个人简历

胡婧菁，副教授，硕士生导师，博士，香港中文大学。
研究兴趣：双语教育、英语课程与教学、英语教师教育
主要经历: 
2018年8月至今：中山大学，副教授
2016-2018： 香港大学，博士后研究员
2016： 香港城市大学，博士后研究员
2015-2016：香港公开大学，副研究员
2013-2015：香港大学，助理研究员
2010-2013：香港中文大学博士（专业方向：英语课程与教学）
2007-2010: 北京师范大学硕士（专业方向：英语教师教育）
2003-2007: 福建师范大学学士（专业方向：英语教育）
开设课程: 《英语学术写作：多元文化与思辨》；《学术交流英语》；《大学英语》；《高级英语》
荣誉获奖: 外研社“国才杯”大学生英语阅读大赛广东省赛指导教师“一等奖”和“二等奖”（省级；2019）
项目基金
广东省哲学社会科学规划项目(GD20ZD27). “深港跨境学童校外培训教学材料中的国家认同建构研究”. 主持人. 2020.
中山大学本科教学质量工程项目. “公共外语课程思政建设：学术交流英语”.主持人.2020.
广东省教育科学十三五规划项目（2019GXJK194）.“英语作为媒介的教学在广东高校的实施现状有效性研究”.第三参加人. 2020.（主持人：方帆）
广东省哲学社会科学十三五规划项目（GD19CYY20）. “社会符号学和多模态互动视角下在线英语教学话语研究”. 第一参加人. 2019.（主持人：陈瑜敏）
国家社会科学基金（19CYY052）.“社会认知视域下学术英语写作育人机制研究”. 第一参加人. 2019.（主持人：韩晔）
中山大学人文社会科学青年教师桐山研究基金. “英语教材中的国家认同建构研究”. 主持人. 2019.
香港大学研究基金. \

研究领域

应用语言学""

近期论文

Hu, J., & Wu, P. (2020). Understanding English language learning in tertiary English-medium instruction contexts in China. System, 93, 1-11. http://doi.org/10.1016/j.system.2020.102305 (SSCI Q1)
Hu, J., & Gao, X. (2020). Appropriation of resources by bilingual students for self-regulated learning of science. International Journal of Bilingual Education and Bilingualism, 23(5), 567–583. https://doi.org/10.1080/13670050.2017.1386615 (SSCI Q1; A&HCI)
Hu, J., & Gao, X. A. (2020). Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms. Language Awareness. https://doi.org/10.1080/09658416.2020.1768265 (SSCI; A&HCI)
Gao, X. & Hu, J. (2020). From language learning strategy research to a sociocultural understanding of self-regulated learning. In M. J. Raya & F. Vieira (Eds.), Autonomy in Language Education Theory, Research and Practice. London: Routledge.
Hu, J. & Liang, Y. (2020). Review: Language, Ideology and Education: The Politics of Textbooks in Language Education edited by Xiao Lan Curdt-Christiansen and Csilla Weninger. Comparative Education Review, 64 (2), 322-324. (SSCI Q2)
Hu, J. (2019). Review: Gamification in Learning and Education: Enjoy Learning Like Gaming, edited by Sangkyun Kim, Kibong Song, Barbara Lockee, and John Burton. British Journal of Educational Studies, 68 (2), 265-267. (SSCI Q1)
Hu, J., & Gao, X. (2018). Self-regulated strategic writing for academic studies in an English-medium-instruction context. Language and Education, 32(1), 1–20. http://doi.org/10.1080/09500782.2017.1373804 (SSCI Q1; A&HCI)
Hu, J. & Gao, X. (2018). Linguistic demands in English-language science textbooks in Hong Kong. Asian Journal of Applied Linguistics, 5(1), 170-180.
Hu, J. & Gao, X. (2018). Hong Kong English curriculum in the new millennium. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: Wiley/Blackwell Publishers.
Hu, J., & Gao, X. (2017). Using think-aloud protocol in self-regulated reading research. Educational Research Review, 22, 181–193. http://doi.org/10.1016/j.edurev.2017.09.004 (SSCI Q1)
Lai, C., Yeung, Y., & Hu, J. (2016). University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom. Computer Assisted Language Learning, 29(4), 1–21. (SSCI Q1; A&HCI)
Lai, C., Gu, M. Y. & Hu, J. (2015). Understanding legitimate teacher authority in a cross-cultural teaching context: Pre-service Chinese language teachers doing teaching practicum in International schools in Hong Kong. Journal of Education for Teaching: International Research and Pedagogy, 41(4), 417-434. (SSCI Q2)
Li, S., Yu, C., Hu, J., & Zhong, Y. (2016). Exploring the effect of behavioral engagement on learning achievement in online learning environment: Learning analytics of non-degree online learning data. In Proceedings of the IEEE conference on educational innovation through technology (EITT) (pp. 246–250). (IEEE)
霍丙坤 &胡婧菁 (2012). 课程研究范式：量性研究和质性研究之整合, 教育学报, 40, 1-2. (TSSCI)
胡婧菁 (2011). 教师知识理论. 朱旭东 (著), 教师专业发展理论 (57-84). 北京: 北京师范大学出版社.
胡婧菁 (2011). 教学专长理论. 朱旭东 (著), 教师专业发展理论 (115-141). 北京: 北京师范大学出版社.