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Functions of oral monologic tasks: Effects of topic familiarity on L2 speaking performance

Language teaching research : LTR, 2020-11, Vol.24 (6), p.745-764

Qiu, Xuyan

2020

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Research on the Reform of Higher Vocational English ESP Teaching Mode Oriented by Vocational Needs

Applied mathematics and nonlinear sciences, 2024-01, Vol.9 (1)

Qiu, Xuyan

2024

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Engaging L2 Learners in Information-gap Tasks: How Task Type and Topic Familiarity Affect Learner Engagement

RELC journal, 2024-04, Vol.55 (1), p.29-45

2024

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Communicating disciplinary knowledge to a wide audience in 3MT presentations: How students engage with popularization of science

Discourse studies, 2022-02, Vol.24 (1), p.115-134

2022

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Lexical Coverage and Readability of Science Textbooks for English-Medium Instruction Secondary Schools in Hong Kong

SAGE open, 2021-01, Vol.11 (1)

2021

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Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences

Studies in second language learning and teaching, 2022-09, Vol.12 (3), p.483-507

2022

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Disciplinary enculturation and authorial stance: Comparison of stance features among master's dissertations, doctoral theses, and research articles

Ibérica (Castellón de la Plana, Spain), 2019-12, Vol.38 (38), p.327-348

2019

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Young EFL emergent writers: An investigation into vocabulary and textual features of high and low achievers’ writing

Journal of Asia TEFL, 2023-12, Vol.20 (4), p.904-915

2023

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Revisiting the Cognition Hypothesis: the impact of task complexity on L2 learner engagement in task performance in computer-mediated and face-to-face communication

Computer assisted language learning, 2022-10, Vol.ahead-of-print (ahead-of-print), p.1-23

Qiu, Xuyan

2022

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Blended Teaching Mode of Higher Vocational English Based on MOOC+SPOC

Wireless communications and mobile computing, 2022, Vol.2022, p.1-9

2022

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Picture or non-picture? The influence of narrative task types on lower- and higher-proficiency EFL learners’ oral production

International review of applied linguistics in language teaching, IRAL, 2022-06, Vol.60 (2), p.383-409

Qiu, Xuyan

2022

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Defining Oracy: Second Language Listening and Speaking Motivation in Higher Education and the Role of Demographic Factors

Psychological reports, 2023-02, Vol.126 (1), p.332-360

2023

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"Listening should be done communicatively": Do task-supported language teaching and post-task self-reflection facilitate the development of L2 listening proficiency?

System (Linköping), 2022-10, Vol.109, p.102897, Article 102897

2022

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Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use

Language teaching research : LTR, 2017-11, Vol.21 (6), p.681-698

2017

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English-medium instruction (EMI) teachers’ lived experiences and continuing development in multilingual and multicultural contexts: an editorial

Journal of multilingual and multicultural development, 2024-09, p.1-6

2024

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The effects of task types on L2 oral production and learner engagement

International review of applied linguistics in language teaching, IRAL, 2022-11, Vol.60 (4), p.1063-1088

2022

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Necessary but problematic: Chinese university English teachers' perceptions and practices of assessing class participation

Teaching in higher education, 2022-10, Vol.27 (7), p.841-858

2022

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Pre-task planning effects on learner engagement in face-to-face and synchronous computer-mediated communication

Language teaching research : LTR, 2022-11, p.136216882211352

2022

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Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college

System (Linköping), 2024-02, Vol.120, p.103188, Article 103188

2024

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"We Are Responsive on Zoom, But…": L2 Learner Perceptions of and Attitudes towards Speaking Tasks in Physical and Virtual Settings

International journal of computer-assisted language learning and teaching, 2022-07, Vol.12 (2), p.1-17

2022

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Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports

System (Linköping), 2020-10, Vol.93, p.102312, Article 102312

2020

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Creating an effective English-Medium Instruction (EMI) classroom: Chinese undergraduate students' perceptions of native and non-native English-speaking content teachers and their experiences

International journal of bilingual education and bilingualism, 2022-02, Vol.25 (2), p.641-655

2022

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Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective

International review of applied linguistics in language teaching, IRAL, 2023-08

2023

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Assessing content knowledge through L2: mediating role of language of testing on students' performance

Journal of multilingual and multicultural development, 2023-11, Vol.44 (10), p.1013-1028

2023

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English-medium instruction (EMI) teachers as 'curriculum makers' in Chinese higher education: a textual analysis

Journal of multilingual and multicultural development, 2024-08, Vol.45 (7), p.2635-2650

2024

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Functions of oral monologic tasks: Effects of topic familiarity on L2 speaking performance

Research on the Reform of Higher Vocational English ESP Teaching Mode Oriented by Vocational Needs

Engaging L2 Learners in Information-gap Tasks: How Task Type and Topic Familiarity Affect Learner Engagement

Communicating disciplinary knowledge to a wide audience in 3MT presentations: How students engage with popularization of science

Lexical Coverage and Readability of Science Textbooks for English-Medium Instruction Secondary Schools in Hong Kong

Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences

Disciplinary enculturation and authorial stance: Comparison of stance features among master's dissertations, doctoral theses, and research articles

Young EFL emergent writers: An investigation into vocabulary and textual features of high and low achievers’ writing

Revisiting the Cognition Hypothesis: the impact of task complexity on L2 learner engagement in task performance in computer-mediated and face-to-face communication

Blended Teaching Mode of Higher Vocational English Based on MOOC+SPOC

Picture or non-picture? The influence of narrative task types on lower- and higher-proficiency EFL learners’ oral production

Defining Oracy: Second Language Listening and Speaking Motivation in Higher Education and the Role of Demographic Factors

"Listening should be done communicatively": Do task-supported language teaching and post-task self-reflection facilitate the development of L2 listening proficiency?

Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use

English-medium instruction (EMI) teachers’ lived experiences and continuing development in multilingual and multicultural contexts: an editorial

The effects of task types on L2 oral production and learner engagement

Necessary but problematic: Chinese university English teachers' perceptions and practices of assessing class participation

Pre-task planning effects on learner engagement in face-to-face and synchronous computer-mediated communication

Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college

"We Are Responsive on Zoom, But…": L2 Learner Perceptions of and Attitudes towards Speaking Tasks in Physical and Virtual Settings

Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports

Creating an effective English-Medium Instruction (EMI) classroom: Chinese undergraduate students' perceptions of native and non-native English-speaking content teachers and their experiences

Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective

Assessing content knowledge through L2: mediating role of language of testing on students' performance

English-medium instruction (EMI) teachers as 'curriculum makers' in Chinese higher education: a textual analysis

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