| “Teaching, my passion; publishing, my pain”: Unpacking academics’ professional identity tensions through the lens of emotional resilience S Yang, D Shu, H Yin Higher Education 84 (2), 235-254, 2022 | 69 | 2022 |
| ‘Frustration drives me to grow’: Unraveling EFL teachers' emotional trajectory interacting with identity development S Yang, D Shu, H Yin Teaching and Teacher Education 105, 103420, 2021 | 54 | 2021 |
| Modelling the contribution of English language learners’ academic buoyancy and self-efficacy to L2 grit: evidence from Iran and China S Yang, M Azari Noughabi, S Jahedizadeh Journal of Multilingual and Multicultural Development, 1-17, 2022 | 49 | 2022 |
| The bright side of dark emotions: Exploring EFL teachers’ emotions, emotional capital, and engagement in curriculum implementation S Yang, D Shu, H Yin Teaching and Teacher Education 117, 103811, 2022 | 30 | 2022 |
| Marrying collective wisdom: Researcher-practitioner collaboration in developing ELT textbooks D Shu, S Yang, M Sato Applied Linguistics 45 (1), 41-64, 2024 | 10 | 2024 |
| Let's Get Positive: How Foreign Language Teaching Enjoyment Can Create a Positive Feedback Loop. S Yang, M Azari Noughabi, E Botes, JM Dewaele Studies in Second Language Learning and Teaching 13 (1), 17-38, 2023 | 10 | 2023 |
| The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison M Azari Noughabi, S Yang, E Botes, JM Dewaele Language Teaching Research, 13621688241250364, 2022 | 8 | 2022 |
| Cultivating a new ecosystem in English language teaching: A focus on researchers in a textbook development project D Shu, S Yang, M Sato The Modern Language Journal 107 (2), 405-427, 2023 | 7 | 2023 |
| Language teacher emotion, identity learning and curriculum reform S Yang Springer Nature, 2024 | 2 | 2024 |
| Feeling paradoxes and teaching in struggles: A socio-political analysis of language teachers’ motivation and emotion labor S Yang, H Yin System 125, 103426, 2024 | | 2024 |
| Materials writing as a vehicle for teacher learning S Yang, M Sato, D Shu, B Wang ELT Journal 78 (3), 273-283, 2024 | | 2024 |
| Navigating Identity Learning Trajectories S Yang Language Teacher Emotion, Identity Learning and Curriculum Reform, 77-109, 2024 | | 2024 |
| Language Teacher Emotion S Yang Language Teacher Emotion, Identity Learning and Curriculum Reform, 13-26, 2024 | | 2024 |
| Theorizing Identity Learning S Yang Language Teacher Emotion, Identity Learning and Curriculum Reform, 5-12, 2024 | | 2024 |
| Conclusion and Implication S Yang Language Teacher Emotion, Identity Learning and Curriculum Reform, 123-133, 2024 | | 2024 |
| Situating EFL Teacher Emotion in Curriculum Reform S Yang Language Teacher Emotion, Identity Learning and Curriculum Reform, 33-76, 2024 | | 2024 |
| College English Curriculum Reform in China S Yang Language Teacher Emotion, Identity Learning and Curriculum Reform, 27-32, 2024 | | 2024 |
| Unpacking the Interplay of Emotion and Identity Learning S Yang Language Teacher Emotion, Identity Learning and Curriculum Reform, 111-121, 2024 | | 2024 |
Hongbiao Yin 尹弘飚Chinese University of Hong Kong在 cuhk.edu.hk 的电子邮件经过验证
