Educational Background:

2014-2018 Doctoral degree from University of Auckland

2014-2017 Master’s degree from Jilin University

2000-2014 Bachelor’s degree from Jilin University

Academic Achievements：

SSCI Journal Articles

Jiang, A.L. & Zhang, L.J.(2023). Understanding knowledge construction in a Chinese university EMI classroom: A translanguaging perspective. System, 114, 103024.

Jiang, A.L. (2022). Identity Work as Ethical Self-Formation: The Case of Two Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform. Frontiers in Psychology, 774759.

Jiang, A.L., & Zhang, L.J. (2021). Teacher Learning as Identity Change: The Case of EFL Teachers in the Context of Curriculum Reform. TESOL Quarterly, 55(1), 271-284.

Jiang, A.L., & Zhang, L.J. (2021). University Teachers' Teaching Style and Their Students' Agentic engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective. Frontiers in Psychology, 704269.

Jiang, A.L., Zhang, L.J., May, S., & Qin, T.L. (2020). Understanding novice teachers’ perceived challenges and needs as a prerequisite for curriculum innovation in the provision of English education. Language, Culture and Curriculum, 33(1), 15-31.

Jiang, A.L., Zhang, L.J., & May, S. (2019). Implementing English-medium instruction (EMI) in China: Teachers’ practices and perceptions, and students’ learning motivation and needs. The International Journal of Bilingual Education and Bilingualism, 22(2),107-119.

Jiang, A.L., & Zhang, L.J. (2019). Chinese students' perceptions of English learning affordances and their agency in an English-medium instruction classroom context. Language and Education, 33(4), 322-339.