR, China

GONG Yang Frank (PI)