学位：博士（美国）
职称：教授
Email：zxdman588@bfsu.edu.cn
教授课程：思辨与阅读，英文说明文写作、语篇分析
研究方向：
系统功能语言学；教育语言学; 戏剧教育；教育技术；话语分析
工作经历：
* 必赢766net手机版必赢766net手机版
* 新疆教育学院（援疆）
教育背景：
* 美国佐治亚大学语言学系（博士）
* 北京语言大学英语系（硕士）
* 安徽工业大学英语系（本科）
学术兼职：
* SSCI 期刊Language & Education 特约主编（2021）；
* A&HCI/SSCI 期刊 Humanities and Social Sciences Communication 特约主编（2022）、编委；
* EI期刊 International Journal of Emerging Technologies in Learning 副主编；
* SSCI 期刊IEEE Transactions on Professional Communication 编委;
* SSCI 语言学和教育学期刊审稿人：如 Linguistics & Education; Language & Education; Assessing writing; Applied Linguistics Review; Language Teaching Research; Language, Culture & Curriculum; System; International Journal of Educational Technology in Higher Education; Asia-Pacific Education Researcher; Interactive Learning Environments; International Journal of Bilingual Education and Bilingualism; Porta Linguarum; International Review of Research in Open and Distributed Learning; Studies in Educational Evaluation; Asia-Pacific Education Review; South African Journal of Education; Research in Drama Education; Education & Information Technologies; Teaching and Teacher Education。
海外经历：
学术成果：
* Zhang, X. (2017). Understanding Chinese EFL Teachers’ Beliefs and Practices in the Textbook-Based Classroom. Bern: Peter Lang.（专著）
* Troyan, F.J., Harman, R., Zhang, X. (2021). Critical SFL praxis in teacher education: Insights from Australian SFL scholars. Language and Education, 35 (5), 383-401. (SSCI)
* Zhang, X. (2021). Assessing EFL students’ writing development as they are exposed to the integrated use of drama-based pedagogy and SFL-based teaching. Assessing Writing, 50, 100569. (SSCI)
* Zhang, X. (2021). Understanding reading teachers’ self-directed use of drama-based pedagogy in an under-resourced educational setting: A case study in China. Language Teaching Research, 13621688211012496.(SSCI)
* Zhang, X. (2021). Democratizing the online materials-based classroom: What can student writers’ voices offer? RELC Journal, 00336882211032410. （SSCI）
* Zhang, X. (2021). Exploring L2 students’ perceptions of their writing anxiety with drama-based pedagogy and linguistic support. International Multilingual Research Journal. (SSCI)
* Zhang, X. (2021). Exploring the interaction of EFL Student Writers with SFL-based teaching and teacher-written feedback. Revista Signos, 54 (106), 465-486.(SSCI)
* Zhang, X. (2021). Preparing first-year college students’ academic transition: What is the value of complementary web-based learning? Computers & Education, 104265.(SSCI)
* Zhang, X. (2020). Exploring university teachers’ self-directed use of web-based learning in complementing students’ needs: a case study. Interactive Learning Environments, 1-11.(SSCI)
* Zhang, X. (2019). Exploring the relationship between college students’ writing anxiety and the pedagogical use of online resources. International Journal of Educational Technology in Higher Education, 16(1), 1-18. (SSCI)
* Zhang, X. (2019).After-class academic support: does course-embedded faculty tutoring matter to student writers? Teaching in Higher Education, 1-16. (SSCI)
主持项目：
奖励与荣誉：
应邀讲座
* Zhang, X.（2022）. Developing College EFL Writers’ Critical Thinking Skills through Systemic Functional Linguistics: A Case Study.中国英语教学研讨会。
* Zhang, X. (2015). Influence of Novice Chinese EFL Teachers’ Teaching Beliefs on Their Teaching Practices: A Case Study. Paper presented at the 42th International Systemic Functional Linguistics Congress.
* Zhang, X. (2014). Genre-based Analysis of Two American Students’ Chinese Argumentative Essays. Paper presented at the 22th International Association of Chinese Linguistics & the 26th North American Chinese Linguistics.
