博士、教授、英语教育系主任、学科教学（英语）负责人、外语教育研究中心主任
1. Name and Contact Details
Name: Huang (Last name) Fang (First name) 黄芳
Email: huang311fang@163.com
Phone: +86-13869890997 (Chinese mainland)
2. Short Summary
I am currently a Distinguished Professor (Professor) in School of Foreign Languages at the Qingdao University, China. conducting research on educational technology, educational psychology, language education, and intercultural communication.
My research interests are multi-disciplinary, relating teaching and learning (e.g., EFL, ELL, and FLT), educational technology and intercultural communication (e.g., acculturation, wiliness to communicate, cultural value measurement). I also conducted research in educational psychology (e.g., self-efficacy, beliefs, and attitudes), technology integration into teaching and learning, including CALL, ICT, e-learning, digital natives, MOOC, and technology acceptance. I use quantitative method (e.g., Psychometrics; Instrument validation; Cross-cultural measurement; Structural Equation modeling, etc.) and qualitative method (e.g., field notes and case study) to conduct researches.
Underpinning these research topics can facilitate and improve teaching and learning and explore how research results can inform teachers’ practice, professional development, and educational policy making. For example, my research into technology acceptance by university English teachers in China has promoted the use of statistical equation modeling (SEM) to gain insights into how and to what extent variables (motivators and barriers) interact with each other to explain technology usage among English teachers in China.
3. Educational Qualification
•2015-2018: Ph.D. in Education, Faculty of Education, University of Macau, Macau, China.
•2006-2007: MSc. in Education (Education effectiveness and school improvement), Faculty of Behavioral and Social Science, University of Groningen, the Netherland.
•1999-2003: BA in English, School of Foreign Languages, Qingdao University of Science & Technology, China.
4. Publications
Note: * Corresponding author
Manuscripts published/online (SSCI/SCI/Scopus):
1. Teo, T., Huang, F.*, & Hoi, C. K. W. (2018). Explicating the influences that explain intention to use technology among English teachers in China. Interactive Learning Environments, 26(4), 460-475. [SSCI, Q2, 2019 IF: 1.938].
2. He, J., Huang, F.*, Yan, J. J., Cai, Z. H., & Fan, X. (2018). Prevalence, demographic correlates, and association with psychological distress of night eating in Chinese young adults. Psychology, Health, & Medicine. 23(5), 578-584. [SSCI, Q2, 2019 IF: 1.706].
3. Huang, F.*, Teo, T., & Zhou, M. (2019). Factors affecting Chinese English as a foreign language teachers’ technology acceptance: A qualitative study. Journal of Educational Computing Research, 57(1), 83-105. [SSCI, Q2, 2019 IF: 2.303].
4. Huang, F., Hoi, C. K. W.*, & Teo, T. (2018). The influence of learning style on English learning achievement among undergraduates in Mainland China. Journal of Psycholinguistic Research,47(5), 1069-1684. [SSCI, Q3, 2019 IF: 0.677].
5. He, J., Fan, X., Yan, J., Huang, F.*, Wu, W., & Cai, Z. (2019). The relationship between neuroticism and night eating: The mediating roles of psychological distress and maladaptive coping.Psychology, Health, & Medicine, 24(1), 68-75. [SSCI, Q2, 2019 IF: 1.706].
6. Teo, T., & Huang, F*. (2019). Investigating the influence of individually espoused cultural values on teachers’ intentions to use educational technologies in Chinese universities.Interactive Learning Environments, 27(5-6), 813-829. [SSCI, Q2, 2019 IF: 1.938]
7. He, J., Chen, X. J*., Fan, X., Cai, Z. H., Huang, F. (2019). Is There a Relationship between Body Mass Index and Academic Achievement? A Meta-Analysis. Public Health, 167. 111-124. [SSCI, Q2, 2019 IF: 1.774].
8. Huang, F., Teo, T., He, J*. (2019). Digital nativity among university teachers in China: Factor structure and measurement invariance from exploratory structural equation modeling analyses of the Digital Native Assessment Scale (DNAS). Interactive Learning Environments. [SSCI, Q2, 2019 IF: 1.938].
9. Teo, T., Zhou, M., Fan, A., & Huang, F*. (2019). Factors that influence university students’ intention to use Moodle: a study in Macau. Educational Technology Research & Development，67(3)，749-766. [SSCI, Q1, 2019 IF: 2.303].
10. Huang, F., Teo. T., Sánchez Prieto, J. C.*, García-Peñalvo, F. J., & Olmos-Migueláñez, S. (2019). Cultural values and technology adoption: A model comparison with university teachers from China and Spain. Computers & Education, 133, 69-81. [SSCI, Q1, 2019 IF: 5.296].
11. Sánchez-Prieto, J. C., Fang, H., Teo, T., García-Peñalvo, F. J., & Torrecilla-Sánchez, E. M. (2018, October). Mobile Acceptance and Learning Beliefs: A Cross-Cultural Assessment Between China and Spain. In Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 228-234). ACM. [Scopus] ISBN: 978-145036518-5
12. Song, A.-R., Sun, X.-L., Kong, C., Zhao, C., Qin, D., Huang, F., Yang, S. (2014). Discovery of a new sesquiterpenoid from Phellinus ignarius with antiviral activity against influenza virus. Archives of Virology ,159(4), 753-760. [SCI]
13. Khlaisanga, J., Teo, T., & Huang, F.* (2019). Acceptance of a flipped smart application for learning: A study among Thai university students. Interactive Learning Environments. [SSCI, Q2, 2019 IF: 1.938].
14. Sánchez-Prieto, J. C., Huang, F.*, Olmos-Migueláñez, S., García-Peñalvo, F. J., & Teo, T. (2019). Exploring the unknown: The effect of resistance to change and attachment on mobile adoption among secondary pre-eservice teachers. British Journal of Educational Technology, 50(5), 2433-2449. [SSCI Q1, 2019 IF: 2.951]
15. Huang, F*, Teo, T., & Zhou, M. (2020). Chinese students’ intentions to use the Internet for learning. Educational Technology Research & Development, 68(1), 575-591. [SSCI, Q1, 2019 IF: 2.303]
16. Huang, F*. & Teo, T. (2020). Influence of Teacher-Perceived Organisational Culture and School Policy on Chinese Teachers’ Intention to Use Technology: An extension of Technology Acceptance Model. Educational Technology Research & Development, 68, 1547–1567. [SSCI, Q1, 2019 IF: 2.303].
17. Huang, F*, Teo, T., & Scherer, R. (2020). Investigating the antecedents of university students’ perceived ease of using the Internet for learning. Interactive LearningEnvironments [SSCI, Q2, 2019 IF: 1.938]
18. Dai, H. M., Teo, T., Rappa, N. A., & Huang, F*. (2020). Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective. Computers & Education. [SSCI, Q1, 2019 IF: 5.296].
19. Teo, T., Shi, W.*, Huang, F., & Hoi, C. K. W. (2020). Intergenerational differences in the intention to use psychological cybercounseling: A Chinese case study. Patient Education and Counseling, 103, 1615-1622. [SSCI, Q1, 2019 IF: 2.607].
20. Teo, T; Shi, W*; Hoi, C. K. W., & Huang, F. (accepted 2020). Predicting intention to Use Cybercounseling among Chinese Adolescents: An Extended Theory of Planned Behavior. Cyberpsychology, Behavior, and Social Networking. [SSCI, Q2, 2019 IF: 2.258]
21. Huang, F., Sánchez Prieto, J. C., Teo, T., García-Peñalvo, F. J., Torrecilla-Sánchez, E. M., & Zhao, C*. (2020 in press). The influence of students’ learning beliefs on their intentions to use mobile technologies in learning: A study in China and Spain. Educational Technology Research & Development [SSCI, Q1, 2019 IF: 2.303].
Books:
• Wang, Y., Walsh, K. E., Huo, X., Yang, H., & Huang, F. (2009). New College Writing. Peking University Press. ISBN 978-7-301-15248-5 (associate editor) (Used as a national planning teaching material for Chinese universities)
• Wang, Y., & Huang, F.(2013). A Foundational Course book on Intercultural Communication. Shanghai Jiao Tong University Press, ISBN: 978-7-313-09437-7/H. (associate editor) (Used as a national planning teaching material for universities)
• Wang, Y., & Huang, F.(2016). College English Reading Series-Agriculture & Forestry. Foreign Language Teaching and Research Press. (editor)
Other Papers:
• Huang, F*., & Zhao, C. (2014). Multimedia assisted case-based teaching application in intercultural communication. In Frontier and Future Development of Information Technology in Medicine and Education (pp.2143-2147). Springer, Dordrecht. (CPCI index)
• Huang, F*., & Wang, Y. (2013). Analysis of learning motivation in foreign language acquisition: How do non-English majors’ motivations impact learning outcome? In 2013 International Conference on the Modern Development of Humanities and Social Science (MDHSS2013) (pp. 159-162), Hong Kong, Atlantic Press. (CPCI index)
• Huang, F*., & Zhao, C. (2013). Study on Chinese university students’ privacy protection from intercultural perspective. In 2012 First National Conference for Engineering Sciences (FNCES 2012) (pp. 448-451). Atlantic Press, (EI-indexed)
• Zhao, C*., & Huang, F.(2013). Digital game-based teaching in visual basic program design of agricultural universities: Application and impact on education effectiveness. In 2012 First National Conference for Engineering Sciences (FNCES 2012). (EI-indexed)
• Huang, F*., & Zhao, C. (2014). Enhance Chinese students’ willingness to communicate in foreign language education. In 2013 International Conference on Advanced Education Technology and Management Science (AETMS 2013) (pp. 92-96), HongKong, DEStech Publications, Inc. (Index by CPCI-S)
• Huang, F*., Teo, T., & Zhou, M. (2017). Understanding Factors Influencing English Teachers in Chinese Universities to Teach with Technology: A Case Study. In New Ecology for Education—Communication X Learning (pp. 119-130). Springer, Singapore.
Papers in Chinese Journals:
• 黄芳*, 夏鹏峥, & 王玉环. (2014). 从中国留学生对荷兰教育文化的适应性调查谈我国跨文化外语教育. 中国成人教育(9), 121-123. (中文核心)
• 黄芳. (2014). 电影《孙子从美国来》的跨文化适应分析. 短篇小说:原创版(5), 87-88.(中文核心)
• 黄芳. (2012). 案例教学法在《跨文化交际》课程中的应用研究. 大家(9), 218-218. (中文核心)
• 黄芳.(2008). 学习风格中的性别差异, 科技信息，221-222.
• 黄芳*, & 赵晨 (2007). Introduction to learning style and study significance， The Current University Education, 352.
5. Projects:
PI (主持课题):
• 2011-2012：英文文献检索技巧, 山东省科技厅,省部级课题（横向）。
• 2012.03-2013.03：跨文化交际意识培养对中美国际事务影响的研究,山东省科技厅,省部级课题（横向）。
• 2014.09-2017.12：大学英语跨文化主题依托式教学模式研究(14CWYJ20), 山东省社会科学规划课题,省部级课题。
• 2015.11-2017.11: 大学英语课题体系中《农业科技英语》课程的研究和教材建设, 中华农业科教基金教材建设立项, 省部级课题。
• 2013.07-2015.07:英语水平与跨文化敏感度的相关关系研究，校级人文社科课题.
• 2011-2013: 案例分析法在《跨文化交际》课程中的探索研究(711/1111015), 校级教研课题.
Co-PI (参与课题)：
• 2012.04-2015.04：3+1 大学英语课程体系研究与实践（ 09BYY072-S01），国家社科基金项目：大学英语学习可持续发展能力的 I-CARE 培养策略研究 （09BYY072）子课题。
• 2013.07-2015.06：我国英语专业学生写作元认知研究（ 09BYY074-01），国家社科基金：全国高等学校英语专业本科毕业论文写作评审（测试）效度研究（09BYY074）子课题。
• 2011.07-2013.07：多元化大学英语课程体系中《跨文化交际》课程的探索与研究, 山东省社会规划课题。
• 2010-2011：英语等级考试效度研究,山东省教育厅。
• 2018-2020：文化“走出去”战略下中国文化融入大学英语教学的探索实践（18CWZJ25），山东省社科规划研究项目。
• 2019-2021：汉英小句级对齐语料库的研制与应用研究，国家社会科学规划课题。
• 2019：大学生学术英语写作反馈机制研究，教育部人文社科课题。
• 2019：国际视野下学科教学（英语）研究生专业课教学创新研究，山东省研究生教育质量提升计划立项建设。
6. Teaching
• 2020: English language teaching approaches. Undergraduate student level, Qingdao University, China.
• 2019: Invited teaching in Murdoch university (Methodologies and Purposes), Graduate student level, Australia.
•2018: English Teaching in Primary and Secondary Schools, Undergraduate student level, Qingdao University, China.
•2018: Intercultural communication and foreign language teaching, Graduate student level, Qingdao University, China.
•2018: TA, Advanced statistics: AMOS application, Graduate student level, University of Macau, China.
• 2018: Invited expert by Chulalongkorn University, Thailand.
• 2017: Co-conduct workshop on “Publishing in Competitive Journals in Education: How Editors Think”, University of Macau, Macau, China.
• 2017: TA in Academic Writing: Doctoral course level, University of Macau.
• 2014-2015: Chinese as a Foreign Language (Speaking & Reading): undergraduate level, University of Maryland, U.S.
• 2014-2015: Chinese as a Foreign Language (Translation & Writing): postgraduate level, University of Maryland, U.S.
• 2003-2013: College English: undergraduate level, China.
• 2011-2014: Intercultural Communication: undergraduate level, China.
• 2007-2008: IELTS (Reading & Writing): undergraduate level, China.
• 2006: Chinese as a Foreign Language (Speaking): tutor for undergraduate, University of Groningen, the Netherlands.
7. Skills
• English proficiency: IELTS 7; TEM 8, CET 6
• Research in education (quantitative & qualitative studies)
8. Other Information
Professional Training:
• 2017.04: TA-Training, by the Center for Teaching and Learning Enhancement (CTLE), University of Macau, China.
• 2015.03: Training in Teaching Proficiency through Reading and Storytelling (TPRS 情景教学法), by Prof. Terry Walze, University of Maryland, U.S.
• 2014.11: Training in Foreign Language Teaching (FLT), by Chinese Language Teachers Association (CLTA, 全美中文教师协会), University of Maryland, U.S.
• 2012: Training in Chinese as the Foreign Language Educational Effectiveness, Beijing Language and Culture University, China.
• 2011: Research methodology training & seminar in language education and intercultural communication, Shanghai International Studies University, founded by Chinese Ministry of Education, China.
• 2010: Professional training and research seminar in FLT, founded by Chinese Ministry of Education, China.
Working Experience & Employment:
• 2018: TA，Structural equation modelling: for Ph.D. students in University of Macau.
• 2018：Invited expert by Chulalongkorn University, Thailand.
• Dec 6th, 2017: Co-conduct workshop on “Publishing in Competitive Journals in Education: How Editors Think” at the University of Macau. (Job description: experience sharing in academic writing).
• 2017-2018: Ph.D. representative in Faculty of Education, University of Macau, China
• 2016-2018: Research assistant, founded by the project “Acceptance of Information Communications Technologies (ICT) in Education: A longitudinal study of digital natives in Asia”, University of Macau, China
• 2016-2018: Emcee in research seminars, Faculty of Education, University of Macau, China
• 2014-2015: Mandarin teacher in College of Education, University of Maryland, USA. (Job description: teach Mandarin for learners from the beginning level to the
advanced level, take charge of HSK exam, coordinate cultural events at the
University of Maryland and DC areas, etc.)
• 2008-2018: Teaching & research group leader in intercultural communication; Lecturer in FLT, School of Foreign Languages, Qingdao Agricultural University, China.
(Teaching subjects: College English, intercultural communication)
• 2008: Lecturer, School of Foreign Languages, Qingdao Agricultural University, China.
• 2006-2007: Mandarin teacher (informal tutor), University of Groningen, the Netherland.
• 2003-2006: English teacher, School of Foreign Languages, Qingdao Agricultural University, China.
• 2002: Translator for government officials in Shandong Province, China;
(Job description: translate and coordinate the work-related activities in 7 European countries)
Reviewer:
2019: Review for Computers & Education (SSCI)
2018: Review for the journal of Computer & Education (SSCI)
2017: Reviewer for the journal of Technology, Pedagogy, and Education (SSCI).
2017: Reviewer for the Journal of Educational Computing Research (SSCI)
2017: Reviewer for Research and Practice in Technology Enhanced Learning
2017: Reviewer for the Language, Culture and Curriculum (SSCI)
2018: Review for International Journal of Educational Administration and Policy Studies
2018：Review for Interactive Learning Environments (SSCI)
2018: Review for British Journal of Educational Technology (Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education) (SSCI)
2020: Review for Computers and Education (SSCI)
2020：Review for Computer Applications for Engineering Education (SCI, SSCI)
2019：Journal of International Education and Practice期刊编委
Teaching Qualifications:
• Certificate for teaching in universities, MOE, China, 2003
• Qualification for teaching Chinese as a foreign language, Chinese Han ban, China, 2012.
Awards:
• 2019: 青岛大学优秀教学成果奖一等奖（校级）
• 2019: 青岛大学优秀本科毕业论文指导教师（校级）
• 2019: 青岛大学外语学院“2019年度先进个人” （院级）
• 2018：青岛大学外语学院青年教师讲课比赛第二名（院级）
• 2014:“3+1+X”大学英语课程体系创新与实践，4/10，山东省省级教学成果奖三等奖（省级）
• 2013: The second prize in teaching achievement and excellence, awarded by Qingdao Agricultural University, China. (案例分析法在《跨文化交际》课程中的实践研究，获青岛农业大学教师教学成果二等奖) (校级)
• 2013: The first prize of the instructor for student participating in the national English contest (全国大学英语竞赛（NECCS）（非英语专业类）指导教师一等奖，awarded by高等学校大学外语教学研究会 (国家级)
• 2013: The first prize in teaching achievement and excellence, awarded by Qingdao Agricultural University, China. （《多元化英语课程体系研究与实践》，6/11， 获青岛农业大学教学成果一等奖）(校级)
• 2012: The third prize in multimedia instruction of Intercultural Communication, awarded by Shandong province, China. （山东省高校青年教师多媒体教育软件竞赛三等奖）（省级）
• 2012: The second prize in multimedia instruction, awarded by Qingdao Agricultural University (青岛农业大学青年教师多媒体教育软件竞赛二等奖) (校级)
• 2012: The excellent staff, awarded by Qingdao Agricultural University, China. (校级)
• 2011: Excellent undergraduate supervisor, awarded by Qingdao Agricultural University, China (优秀本科生毕业论文指导教师) (校级)
• 2004: Excellent staff in the labor union, awarded by Qingdao Agricultural University, China. (校级)
Papers Awarded：
• 郭嘉怡、黄芳. (2020). 多模态视角下中小学英语教师信息素养现状调查研究. 首届“外研社杯”全国高校外语学科优秀学术论文评选 三等奖。
• 黄芳 (2019). 《中国英语教师数字原生性研究》, 山东省国外语言学学会，二等奖。
• 郭嘉怡、黄芳. (2019). 产出导向法对英美文学语篇教学影响的实验研究. 山东省国外语言学学会2019年年会优秀成果评选三等奖。
• 李丽红、黄芳. (2019).城乡初中英语教师的TPACK现状对比研究。山东省国外语言学学会2019年年会优秀成果评选三等奖。
•黄芳 (2012). 中国留荷学生对西方教育文化模式的跨文化适应性及其学习成绩关系的实证研究. 山东省国外语言学学会 三等奖。
• 黄芳、王玉环. (2013). 高等农业院校进行跨文化外语教学的实践—以青岛农业大学为
例. 山东省国外语言学学会 二等奖。
• 黄芳 (2011).《案例分析法在跨文化交际课程中的应用研究》，山东省国外语言学学会，三等奖。
International Conference Presentation:
• Huang, F. (2012). Empirical study on Chinese overseas students’ adaptation to Dutch educational model and the relationship with educational effectiveness. Article presented at the 3rdInternational Conference of Intercultural Communication, Shanghai, China.
• Huang, F., & Teo, T. (2016). Technology use among EFL Teachers in China: A glimpse of the literature. Article presented at ASSIT 2016, July, Thailand.
• Huang, F. & Teo, T. (2016). Technology Acceptance among EFL Teachers in China: Applying the Theory of Planned Behavior. Article presented at 97th International Conference on Social Science and Humanities, December, Malaysia.
• Huang, F., Teo, T., & Zhou, M. M. (2017). Understanding factors influencing English teachers in Chinese universities to teach with technology: A case study. Article presented at the HKAECT-AECT 2017, University of Hong Kong, Hong Kong.
• Huang, F. & Teo, T. (2017). Examining digital nativity among teachers in China. Article presented at the Asian Conference on Education (ACE) 2017, Kobe, Japan.
• Sánchez-Prieto, J. C, Huang, F., Teo, T., García-Peñalvo, F. J., & Torrecilla-Sánchez, E.M. (2018). Mobile Acceptance and Learning Beliefs. A Cross-Cultural Assessment Between China and Spain. Paper presented at International Conference TEEM 2018, Salamanca, Spain.
