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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.

 

Coursebooks

  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

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

  2. 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. (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.

  2. 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. (2020). Evidence-based practices in teaching English writing. Contemporary Foreign Languages Studies, 1: 68-76.

  2. 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.

  3. 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.

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

  5. 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. 

  6. 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.

  7. 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.

  8. 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. 

  9. 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-Analysis. Reading Research Quarterly. 53(3): 279–304. 

  10. 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.

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

  12. 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.

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

  14. 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.

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

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

  17. 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.

  18. 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.

  19. 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.

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

  21. 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.

  22. 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.

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

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

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

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

 

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;

Assessing Writing;

Written Communication;

Educational Psychology Review;

Journal of Writing and Pedagogy;

Language Studies Working Papers.

 

Invited Reviewer for the following publishers and conferences:

Palgrave Publishing;

Bloomsbury Publishing;

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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