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Hao Xu
National Research Centre for Foreign Language Education, Beijing Foreign Studies University, Beijing, People’s Republic of China

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Regular article
Published: 30 July 2021 in The Asia-Pacific Education Researcher
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This paper reports on the results from a multiple-case study of how EFL school teachers in China coped with online assessment for 10 weeks caused by the Covid-19 pandemic. We looked into the online assessment practices of seven teachers from seven regions of China, through individual interview, teachers’ journals, instructional designs for online teaching, and online classroom observation. The findings reveal that the participants went through a transition from neglecting assessment to overdoing assessment in their online teaching process. Whilst they used a range of online assessment methods, they did not systematically incorporate online assessment into their online curricula. Analysis shows that this issue is most likely to result from teachers’ lack of understanding of the nature of online assessment as an intrinsic component of curriculum and a major means of enhancing students’ learning. Implications will be discussed.

ACS Style

Shi Pu; Hao Xu. Examining Changing Assessment Practices in Online Teaching: A Multiple-Case Study of EFL School Teachers in China. The Asia-Pacific Education Researcher 2021, 1 -9.

AMA Style

Shi Pu, Hao Xu. Examining Changing Assessment Practices in Online Teaching: A Multiple-Case Study of EFL School Teachers in China. The Asia-Pacific Education Researcher. 2021; ():1-9.

Chicago/Turabian Style

Shi Pu; Hao Xu. 2021. "Examining Changing Assessment Practices in Online Teaching: A Multiple-Case Study of EFL School Teachers in China." The Asia-Pacific Education Researcher , no. : 1-9.

Journal article
Published: 17 July 2021 in Sustainability
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In multilingual education for sustainable personal development, compared with that of multiple languages, the teaching and learning of multiple varieties of a language has been underexplored as a special and important form of multilingualism. In this article, we examine the linguistic, psychological, and social characteristics of multiple variety learning, as compared with multiple language learning. Linguistically, acquisition of language varieties is a process of assimilating variants from a new variety into an earlier variety, which serves as a prototype system. Such assimilation is a psychological project of form-meaning interface development, which may follow the patterns of structural multiplication, conceptual involution, conceptual evolution, or/and conceptual transfer. When multiple language varieties are actually used in social contexts, multilingual individuals’ selected language practices may be supported by their combined linguistic resources from multiple varieties rather than depend on a single variety despite its dominance in a given situation. These characteristics carry pedagogical implications for sustainable multilingual education, particularly for the teaching and learning of foreign languages that have multiple varieties.

ACS Style

Hao Xu; Zhibin Shan. Teaching and Learning Multiple Varieties of a Foreign Language for Sustainable Multilingual Education. Sustainability 2021, 13, 8004 .

AMA Style

Hao Xu, Zhibin Shan. Teaching and Learning Multiple Varieties of a Foreign Language for Sustainable Multilingual Education. Sustainability. 2021; 13 (14):8004.

Chicago/Turabian Style

Hao Xu; Zhibin Shan. 2021. "Teaching and Learning Multiple Varieties of a Foreign Language for Sustainable Multilingual Education." Sustainability 13, no. 14: 8004.

Research article
Published: 26 April 2021 in SAGE Open
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This article reports on a multiple-case study which aims to investigate how novice university teachers construct professional identities as they process and utilize resources to promote professional development. Data were collected from 35 novice university teachers in China through prolonged individual interviews as a major source of data, with journal entries and other written protocols as a supplement. Data analysis reveals three types of resource-mediated identities, that is, resource collectors, resource providers, and resource users. The difference between the three types of identities further shows that resource utilization can be most effectively optimized if teachers display a higher degree of autonomy deriving from their agency and proactively engage with resources to resolve specific problems in self-directed efforts. Suggestions with regard to promoting teachers’ problem awareness and improving organizational management are discussed.

ACS Style

Hao Xu. To Be Resourced or to Become a Resource: Understanding Novice University Teachers’ Resource-Mediated Identity Construction. SAGE Open 2021, 11, 1 .

AMA Style

Hao Xu. To Be Resourced or to Become a Resource: Understanding Novice University Teachers’ Resource-Mediated Identity Construction. SAGE Open. 2021; 11 (2):1.

Chicago/Turabian Style

Hao Xu. 2021. "To Be Resourced or to Become a Resource: Understanding Novice University Teachers’ Resource-Mediated Identity Construction." SAGE Open 11, no. 2: 1.

Journal article
Published: 23 April 2020 in Journal of Second Language Writing
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Despite a growing recognition of the importance of teacher beliefs and practices, those of novice EFL secondary teachers regarding writing instruction remains underexplored. Drawing on complexity theory, this article reports on two secondary teachers’ beliefs and practices about writing instruction in Macau. Data were gathered through classroom observations, in-depth interviews and documents. The findings reveal two distinctive systems of beliefs and practices within the two cases, one being element-based and the other being process-oriented. Specifically, while the teacher of element-based beliefs experienced difficulties in enacting key elements of genre, audience, and feedback in practice, the teacher of process-oriented beliefs adopted a step-wise approach in instructional practice, which was nonetheless constrained by the school curriculum. These findings suggest that while the two cases were able to maintain internal coherence between their individual beliefs and practices, they experienced external constraints stemming from their curriculum and schools that led to dissonances in their beliefs and practices. The study calls for attention to the complex interactions among beliefs, practices and contexts and to how novice teachers develop their beliefs and practices systems regarding writing instruction within their situated contexts.

ACS Style

Shulin Yu; Hao Xu; Lianjiang Jiang; Iris Ka Ian Chan. Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective. Journal of Second Language Writing 2020, 48, 100728 .

AMA Style

Shulin Yu, Hao Xu, Lianjiang Jiang, Iris Ka Ian Chan. Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective. Journal of Second Language Writing. 2020; 48 ():100728.

Chicago/Turabian Style

Shulin Yu; Hao Xu; Lianjiang Jiang; Iris Ka Ian Chan. 2020. "Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective." Journal of Second Language Writing 48, no. : 100728.

Original paper
Published: 11 April 2018 in Language Policy
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This article reports on a multiple-case study that investigates the impact of the promotion of Putonghua on individuals’ social interactions and language identities in multilingual minority regions in China. Drawing on the theory of linguistic market, the study focuses on what mediates individuals’ access to the linguistic market. The 24 participants, from multilingual minority regions of Xinjiang, Tibet, and Inner Mongolia in China, had different linguistic repertoires (monolingual vs. bilingual), and lived in different sociolinguistic contexts where Putonghua or minority language dominates. Data were collected through prolonged, semi-structured interviews and workplace observations. The analysis of data revealed the complex interrelations between people’s language competence as linguistic capital, their exchange of and investment in such capital, and the formation and transformation of their identities. The study also uncovers the role of Putonghua as a high-status language in providing or prohibiting access of other linguistic capitals to the linguistic market, depending on the individual’s competence in Putonghua. In other words, competence in Putonghua serves as the “admission ticket” to the linguistic market, without which the linguistic capitals from other languages cannot be allowed in and exchanged. Therefore, it is important for policy makers to seriously reconsider the statuses of minority languages since Putonghua serves a managing role in the linguistic market.

ACS Style

Hao Xu. Putonghua as “admission ticket” to linguistic market in minority regions in China. Language Policy 2018, 18, 17 -37.

AMA Style

Hao Xu. Putonghua as “admission ticket” to linguistic market in minority regions in China. Language Policy. 2018; 18 (1):17-37.

Chicago/Turabian Style

Hao Xu. 2018. "Putonghua as “admission ticket” to linguistic market in minority regions in China." Language Policy 18, no. 1: 17-37.