Dr. HUANG, Jing Peter




BA (English Language & Literature), South China Normal University
PGCE (Fulbright American Studies), Shanghai International Studies University
PGDELT, National Institute of Education, Nanyang Technological University
MA (English Studies), National University of Singapore
PhD (Applied Linguistics), University of Hong Kong
Assistant Professor, Department of Education Studies HKBU
ORCID Profile: https://orcid.org/0000-0003-1442-9281
Google Scholar:? https://scholar.google.com.hk/citations?user=jJrsIUkAAAAJ&hl=en
Scopus: https://www.scopus.com/authid/detail.uri?authorId=55742338800
Academic & Professional Experience2010 –?Present Assistant Professor, Department of Education Studies, Hong Kong Baptist University
2009 –?2010 Postdoctoral Fellow, Department of Education Studies, Hong Kong Baptist University
2007 –?2009 Full Professor, English Department, Zhanjiang Normal University, Guangdong, China
1999?– 2007 Associate Professor, English Department, Zhanjiang Normal University, Guangdong, China
1997 – 2002 Lecturer (1997-1999) and Associate Head (1997-2002), English Department, Zhanjiang Normal University
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Research InterestsAutonomy, agency and identity in language education
TESOL Teacher education
Educational ethnography
Metacognition in language learning
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Research Projects as Principal Investigator (PI)
Externally-Funded (PI):
Identity, agency and autonomy in foreign and second language education: Case studies of in-service teachers in Shenzhen and Hong Kong.?General Research Fund (GRF). Project Number: 12607418. Project Fund: $543,140. Duration: 1 January 2019 – 31 December 2021. ONGOING.
Autonomy in the transition from learner to teacher: A longitudinal multiple-case study.?General Research Fund (GRF). Project Number: 12403214. Project Fund: HK$398,500. Final approved duration: 1 January 2015 – 31 December 2017. Completed.
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Internally-Funded (PI):
An ethnographic study of college English teachers’ identity negotiation in China?[FRG2/17-18/052], 1 March 2018 to 28 February 2022, HK$150,000. ONGOING.
Gains and challenges of studying abroad: Exploring insider perspectives on a short-term overseas English immersion programme?[FRG1/16-17/004], 1 January 2017 to 30 June 2018, HK$50,000. Completed.
From autonomy in foreign language learning to autonomy in foreign language teaching [FRG1/12-13/029],?1 March 2013 to 28 February 2014, HK$50,000. [University incentive scheme for GRF rated 3.5 in 2012-13 exercise]. Completed.
Autonomy in the transition from foreign language learning to foreign language teaching?[FRG2/10-11/060], 1 July 2011-30 November 2013, HK$100,000. Completed.
Co-teaching, co-authoring and co-publishing: Fostering student and teacher autonomy in university education [TDG/1112/06], 1 January 2012 – 31 August 2014, HK$300,000. [Inter-departmental, Co-investigators: Dr Jan Connelly, Education Studies; Dr Loretta Kim, History; Dr Kathleen Tait, Education Studies]. Completed.
Research Projects (External Collaboration)
Identity and emotion of early-career kindergarten teachers in Hong Kong [Caritas Institute of Higher Education Institutional Development Grant (IDG)2010110], 1 January 2022 to 31 December 2022, HK$90,000. PI (Internal): Dr YIP Jesse Wai-chi, Caritas Institute of Higher Education; CI (Internal): Professor LAM Hazel Mei-yung, Caritas Institute of Higher Education; CI (External): Dr HUANG Peter Jing, Hong Kong Baptist University.
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Professional / Community Services
Reviewer for 20 language and education journals, including:? Language Learning;?TESOL Quarterly;?Language Teaching Research; Foreign Language Annals;?Linguistics and Education; Language, Culture and Curriculum; Canadian Journal of Applied Linguistics;?Chinese Journal of Applied Linguistics;?SAGE Open;?Educational Action Research;?Higher Education Research & Development; Asian Pacific Journal of Education; Journal of Education for Teaching; European Journal of Teacher Education; Professional Development in Education; Teaching and Teacher Education.
External examiner of PhD theses completed at mainland Chinese and overseas universities including (2016-present): The University of Waikato, New Zealand, November 2016; South China Normal University, China, May 2019; The University of Adelaide, Australia, November 2019; Macquarie University, Australia, December 2019.
Reviewer of book proposals for Springer and Routledge (2017-present).
?Refereed Publications (Selected): Journal Articles, Book Chapters, Books?Yip, J.W.C., Huang, J., & Teng, F. (2022). Identity and emotion of university English teachers during curriculum reform in China. Language, Culture and Curriculum. First published online: 11 January 2022. DOI: 10.1080/07908318.2021.2024843 [SSCI-indexed, JCR Q1]
Teng, F., & Huang, J. (2021). The effects of incorporating metacognitive strategies instruction into collaborative writing on writing complexity, accuracy, and fluency. Asia Pacific Journal of Education. First published online: 04 October 2021. DOI: 10.1080/02188791.2021.1982675 [SSCI-indexed, JCR Q2]
Huang, J., & Yip, J.W.C. (2021). Understanding ESL teachers’ agency in their early years of professional development: A three-layered Triadic Reciprocity framework. Frontiers in Psychology, 12, 739271, 1-15. DOI: 10.3389/fpsyg.2021.739271 [SSCI-indexed, JCR Q2]
Huang, J. (2021). Sustainability of professional development: A longitudinal case study of an early career ESL teacher’s agency and identity. Sustainability, 13(16), 9025, 1-13. DOI: 10.3390/su13169025 [SSCI-indexed, JCR Q2]
Huang, J., Wang, Y., & Teng, F. (2021). Understanding changes in teacher beliefs and identity formation: A case study of three novice teachers in Hong Kong. Teaching Education, 32(2), 193-207. DOI: 10.1080/10476210.2019.1693535 [ESCI-indexed, SJR Q1]
Liu, D.H., & Huang, J. (Corresponding Author) (2021). Rhetoric construction of Chinese expository essays: Implications for EFL composition instruction. SAGE Open, 11(1), 1-10. DOI: 10.1177/2158244020988518 [SSCI-indexed, SJR Q2]
Huang, J., Lock, K.Y.N., & Feng, T. (2019). Autonomy in English language teaching: A case study of novice secondary school teachers in Hong Kong. Chinese Journal of Applied Linguistics, 42(1), 3-20. [ESCI-indexed, SJR Q1]
Teng, F., & Huang, J. (2019). Predictive effects of writing strategies for self-regulated learning on secondary school learners’ EFL writing proficiency. TESOL Quarterly,?53(1), 232-247. [SSCI-indexed, JCR Q1]
Huang, J., Connelly, J., Tait, K., & Kim, L. (2018). Co-teaching, co-authoring and co-publishing: Fostering student and teacher autonomy in university education. In A. Sivan, T. Chaudhuri, S.Y. Cheung, E.Y.W. Wong, T. Kwong & L. Law (Eds.), Studies on Teaching and Learning Volume 4 (Chapter 1, pp. 1-22). Hong Kong: Pearson.
Huang, J., Long, N.N., & Teng, F. (2018). Affordances and foreign language education. Foreign Languages and Their Teaching (《外语与外语教学》), 2018, Issue 1 (Serial No. 298), 39-52. Published in Chinese. [CSSCI-indexed]
Long, N.N., & Huang, J. (2017). Exploring the researcher identity of EFL teachers in a Chinese Mainland university. Chinese Journal of Linguistics, 40(4), 371-391. [ESCI-indexed, SJR Q1]
Huang, J., & Lock, Y.N. (2016). Autonomy in foreign and second language teaching: Case studies of novice English teachers in mainland China and Hong Kong. Foreign Language Education (《外语教育》), Volume 16, 240-251.
Long, N.N., & Huang, J. (2015). Out-of-class pronunciation learning: Are EFL learners ready in China? In D. Nunan & J.C. Richards. Language Learning Beyond the Classroom (pp. 43-52). New York: Routledge.
Huang, J. (2013). Autonomy, agency and identity in foreign language learning and teaching. Bern: Peter Lang.
Huang, J., & Benson, P. (Eds.) (2013). Autonomy in foreign and second language education: Special issue for The 16^th World Congress of Applied Linguistics. Chinese Journal of Applied Linguistics, 36(1).
Huang, J., & Benson, P. (2013). Autonomy, agency and identity in foreign and second language education. Chinese Journal of Applied Linguistics, 36(1), 7-28.
Malcolm, D., Mercer, S., & Huang, J. (2013). Second opinions: Managing learner autonomy in an Arab medical school. In A. Barfield & D. Alvarado (Eds.), Autonomy in language learning: Stories of practices (pp. 64-73). IATEFL, Darwin College, University of Kent, Canterbury, Kent, CT2 7NY, UK.
Huang, J. (2011). A dynamic account of autonomy, agency and identity in (T)EFL learning. In G. Murray, X.S. Gao & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 229-246). Bristol: Multilingual Matters.
Allison, D., & Huang, J. (Corresponding Author) (2010). Learner choice and accommodation: Exploring comments in Chinese EFL learning diaries. Chinese Journal of Applied Linguistics, 33(3), 76-92.
Huang, J. (2010). Teacher identity, teacher agency and teacher autonomy: Insights from my twenty-year teaching experiences.?Education Research?Monthly,?Issue 8, 27-31.??[Published in Chinese: 教师身份、教师能动、教师自主：二十年从教经历的反思.《教育学术月刊》, 2010年第8期.]
Benson, P., Chik, A., Gao, X.S., Huang, J., & Wang, W.F. (2009). Qualitative research in language teaching and learning journals, 1997–2006.?The Modern Language Journal, 93(1), 79-90. [SSCI-indexed]
Benson, P., & Huang, J. (2008). Autonomy in the transition from foreign language learning to foreign language teaching. DELTA:?Documenta??o de Estudos em Lingüística Teórica e Aplicada, 24 (special issue), 421-439.
Huang, J. (2007). Research on teacher and learner autonomy in the context of English curriculum standards.?Curriculum, Teaching Material and Method, 27(8), 77-81. [Published in Chinese: 基于课程标准的教师和学习者自主性研究.《课程.教材.教法》] [CSSCI-indexed]
Huang, J. (2007). Teacher autonomy in second language education.?Teaching English in China, 30(1), 30-42.
Huang, J. (2007). Learner autonomy in the Chinese university classroom: An insider perspective on teacher-learner role relationships. In P. Benson (Ed.),?Learner autonomy 8: Teacher and learner perspectives(pp. 84-103). Dublin: Authentik.
Huang, J., & Benson, P. (2007). Teacher autonomy in second language education.?Foreign Languages and Their Teaching, Serial No. 225, pp. 33-37. [Published in Chinese: 第二语言教育的教师自主性研究.《外语与外语教学》] [CSSCI-indexed]
Huang, J. (2006). Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas.?Language Teaching Research, 10(1), 95-117. [SSCI-indexed]
Huang, J. (2006). Fostering learner autonomy within constraints: Negotiation and mediation in an atmosphere of collegiality.?Prospect: An Australian Journal of TESOL, 21(3), 38-57.
Benson, P., & Huang, J. (2006). Autonomy in language learning: A thematic bibliography. In T. Lamb & H. Reinders (Eds.),?Supporting independent learning: Issues and interventions (pp. 239-277). Frankfurt: Peter Lang.
Huang, J., Gu, M.Y., & Cheung, P.K. (Eds.) (2006).?Research Studies in Education(Volume 4). Faculty of Education, University?of Hong Kong.
Lu, D.F., Xia, J.S., Wang, W.X., Huang, J., & Ying, D.J. (Eds.) (2006).?Highlights of thesis writing for English majors B.A. degree. Guangzhou: Guangdong Languages and Audiovisual Press. [Published in Chinese: 《英语专业学士学位论文写作新编》, 广东省语言影像电子出版社]
Huang, J. (2005). Metacognition training in the Chinese university Classroom: An action research study.?Educational Action Research, 13(3), 413-434.
Huang, J. (2005). A diary study of difficulties and constraints in EFL learning.?System, 33(4), 609-621. [SSCI-indexed]
Huang, J. (2005). Teacher autonomy in language learning: A review of the research. In K.R. Katyal, H.C. Lam & X.J. Ding (Eds.),?Research studies in education?(Volume 3) (pp. 203-218). Faculty of Education, University?of Hong Kong.
Huang, J., & Huang, J.T. (2000). Integration of two approaches to EFL listening.?Multimedia in Foreign Language Education. 20(2), 7-9 and 22. [Published in Chinese: 两种教学模式的一体化及其策略.《外语电化教学》] [CSSCI-indexed]
Huang, J. (1999). Action research and foreign language teachers.?Foreign Language Education, 20(3), 13-16.? [Published in Chinese: 行动研究与在职外语教师.《外语教学》] [CSSCI-indexed]
Huang, J. (1998). English corner and EFL extracurricular writing.?English Teaching Forum, 36(2), 29-31.
?Conferences/Talks/Workshops/Invited Speaker (2004-Present)[Refereed Conference Papers]
Zhang, Y., & Huang, J. (10-12 December 2021). From EFL, through EMI, to ESL: A longitudinal case study of a pre-service ESL teacher’s investment. Paper presented at the 9th International Symposium on Second Language Acquisition Research in China. Shanghai International Studies University, China.
Huang, J. (15-20 August 2021). Identity, agency and autonomy in foreign and second language education: Case studies of in-service teachers in Shenzhen and Hong Kong. Paper presented at AILA 2021 Virtual (the 19^th World Congress of Applied Linguistics) in Groningen, the Netherlands.
Huang, J., Lau, W.K., & Ng, Y.S. (19-20 June 2021). Novice English Teachers in Hong Kong secondary schools: Affordances and constraints in their initial years of professional development. Paper presented at the 2^nd International Conference on Language Teaching and Learning 2021, Education University of Hong Kong, Hong Kong.
Huang, J., & Guan, W.Z. (19-20 June 2021). Teacher learning and development through public lessons: Experience of novice English teachers in Shenzhen. Paper presented at the 2^nd International Conference on Language Teaching and Learning 2021, Education University of Hong Kong, Hong Kong.
Huang, J. (8-10 January 2021). English teachers in Shenzhen and Hong Kong: A multiple-case study. Paper presented at the?HKCPDHub?Virtual International Conference 2021 (“Innovative Teaching and Research in English Language Education”), University of Hong Kong.
Huang, J., & Chen, B.C. (29-31 July 2019). An ethnographic study of college English teachers’ identity negotiation in a mainland Chinese university. Paper presented at Oxford Education Research Symposium, Harris Manchester College, Oxford University, UK.
Huang, J., & Chen, B.C. (29-31 July 2019). First-year (T)EFL experiences in a Chinese university: An affordances theory perspective. Paper presented at Oxford Education Research Symposium, Harris Manchester College, Oxford University, UK.
Chen, B.C., & Huang, J. (28-29 June 2019). Professional identities of translation and interpreting teachers in China: A narrative multiple-case study. Paper presented at Inaugural Conference on Language Teaching and Learning. Education University of Hong Kong, Hong Kong.
Huang, J., & Chen, B.C. (28-29 June 2019). Autonomy, agency and identity in (T)EFL learning: Understanding BA TEFL students’ experiences in a mainland Chinese university over two decades. Paper presented at Inaugural Conference on Language Teaching and Learning. Education University of Hong Kong, Hong Kong.
Ma, Y.Y., & Huang, J. (28-29 June 2019). A narrative inquiry of a Chinese teacher’s identity experiences in a cross-cultural school context in Hong Kong. Paper presented at Inaugural Conference on Language Teaching and Learning. Education University of Hong Kong, Hong Kong.
Teng, F., & Huang, J. (28-29 June 2019). Understanding identities in practice, discourse, and activity: English lecturers’ experiences in the context of mainland China higher education reform. Paper presented at Inaugural Conference on Language Teaching and Learning. Education University of Hong Kong, Hong Kong.
Huang, J. (19-22 July 2018). A comparative study of novice English teachers in Shenzhen and Hong Kong. Paper presented at the 2018 TESOL International Association China Assembly, Shanghai International Studies University, Shanghai, China.
Yang, K., & Huang, J. (19-22 July 2018). English as medium of instruction at a Sino-British University in China: Exploring student and teacher voices. Paper presented at the 2018 TESOL International Association China Assembly, Shanghai International Studies University, Shanghai, China.
Huang, J. (27-29 June 2018). Autonomy in the transition from learner to teacher: A longitudinal multiple-case study. Paper presented at the 16^th Asia TEFL International Conference, University of Macau, Macau, China.
Teng, F., & Huang, J. (27-29 June 2018). Understanding identities of university English lecturers in Mainland China. Paper presented at the 16^th Asia TEFL International Conference, University of Macau, Macau, China.
Huang, J. (18-20 July 2017). Novice English teachers in Shenzhen and Hong Kong: A multiple case study. Paper presented at the 8th National Conference on Language and Education in 2017, Inner Mongolia University of Technology, Hohhot, Inner Mongolia, China.
Huang, J. (9-11 June 2017). Gains and challenges of studying abroad: Exploring insider perspectives on a short-term overseas English immersion programme. Paper presented at the International Conference on English, Discourse and Intercultural Communication (EDIC) cum the 23rd Conference of the International Association for Intercultural Communication Studies (IAICS), the Education Bureau of Xinjiang Uygur Autonomous Region and Xinjiang Normal University, Urumqi, China.
Huang, J., & Hu, A.H. (6-8 June 2017). Exploring “study abroad” experiences: Mainland Chinese students pursuing further education in Hong Kong. Paper presented at the International Conference on English, Discourse and Intercultural Communication (EDIC) cum the 23rd Conference of the International Association for Intercultural Communication Studies (IAICS), Macau Polytechnic Institute, Macau.
Huang, Jing. (4-6 November 2016). Autonomy in foreign and second language teaching: Case studies of novice English teachers in Shenzhen and Hong Kong. Paper presented at the 7^th International Conference of the Independent Learning Association (ILA 2016), Wuhan, China.
(19-21 November 2014). Four papers co-presented with four former students of Department of Education Studies Hong Kong Baptist University at the Asia Pacific Educational Research Association International Conference 2014 (APERA Conference 2014), with the theme “Managing global changes and education reforms: Asia and Pacific Responses”, held in the Hong Kong Institute of Education, from 19 to 21 November 2014. The titles of the four co-authored papers are as follows: “Equipping teachers with global perspectives: An exploratory study of a compulsory overseas immersion programme” (with Rocky Cheung, year 4 student in AY2014-2015); “Issues of MOI in teaching Liberal Studies: Listening to teachers’ voices” (with Christina Li Ka Ki, former English double degree student); “Autonomy in the transition from learner to teacher” (with Kenny Lock, former English double degree student); and “Studying for a master’s degree in Hong Kong: What are the benefits and challenges for mainland Chinese students?” (with Zhang Yue, former student in the MEd full-time programme).
(10-15 August 2014). From autonomy in foreign language learning to autonomy in foreign language teaching. Paper presented at the 17^th World Congress of Applied Linguistics, Brisbane, Australia.
(30 August – 2 September 2012). The individual in independent learning. Paper presented at Independent Learning Association 2012 Conference, Victoria University of Wellington, New Zealand.
(23-28 August 2011). Issues of autonomy in the transition from learner to teacher. Paper presented at the 16th World Congress of Applied Linguistics, Beijing, China.
(12 December 2009). The first year in university: Loss, confusion, and puzzlement. Paper presented at the 3^rd HAAL (Hong Kong Association for Applied Linguistics) Research Forum, Hong Kong.
(23-25 October 2009). Teacher identity, teacher agency and teacher autonomy: Insights from my twenty-year teaching experiences. Paper presented at Conference Series on Education Development in Chinese Society (Stories from Teachers-Stories about Teachers), University of Macau. [In Chinese]
(5–8 October 2007). Out-of-class language learning: The dynamics of agendas, agencies and autonomy. Paper presented at the Independent Learning Association 3^rd International Conference, Chiba, Japan.
(11 June 2007). Agency, identity and autonomy. Paper presented at the 2^nd HALL (Hong Kong Association for Applied Linguistics) Research Forum, Hong Kong Polytechnics University, Hong Kong SAR.
(16-21 May 2007). Autonomy in subcultures: An exploration of possibilities and constraints. Paper presented at the 5^th International Conference on ELT in China & the 1st Congress of Chinese Applied Linguistics, Beijing, China.
(3-5 May 2007). Teacher autonomy and teacher development. Featured (invited) speech at the 2^nd China College English Teacher Development Conference, Sun Yat-sen University, Guangzhou, China.
(27 January 2007). Agency, identity and autonomy: Exploring their links. Paper presented at the 10th Postgraduate Research Conference, Faculty of Education, University of Hong Kong.
(11-13 November 2006). Autonomy in the Chinese EFL context: Learners’ stories. Paper presented at the Annual Conference of CELEA (China English Language Education Association) & International Conference of Communicative Language Teaching, Guangdong University of Foreign Studies, Guangzhou, China.
(10 June 2006). Have they been autonomous in EFL learning? Insights from learner autobiographies. Paper presented at the 9th Postgraduate Research Conference, Faculty of Education, University of Hong Kong.
(24-29 July 2005). Accommodation, resistance, and autonomy: Evidence from Chinese EFL learning diaries. Paper presented at the 14^th World Congress of Applied Linguistics held at University of Wisconsin-Madison, USA.
(4 June 2005). Teacher autonomy in language learning: A review of the research. Paper presented at the 8^th Postgraduate Research Conference, 2005, Faculty of Education, University of Hong Kong.
(14-18 June 2004). Learner autonomy in the Chinese university classroom: An action research study. Paper presented at the International Conference “Maintaining Control: Autonomy in Language Learning Autonomy” jointly hosted by Hong Kong University of Science and Technology and Zhejiang University, China.
[Invited Conference Papers/Workshops/Seminars](30 June 2016). Autonomy, identity and agency in foreign language education. Invited seminar at Baoji University of Arts and Sciences, Shanxi Province, China.
(30 July-1 August 2015).Teacher autonomy and teacher development. Invited seminar for HKBU-SYSU (Hong Kong Baptist University – Sun Yat-sen University) Educational Exchange Programme.
(1-7 July 2017). Research on autonomy in language education. Invited seminar at Sichuan University on 2 July 2015 for AMORSHK (Association of Mainland Overseas Returned Scholars in Hong Kong) Western China Delegation.
(7-8 January 2013). CLT, TBLT and Postmethod pedagogy. Seminar series for students and teachers of Foreign Language Department at Shaanxi Xueqian Normal University.
(14 November 2012). Sharing innovations: Ingredients of a successful TDG proposal. Teaching and Learning Experience Sharing (TALES) 2012-2013 Seminar Series, Centre for Holistic Teaching and Learning, Hong Kong Baptist University.
(3-5 December 2008). Four invited talks to teachers and MA students at the School of Foreign Languages, China West Normal University, Sichuan, China:
Introducing a longitudinal study of the long-term development of autonomy among students in a social and institutional context.
Interpretative-qualitative research in language teaching and learning.
Foreign language classroom research: Ethnography.
Foreign language classroom research: Action research.
(3-5 May 2007). Teacher autonomy and teacher development. Featured (invited) speech at the 2^nd China College English Teacher Development Conference, Sun Yat-sen University, Guangzhou, China.
(With Phil Benson and Joanne Chuk, 17 January 2007). Issues of autonomy in the transition from learner to teacher. Seminar at Department of English, Hong Kong Institute of Education, Hong Kong SAR.
(24 February 2006). Dances with reviewers: Research students’ experiences in getting their research published. Faculty of Education Workshop, University of Hong Kong.
(8 February 2006). Learner autonomy in the Chinese EFL context: Perspectives, possibilities and constraints. English Centre Seminar, University of Hong Kong.
(1-4 November 2005). Three invited talks to teachers and MA students at the School of Foreign Languages, China West Normal University, Sichuan, China:
Learner autonomy in second/foreign language education.
Teacher autonomy in second/foreign language education.
Getting your research published in international journals.
(3 March 2005). Learner Resistance to Metacognition Training? A Diary Study of Mismatches between Learning and Instruction. HASALD (Hong Kong Association for Self-Access Learning and Development) Seminar, City University of Hong Kong.
(3 November 2004). Learner autonomy in the Chinese university classroom: An insider perspective of teacher-learner role relationships. English Centre Seminar, University of Hong Kong.