艾斌

*此处收录主要发表文章

Wang, F., & Ai, B. (2024, accepted). Towards necessities and challenges of implementing translanguaging pedagogy in secondary EFL education in China. Language Teaching Research. (Sage, SSCI)

Yang, Z., & Ai, B. (2024, accepted). We're doing well in virtually every corner of the world: A corpus-assisted discourse study of persuasiveness in Apple's earnings conference calls. Journal of Business and Technical Communication. (Sage, SSCI)

Yu, H., & Ai, B. (2024). Unpacking fluid linguistic landscape in a community coffeehouse in Hangzhou, East China: An everyday life perspective. Applied Linguistics Review.  

Ai, B., Ma, S., & Liu, X.(2024). Exploring Tibetan residents' everyday language practices in Danba county, Southwest China: A case study. Applied Linguistics Review. 15(5), 2227-2246. (SSCI)

Wang, F., Ai, B., & Kostogriz, A. (2024). Writing by oneself is too lonely:  Understanding Chinese returnee scholars' English collaborative writing experiences in academic publishing. Journal of English for Academic Purposes, 68, 101363.  (Elsevier, SSCI)

Ai, B., Zhang, J., & Kostogriz, A. (2024). Unpacking English as a foreign language PhDs' return mobility and identity (re)construction at Chinese universities: A qualitative case study. Research in Education. 119(1), 27-43. 

Wang, F., & Ai, B. (2023). Examining Participatory Opportunities in Group Interactions in an ESL Classroom: A Positioning Perspective. Pedagogies: An International Journal, 18(3), 413-430. 

Li, J., & Ai, B. (2023). Teaching Myanmar students under the Gaokao policy in a borderland school: Teachers' challenges and agency. Ethnography. （SSCI）

Miao, W., Ai, B., & Liao, X. (2022). International engagement or local commitment? Investigating the publication practices of Chinese returnee scholars in the humanities and social sciences. Journal of Scholarly Publishing, 53(4), 249-270. (SSCI)

Ai, B., Hao, M., & Qiao, X. (2022). Unpacking translanguaging practices in multilingual business communication in China: A qualitative phenomenological approach. Applied Linguistics, 43(6), 1184–1206. (SSCI)

Wang, F., Ai, B., & Williams, E. (2022). Capturing Western Educators' Perceptions of Chinese Learners: A Cultural Non-essentialist Perspective. Asia Pacific Journal of Education. (SSCI)

Ai, B., Li, X., & Li, G. (2022). When city meets rural: Exploring pre-service teachers' identity construction when teaching in rural schools. SAGE Open, 12(1), 1-10. (SSCI)

Li, J., Ai, B., & Xu, L. C. (2022). Examining Burmese students' multilingual practices and identity positionings at a border high school in China. Ethnicities, 22(2), 233–252.(SSCI)

Yu, H., & Ai, B. (2022). Experiencing 'paragliding': A student-teacher perspective on doing qualitative research in a Chinese university. International Journal of Qualitative Methods, 21, 1-10.(SSCI)

Ai, B. (2022). Examining Chinese peasants' transnational communication patterns and identity negotiations on an Algerian construction site. Third World Quarterly, 43(4), 846-863.(SSCI)

廖婧&艾斌. (2021). 目的论视角下出口食品包装文字英语翻译研究. 食品工业(11),288-292.

Zhang, G., Wang, L., & Ai, B. (2021). Improving translation teaching for transnational business: Voices of translators from Chinese enterprises in Africa. Journal of Teaching in International Business, 32(2), 176-194.  

艾斌&孙艳. (2021). 基于第二课堂的国际组织人才培养模式研究. 外语学刊(05),110-115.

Li, J., Xie, P., Ai, B., & Li, L. (2020). Multilingual communication experiences of international students during the Covid-19 Pandemic. Multilingua, 39(5), 529–539. (SSCI)

Li, J., Ai, B., & Zhang, J. (2020). Negotiating language ideologies in learning Putonghua: Myanmar ethnic minority students' perspectives on multilingual practices in a borderland school. Journal of Multilingual and Multicultural Development 41(7), 633-646. (SSCI)

Ai, B., Kostogriz, A., Wen, D., & Wang, L. (2020). Student presentations as a means of teaching and learning English for Specific Purposes: An action research study. Teaching in Higher Education, 25(2), 223-237. (SSCI)

Ai, B., Wang, L., & Kostogriz, A. (2019). Becoming a Teacher of Business English in China: A Critical Narrative. Chinese Journal of Applied Linguistics, 42(2), 182-198.

Ai, B. (2019). Book review: Pains and gains of ethnic multilingual learners in China: an ethnographic case study. International Journal of Bilingual Education and Bilingualism, 22(5), 645-648. (SSCI)

Ai, B. (2019). Pains and gains of working in Chinese universities: An academic returnee's journey. Higher Education Research and Development, 38(4), 661-673. (SSCI)

Ai, B., Cui, C., & Wang, L. (2019). Language, Identity and Transnational Communication: Chinese Business Expatriates in Africa. IEEE Transactions on Professional Communication, 62(2), 178-191. (SSCI)

王立非&艾斌. (2019). 改革开放40年来商务英语教育的发展历程、总结与再思考. 北京第二外国语学院学报(01),3-19.

Ai, B., Wang, L., & Zhang, J. (2018). Using English as Economic Capital in a Chinese–Australian Workplace: Implications for Teaching Business English in China. Journal of Teaching in International Business, 29(4), 272-288.  

Ai, B., & Wang, L. (2017). Homeland integration: An academic returnee's experiences in Chinese universities. International Journal of Qualitative Methods, 16, 1-9.(SSCI)

Ai, B., & Wang, L. (2017). Transnational business communication and identity work in Australia. IEEE Transactions on Professional Communication, 60(2), 201-213. (SSCI)

Ai, B., & Wang, L. (2017). Re-entering my space: a narrative inquiry into teaching English as a foreign language in an imagined third space. Teachers and Teaching, 23(2), 227-240. (SSCI)

Ai, B. (2017). Constructing an academic identity in Australia: An autoethnographic narrative. Higher Education Research & Development, 36(6), 1095-1107. (SSCI)

Ai, B. (2017). The communication patterns of Chinese students with their lecturers in an Australian university. Educational Studies, 43(4), 484-496. (SSCI)

Ai, B. (2016). Experiencing Different Identity Prototypes in Learning and Teaching English: A Chinese Learner's Autoethnography. Changing English, 23(3), 280-291.

Ai, B. (2016). Becoming a Bilingual Teacher in a Chinese University: A Case Study. Reflective Practice, 17(5), 605-620.  

Ai, B. (2015). A Study of the EFL Writing of Chinese Learners: A Critical Narrative. Changing English, 22(3), 294-306.  

Ai, B. (2015). Crossing the Border: The Sense of Belonging and Identity Work of Chinese Students in Australia. The International Journal of Interdisciplinary Educational Studies, 10(1), 13-26.

Ai, B., & Kostogriz, A. (2015). An Everyday Life Perspective on the Institutional and Cultural Identities of Chinese Students in Australia. In A. Ata & A. Kostogriz (Eds.), International Education and Cultural-Linguistic Experiences of International Students in Australia (pp. 13-27). Queensland: Australian Academic Press.

Ai, B. (2015). Living in-between: A narrative inquiry into the identity work of a Chinese student in Australia. Life Writing, 12(3), 353-368. (A&HCI)

Ai, B. (2013). Soil Restaurant? An Investigation into the English Translation of Travel Signs in China. Journal of China Tourism Research, 9(3), 244-256.

Ai, B. (2013). An Ethnographic Investigation into Chinese Students' Identity Negotiation in Australia. Postgraduate Research in Education: Proceedings of the Second Annual Higher Degree Student-led Conference, Sydney, Australia. ISBN: 978-0-947162-00-9

Ai, B. (2010). Chinese International Students' Identity Negotiation: A Communicative Perspective. IADIS International Conference on International Higher Education, Perth, Australia. ISBN: 978-972-8939-32-8