FANGFan Gabriel博士

Journal Articles

• Mirhosseini, S. A., Hu, M., Jiang, L., & Fang, F. (2026, online first). ‘English spread’ at the interface of national and institutional EMI policies in China. Current Issues in Language Planning. https://doi.org/10.1080/14664208.2026.2623319
• Wang, Y., Fang, F., & Sukying, A. (2026). ‘My English is terrible to read’: understanding stakeholders’ experiences and needs of English medium instruction through peer tutoring. Language and Education, 40(2), 470-491. https://doi.org/10.1080/09500782.2025.2520840
• Wu, D.B., Hou, S., & Fang, F. (2025, online first). Performing ‘alterity’: Global geographies of power, translocal subjectivity, and everyday identity negotiation of African students at a university in China. Higher Education. https://doi.org/10.1007/s10734-025-01570-5 
• Liu, J.E., Zhong, J., & Fang, F. (2025, online first). Developing pre-service teachers’ critical awareness and strategic use of multilingual and multimodal repertoires in materials design. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2025.2567038
• Xie, X., & Fang, F. (2025, online first). Enhancing Global Englishes in secondary education: Addressing student needs through teacher education and curriculum innovation. RELC Journal. https://doi.org/10.1177/00336882251332310
• Liu, L., Fang, F., & Zhang, C. (2025, online first). Exploring the development and trends of English medium instruction (EMI) research: A scientometric analysis. Innovation in Language Learning and Teaching, 1-15. https://doi.org/10.1080/17501229.2025.2450464
• Reynolds, B. L., Ren, N., Li, J. Z., & Fang, F. (2024, online first). International students’ investment in learning Cantonese, English, Mandarin, and Portuguese in multilingual Macao. Journal of Language, Identity & Education, 1–20. https://doi.org/10.1080/15348458.2024.2406847
• Fang, F., Jiang, L., & Yang, J. (2023, online first). To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens. Language Teaching Research. https://doi.org/10.1177/13621688231183771
• Hao, X., & Fang, F. (2024, online first). Learners. speaking self-efficacy, self-efficacy sources and their relations in the traditional and flipped instructional modes. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2024.2414051
• Liao, J., Fang, F., & Zhang, J.L. (2025). Evaluating methodological features of research on translanguaging pedagogy in English Medium Instruction (EMI). Research Methods in Applied Linguistics, 4, 100263. https://doi.org/10.1016/j.rmal.2025.100263
• Liao, J., Fang, F., Cao, X., & Wang, W. (2025). “Almost like having my own teacher beside me”: A Learner’s investment in informal digital learning of English (IDLE) and English-medium instruction (EMI) learning. International Journal of TESOL Studies, 7(4), 71-89. https://doi.org/10.58304/ijts.250712
• Wang, Z., Shen, B., Chen, Y., & Fang, F. (2025). Unpacking teachers’ beliefs about translanguaging in language learning: a qualitative meta-synthesis. International Journal of Multilingualism, 22(3), 1774-1793. https://doi.org/10.1080/14790718.2025.2463539
• Fang, F., & Xu, Y. (2025). The local-international trend of Intercultural Communication through world Englishes and translanguaging. World Englishes, 44(4), 638-654. https://doi.org/10.1111/weng.12713
• Wang, Y., Wang, W., & Fang, F. (2025). Developing Chinese English language teachers’ research literacy: A multi-case study of an MA TESOL programme at a British university. System, 133, 103759. https://doi.org/10.1016/j.system.2025.103759
• Teng, M.F., & Fang, F. (2025). Introduction: Multilingualism and multilingual education in China. Journal of Multilingual and Multicultural Development, 46(10), 3253-3257.
• Fang, F., & Hu, G. (2025). English medium instruction, identity construction and negotiation of Teochew-speaking learners of English. Journal of Multilingual and Multicultural Development, 46(10), 3258-3273. https://doi.org/10.1080/01434632.2022.2051711
• Xie, X., & Fang, F. (2025). ‘Walking out from the flat’: Pre-service English language teachers’ experiences of and needs for English as a lingua franca during study-abroad. Language and Education, 39(3), 771-789. https://doi.org/10.1080/09500782.2024.2378110
• Fang, F., & Yao, X. (2025). Intergenerational transmission and multilingual dynamics: exploring language policies in Chaoshan families through a contextual lens. Current Issues in Language Planning, 26(2), 234-253. https://doi.org/10.1080/14664208.2024.2410517
• Boonsuk, Y., & Fang, F. (2025). Incorporating innovative Global Englishes-oriented activities into classroom instruction: Voices from pre-service English teachers in Thailand. Innovation in Language Learning and Teaching, 19(2), 174-187. https://doi.org/10.1080/17501229.2024.2352478
• Wang, X., & Fang, F. (2025). Identity development in transition: A duoethnography of language teachers becoming teacher educators from an ecological perspective. TESOL Journal, 16(1), e70003. https://doi.org/10.1002/tesj.70003
• Lu, H., & Fang, F. (2025). Revisiting Chinese English learners’ perceptions of English as a global language: A qualitative case study. Porta Linguarum, 43(January), 75-92. https://doi.org/10.30827/portalin.vi43.28778
• Sah, P.K., & Fang, F. (2025). Decolonizing English-medium instruction in the Global South. TESOL Quarterly, 59(1), 565-579. https://doi.org/10.1002/tesq.3307
• Reynolds, D., Almalki, M., & Fang, F. (2025). A polylog: critical readings of Chinese as a third language in the Arabian Gulf. Journal of Multilingual and Multicultural Development, 46(1), 114–124. https://doi.org/10.1080/01434632.2024.2394623
• Yuan, L., Fang, F., & Hu, G. (2024). Are students prepared and supported for English medium instruction in Chinese higher education to promote educational equality?. System, 125, 103423. https://doi.org/10.1016/j.system.2024.103423
• Chen, Y., Fang, F., Zhang, W. (2024). Unpacking English language teachers’ perceptions and practices of translanguaging: A case study of secondary schools in China. Journal of English and Applied Linguistics, 3(2), 1-12.
• Fang, F., McConachy, T., & Yuan, R. (2024). Intercultural learning and identity development as a form of teacher development through study abroad: Narratives from English language practitioners. Language, Culture and Curriculum, 37(2), 247-266. https://doi.org/10.1080/07908318.2024.2323453
• Hao, Z., Fang, F. & Peng, J. (2024).The integration of AI technology and critical thinking in English major education in China: Opportunities, challenges, and future prospects. Digital Applied Linguistics, 1, 2556. https://doi.org/10.29140/dal.v1.2256
• Teng, M.F., & Fang, F. (2024). Translanguaging pedagogies in developing morphological awareness: The case of Japanese students learning Chinese in China. Applied Linguistics Review, 15(4), 1477-1506. https://doi.org/10.1515/applirev-2022-0138
• Fang, F., & Dovchin, S. (2024). Editorial: Reflection and reform of applied linguistics from the Global South: Power and inequality in English users from the Global South. Applied Linguistics Review, 15(4), 1223-1230. https://doi.org/10.1515/applirev-2022-0072
• Jiang, L., Gu, M.M., & Fang, F. (2024). Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms. Applied Linguistics Review, 15(4), 1299-1319. https://doi.org/10.1515/applirev-2022-0062
• Huang, Y., & Fang, F. (2024). ‘I feel a sense of solidarity when speaking Teochew’: Unpacking family language planning and sustainable development of Teochew from a multilingual perspective. Journal of Multilingual and Multicultural Development, 45(5), 1375-1391. https://doi.org/10.1080/01434632.2021.1974460
• Liu, H., Li, H., & Fang, F. (2024). “Behind the screen, I still care about my students!”: Exploring the emotional labour of English language teachers in online teaching during the COVID-19 Pandemic. International Journal of Applied Linguistics, 34(2), 450-465. https://doi.org/10.1111/ijal.12501
• Sultana, S., & Fang, F. (2024). English as the medium of instruction and mother-tongue-based translanguaging: Challenges and prospects for tertiary education in Bangladesh and China. International Journal of Educational Development, 104, 102951. https://doi.org/10.1016/j.ijedudev.2023.102951
• Xu, Y., & Fang, F. (2024). Promoting educational equity: The implementation of translanguaging pedagogy in English language education. International Journal of Language Studies, 18(1), 47-74. https://doi.org/10.5281/zenodo.10468187
• Chen, Z., Chen, X., & Fang, F. (2023). Global Englishes and teacher education: Present cases and future directions. RELC Journal, 54(3), 873-880. https://doi.org/10.1177/00336882211044872
• Teng, M.F., & Fang, F. (2023). Language learning for language minority students in a globalized world. Australian Review of Applied Linguistics, 46(2), 131-139. https://doi.org/10.1075/aral.00042.ten
• Fang, F., & Huang, Y. (2023). Exploring the complexity of linguistic minority students’ use of and attitudes toward everyday translanguaging practices. Australian Review of Applied Linguistics, 46(2), 233-252. https://doi.org/10.1075/aral.22012.fan
• Wang, X., Fang, F., & Elyas, T. (2023). ‘I have survived and become more confident’: Effects of in-service TKT-based training on primary school English teachers’ professional beliefs and self-efficacy. Cambridge Journal of Education, 53(4), 511-532. https://doi.org/10.1080/0305764X.2023.2186373
• Fang, F., Soleimanzadeh, S., Zhang, W., & Elahi Shirvan, M. (2023). Chinese students’ multilingual identity constructions after studying abroad: A multi-theoretical perspective. System, 115, 103053. https://doi.org/10.1016/j.system.2023.103053
• Huang, W., & Fang, F. (2023). EMI Teachers’ perceptions and practices regarding culture teaching in Chinese higher education. Language, Culture and Curriculum, 36(2), 205-221. https://doi.org/10.1080/07908318.2022.2115056
• Boonsuk, Y., & Fang, F. (2023). Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad. Language and Education, 37(3), 271-287. https://doi.org/10.1080/09500782.2021.1996595
• Liu, H., Zhang, X., & Fang, F. (2023). Young English learners’ attitudes towards China English: Unpacking their identity construction with implications for secondary level language education in China. Asia Pacific Journal of Education, 43(1), 283-298. https://doi.org/10.1080/02188791.2021.1908228
• Boonsuk, Y., Wasoh, F., & Fang, F. (2023). Native and non-native identity preferences in ELT hiring practices amid global Englishes: The case of online job advertisements. Asia-Pacific Social Science Review, 23(1), 135-143.
• Xu, Y., & Fang, F. (2022). Bridging language policy and English language teaching in the Chinese context: Recent developments and future path. Crossings: A Journal of English Studies, 13(2), 161-174. https://doi.org/10.59817/cjes.v13i2.457
• Liu, H., Li, J., & Fang, F. (2022). Examining the complexity between boredom and engagement in English learning: Evidence from Chinese high school students. Sustainability, 14(24), 16920. https://doi.org/10.3390/su142416920
• Prabjandee, D., & Fang, F. (2022). ‘I was like, just wow!’: insights from Global Englishes teacher professional development. Asian Englishes, 24(3), 294-311. https://doi.org/10.1080/13488678.2021.1989546
• Fang, F., & Xu, Y. (2022). Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education. TESL-EJ (The Electronic Journal for English as a Second Language), 26(3), 1-16. https://doi.org/10.55593/ej.26103a9 
• Cai, Y., Fang, F., Sun, H., & Jiang, L. (2022). Unpacking identity construction and negotiation: A case study of Chinese undergraduate students' social and academic experiences while studying abroad. System, 110, 102896. https://doi.org/10.1016/j.system.2022.102896
• Fang, F., Yuan, L., Xu, H., & Wang, X. (2022). Global Englishes and translanguaging in textbook design and curriculum development for universities in the Greater Bay Area of China. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), 35. https://doi.org/10.1186/s40862-022-00162-5
• Fang, F., Zhang, L.J., & Sah, P. (2022). Editorial: Translanguaging in language teaching and learning: Current practices and future directions. RELC Journal, 53(2), 305-312. https://doi.org/10.1177/00336882221114478
• Liu, Y., & Fang, F. (2022). Translanguaging theory and practice: How stakeholders perceive translanguaging as a practical theory of language. RELC Journal, 53(2), 391-399. https://doi.org/10.1177/0033688220939222
• Fang, F., Widodo H.P. & Elyas, T. (2022). Guest editors’ introduction: Critical Global Englishes in language education. Asian Englishes, 24(2), 115-118. https://doi.org/10.1080/13488678.2022.2076027
• Widodo, H.P., Fang, F., & Elyas, T. (2022). Designing English language materials from the perspective of Global Englishes. Asian Englishes, 24(2), 186-198. https://doi.org/10.1080/13488678.2022.2062540
• Baker, W., & Fang, F. (2022). Intercultural citizenship and the internationalisation of higher education: the role of English language teaching. Journal of English as a Lingua Franca, 11(1), 63-75. https://doi.org/10.1515/jelf-2022-2067
• Boonsuk, Y., & Fang, F. (2022) Perennial language learners or competent language users: An investigation of international students’ attitudes towards their own and native English accents. RELC Journal, 53(1), 40-55. https://doi.org/10.1177/0033688220926715
• Cai, Y., & Fang, F. (2022). TESOL in transition: Examining stakeholders’ use of and attitudes toward translanguaging and multimodal practices in EFL contexts. Taiwan Journal of TESOL, 19(1), 7-33. http://doi.org/10.30397/TJTESOL.202204_19(1).0001
• Liu, H., & Fang, F. (2022). Towards a Global Englishes-aware national English curriculum of China. ELT Journal, 76(1), 88-98. https://doi.org/10.1093/elt/ccab040
• Cogo, A., Fang, F., Kordia, S., Sifakis, N., Siqueira, S. (2021). Developing ELF research for critical language education. AILA Review, 34(2), 187-211. https://doi.org/10.1075/aila.21007.cog
• Liu, H., Chu, W., & Fang F, & Elyas T. (2021). Examining the professional quality of experienced EFL teachers for their sustainable career trajectories in rural areas in China. Sustainability, 13(18), 10054. https://doi.org/10.3390/su131810054
• Pan, H., Liu, C., Fang, F., & Elyas, T., (2021). “How is my English?”: Chinese university students’ attitudes toward China English and their identity construction. Sage Open, 11(3), 1-15. https://doi.org/10.1177/21582440211038271
• Fang, F., & Tang, X. (2021). The relationship between English major students’ learning anxiety and enjoyment in an English language classroom: A positive psychology perspective. Frontiers in Psychology, 12, 705244. https://doi.org/10.3389/fpsyg.2021.705244
• Chu, W., Liu, H., & Fang, F. (2021). A tale of three excellent Chinese EFL teachers: Unpacking teacher professional qualities for their sustainable career trajectories from an ecological perspective. Sustainability, 13(12), 6721. https://doi.org/10.3390/su13126721
• Wang, X., Jiang, L., Fang, F, & Elyas, T. (2021). Toward critical intercultural literacy enhancement of university students in China from the perspective of English as a lingua franca. Sage Open, 11(2), 1-12. https://doi.org/10.1177/21582440211027544
• Fang, F., & Elyas, T. (2021). Promoting teacher professionalism in language education from the perspective of critical intercultural literacy. Intercultural Communication Education, 4(2), 177-190.
• Baker, W., & Fang, F. (2021). ‘So maybe I’m a global citizen’: Developing intercultural citizenship in English medium education. Language, Culture and Curriculum, 34(1), 1-17.https://doi.org/10.1080/07908318.2020.1748045
• Widodo, H.P., Fang, F., & Elyas, T. (2020). The construction of language teacher professional identity in the Global Englishes territory: ‘We are legitimate language teachers’. Asian Englishes, 22(3), 309-316. https://doi.org/10.1080/13488678.2020.1732683
• Fang, F., & Liu, Y. (2020). ‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua, 247, 102959. https://doi.org/10.1016/j.lingua.2020.102959
• Fang, F., Zhang, S.Y., & Elyas, T. (2020). Role of prior intercultural learning in Chinese university students’ cross-cultural adaptation. Pertanika Journal of Social Sciences and Humanities, 28(3), 1599-1619.
• Liu, H.G., Gao, L.X., & Fang, F. (2020). Exploring and sustaining language teacher motivation for being a visiting scholar in higher education: An empirical study in the Chinese context. Sustainability, 12(15), 6040. https://doi.org/10.3390/su12156040
• Wang, L., & Fang, F. (2020). Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers. Cogent Education, 7(1), 78374.https://doi.org/10.1080/2331186X.2020.1778374
• Elyas, T., Alhashemi, B., & Fang, F. (2020). Cognitive diversity among EFL learners: Implications for teaching in higher education. TEFLIN Journal, 31(1), 44-62. https://doi.org/10.15639/teflinjournal.v31i1/44-69
• Fang, F., Chen, R.T., & Elyas, T. (2020). An investigation of the relationship between global perspective and willingness to communicate in English in a Chinese university context. Journal of Language and Education, 6(1), 39-54. https://doi.org/10.17323/jle.2020.10175
• Haidar, S., & Fang, F. (2019). Access to English in Pakistan: A source of prestige or a hindrance to success. Asia Pacific Journal of Education, 39(4), 485-500. https://doi.org/10.1080/02188791.2019.1671805
• Fang, F. (2019). Global citizenship education and English as a lingua franca. English Language Teaching and Research Journal, 1(1), 1-8.
• Haidar, S., & Fang, F. (2019). English language in education and globalization: A comparative analysis of English instruction in China and Pakistan. Asia Pacific Journal of Education, 39(2), 165-176. https://doi.org/10.1080/02188791.2019.1569892
• Wang, W.H., & Fang, F. (2019). Chinese netizens’ reactions to the use of English as a lingua franca. English Today, 35(4), 3-12. https://doi.org/10.1017/S0266078418000482
• Fang, F. (2018). Native-speakerism revisited: Global Englishes, ELT and intercultural communication. Indonesian Journal of English Language Teaching, 13(2), 115-129.
• Fang, F., & Ren, W. (2018). Developing students’ awareness of Global Englishes. ELT Journal, 72(4), 384-394. https://doi.org/10.1093/elt/ccy012
• Fang, F. (2018). Ideology and identity debate of English in China: Past, present and future. Asian Englishes, 20(1), 15-26. https://doi.org/10.1080/13488678.2017.1415516
• Fang, F. (2018). Review of English as a medium of instruction in Chinese universities today: Current trends and future directions. English Today, 34(1), 32-37. https://doi.org/10.1017/S0266078417000360
• Fang, F., & Baker, W. (2018). ‘A more inclusive mind towards the world’: English language teaching and study abroad in China from Intercultural citizenship and English as a lingua franca perspectives. Language Teaching Research, 22(5), 608-624. https://doi.org/10.1177/1362168817718574
• Liu, J., & Fang, F. (2017). Perceptions, awareness and perceived effects of home culture on intercultural communication: Perspectives of university students in China. System, 67, 25-37. https://doi.org/10.1016/j.system.2017.04.003
• Fang, F., Hu, L. & Jenkins, J. (2017). Overseas Chinese students’ perceptions of the influence of English on their language and culture. The Journal of Asia TEFL, 14(1), 144-161. https://doi.org/10.18823/asiatefl.2017.14.1.10.144
• Fang, F. (2017). English as a lingua franca: Implications for pedagogy and assessment. TEFLIN Journal, 28(1), 57-70. https://doi.org/10.15639/teflinjournal.v28i1/57-70
• Fang, F. (2017). World Englishes or English as a lingua franca: Where does English in China stand. English Today, 33(1), 19-24. https://doi.org/10.1017/S0266078415000668
• Fang, F. (2016). Investigating attitudes towards English accents from an ELF framework. The Asian Journal of Applied Linguistics, 3(1), 68-80.
• Fang, F. (2016). ‘Mind your local accent’: Does accent training resonate to college students' English use?. Englishes in Practice, 3(1), 1-28. https://doi.org/10.1515/eip-2016-0001
• Fang, F. (2011). International cultures in the framework of World Englishes: What should EFL teachers do?. The Journal of Asia TEFL, 8(1), 111-137.
• Fang, F. (2008). People mountain, people sea: A study of four Chinese English idioms on the web. English Today, 24(4), 46-50. https://doi.org/10.1017/S0266078408000394
• Kunschak, C., & Fang, F. (2008). Intelligibility, acceptability, target-likeness: Teacher vs. student perspectives on the teaching of pronunciation within an EIL framework. Philippine Journal of Linguistics, 39, 1-13.

Book Chapters

• Xu, Y., & Fang, F. (2025). De-Mystifying linguistic prejudice and discrimination in standard language ideology: Towards decolonizing language education. In J. Setter, S. Dovchin, & V.A. Ramjattan (Eds.). The Oxford Handbook of Language and Prejudice (pp. 580-598). Oxford: Oxford University Press.
• Fang, F., & Baker, W. (2025). Global Englishes, Translanguaging, and ESP. In S. Starfield, & C.A. Hafner (Eds.). The Handbook of English for Specific Purposes (pp. 525-541). Blackwell: Wiley.
• Nomnian, S., & Fang, F. (2025). Lost in EMI: The call for glocalized policies and practices in Thai and Chinese higher education. In P. Jimarkon, & K. Dikilitas (Eds.), Critical intercultural and English language issues in international higher education (pp. 222-238). Abingdon: Routledge.
• Fang, F. (2024). Afterword: English medium instruction (EMI) in Asia: The culprit by command?. In R.A. Giri, A. Padwad, M. Md. N. Kabir (Eds.). Equity, social justice, and English medium instruction: Case studies from Asia (409-414). Cham: Springer.
• Fang, F. (2024). Multilingualism and English as a Lingua Franca. In C.A. Chapelle (ed.). The Encyclopedia of Applied Linguistics.
• Baker, W., & Fang, F. (2023). Transcending Anglocentric ideologies of English language teaching in Asia: Global Englishes-informed policy and practice. In W. O. Lee, P. Brown, A. L. Goodwin, & A. Green (Eds.). International Handbook on Education Development in Asia-Pacific (pp. 1-28). Singapore: Springer.
• Fang, F., & Baker, W. (2021). Implementing critical pedagogy of Global Englishes in ELT in Asia from the lens of EMI and intercultural citizenship. In Y. Bayyurt (Ed.). Bloomsbury World Englishes Volume 3: Pedagogies (pp. 177-191). London: Bloomsbury.
• Fang, F., & Jiang, L. (2019). Critical Investigation of Intercultural Communication Instruction: Building Mainland Chinese Students’ Critical Language Awareness and Intercultural Literacy. In B.L. Reynolds & F. Teng (Eds.). English literacy instruction for Chinese speakers (pp. 211-227). Basingstoke: Palgrave Macmillan.
• Fang, F., & Xie, X. (2019). Linguistic diversity on a Chinese university campus: Myths of language policy and means of practice. In J. Jenkins, & A. Mauranen (Eds.), Linguistic Diversity on the International Campus: Insider Accounts of the use of English and other Languages in ten Universities within Asia, Australasia and Europe (pp. 125-148). Abingdon: Routledge.
• Fang, F. (2018). Glocalisation, English as a lingua franca and ELT: Re-conceptualising identity and models for ELT in China. In: B. Yazan, & N. Rudolph, (Eds.), Criticality, Teacher Identity, and (in)equity in ELT through and beyond Binaries: Issues and Implications (pp. 23-40). Dordrecht: Springer.
• Fang, F. (2017). An Investigation of attitudes towards English accents – A case study of a university in China. In: Z. Xu, D. He, & D. Deterding, (Eds.), Researching Chinese English: State of the Art (pp. 141-156). Dordrecht: Springer.
• Fang, F., & Yuan, M. (2011). Globalised English in Asia, now and the future – A perspective between English in Singapore and China. In: L.J. Zhang, R. Rubdy, & L. Alsagoff, (Eds.), Asian Englishes: Changing Perspectives in a Globalised World (pp. 93-118). Singapore: Pearson Longman.