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, 104815. https://doi.org/10.1016/j.tate.2024.104815 

SSCI，JCR一区，

第三作者

（博士生第一作者）

IF: 4

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. Englsih Today. Online First.

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

Gao, Y., Liu, Y., Zeng, Y., & Wang, X. (2024). Studies on language teachers' beliefs and emotions: Current status and future directions. Heliyon, 10(4), e38695. https://doi.org/10.1016/j.heliyon.2024.e38695 

SCIE，JCR一区，

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, X., & Meng, Y. (2024). How do praxis-oriented themes inform the unity of language teachers’ beliefs, practices, and identities? A narrative inquiry. Chinese Journal of Applied Linguistics, 83-100+159, https://doi.org/10.1515/CJAL-2024-0106

ESCI/Scopus，第一作者

IF:1.0

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

Mujtaba, S., Reynolds, B., Gao, Y., Parkash, R. & Ha, X. (2023). The effects of recalling and imagining prompts on writing engagement, syntactic and lexical complexity, accuracy, and fluency: A partial replication of Cho (2019). Open Linguistics, 9(1), 20220259. https://doi.org/10.1515/opli-2022-0259 

ESCI，第三作者

IF:0.8

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. & Wang, X. (2022). Towards understanding teacher mentoring, learner WCF beliefs, and learner revision practices through peer review feedback: a sociocultural perspective, Journal of Language and Education, 8(4),49-63. https://doi.org/10.17323/jle.2022.15962 

ESCI/Scopus检索，

第一作者IF: 0.36

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.Y., 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双检索，

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 the Belt and Road Initiative Informs Language Planning Policies in China and among the Countries along the Road？Sustainability, 12(14), 1-16, https://doi.org/10.3390/su12145506 

SSCI，JCR二区，

独立作者

IF: 3.889

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

Kosko, K., & Gao, Y. (2017). Mathematical communication in state standards before the Common Core. Educational Policy, 31(3), 275-302. https://doi.org/10.1177/0895904815595723 

SSCI，JCR二区，第二作者

IF:3.412

Gao, Y. & Zhou, Y. (2021) Exploring Language Teachers Beliefs and Practices about the Medium of Instruction in the Classroom: A Complex Dynamic Systems Theory Perspective. Frontiers in Education.

https://doi.org/10.3389/feduc.2021.708031 

ESCI，第一作者

IF:0.89

Gao, Y., Wang, X., Shi, J., Liu, Z., Wei, Z. (2022). Artificial Intelligence in Study-Abroad Program Recommendations. In: Auer, M.E., Tsiatsos, T. (eds) New Realities, Mobile Systems and Applications. IMCL 2021. Lecture Notes in Networks and Systems, 411. Springer, Cham. https://doi.org/10.1007/978-3-030-96296-8_92 

Scopus, 第一作者

Gao, Y., Fu, K., & Tao, X. (2021). How National and Institutional Policies Facilitate Academic Resilience and E-Learning in the Unprecedented Time? Advances in Intelligent Systems and Computing, https://doi.org/10.1007/978-3-030-67209-6_41 

EI, 第一作者

Gao, Y. & Zeng, G. (2021) An Exploratory Study on National Language Policy and Family Language Planning in the Chinese Context. Cogent Education, 8(1), https://doi.org/10.1080/2331186X.2021.1878871 

ESCI，教育类核心，

第一作者

Gao, Y. (2021) Book Review: The Oxford Encyclopedia of Global Perspectives on Teacher Education. Journal of International Students. https://doi.org/10.32674/jis.v11i1 

ESCI，教育类核心，

第一作者

Gao, Y. (2020). A Case Study on EFL Teacher Beliefs and Practices about Reading and Teaching Reading, Full paper included in INTED2020 Conference Proceedings, ISBN: 978-84-09-17939-8, DOI: https://doi.org/10.21125/inted.2020 

CPCI-SSH，独立作者

高洋 王晓晨 (2024) 研究范式嬗变下的外语学习者自主性研究：回顾与展望.第二语言学习研究 (01), 95-105+125. DOI:10.20054/j.cnki.sllr.2024.18.008.

中国英汉语比较学会二语习得研究分委会会刊，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

高洋 王晓晨（2022）. 新文科背景下项目教学法在“实用英语写作”课程中的设计与应用[J]. 外语教育研究，10(2)，8-13.

CNKI收录，第一作者

高洋、王晓晨（2021）.信息时代高校英语教育教学理论基础研究--评《信息时代大学英语教育现状与教学模式探究》[J].教育发展研究, 41(01), 2. http://www.cnki.com.cn/Article/CJFDTotal-SHGJ202101001.htm 

CSSCI，教育类核心，

第一作者