Liu Xinghua  Associate Professor

Department:English Department

Tutor:Master Supervisor

Educational Background & Work Experience

Dr. Xinghua Liu received his Ph.D. in Applied Linguistics from the University of Reading, UK and completed his postdoctorate training in writing research at Arizona State University, USA.

Teaching and Research

Research Interests

Evidence-based foreign language education; Intercultural rhetoric; corpus and SFL-based discourse analysis; cognitive processes of written production; evidence-based teaching practice for writing; individual differences in writing classrooms; teaching and learning writing for students with learning difficulties; writing-based diagnosis and treatment for patients with mental disorders.



  1. Lin, Y. & Liu, X. (2019). New English Reading Coursebook. Beijing: Higher Education Press.

  2. Roundy, D. & Liu, X. (2015). A Neurolinguistic Course for English Learners. Brighton: Cranmore Publications.

  3. Roundy, D. & Liu, X. (2015). Creative Writing for English as Foreign Language Learners: Teachers’ Manual. Brighton: Cranmore Publications.

  4. Roundy, D. & Liu, X. (2014). Creative Writing for English as Foreign Language Learners: A Course Book. Brighton: Cranmore Publications.


Monographs/Edited Volumes

1. Liu, X., Hebert, M., & A. Alves, R. (2023). The Hitchhiker's Guide to Writing Research: A Festschrift for Steve Graham. Springer. 

2. Liu, X., & McCabe, A. (2018). Attitudinal Evaluation in Chinese University Students’ English Writing: A Contrastive Perspective. Singapore: Springer

3. Liu, X. (2015). An Intercultural Rhetoric Study on English-Chinese University Students’ Argumentative Writing. Beijing: Foreign Language Teaching and Research Press.


Book Chapters

  1. Liu, X. & Jiang, X. (2023). Attitudinal evaluation in written peer feedback: An Appraisal study. In  Liu, X., Hebert, M., & A. Alves, R. (Eds.). The Hitchhiker's guide to writing research: A festschrift for Steve Graham (pp.375-392). Springer. 

  2. Liu, X. (2014). Contrastive Rhetoric Research of English and Chinese: Old Issues and New Perspectives (pp.99-115). In J. Wang & D. Lin (eds): Teaching and Researching EFL Writing from the Psycho-cognitive and Socio-cultural Perspectives. Beijing: Foreign Language Teaching and Research Press.

  3. Liu, X. & Le, T. (2013). Voice and audience in writing: A multidimensional account (pp.187-200). In T. Le and Q. Le (eds), Conducting Research in a Changing and Challenging World. New York: Nova Science Publishers


Journal Papers


  1. Liu, X., Si, X., & Li, J. (2023). Junior high school English teachers' attitudes toward coursebooks and individual differences. Contemporary Foreign Language Studies, 6: 97-107.
  2. Liu X, Alves RA, Schmied J. & Aitken, A. (2023). Editorial: Peer feedback in second/foreign language writing classrooms: Educational psychology perspective. Frontiers in Psychology. 14:1266437. https://doi.org/10.3389/fpsyg.2023.1266437
  3. Hsiang, T.P., Graham, S., Liu, X. & Zhou, Z. (2023). Teachers' beliefs and practices in textbook selection and use when teaching Chinese as a second language. Reading and Writing: An Interdisciplinary Journal36(7), 1651–1684. https://doi.org/10.1007/s11145-022-10336-9
  4. Ng, C., Graham, S., Liu, X., Lau, K., & Tang, K. (2021). Relationships between writing motives, writing self-efficacy and time on writing among Chinese students: path models and cluster analyses. Reading and Writing. https://doi.org/10.1007/s11145-021-10190-1
  5. Ng, C., Graham, S., Lau, K., Liu, X. & Tang, K. (2021). Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong: Measurement invariance and multigroup structural equation analyses. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2021.101751.
  6. Liu, X. (2020). Evidence-based practices in teaching English writing. Contemporary Foreign Languages Studies, 1: 68-76.

  7. Liu, X., & Tong, J. (2019). A compatibility study on the use of general English course-books in application-oriented local universities. Contemporary Foreign Languages Studies, 4: 97-105.

  8. Li, T., & Liu, X. (2019). A corpus-based study on the colloquial features in English writing by senior high school students. Basic Foreign Language Education, 1: 3-11.

  9. Liu, X. & Ma, Y. (2019). Teaching English writing based upon Self-regulated Strategy Development: Theory and practice. English Teachers, 21: 6-10.

  10. Liu, X. (2019). Writing research, writing instruction and educational research frontiers and methodology: An interview with Steve Graham. International Journal of TESOL Studies, 1: 102-116. 

  11. Liu, X. & Ji, X. (2018). A study on the acceptability and validity of peer-scoring in Chinese university EFL writing classrooms. Foreign Language World. 5: 63-70.

  12. Ray, A.B., Graham, S. & Liu, X. (2018). Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties. Reading and Writing: An Interdisciplinary Journal https://doi.org/10.1007/s11145-018-9900-3.

  13. Graham, S., Liu, X., Bartlett, B., Ng, C., Harris, K., Aitken, A., Barkel, A., Kavanaugh C., Talukdar, J. (2018). Reading for writing: A meta-analysis of the impact of reading interventions on writing. Review of Educational Research. 88(2): 243-284. 

  14. Graham, S.Liu, X.Aitken, A.Ng, C.Bartlett, B.Harris, K.R., & Holzapfel, J. (2018). Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-AnalysisReading Research Quarterly53(3): 279–304. 

  15. Liu, X., Ji, X., & Yu, J.2017. Assessment for learning: A study on the construction of effective peer feedback model and its learning effects. Contemporary Foreign Language Studies. 5: 9-15.

  16. Liu, X. (2017). Towards evidence-based foreign language teaching and research. TESOL International Journal. 12(2): 1-4.

  17. Liu, X. (2017). Writing instruction, writing research, and educational psychology: An interview with Steve Graham. Educational Psychology Review. 29(1):175-187. DOI 10.1007/s10648-016-9375-1.

  18. Shi, Y., & Liu, X. (2016). Recontextualizing writing proficiency: An investigation of model argumentation texts for IELTS preparation. TESOL International Journal. 11(2):57-69.

  19. Liu, X., & Tang, Q. (2016). On college English teaching reform in China: An interview with international experts in language education research. Second Language Learning Research. 2(1)85-89.

  20. McCabe, A., Gledhill, C., & Liu, X. (2015). Systemic functional linguistics and English language teaching. TESOL International Journal. 10(1):1-10.

  21. Liu, X., & Furneaux, C. (2015). Argument structures in Chinese university students’ argumentative writing: A contrastive perspective. English Text Construction. 8(1):65-87.

  22. Liu, X., & Wolf, H. (2015). A cross-cultural investigation of attitudinal evaluation in Chinese and British university students’ argumentative writing. Journal of EFL Writing Teaching & Research. 2: 93-112.

  23. Liu, X., & Furneaux, C. (2014). A multidimensional comparison of discourse organization in English and Chinese university students’ argumentative writing. International Journal of Applied Linguistics. 24(1):74-96.

  24. Liu, X. (2014). Motivation-based bonding activities in an EFL writing classroom: A case report from mainland China. ELTWO (special issue on bonding). 1-7.

  25. Liu, X. (2013). Evaluation in Chinese university EFL students’ English argumentative writing: An APPRAISAL study. E-FLT. 10(1):40-53.

  26. Liu, X. (2012). Towards an ecological view of contrastive rhetoric research between English and Chinese. The Internet Journal of Language, Culture and Society. 34:33-42.

  27. Liu, X. (2011). More than Ba Gu Wen (Eight-legged essay) and Confucianism: A new research agenda for English-Chinese writing studies. Second Language Writing News. 6(2):1-6.

  28. Liu, X. (2011). Directions in contrastive rhetoric research. Language Studies Working Papers, University of Reading. 3:58-65.

  29. Liu, X. (2010). An investigation of Chinese university EFL learners’ knowledge about writing. Language Studies Working Papers, University of Reading. 2: 51-63.

  30. Liu, X., & Thompson, P. (2009). Attitude in students’ argumentative writing: A contrastive perspective. Language Studies Working Papers, University of Reading. 1: 3-15.


Professional Service

  1. Co-Editor: International Journal of TESOL Studies (ISSN: 2632-6779) (www.tesolunion.org)

  2. Co-Editor: International Journal of Chinese Language Teaching (ISSN: 2708-9517) (www.clt-international.org)

  3. Executive Editor: New Techno-Humanities (www.journals.elsevier.com/new-techno-humanities)

  4. Editorial Board: Sage Open (http://journals.sagepub.com/page/sgo/editorial-board) 

  5. Editorial Board: Humanities & Social Sciences Communications (https://www.nature.com/palcomms/editorialboard)

  6. Advisory Board: Access: An International Journal of Nepal Library Association

  7. Advisory Committee, Global Open Access Portal, UNESCO

  8. Steering Committee, International Society for the Advancement of Writing Research (ISAWR)


Invited Reviewer for the following journals:

Journal of English for Specific Purposes

Journal of English for Academic Purposes

Journal of Psycholinguistic Research

Logopedics Phoniatrics Vocology

Linguistics and Education

Language and Education

Journal of Research in Reading

Reading and Writing: An Interdisciplinary Journal

Education Science: Theory and Practice

Review of Educational Research

Assessing Writing

Written Communication

Text & Talk

Scientific reports



Educational Psychology Review

Frontiers in Psychology

BMC Psychology

Humanity and Social Sciences Communications

Educational Research for Policy and Practice

English Text Construction

Journal of Writing and Pedagogy

Computers and Education Open

Language Studies Working Papers


Invited Reviewer for the following publishers and conferences:




Cambridge University Press;

American Educational Research Association Annual Conference;

SIG Writing Conference.

Copyright: 2013 School of Foreign Languages, Shanghai Jiaotong University cross ICP No. 2010919

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