黄芳

研究方向：

外语教育技术、外语教育、外语教师发展、跨文化交际

教学课程：

本科生：《综合英语》

研究生：《教学理论与课堂实践》

科研项目（主持）：

1. 大学英语跨文化主题依托式教学模式研究(14CWYJ20), 山东省社会科学规划课题（已结项）

2. 大学英语课题体系中《农业科技英语》课程的研究和教材建设, 中华农

业科教基金教材建设立项（已结项）

3. 疫情期与后疫情时代城乡外语教师信息化教学能力调查及提升路径研究（QDSKL2001107），青岛市社科规划课题（已结项）

4. 智能教学背景下外语教师信息素养感知与影响因素研究（21WYJYZD10），中国高等教育学会外语教学研究分会（结项中）

学术论文(近5年SSCI/Scopus/中文核心)：

1. Huang, F., Hoi, C. K. W.*, & Teo, T. (2018). The influence of learning style on English learning achievement among undergraduates in Mainland China. Journal of Psycholinguistic Research,47(5), 1069-1684. [SSCI, Q2].

2. Teo, T., Huang, F.*, & Hoi, C. K. W. (2018). Explicating the influences that explain intention to use technology among English teachers in China. Interactive Learning Environments,26(4), 460-475. [SSCI, Q1].

3. He, J., Huang, F.*, Yan, J. J., Cai, Z. H., & Fan, X. (2018). Prevalence, demographic correlates, and association with psychological distress of night eating in Chinese young adults. Psychology, Health, & Medicine. 23(5), 578-584. [SSCI, Q2].

4. Huang, F.*, Teo, T., & Zhou, M. (2019). Factors affecting Chinese English as a foreign language teachers’ technology acceptance: A qualitative study. Journal of Educational Computing Research, 57(1), 83-105. [SSCI, Q1]. 

5. He, J., Fan, X., Yan, J., Huang, F.*, Wu, W., & Cai, Z. (2019). The relationship between neuroticism and night eating: The mediating roles of psychological distress and maladaptive coping. Psychology, Health, & Medicine, 24(1), 68-75. [SSCI, Q2].

6. Teo, T., & Huang, F*. (2019). Investigating the influence of individually espoused cultural values on teachers’ intentions to use educational technologies in Chinese universities. Interactive Learning Environments, 27(5-6), 813-829. [SSCI, Q1]

7. He, J., Chen, X. J*., Fan, X., Cai, Z. H., Huang, F. (2019). Is There a Relationship between Body Mass Index and Academic Achievement? A Meta-Analysis. Public Health, 167. 111-124. [SSCI, Q2].

8. Teo, T., Zhou, M., Fan, A., & Huang, F*. (2019). Factors that influence university students’ intention to use Moodle: a study in Macau. Educational Technology Research & Development，67(3)，749-766. [SSCI, Q1].

9. Huang, F., Teo. T., Sánchez Prieto, J. C.*, García-Peñalvo, F. J., & Olmos-Migueláñez, S. (2019). Cultural values and technology adoption: A model comparison with university teachers from China and Spain. Computers & Education, 133, 69-81. [SSCI, Q1]. 

10. Sánchez-Prieto, J. C., Fang, H., Teo, T., García-Peñalvo, F. J., & Torrecilla-Sánchez, E. M. (2018). Mobile Acceptance and Learning Beliefs: A Cross-Cultural Assessment Between China and Spain. In Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 228-234). ACM. [Scopus]

11. Sánchez-Prieto, J. C., Huang, F.^*, Olmos-Migueláñez, S., García-Peñalvo, F. J., & Teo, T. (2019). Exploring the unknown: The effect of resistance to change and attachment on mobile adoption among secondary pre-eservice teachers. British Journal of Educational Technology, 50(5), 2433-2449. [SSCI Q1]

12. Huang, F*, Teo, T., & Zhou, M. (2020). Chinese students’ intentions to use the Internet for learning. Educational Technology Research & Development, 68(1), 575-591. [SSCI, Q1] 

13. Huang, F*. & Teo, T. (2020). Influence of teacher-perceived organisational culture

and school policy on Chinese teachers’ intention to use technology: An extension of Technology Acceptance Model. Educational Technology Research & Development, 68, 1547–1567. [SSCI, Q1].

14. Dai, H. M., Teo, T., Rappa, N. A., & Huang, F*. (2020). Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective. Computers & Education, 150. [SSCI, Q1].

15. Teo, T., Shi, W.*, Huang, F., & Hoi, C. K. W. (2020). Intergenerational differences in the intention to use psychological cybercounseling: A Chinese case study. Patient Education and Counseling, 103, 1615-1622. [SSCI, Q1].

16. Teo, T; Shi, W*; Hoi, C. K. W., & Huang, F (2020). Predicting intention to Use Cybercounseling among Chinese Adolescents: An Extended Theory of Planned Behavior. Cyberpsychology, Behavior, and Social Networking, 23(9), ‏ 627-634[SSCI, Q1]

17. Huang, F., Sánchez Prieto, J. C., Teo, T., García-Peñalvo, F. J., Torrecilla-Sánchez, E. M., & Zhao, C*. (2020). The influence of students’ learning beliefs on their intentions to use mobile technologies in learning: A study in China and Spain. Educational Technology Research & Development, 68, 3527-3565 [SSCI, Q1]

18. Guo, J., Huang, F*., Lou, Y., & Chen, S. (2020). Students’ perceptions of using mobile technologies in informal English learning during the COVID-19 epidemic: A study in Chinese rural secondary schools. Journal of Pedagogical Research, 4(4), 475-483. [Scopus]

19. Khlaisanga, J., Teo, T., & Huang, F.* (2021). Acceptance of a flipped smart application for learning: A study among Thai university students. Interactive Learning Environments, 29(5), 772-789. [SSCI, Q1].

20. Huang, F.* & Teo, T. (2021). Examining the role of technology-related policy and constructivist teaching belief on English teachers’ technology acceptance: A study in Chinese universities. British Journal of Educational Technology, 52(1), 441-460. [SSCI, Q1]

21. Huang, F., Teo, T., He, J*. (2021). Digital nativity among university teachers in China: Factor structure and measurement invariance from exploratory structural equation modeling analyses of the Digital Native Assessment Scale (DNAS). Interactive Learning Environments, 29(3), 385-399. [SSCI, Q1].

22. Huang, F.*, Sánchez-Prieto, J. C., Teo, T., García-Peñalvo, F. J., Olmos-Migueláñez, S, & Zhao, C. (2021). A cross-cultural study on the influence of cultural values and teacher beliefs on university teachers’ information and communications technology acceptance. Educational Technology Research & Development, 69, 1271–1297. [SSCI, Q1] 

23. Huang, F.*, Teo, T., & Guo, J. Y. (2021). Understanding English teachers’ non-volitional use of online teaching: A Chinese study. System. 101. [SSCI, Q1] 

24. Khlaisang, J., Songkram, N., Huang, F*., & Teo, T. (2021 in press). Teachers’ perception on the use of mobile technologies with smart applications to enhance students’ thinking skills: A study among primary school teachers in Thailand. Interactive Learning Environments. [SSCI, Q1] 

25. Chai, C. S., Teo, T., Huang, F*., Chiu, T. K. F., & Wang, X. (2022). Secondary school students’ intentions to learn AI: Testing moderation effects of readiness, social good and optimism. Educational Technology Research and Development,70,765–782. [SSCI, Q1]

26. Huang, F*, Teo, T., & Scherer, R. (2022). Investigating the antecedents of university students’ perceived ease of using the Internet for learning. Interactive Learning Environments, 30(6), 1060-1076. [SSCI, Q1]

27. Huang, F., Mislevy, J. L., Wang, S.*, Wei, X., & Zhang, X. J. (2022). Editorial: Rigorous and High-Quality Efficacy Studies of Educational Technology Interventions. Frontiers in Education. [Scopus, ESCI]

28. Huang, F*., Qi, J., & Xie, A. (2022). Sustaining teaching with technology after the quarantine: Evidence from Chinese EFL teachers’ technological, pedagogical, and content knowledge. Sustainability. 14(14), 8774. [SSCI, Q2]

29. Teo, T., Huang, F*, & He, J. (2022). Measurement Invariance and Latent Mean Differences of the Digital Native Assessment Scale across Mainland China, Macau, and Taiwan: An ESEM Approach. Interactive Learning Environments. (SSCI). [SSCI, Q1] 

30. Huang, F., Zhao, M., Zhang, R., & Qi, J. (2023). English teachers’ perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies. Frontiers in Psychology, 133. [SSCI, Q1] 

31. Khlaisang, J., Huang, F*., Prakob, Teo, T. (2023). Using mobile technologies to teach 21st century learning skills: A study of teachers’ acceptance in Thai secondary schools. International Journal of Mobile Learning and Organisation,

17(1-2),254-279. [Scopus. ESCI]

32. Teo, T., Moses, P., Cheah, P. K., Huang, F.*, & Tey, T. C. Y. (2023). Master Influence of achievement goal on technology use among undergraduates in Malaysia. Interactive Learning Environments. [SSCI, Q1]

33. Lu, H. S., Ma, X. X., & Huang, F. (2023). Exploring the effects of a theory-based mobile app on Chinese EFL learners’ vocabulary learning achievement and memory. Sustainability. 5(11), 9129 [SSCI, Q2]

34. Huang, F., Teo, T., & Zhao, X. Y. (in press). Examining factors influence Chinese ethnic minority English teachers’ technology adoption: An extension of the UTAUT model. Computer Assisted Language Learning. [SSCI, Q1]

35. 陆洋、黄芳. 从师问到生问：一项外语教师专业发展个案研究[J]. 中小学英语教学与研究2023, 402(6): 67-71. [中文核心]

获奖情况：

澳门大学研究生杰出研究成果奖；山东省优秀硕士毕业论文指导教师；青岛市社会科学成果奖一等奖、二等奖；外研社杯”全国高校外语学科优秀学术论文评选三等奖；山东省国外语言学学会年会优秀成果一等奖、二等奖；第八届、第九届山东省师范类高校学生从业技能大赛“优秀辅导教师”等。