Wellcome to the school of management in jiangsu university

Huang Jinyan


Huang Jinyan

Huang Jinyan, Ph.D.

Professor of Leadership and Policy, director of the Research Institute for Educational Assessment and Research Methodology, and chairperson of the Research Ethical Review Board                                                

ADDRESS :  School of Teacher Education, Jiangsu University, Zhenjiang, Jiangsu Province, China 212013

PHONE :  (86) 18652820192 

E-mail :  huangniagara@hotmail.com

Websites :  http://jsjy.ujs.edu.cn/en/Academics/Research_Institute.htm

Research  Interest

Leadership and policy, assessment and measurement; and advanced quantitative research methods in social sciences

Research Skills

Univariate and  multivariate statistical methods; generalizability (G-) theory; item response  theory (IRT); structural equation modeling (SEM); hierarchical linear modeling  (HLM), and geographic information system (GIS)

Education  Background

Ph.D.  (2007) in Measurement, Assessment, and Research Methods (2007), Queen’s  University, Canada

Visiting  Ph.D. (2004) students at the Centre for Research in Applied Measurement and  Evaluation (CRAME), Department  of Educational Psychology, University of Alberta, Canada

M.A. (2000) in Teaching English to Speakers of Other  Languages (TESOL), Brigham Young University, the United States

Graduate Certificate (1999) in Teaching English to  Speakers of Other Languages (TESOL), Brigham Young University, the United  States

B.A. (1989) in English Language Education, Hunan  Normal University, China

Employment History

Sept 2019 – Present
Full  professor, School  of Teacher Education, Jiangsu University, China
Research workshops currently teaching:
Assessment and Evaluation
Research Methodology

March 2015 – December 2019
Full  professor, College  of Foreign Languages, Hunan University, China
Ph.D. required courses taught:
Language Assessment and  Evaluation
Classroom Assessment
English Academic Writing
Research Design in Second  Language Education
MA Thesis
Ph.D. Dissertation

May 2015 – May 2019
Full  professor, College  of Education, Niagara University, New York, the United States
Ph.D. required courses taught:
ADS 805 – Research and  Statistics
ADS 820 – Advanced  Quantitative Research
ADS 850 – Dissertation I
ADS 852 – Dissertation II
ADS 855 – Dissertation  III

Ph.D. elective courses taught:
EDU 681 – Survey Design  for Social Sciences Research
EDU 682 – Survey Data  Analysis for Social Sciences Research
EDU 683 – Using Focus  Groups in Social Sciences Research
EDU 684 – Advanced Topics  in Social Sciences Research (Students can choose a  topic(s) related to their interests and needs: Generalizability  Theory, Item Response Theory, Hierarchal Linear Modeling, Factor Analysis, and  Structural Equation Modeling, and Geographic Information System)


May 2013 – Apr 2015
Associate  professor, College  of Education, Niagara University, New York, the United States
Ph.D. courses taught:
ADS 805 – Research and  Statistics
ADS 820 – Advanced  Quantitative Research
ADS 850 – Dissertation I
ADS 852 – Dissertation II
ADS 855 – Dissertation  III

May 2011 – Apr 2013
Associate  Professor, College  of Education, Niagara University, New York, the United States
Ph.D. courses taught:
ADS 805 – Research and  Statistics
ADS 820 – Advanced  Quantitative Research
ADS 850 – Dissertation I
ADS 852 – Dissertation II
ADS 855 – Dissertation  III

Jan 2007 – Apr 2011
Assistant  Professor, College  of Education, Niagara University, New York
Graduate courses taught:
EDU 505 – Educational Measurement
EDU 565 – Assessment of Students with  Exceptionalities
EDU 578 – Foundations of Bilingual Education  and TESOL
EDU 579 – Developing ESL Literacy through  Multicultural Literature
EDU 580 – Language and Linguistics in the ESL  Classroom
EDU 581 – Sociolinguistic Considerations in  TESL
EDU 595 – Educational Research and Statistics
EDU 607 – Master’s Thesis I
EDU 608 – Master’s Thesis II

Undergraduate courses taught:
EDU 378 – Foundations of  Bilingual Education and TESOL
EDU 379 – Developing ESL  Literacy through Multicultural Literature
EDU 380 – Language and  Linguistics in the ESL Classroom
EDU 381 – Sociolinguistic  Considerations in TESL
EDU 435 – Curricular  Applications in Teaching ESL
EDU 436 – Human  Development, Learning and Motivation
EDU 438 – Content Area  Methods for ESL Classrooms
EDU 451 – Assessment of  Learning
EDU 489 – Student  Teaching in ESL Classrooms (K-12)
EDU 491 – Professional  Seminar in Primary/Junior Divisions
LAM 499 – Senior Seminar
EDU  403 – Honors Thesis I
EDU  404 – Honors Thesis II

2003 – 2006      
Research  assistant, Faculty  of Education, Queen’s University, Canada

Psychometrician  intern at Data Management and Analysis Unit, Education Quality and Accountability Office  (EQAO), Toronto, Canada

2000 – 2001      
Linguist, publishing specialist and project  coordinator,  Harvard Translations,  Inc., the United States

2000 – 2001      
Asian project coordinator and Chinese reviewer, MultiLing  International, Inc., the United States

1993 –  1998               
EFL  teacher and researcher, Foreign Languages Department, Zhuzhou  Teachers College, China

1989 –  1993               

EFL teacher and researcher, Foreign Languages Department, Xiangnan University, China


Editorship  and Reviewership

2018  – Present   
Editor, International  Journal of TESOL and Learning

2012  – Present   
Editor, Leadership  and Policy Quarterly

2012  – Present   
Editor, Language  and Communication Quarterly

2011 – Present   
Member, Editorial Review Board of World Journal of Education

2009 – Present

Member, Editorial  Review Board of TESOL Journal

2016 – Present   
Reviewer, Contemporary Educational Research  Quarterly

2015 – Present   
Reviewer, Journal of Educational Administration

2015 – Present   
Reviewer, Asia-Pacific  Journal of Education

2012 – Present   
Reviewer, Journal  on Excellence in College Teaching

2013 – Present   
Reviewer, Measurement

2013 – Present   
Reviewer, International Journal of Testing

2010 – Present   
Reviewer, Behavior Research Methods

2010 – Present   
Reviewer, Learning and  Individual Differences

2009 – Present   
Reviewer, Modern  Language Journal

2009 – Present   
Reviewer, Assessing  Writing


Ph  D. Dissertations Supervised

Ph.D. (Niagara University,  United States)
Yao, Y. (2019). Examining  the effects of item difficulty and rating method on rating reliability and  construct validity of constructed-response and essay items on English  examinations

Ph.D. (Niagara University,  United States)
Johnson,  W. A. (2018). Reframing the development  of paraeducators: Examining the effects of purposeful planning and training  with policy and leadership implications

Ph.D. (Niagara University,  United States)
Wrigley,  J. (2018). Examining the scoring  variability and reliability of diving events across multiple Olympic games:  Implications for fair judgment of athletes’ performance

Ph.D. (Niagara University,  United States)
Richardson,  E. E. (2018). Measuring the consequences  of the New York State Board of
 Regents’ museum chartering rule  using structural equation models and geographic information systems:  Implications for policy makers and the museum field


Ph.D. (Niagara University,  United States)
Wheat,  B. (2018). An iexamination of the U.S.  Army’s reserve officer training corp programs: A quantitative study examining  positive and negative leadership traits and leadership development practices

Ph.D. (Niagara University,  United States)
Minervino,  J. K. (2017). An investigation of gender  differential item functioning in New York state science regents exams and the effects  of geographic location on educational success

Ph.D. (Niagara University, United  States)
Pizziconi-Cupples, G. (2017). Using generalizability theory  to examine the air reserve component augmentation request process: Implications  for policies governing utilization of the United States air reserve component

Ph.D. (Niagara University,  United States)
Whipple,  P. (2016). Rater variability and reliability of  constructed-response questions in
 high-stakes tests of English  language arts and mathematics: Implications for educational policy

Ph.D. (Niagara University,  United States)
Trinh,  K. (2016). The reliability and validity  of an attributed-based autobiographical sketch medical school admission tool,  the mini-curriculum vitae: Implications for admission decision making

Ph.D. (Niagara University,  United States)
Dang,  J. (2016). Leadership preparation in higher education between Catholic and  the
 communist leaders in Vietnam: Studying perceptions of leadership  preparedness, leadership culture, leadership collaboration, and policy  implementation

Ph.D. (Niagara University,  United States)
Poliner, B. (2016). An examination of employee satisfaction in multicultural  nonprofit organizations: Implications for leaders

Ph.D. (Niagara University,  United States)
Fernandes, A. (2016). Gender differential item  functioning on English as a foreign language pragmatic competence tests:  Implications for English assessment policy in China

Ph.D. (Niagara University,  United States)
Moffatt,  S. (2016). The development and evaluation of the self-advocacy assessment
 tool  for preschool-aged children with hearing loss: A resource for parents and  teachers

Ph.D. (Niagara University,  United States)
Karcz,  K. (2016). The factors that influence the  perceived stress and sociocultural adaptation of international students:  Policy and leadership implications   


Ph.D. (Niagara University,  United States)
Tavano,  H. (2016). Service-learning in higher  education: Student perceptions of the cost of service, the perceived benefits,  and institutional policy implications

Ph.D. (Niagara University,  United States)
Hairston,  L. (2015). Examining effectiveness and  policy implications of university campus suicide prevention programs: A  multi-dimensional perspective

Ph.D. (Niagara University, United  States)
Latorre,  J. T. (2014). Leadership preparation in  engineering: A study of perceptions of leadership attributes, preparedness, and  policy implications  

Ph.D. (Niagara University,  United States)
Spence-Ariemma,  M. J. (2014). Academic leadership in  higher education: Using generalizability theory and structural equation  modeling approaches to examine academic leadership effectiveness and behavioral  complexity in a Canadian college from a faculty perspective  

Ph.D. (Niagara University, United States)
Reilly,  M. (2014). Leadership and work ethic in  skilled trade business: What leaders can do to lead cross-generational skilled  workers to ‘want to’ work? – A mixed-methods study examining differences in  worker and manager perceptions of leadership effectiveness and its impact on  worker work ethic

Ph.D. (Atatürk University,  Turkey)
Han,  T. (2013). The Impact of rating methods  and rater training on the variability and reliability of EFL students'  classroom-based writing assessments in Turkish universities: An investigation  of problems and solutions

Master’s  Theses Completed

M.A. (Hunan University, China)
Hong,  W. (2019). A comparative study examining the academic anxiety experienced by  American and Chinese graduate students

M.A. (Hunan University, China)
Liu,  F. (2019). A comparative study of assessment literacy between novice and veteran secondary  school EFL teachers

M.A. (Hunan University, China)
Xu,  S. (2019). College English classroom assessment perceptions and practices: Chinese  teacher and student perspectives

M.A. (Hunan University, China)
Mao,  X. (2019). The impact of rater background on the reliability and validity of  writing assessment in college English final examination

M.A. (Hunan University, China)
Wei,  Q. (2019). Examining students’ strategy use in  college English reading comprehension classroom assessment
M.S.Ed. (Niagara University,  United States)
Lewis,  C. (2012). Motivators in elementary  classrooms: A quantitative investigation of gender differences

M.S.Ed. (Niagara University,  United States)
Elorbany,  R. (2012). Examining the impact of rater  education background on ESL writing assessment: A generalizability approach

M.S.Ed. (Niagara University,  United States)
Fernandes,  A. (2010). Teacher perceptions of the  impact of classroom seating arrangements on student participation: An  international perspective


A. Books

Huang, J. & Li, J. (2019). Language  assessment literacy: Theory and practice. Niagara Falls: Untested Ideas  Research Center [ISBN: 978-1-62520-055-6]

Huang, J., & Zhou, Y. (2017). Assessment in ESOL Education: Issues and Implications. Niagara  Falls: Untested Ideas Research Center [ISBN: 978-1-62520-050-1]

Pang, N. S., & Huang, J. (2015). East-west perspectives on educational leadership and policy. Niagara  Falls: Untested Ideas Research Center [ISBN: 978-1-62520-035-8]

Huang, J., Zeng, X., & Fan, C. (2015). ESOL education around the globe: Identifying untested practices. Niagara  Falls: Untested Ideas Research Center [ISBN: 978-1-62520-033-4]

Huang, J., & Fernandes, A. (2014). Non-native language teaching and learning: Putting the puzzle together. Niagara Falls: Untested Ideas Research Center [ISBN: 978-1-62520-022-8]

Huang, J., & Han, T. (2014). Empirical quantitative research in social sciences: Examining  significant differences and relationships. Niagara Falls: Untested Ideas  Research Center [ISBN: 978-1-62520-015-0]

Huang, J. (2013). East meets  west: Chinese ESL students in North American higher education. Hauppauge:  Nova Science Publishers, Inc. [ISBN: 978-1-62618-195-3]

Huang, J. (2013). Empirical  education research: Letting the data speak for themselves. Niagara Falls:  Untested Ideas Research Center [ISBN: 978-1-62520-005-1]

Huang, J., & Tsitsanoudis-Mallidi, N. (2013). Empirical language research: Letting the data  speak for themselves. Niagara Falls: Untested Ideas Research Center [ISBN:  978-1-62520-001-3]

Huang, J.  (2013). Empirical generalizability theory  research: Examining rating        variability,reliability  and validity issues. Niagara Falls: Untested Ideas Research Center [ISBN:  978-1-62520-013-6]

Huang, J.  (2012). Fairness in large-scale ESL  writing assessments – Investigating
evidence through  generalizability theory. Saarbrücken: LAMBERT Academic Publishing GmbH & Co. [ISBN:  978-3-659-19364-4]

Huang, J. (2012). Overcoming  foreign language classroom anxiety. Hauppauge: Nova Science Publishers,  Inc. [ISBN: 978-1-61324-775-4]

Bond,  S., Qian, J., & Huang, J. (2003). The role  of the faculty in the internationalization of the undergraduate curriculum and  classroom experience. Ottawa: Canadian Bureau for  International Education

Ma, Y., Huang, J., Chen, J., & Sun, A. (1996). Basic, important and  difficult points in teaching "Senior English for China (I)".  Changsha: Hunan Normal University Press

Ma, Y., Huang, J., Cao, W., & Ren, Q. (1996). Basic,  important and difficult points in teaching "Senior English for  China (II)". Changsha: Hunan Normal University Press

Ma, Y., Huang, J., Cao, W., & Huang, X. (1995). Basic,  important and difficult points in
teaching "Junior  English for China". Changsha: Hunan Normal University Press

Ma, Y., & Huang, J. (1992). A practical  guide to English teaching methodology. Changsha: Hunan Normal University  Press

B. Book Chapters

Huang,  J. (2013). Elementary ESL students’ learner errors: Causes and implications. In  Tsitsanoudis - Mallidis, N. (Ed.), Greek  language in modern (pre)school education: Current challenges and perspectives (pp. 507-528). Athens: Gutenberg.

Huang,  J., & Dotterweich, E. (2012). Understanding learner errors in cross-cultural  second language acquisition context. In Y. Ning & P. Wu (Eds.), The acquisition of English in cross-cultural  contexts (pp. 282-306). Beijing: China Social Sciences Press.

C. Refereed Journal  Articles

Huang, Y., & Fernandes, A. C. (2019). The impact of different seating arrangements on student learning  in the classroom: A teacher perspective. International Journal of TESOL and  Learning, 8(1),15-28.

Wa, H., & Huang, Y. (2018). Examining the academic anxiety experienced by the non-English  speaking international graduate students at North American universities. International Journal of Education  and Culture, 7(3-4),53-64.

Huang, J., & Han, T. (2018).  Using generalizability theory approach to examine the impact of scoring method  on EFL writing assessment. Language and  Communication Quarterly, 7(1-2), 19-36.

Han, T. & Huang, J. (2017). Examining the impact of scoring methods on the institutional EFL writing  assessment: A Turkish perspective. PASAA,  53, 1-36.

Huang, J. & Minervino, K. J. (2017). Teacher perceived effectiveness and use of teaching strategies at schools  in good standing versus failing schools. Contemporary Educational Research Quarterly, 25(1), 91-107.

Huang, J. & Fernandes, A. F. (2016). Investigating gender differential item functioning in English pragmatic  competence test for Chinese students. Language and Communication Quarterly, 5(3-4), 49-62.

Huang, J. & Zhang, L. (2016). Chinese students studying at American universities: State distribution  and educational implications. International  Journal of Education and Culture, 1(1-2), 13-27.

Huang, J. & Li. Z. (2015). Reliability, validity, and fairness in classroom and large-scale standardized  assessments. International Journal  of Education and Culture, 4(2), 61-74.

Tong, Y. & Huang, J.   (2014). Online education with  information and communication technologies in American higher education:  Benefits, challenges, and implications. International Journal of Education and Culture, 3(4), 153-164.

Huang, J., & Tavano, H. (2013). Developing ESOL students’  intercultural communicative competence: Importance, challenges, and  implications. Language and Communication  Quarterly, 2(3), 164-174.

Huang, J., & Marwaha, S. (2013). Intercultural  miscommunication: Causes and impact on ESOL students’ learning. International Journal of TESOL and Learning,  2(3), 156-169.

Huang, J.,  Moffatt, S., & Flynn, K. (2013). Significant predictors of Chinese college  students’ performance on an English pragmatic competence test. International Journal of TESOL and Learning,  2(4), 200-212.

Cianca, S. & Huang, J. (2013). Cultures and philosophies: A  professor with a Western Socratic-based philosophy and her peer with an Eastern  Confucius-based philosophy internationalize curriculum. International Journal of Education and Culture, 2(4), 230-245.

Huang, J., &  Han, T. (2013). Holistic or analytic? – An EFL institutional writing assessment  dilemma for policy makers. Leadership and  Policy Quarterly, 2(1), 1-     18.

Huang,  J., Sheeran, T, Zhao, B., & Xiong, Y. (2013). Faculty perceptions of  assessing ESOL students’ pragmatic competence: The hidden face of  communication. Language and Communication  Quarterly, 2(1), 1-21.

Huang, J., & Fernandes, A. C. (2013). The impact of cultural  influences on seating arrangement selections and student systematic learning in  the classroom: An international perspective. International  Journal of Education and Culture, 2(1), 1-15.

Huang, J., &  Latorre, J. (2013). Using generalizability theory to examine the task and  rating effects on large-scale ESL writing assessment – A Canadian case study. International Journal of TESOL and Learning,  2(1), 1-21.

Lewis, C., & Huang, J. (2012). Motivators in the elementary classroom: A quantitative investigation of  gender differences. International Journal of Education and Culture, 1(1), 2-29.

Fernandes, A. C., & Huang, J. (2012). Teacher perceptions of the impact of seating arrangements on student  participation in the classroom: A North American perspective. International  Journal of TESOL and Learning, 1(1), 17-34.

Elorbany, R., & Huang, J. (2012). Examining the impact of rater  educational background on ESL writing assessment: A generalizability theory  approach. Language and Communication  Quarterly, 1(1), 2-24.

Huang, J. (2012). Using generalizability theory to examine the  accuracy and validity of
large-scale ESL writing. Assessing  Writing, 17(3), 123-139.

Fernandes, A. C. & Huang, J. (2012). Chinese  teacher perceptions of the impact of classroom seating arrangements on student  participation. International Journal of  Applied Educational Studies, 13(1), 49-67.

Huang, J., & Han, J. (2012). Revisiting differential item functioning:  Implications for fairness investigation. International  Journal of Education, 4(2), 74-86.

Huang, J., Adams, A. L., & Pudwill, J. (2012). The assessment  of special education students: A North American overview. International Journal of Humanities and Social Science, 2(3),  15-22.

Huang, J., Han, T., & Schnapp, K. (2012). Do high-stakes tests  really address English language learners’ learning needs? – A discussion of  issues, concerns, and implications. International  Journal of Learning and Development, 2(1), 499-508.

Huang, J., Dotterweich, E., & Bowers, A. (2012). Intercultural  miscommunication: Impact on ESOL students and implications for ESOL teachers. Journal of Instructional Psychology, 39(1),  36-40.

Qiu, A., & Huang, J. (2012). The effects of dynamic image schema  on ESL students’ systematic improvement of listening comprehension: A dynamic  system theory perspective. International  Journal of Learning and Development, 2(1), 241-254.

Huang, J., Smith, A., & Smith M. (2011). Teacher perceptions  of strategies for improving ESOL students’ academic English skills: A K-12  perspective. Canadian and International  Education, 40(3), 61-80.

Huang, J., & Sheeran, T. (2011). Identifying causes of  English-Chinese translation differential item functioning. International Journal of Applied Educational Studies, 12(1), 16-32.

Huang, J. (2011). Generalizability theory as evidence of concerns  about fairness in large-scale ESL writing assessments. TESOL Journal, 2(4), 423-443.

Huang, J., & Foote, C. (2011). Using generalizability theory  to examine scoring reliability and variability of judging panels in skating  competitions. Journal of Quantitative  Analysis in Sports, 7(3), 1-21.

Huang, J. (2011). Are ESOL students really experiencing high  levels of academic anxiety at North American universities? – Reports by Chinese  graduate students. International Journal  of Business and Social Science, 14(2), 35-41.

Fernandes, A. C., Huang, J., & Rinaldo, V. (2011). Does where  a student sits really matter? – The impact of seating locations on student  classroom learning. International Journal  of Applied Educational Studies, 10(1), 66-77.

Huang, J., Clarke, K., Milczarski, E., & Raby, C. (2011). The  assessment of ESOL students with learning disabilities: Issues, concerns, and  implications. Education, 131(4),  732-739.

Huang, J., Foote, C. (2010). Grading between the  lines: What really impacts professors’ holistic evaluation of ESL graduate  student writing. Language Assessment  Quarterly, 7(3),  219-233.

Huang,  J., Cunningham, J., & Finn, A. (2010). Teacher perceptions of ESOL  students’ greatest challenges in academic English skills: A K-12 perspective. International Journal of Applied Educational Studies, 8(1), 68-80.

Huang,  J. (2010). Infusing constructivism into a curriculum development course: A  constructivist approach in the ESOL teacher education classroom. Journal for the Practical Application of  Constructivist Theory in Education, 5(1).

Huang,  J., & Finn, A. (2009). Academic listening tests for ESOL students:  Availability, concerns, and solution. International Journal of Applied Educational Studies, 6(1), 46-55.

Huang, J. (2009). What happens when two cultures  meet in the classroom? Journal of  Instructional Psychology, 36(4), 335-342.

Huang, J., & Cowden, P. (2009). Are Chinese  students really quiet, passive and surface learners? – A cultural studies  perspective. Journal of Canadian and  International Education, 38(2),  75-88.

Huang,  J. (2009).  Factors affecting the assessment of ESL students’ writing. International  Journal of Applied Educational Studies, 5(1), 1-17.

Huang, J., & Rinaldo, V. (2009). Factors affecting  Chinese graduate students’ cross-cultural learning at North American  universities. International Journal of Applied Educational Studies, 4(1), 1-13.

Huang, J., & Brown, K. (2009). Cultural factors  affecting Chinese ESL students’ academic learning. Education, 129(4), 643-653.

Cowden,  P., Cianca, S., Hahn, L., Brown, K., Ciminelli, M., Huang, J., & Vermette,  P. (2009).  How graphic organizers, dish detergent, water, electric beaters, bowls, soap  foam and a Professor… helped the students learn Constructivism – Inquiry-Based  Learning. Journal for the Practical  Application of Constructivist Theory in Education, 4(1).

Huang, J. (2008). How accurate are ESL students’ holistic writing  scores on large-scale assessments? – A  generalizability theory approach. Assessing  Writing, 13(3), 201-218.

Huang,  J., & Klinger, D. (2006). Chinese graduate students at North American  universities: Learning challenges and coping strategies. The Canadian     and  International Education Journal, 35(2),  48-61.

Bond,  S., Jun, Q., & Huang, J. (2006). Good practices for internationalizing the  curriculum. Teaching and Learning in Higher Education, 43,  1-4.

Huang,  J. (2006). The effects of academic skills on Chinese ESL students’ lecture  comprehension. College Student Journal,  40(2), 385-392.

Huang,  J. (2006). English abilities for academic listening: How confident are Chinese  students? College Student Journal, 40(1), 218-226.

Huang,  J. (2005). Challenges of academic listening in English: Reports by Chinese  students. College Student Journal, 39(3), 553-569.

Huang,  J. (2004). Voices from Chinese students: Professors’ use of English affects  academic listening. College Student Journal, 38(2), 212-223.

Huang,  J. (1997). On the ‘five-step method’ in teaching "Junior English for  China". Journal of Zhuzhou Education College, 2(1), 48-50.

Huang,  J. (1993). On the methodology of teaching "Junior English for China". Journal of Chenzhou Teachers College, 32(4), 75-80.

Huang,  J. (1992). On a new mode of teaching senior high school English texts. Journal  of Hunan Normal University, supplement,  185-193.

Huang,  J. (1992). Some important psychological factors in high school English  teaching. Journal of Chenzhou Teachers College, 26(2), 101-105.

Huang,  J. (1991). A tentative evaluation of integral teaching of English texts. Journal  of Chenzhou Teachers College, 24(4),  100-104.

Huang,  J. (1991). CDP — A new mode of teaching the course “English teaching methodology”. Journal of Chenzhou Teachers College, 22(2), 71-78.


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