Doctor, Professor

Faculty of English Language and Culture

Guangdong University of Foreign Studies

EDUCATION

Hong Kong Institute of Education, Hong Kong

Ph.D in English Education Feb. 2012 –Mar. 2015

University of Westminster

MA in TESOL Sep. 2007-Oct. 2008

Guangdong University of Foreign Studies

MA in Linguistics and Applied Linguistics Sep. 1997-Jun. 2000

Hunan Normal University

BA in English Language and Culture Sep. 1989- Jun. 1993

University of Reading

Visiting Scholar Sep. 2018-Sept. 2019

TEACHING EXPERIENCE

Guangdong University of Foreign Studies Jul. 2000-till now

Teaching English to English majors

Hengyang Medical College Jul. 1993-Jun. 1997

Teaching college English to medical students

Supervision

Dissertation of BA students in Guangdong University of Foreign Studies

Dissertation of MA students in Guangdong University of Foreign Studies

Dissertation of MA students in joint program between Guangdong University of Foreign Studies and University of Reading, UK

Dissertation of MA students in joint program between Guangdong University of Foreign Studies and Leeds University, UK

PUBLICATIONS

1. Liu, J., Ding, F., & Niu, R. (2024). Effects of peer familiarity on Chinese English learners’ L2 learning in collaborative writing. International Journal of Applied Linguistics, 1–16.

2. Wu, Y., & Ding, F. (2023). Understanding Emotions in English Language Learning in Virtual Worlds: by Mariusz Kruk and Mirosław Pawlak, London, Routledge/Taylor & Francis, 2022, 140 pp., $48.95 (e-book), ISBN 9781003240068. Asia Pacific Journal of Education, ahead-of-print(ahead-of-print), 1–3.

3. Ding, F., Yuan, R., & Curtis, F. (2022). University English Teachers’ Professional Development Through Academic Visits: Using Identity as a Theoretical Lens. Australian Journal of Teacher Education, 47 (3).

4. Feng Ding, 2021.First Year in a Multilingual University Double Transitions. Springer.

5. Feng Ding & Baohua Yu (2021): First year university students’ perception of autonomy: an individualistic approach, Journal of Further and Higher Education,

6. Baohua Yu, Feng Ding & Rui Eric Yuan (2020): Understanding the long-term impact of an overseas immersion programme on pre-service teachers’ learning to teach: a Hong Kong case, Educational Studies.

7. Feng Ding & Fiona Curtis (2020): ‘I feel lost and somehow messy’: a narrative inquiry into the identity struggle of a first-year university student, Higher Education Research & Development.

8. Ding, F. (2017). "Free in Time, Not Free in Mind": First-Year University Students Becoming More Independent. Journal of College Student Development, 58(4), 601-617.

9. Ding, F., & Stapleton, P. (2016). Walking like a toddler: Students' autonomy development in English during cross-border transitions. System, 59, 12-28.

10. Ding, F., & Stapleton, P. (2015). Self-emergent peer support using online social networking during cross-border transition. Australasian Journal Of Educational Technology, 31(6), 671-684.

Research Project

Mainland Chinese Students’ Adaption to Universities in Hong Kong—the perspective of learner autonomy, funded by the Ministry of Education (Humanities and Social Science) in 2017, Grant No.17YJA 880016.

Community Service

Reviewer of international academic journals, e.g System, Journal of Teacher Education, Cogent Education, and Chinese academic journal, e.g Modern Foreign Language.

RESEARCH INTEREST

Learner autonomy

Language teaching

Teacher development

Internationalization of higher education

International students

School-university transition

Cross-border transition