科研项目：

（1）2017年12月至2021年4月：教育部人文社科项目（# 17YJA740016），"中国英语能力等级考试背景下的英语教师语言测评基本素质实证研究"

（2） 2022年11月至2024年10月：江苏大学高等教育规划发展研究重点课题（G202203），江苏大学毕业生( 5-10 年 )教育质量满意度测评体系研究

论文著作：

2020-2023年全英文专著

1. Huang, J., & Li, J. (2022). Learning by doing research methods book series 7: Generalizability theory. Niagara Falls: Untested Ideas Research Center

2. Huang, J., & Li, J. (2022). Learning by doing research methods book series 6: Item response theory. Niagara Falls: Untested Ideas Research Center

3. Huang, J., & Li, J. (2021). Learning by doing research methods book series 5: Quantitative research methods. Niagara Falls: Untested Ideas Research Center

4. Huang, J. (2021). Learning by doing research methods book series 4: Qualitative research methods. Niagara Falls: Untested Ideas Research Center

5. Huang, J. (2021). Learning by doing research methods book series 3: Research instruments. Niagara Falls: Untested Ideas Research Center

6. Huang, J. (2021). Learning by doing research methods book series 2: Literature reviews. Niagara Falls: Untested Ideas Research Center

7. Huang, J. (2021). Learning by doing research methods book series 1: Research proposals. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-094-5]

2020-2023年SSCI期刊论文

1. Chen, B., & Huang^{1, *}. J. (2023). A Chinese perspective on writing English abstract: Challenges, errors, tips for improvement, and critical reflections. SAGE Open, July-September 2023, 1-16. DOI: 10.1177/21582440231194188 (共同第一作者兼通讯作者)

2. Huang^*. J., & Wang, Y. (2023). Examining Chinese social sciences graduate students’ understanding of research ethics: Implications for their research ethics education. Humanities and Socail Sciences Communications, 1-8. DOI: 10.1057/s41599-023-02000-6 (第一作者兼通讯作者)

3. Huang^*. J., Dong, Y., Han, C., & Wang, X. (2023). Evaluating the language- and culture-related construct-irrelevant variance and reliability of the Sense of School Belonging Scale: Suggestions for revision. Journal of Psychoeducational Assessment, 1-20. DOI: 10.1177/07342829231189319 (第一作者兼通讯作者)

4. Zhang, Y., Huang^{1, *}. J., Hussain, S., Dong, Y. (2023). Investigating the impact of the community of inquiry presence on online learning satisfaction: A Chinese college student perspective. Psychology Research and Behavior Management, 16, 1883-1896 (共同第一作者兼通讯作者)

5. Huang^*. J., Shu, T., Dong, Y., & Zhu, D. (2023). Constructing and validating a self-assessment scale for Chinese college English-major students’ feedback knowledge repertoire in EFL academic writing: Item response theory and factor analysis approaches. Assessing Writing, 56, 100716. DOI: 10.1016/j.asw.2023.100716 (第一作者兼通讯作者)

6. Meng. L., Huang^{1, *}. J., Qiu, C., Liu, Y., & Niu, J. (2023).The structural relations of dispositional mindfulness, Zhongyong, resilience, and subjective well-being among Chinese high school students. Current Psychology. 1-13. DOI: 10.1007/s12144-023-04345-2 (共同第一作者兼通讯作者)

7. Li. Y., Huang^{1, *}. J., Hussain, S., & Shu, T. (2023). How do anxiety and stress impact the performance of Chinese doctoral students through self-regulated learning? – A multi-group analysis. Frontiers in Psychology. DOI: 10.3389/fpsyg.2023.985379 (共同第一作者兼通讯作者)

8. Hu. Y., Huang^*. J., Kong, F., & Hussain, S. (2023).Examining self-regulated learning as a significant mediator among social presence, cognitive presence, and learning satisfaction in an asynchronous online course: A PLS-SEM approach. Australasian Journal of Educational Technology, 39(2), 16-32. DOI: 10.14742/ajet.8020 (通讯作者)

9. Huang^*. J., Zhu, D., Xie, D., & Shu, T. (2023). Examining the reliability of an international Chinese proficiency standardized writing assessment: Implications for assessment policy makers. Assessing Writing, 55, 100693. DOI: 10.1016/j.asw.2023.100693 (第一作者兼通讯作者)

10. Huang^*. J., Li, J., Shu, T., & Zhang, Y. (2022). A mixed-methods national study investigating key challenges in learning English as a foreign language: A Chinese college student perspective. Frontiers in Psychology: Educational Psychology. DOI: 10.3389/fpsyg.2022.1035819 (第一作者兼通讯作者)

11. Hu. Y., Huang^{1, *}. J., & Kong, F. (2022). College students’ learning perceptions and outcomes in different classroom environments: A community of inquiry perspective. Frontiers in Psychology: Educational Psychology. DOI: 10.3389/fpsyg.2022.1047027 (共同第一作者兼通讯作者)

12. Shi. M., Huang^{1, *}. J., & Luo, G. (2022). Meeting the bilingual learning needs of Tibetan minority students in Qinghai Province: A multiple perspective investigation into problems and solutions. Frontiers in Psychology: Educational Psychology. DOI: 10.3389/fpsyg.2022.937390 (共同第一作者兼通讯作者)

13. Hussain, S., & Huang^{1, *}. J. (2022). The impact of cultural values on green purchase intentions through ecological awareness and perceived consumer effectiveness: An empirical investigation. Frontiers in Environmental Science, DOI: 10.3389/fenvs.2022.985200 (共同第一作者兼通讯作者)

14. Wu, W., & Huang^{1, *}, J., Han, C., & Zhang, J. (2022). Evaluating peer feedback as a reliable and valid complementary aid to teacher feedback in EFL writing classrooms: A feedback giver perspective. Studies in Educational Evaluation, 73, 101140 (共同第一作者兼通讯作者)

15. Li, J., & Huang^{1, *}, J. (2022). The impact of essay organization and overall quality on the holistic scoring of EFL writing: Perspectives from classroom English teachers and national writing raters. Assessing Writing, 51, 100604 (共同第一作者兼通讯作者)

16. Li, J., & Huang^{1, *}, J., & Cheng, S. (2022). The reliability, effectiveness, and benefits of peer assessment in college EFL speaking classrooms: Student and teacher perspectives. Studies in Educational Evaluation, 72, 101120 (共同第一作者兼通讯作者)

17. Huang, Y., Huang^{1, *}, J., Wang,  T., Xu, S., & Li, J. (2021). The impact of the Corona Virus Disease 2019 pandemic on Chinese middle school students’ self-perceived emotional states: A Wuhan perspective. Frontiers in Psychology, 12, 1-12 (共同第一作者兼通讯作者)

18. Huang^*, J., Zhou, Y., & Sheeran, T. (2021). Educational researchers’ ethical responsibilities and human subjects’ ethical awareness: implications for research ethics education in China. Ethics & Behavior, 31(5), 321-334 (第一作者兼通讯作者)

19. Liu, Y., & Huang*, J. (2020). The quality assurance of a national English writing assessment: Policy implications for quality improvement. Studies in Educational Evaluation, 67, 100941 (通讯作者)

20. Zhao, C., & Huang*, J. (2020). The impact of the scoring system of a large-scale standardized EFL writing assessment on its score variability and reliability: Implications for assessment policy makers. Studies in Educational Evaluation, 67, 100911 (通讯作者)

兼职与荣誉：

（1）2012年至今，国际期刊《International Journal of TESOL and Learning》、《Language and Communication Quarterly》主编

（2）2019年至今，中国英汉比较研究会语言测试与评价专业委员会理事

（3）2015年至2019年，湖南大学外国语与国际教育学院特聘教授

（4）2015年至2019年，湖北省“楚天学者”讲座教授

（5）2018年至2021年，天津科技大学外国语学院名誉教授

（6）2009年至2011年，美国TESOL/NCATE国家项目评估专家

（7）2011年至2015年，美国国家教师认证委员会评估专家理事会理事

获奖情况：

（1）2017.“科研业绩优秀奖”，湖南大学外国语与国际教育学院

（2）2004.“国家优秀自费留学生”，中国国家留学基金管理委员会