辛捷廷，讲师
研究方向：Content and Language Integrated Learning (内容与语言融合学习), teacher assessment literacy (教师评估素养), materials development (教材设计), collaborative reading (协同阅读)
主要科研与教学成果：
论文：
Journal Articles:
1. Jiang, L., Xin, J.J., Lam, P., Young, P. K., & Lo, Y. Y*. (2026). Conceptualizing and developing second language teachers’ multimodal assessment literacy in the GenAI era. Teaching and Teacher Education, 183, 105790. https://doi.org/10.1016/j.tate.2026.105790 (SSCI-Q1, IF: 4.3)
2. Xin, J. J., & Tavares, N. J*. (2026). Weaving the tapestry of student annotations on Perusall: Uncovering annotation types, syntactic patterns, and their role in learning. Learning and Instruction, 104, 102346. https://doi.org/10.1016/j.learninstruc.2026.102346 (SSCI-Q1, IF: 4.9)
3. Xin, J. J*., & Chen, Y. (2026). A review of hard CLIL learning materials: trends, foci, and implications for content-driven CLIL programmes. The Language Learning Journal, 1–23. https://doi.org/10.1080/09571736.2026.2627570 (ESCI-Q1, IF: 2.7)
4. Xin, J. J., & Lo, Y. Y*. (2025). Developing the CLIL teacher assessment literacy inventory. System, 133, Article 103776.
https://doi.org/10.1016/j.system.2025.103776 (SSCI-Q1, IF: 5.6)
5. Xin, J. J., & Lo, Y. Y*. (2025). What constitutes CLIL teacher assessment literacy? Insights from CLIL researchers and teachers. Journal of Multilingual and Multicultural Development, 1–20. https://doi.org/10.1080/01434632.2025.2507900 (SSCI-Q1, IF: 3.9)
6. Xin, J. J*., Fung, D., & Tavares, N. J. (2025). The 4Cs in action: evaluating language-driven CLIL materials for holistic learning experiences. The Language Learning Journal, 1–20. https://doi.org/10.1080/09571736.2025.2494017 (ESCI-Q1, IF: 2.1)
7. Zhang, Y., Xin, J. J., Yu, Z., Liu, Y., Zhao, W., Li, N., Li, Y., & Chen, G*. (2025). Enhancing Preservice Teachers’ Use of Dialogic Teaching and Dynamic Visualizations in Mathematics Classes: Bridging the Knowing–Doing Gap. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-025-10558-7 (SSCI-Q1, IF: 2.1)
8. Xin, J. J. (2024). Investigating EFL teachers’ use of generative AI to develop reading materials: A practice and perception study. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688241303321 (SSCI-Q1: IF: 3.8)
9. Liu, J. E., Lo, Y. Y*., & Xin, J. J. (2023). CLIL teacher assessment literacy: A scoping review. Teaching and Teacher Education, 129, 104150. doi:10.1016/j.tate.2023.104150 (SSCI-Q1, IF: 3.9)
Book Chapters:
1. Xin, J. J., & Tavares, N. J. (2026). Unravelling the synergy: Exploring the interplay between academic learning and everyday learning within the context of online social annotation. In E. Cheung & R. Liu (Eds.), Academic Learning vs Everyday Learning? How do 21 century learning trends break down the Dichotomy? Routledge
2. Xin, J. J., & Lo, Y. Y. (2025). A Multiple-Case Study of Teachers’ Assessment Practices in EMI. In J. Pun, S. Curle, & P. K. Sah (Eds.), Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective (pp. 68–87). Multilingual Matters & Channel View Publications. https://doi.org/10.2307/jj.30412881.10
承担的主要课程：高级英语读写
联系方式：xjtjerry@bnu.edu.cn