2016-2020

Ph.D. in Education, The University of Auckland, New Zealand

2012-2015

M.A. in Linguistics, Wuhan University, China

2008-2012

B.A. in Business English, Zhongnan University of Economics and Law, China

RESEARCH INTERESTS

Educational Psychology (Self-regulated Learning, Metacognition; Learning Engagement) ; E-learning; L2 Writing Pedagogies; Genre Theories

SKILLS

Quan/qual research; data collection and analysis; SPSS; Nvivo; Academic Report Writing; Teaching; Instructional Design; Teaching

WORK EXPERIENCE

2021.02-present

Lecturer, Wuhan University, China

SELECTED AWARDS AND HONORS  

2019

Co-Publishing Award for Graduate Students, The University of Auckland

2016

Doctoral Scholarship, UoA

2013

Postgraduate Student Excellence Award, Wuhan University

2012

National Scholarship (Top 1%), Ministry of Education, China

PUBLISHED JOURNAL PAPERS

Huang, Y. & Zhang, L. J. (2020). Does a process-genre approach help improve students’ argumentative writing in English as a foreign language? Findings from an intervention study, Reading & Writing Quarterly, 36(4), 339-364.

Huang, Y. & Gui, M. (2015). Articulating Teachers’ Expectations afore: Impact of Rubrics on Chinese EFL Learners’ Self-Assessment and Speaking Ability. Journal of Education and Training studies, 3(3), 126-132.

CONFERENCE PRESENTATIONS

Huang, Y. & Zhang, L. J., Process-genre instruction in CBI classrooms: Effects on writing development. TESOL International Convention & English Language Expo, Denver, USA.

Huang, Y. & Zhang, L. J., Effects of an process-genre approach on EFL learners’ argumentative writing performance. British Association for Applied Linguistics Conference, Manchester, UK,

August 27-30, 2019.    

Huang, Y. & Zhang, L. J., Scaffolding genre knowledge and metacognitive strategies in EFL argumentative writing. The 7th EFL Writing Teaching and Research Symposium, Nanjing, China, October 12-15, 2018.  

Huang, Y. & Gui, M., A thematic analysis of Chinese EFL Learners' oral discourse. The 13th Asia TEFL International Conference, Nanjing, China, November 5-7, 2015.

PROJECTS

2020

Shanghai International Studies University Mooc Project (Core Member)

2020

The 10th Chinese Foreign Language Education Fund, National Research Centre for Foreign Language Education (Core Member)

2014

Research Grants for Educational Science, Department of Education, Hubei Province, China (Core Member)

PROFESSIONAL SOCIETIES & SERVICE

2017-Present

TESOL Association, Student Member

2015-Present

Asia TEFL, Student Member

2018-Present

Peer Reviewer for papers submitted to:

· Language Teaching Research

· System

· Frontiers in Psychology

· Cogent Education