All Stories

  1. Toward an ecological systems approach to doctoral student resilience: qualitative evidence from the Covid-19 pandemic

    Article • Studies in Graduate and Postdoctoral Education, April 2025, Emerald

    Dr. Linlin Xu

  2. Editorial IETI 62/1

    Article • Innovations in Education and Teaching International, December 2024, Taylor & Francis

    Dr. Linlin Xu

  3. L2 writing teachers’ feedback practices for doctoral publishing: a teacher feedback literacy perspective

    Article • Assessment & Evaluation in Higher Education, April 2024, Taylor & Francis

    Dr. Linlin Xu

  4. Exploring the influence of teachers’ motivation, self-efficacy, and institutional support on their research engagement: A study of Chinese university EFL teachers

    Article • System, April 2024, Elsevier

    Dr. Linlin Xu

  5. ‘Playing the same game differently’: constituting academic identities in four disciplines

    Article • Higher Education, February 2024, Springer Science + Business Media

    Dr. Linlin Xu

  6. Engaging with multiple sources of feedback in academic writing: postgraduate students’ perspectives

    Article • Assessment & Evaluation in Higher Education, December 2022, Taylor & Francis

    Dr. Linlin Xu

  7. Constructing university-based teacher educators: serendipity, complexity and community

    Article • Higher Education Research & Development, June 2022, Taylor & Francis

    Dr. Linlin Xu

  8. Chinese international doctoral students’ perceptions of publishing: a time–space perspective

    Article • Teaching in Higher Education, April 2022, Taylor & Francis

    Dr. Linlin Xu

  9. Constituting ethical academics in teacher education: Navigating multiple and conflicting discourses

    Article • Teaching and Teacher Education, January 2022, Elsevier

    Dr. Linlin Xu

  10. Academic identity formation: the influence of space

    Article • Discourse Studies in the Cultural Politics of Education, July 2021, Taylor & Francis

    Dr. Linlin Xu

  11. Making their way as academics: A qualitative study examining how nurse academics understand and (re)construct academic identity

    Article • Nurse Education Today, May 2021, Elsevier

    Dr. Linlin Xu

  12. Academic identities research: mapping the field’s theoretical frameworks

    Article • Higher Education Research & Development, November 2020, Taylor & Francis

    Dr. Linlin Xu

  13. Moving between fantasies, fallacies and realities: students’ perceptions of supervisors’ roles in doctoral publishing

    Article • Teaching in Higher Education, October 2020, Taylor & Francis

    Dr. Linlin Xu

  14. Doctoral publishing and academic identity work: two cases

    Article • Higher Education Research & Development, February 2020, Taylor & Francis

    Dr. Linlin Xu

  15. Feedback engagement of Chinese international doctoral students

    Article • Studies in Continuing Education, January 2020, Taylor & Francis

    Dr. Linlin Xu

  16. L2 doctoral students’ experiences in thesis writing in an English-medium university in New Zealand

    Article • Journal of English for Academic Purposes, September 2019, Elsevier

    Dr. Linlin Xu, Professor Lawrence Jun Zhang

  17. Language feedback responses, voices and identity (re)construction: Experiences of Chinese international doctoral students

    Article • Innovations in Education and Teaching International, March 2019, Taylor & Francis

    Dr. Linlin Xu

  18. Conceptualizing Writing Self-Efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling

    Article • TESOL Quarterly, December 2017, Wiley

    Dr. Linlin Xu

  19. The graduate school mess: what caused it and how we can fix it

    Article • Higher Education Research & Development, November 2017, Taylor & Francis

    Dr. Linlin Xu

  20. International doctoral students’ becoming: A dialogic perspective

    Article • Innovations in Education and Teaching International, April 2017, Taylor & Francis

    Dr. Linlin Xu

  21. Written feedback in intercultural doctoral supervision: a case study

    Article • Teaching in Higher Education, October 2016, Taylor & Francis

    Dr. Linlin Xu, Dr Linlin Xu