Gao, Y., & Wang, X. (2025). Book review: Language teacher psychology in the online teaching context: An ecological perspective. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2025.2562248

SSCI，JCR一区

第一作者

IF: 4.5

Gao, Y., Wang, Q., Wang, X., & Quan, Q. (2025). Chinese EFL University Teachers’ Beliefs on Large Language Models in Language Education: A Latent Profile Analysis. Sage Open. Online First.

SSCI，JCR一区

第一作者

IF: 2.6

Wang, X., Gao, Y., Reynolds, B. L., & Wang, Q. (2025). Exploring Chinese EFL learners' beliefs about AI-mediated informal digital learning of English: Insights from Q methodology. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, accepted

SSCI一区

通讯/第二作者

（博士生第一作者）

IF：2.1

Gao, Y., Wang, X., & Quan, Q. (2025). Exploring Chinese students' engagement with student voice for social justice pedagogy: the role of classroom climate, willingness to communicate, and creative thinking. Higher Education. https://doi.org/10.1007/s10734-025-01465-5

SSCI一区，

第一作者

IF: 4.6

Gao, Y., Wang, X., & Reynolds, B. L. (2025). The interplay of emotion regulation, resilience, and teacher identity: A structural equation modeling study of Chinese middle school English teachers. Psychology in the Schools. https://doi.org/10.1002/pits.23507

SSCI三区

第一作者

IF: 2.4

Zhang, P., Wei, H., & Gao, Y. (2025). China's Far West Program: An ecological exploration into student teachers' emotion labor in voluntary rural teaching practices. Teaching and Teacher Education, 153, Article 104815. https://doi.org/10.1016/j.tate.2024.104815

SSCI一区

博士生第一作者

IF: 4.9

Gao, Y., Wang, X., & Reynolds, B. (2025). The Mediating Roles of Resilience and Flow in Linking Basic Psychological Needs to Tertiary EFL Learnersʼ

Engagement in Informal Digital Learning of English. Behavioral Sciences, 15(1). https://doi.org/10.3390/bs150100085

SSCI，JCR二区，

第一作者

IF: 2.7

Wang, Q., Gao, Y., & Wang, X. (2024). The relationships between burnout, job satisfaction, and emotion regulation among foreign language teachers: A meta-analytic review. Acta Psychologica,104, 104545. https://doi.org/10.1016/j.actpsy.2024.104545 

SSCI，JCR二区，

通讯/第二作者

（博士生第一作者）

IF: 2.1

Wang, X., & Gao, Y. (2024). The role of English in the linguistic landscape of Luang Prabang. English Today. Online First. https://doi.org/10.1017/ S0266078424000476

SSCI，JCR二区，

通讯/第二作者

（博士生第一作者）

IF: 1.2

Wang, Q., Gao, Y., & Wang, X. (2024). Exploring engagement, self-efficacy, and anxiety in large language model EFL learning: A latent profile analysis of Chinese university students. International Journal of Human–Computer Interaction, 1(10), 1–10. https://doi.org/10.1080/10447318.2024.2400403 

SSCI，JCR一区，

通讯/第二作者

（博士生第一作者）

IF: 3.4

Wang, X., Gao, Y., Wang, Q., & Zhang, P. (2024). Relationships between self-efficacy and teachers’ well-being in middle school English teachers: The mediating role of teaching satisfaction and resilience. Behavioral Sciences, 14(8), 629. https://doi.org/10.3390/bs14080629 

SSCI，JCR二区，

通讯/第二作者

（博士生第一作者）

IF: 2.7

Wang, X., Gao, Y., Sun, F., & Wang, Q. (2024). A linguistic landscape study of shop signs on Barkhor Street in Lhasa. International Journal of Multilingualism, 1–26. https://doi.org/10.1080/14790718.2024.2373770 

SSCI，JCR一区，

通讯/第二作者

（博士生第一作者）

IF: 3.889

Gao, Y., Wang, Q., & Wang, X. (2024). Exploring EFL university teachers’ beliefs in integrating ChatGPT and other large language models in language education: A study in China. Asia Pacific Journal of Education, 1–16. https://doi.org/10.1080/02188791.2024.2305173 

SSCI，JCR二区，

第一作者

IF: 1.7

Qin, L., Ouyang, X., Gao, Y., & Hennebry-Leung, M. (2024). Emotional and cognitive dissonance of teachers of Japanese as a foreign language towards technology-mediated language teaching curriculum: A perezhivanie perspective. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00799-x 

SSCI，JCR二区，

第三作者

IF: 3.3

Wang, X., Gao, Y., Sun, F., & Wang, Q. (2023). Unveiling the tapestry of teacher belief research: tracing the present and forging the future through bibliometric analysis. Current Psychology (2023). https://doi.org/10.1007/s12144-023-05546-5 

SSCI，JCR二区，

通讯/第二作者

（博士生第一作者）

IF: 3.889

Gao, Y., Wang, X., & Meng, Z. (2023). Chinese Language Planning and Policy in the PRC, in C. Shei, & W. Wei, Eds., Routledge Resources Online-Chinese Studies: Chinese Languages and Literary Studies, https://doi.org/10.4324/9780367565152-RECHS26-1

劳特利奇中国研究百科全书（中国语言与语言研究卷）收录章节

Gao, Y., Wang, X., & Fan, P. (2023). Exploring Male EFL Learners’ Motivation Trajectory through Complex Dynamic Systems Theory. Current Psychology, https://doi.org/10.1007/s12144-023-05062-6 

SSCI，JCR二区，

第一作者

IF: 3.889

Wang, Q., Sun, F., Wang, X., & Gao, Y. (2023). Exploring Undergraduate Students’ Digital Multitasking in Class: An Empirical Study in China. Sustainability, 15(13), 10184. https://doi.org/10.3390/su151310184

SSCI，JCR二区，

通讯作者

IF: 3.889

Gao, Y. (2023). Belonging: The key to transforming and maintaining diversity, inclusion and equality at work. Academy of Management Learning & Instruction, 22(2), https://doi.org/10.5465/amle.2022.0165 

SSCI，JCR一区，

独立作者IF: 6.149

Gao, Y., Qin, L., & Gu, Q. (2022). Unpacking language teacher beliefs, agency, and resilience in the complex, unprecedented time: a mixed-method study. Frontiers in Psychology, 13 https:// doi: 10.3389/fpsyg.2022.958003

SSCI，JCR一区，

第一作者IF: 4.232

Gao, Y., Zeng, G., Wang, Y. Khan, A.A., & Wang, X. (2022). Exploring educational planning, teacher beliefs, and teacher practices during the pandemic: A study of science and technology-based universities in China. Frontiers in Psychology,11,1-13,https://doi.org/10.3389/fpsyg.2022.903244 

SSCI，JCR一区，

第一作者IF: 4.232

Gao, Y., Tao, X., Wang, B., Zeng, G., & Lian, H. (2021) Artificial Intelligence in Language Education: Introduction of the Readizy. Journal of Ambient Intelligence and Humanized Computing. Online First, 1-12 https://doi.org/10.1007/s12652-021-03050-x 

SCI，JCR一区，

第一作者IF:7.104

Gao, Y. & Zeng, G. (2021) Exploring Linguistic Features, Ideology, and Critical Thinking in Chinese News Commentary. Humanities & Social Sciences Communications (Springer), 8, 1-8. https://doi.org/10.1057/s41599-021-00715-y 

SSCI & A&HCI，

JCR一区，

第一作者，IF: 2.731

Gao, Y. (2021). How Do Language Learning, Teaching, and Transnational Experiences (Re)shape an EFLer’s Identities? A Critical Ethnographic Narrative. SAGE Open, 11(3), 1-9 https://doi.org/10.1177/21582440211031211 

SSCI，JCR二区，

独立作者

IF: 2.032

Gao, Y. (2020). How Transnational Experiences and Political, Economic Policies Inform Transnational Intellectuals’ Identities and Mobility? An Autoethnographic Study. Higher Education Policy, 34, 992–1009 https://doi.org/10.1057/s41307-020-00187-w 

SSCI，JCR二区，

独立作者

IF:2.629

高洋、全权（2025）. 中国高校外语教师教材互动信念量表构建及检验研究[J]. 外语导刊，待刊.

CSSCI

第一作者

高洋、全权（2025）.外语教师情感素养研究：回顾与展望，第二语言学习研究，待刊.

二级学会会刊

第一作者

高洋、王晓晨（2024）.研究范式嬗的外语学习者自主性研究：回顾与展望，第二语言学习研究，18, 95-105.

二级学会会刊

第一作者

高洋、王晓晨、Ana Maria Ferreira Barcelos（2023）.外语教师信念与实践研究：内容的迭新与边界的拓展，外语与外语教学，5, 61-72. DOI:10.13458/j.cnki.flatt.004969.

CSSCI，第一作者IF:1.839

忤欣欣、高洋、李利（2023）基于海外研修项目的外语教师信念、能动性及身份认同关系的叙事探究 外语与外语教学，5, 99-112.

CSSCI，第二作者IF:1.839

高洋、曾罡、王晓晨（2023）. 社会文化论视域下高校青年英语教师多元身份发展研究[J]. 西安外国语大学学报，31(3), 181-186

CSSCI，第一作者IF:1.215

高洋、顾琦一（2023）. 从研究范式转向看国外语言教师信念与实践的研究变迁[J]. 外语学刊，231(2), 88-94.

CSSCI，第一作者IF:1.759

秦丽莉、赵迎旭、高洋、王永亮（2023）社会文化理论指导的大学英语课程思政教学有效性研究路径[J]. 解放军外国语学院学报，46(1)，78-86

CSSCI，第三作者IF:1.829

曾罡、高洋（2022）. 在线多元互动环境下不同水平三人组互动投入研究—以一项协作写作任务为例[J]. 外语与外语教学，(05)，53-65.

CSSCI，第二作者IF:1.839