董 礼

1、个人简介

董礼，博士，副教授，天津大学外国语学院

2、教育背景

清华大学，语言学与应用语言学，博士

伦敦大学国王学院，英语教学与应用语言学，硕士

3、工作经历

现任教于天津大学外国语学院

Westminster Kingsway College, Cambridge Certificate in English Language Teaching to Adults

曾任北京市海淀区中小学英语教师教学培训师

4、教授课程

《学术英语写作》、《中国传统典籍翻译》等

5、学术科研成果

（1）期刊论文 (近五年部分成果)

Dong, L. (2025). Intrinsic motivational regulation and writing performance in online second language learning classrooms: a time series analysis study. Computer Assisted Language Learning, 1–24. https://doi.org/10.1080/09588221.2025.2500466 (SSCI双类Q1, Linguistics 1/296; 5-Year IF 6.8; 中科院Q1 Top)

Dong, L. (2024). Examining the relationship between socioeconomic status, self-regulated learning strategies, and writing proficiency in English as a second language learning context. Journal of Educational Psychology, 116(5), 686–702. https://doi.org/10.1037/edu0000834 (SSCI Q1, 3/74; 5-Year IF 6.7; 中科院Q1 Top)

Dong, L. (2024). Exploring the interplay between writing feedback perception and lexical complexity among Chinese university students: A latent profile analysis and retrodictive qualitative modeling study. Reading and Writing, 37, 2687–2706. https://doi.org/10.1007/s11145-023-10489-1 (SSCI Q2)

Dong, L. (2024). Longitudinal relationship between L2 grit and motivational regulation strategy in university second language learning: An autoregressive cross-lagged model study. Journal of Psycholinguistic Research, 53, Article 43, https://doi.org/10.1007/s10936-024-10084-7 (SSCI Q1)

Dong, L. (2024). “Brave New World” or not?: A mixed-methods study of relationship between second language writing learners’ perceptions of ChatGPT, behaviors of using ChatGPT, and writing proficiency. Current Psychology, 43, 19481–19495. https://doi.org/10.1007/s12144-024-05728-9 (SSCI Q2)

Dong, L. (2024). A Complex, Dynamic Systems Theory perspective on grit, grammar knowledge, and their relationship among high-school students: A longitudinal time series analysis study. Current Psychology, 43, 7167–7182. https://doi.org/10.1007/s12144-023-04918-1(SSCI Q2)

Dong, L. (2024). Development of and interplay between grit and peer learning among adolescent English-as-a-foreign-language learners in China: A time series analysis study. Asia Pacific Education Review. Advance online publication. https://doi.org/10.1007/s12564-024-09968-z (SSCI Q1)

冯瑞玲, 郭茜, & 董礼. (2024). 基于跨国在线协作时尚设计教育项目的全球胜任力培养——学生视角的质性研究.装饰,9, 48–51. https://doi.org/10.16272/j.cnki.cn11-1392/j.2024.09.002 (CSSCI，北大核心)

Dong, L. (2024). ChatGPT in language writing education: Reflections and a research agenda for a ChatGPT feedback engagement framework. Language Teaching Research Quarterly, 43, 121¬–131.  https://doi.org/10.32038/ltrq.2024.43.07 (SJR Q2)

Dong, L. (2023). A microanalysis study of EFL teacher self-regulation in COVID-19 emergency remote teaching. Journal of China Computer-Assisted Language Learning. 3(2), 287–309. https://doi.org/10.1515/jccall-2022-0028 (AMI)

董礼. (2021).中国学生英语写作的感知焦虑来源—雅思写作Task 2的个案研究.外语测试与教学, 3, 29–38 (AMI)

Dong, L. (2019). A study of IELTS’s affective washback on Chinese students’ learning goal, motivation, and anxiety. Language Teaching Research Quarterly, 9. https://doi.org/10.32038/ltrq.2019.09.01 (SJR Q2)

董礼. (2018).五级能动学习法与自我评价结合的框架托福备考阶段自我评价学习的案例研究.考试研究, 4, 84–93.(AMI)

Dong, L. (In press). Emotional landscape of hyflex teaching: An exploration of the association between EFL teachers’ emotion labor and emotional vulnerability. In M. Nazari (Ed.), Book Title TBA. Springer Nature.

（2）专著

Self-regulatory Writing Strategies and Second Language Writing Proficiency: Interplay, Influence, and Insights (暂定名), Routledge (Under contract)

（3）会议发言（含Proceedings）

Dong, L. (2024). ChatGPT in language writing education: Reflections and a research agenda for a ChatGPT feedback engagement framework. The 11th EUROKD International Hybrid Conference on Education, Psychology, & Behavioral Science. Virtual, Nov 18, 2024 (Invited speech).

Dong, L. (2022). Self-regulation in online teaching environment: a micro-analysis of EFL teachers’ strategies perceptions. 2022 International Conference on CALL, Online, China, Nov 11–13, 2022.

Dong, L. (2020). University policy’s impact on test stakeholders: A case study of the SAT requirement policy reform of University of Chicago. The 9th International Conference on English Language Teaching in China, Online, China, Oct 16–18, 2020.

董礼 (2019). Evaluating the effectiveness of teacher assessment tools. 第八届全国外语教师教育与发展学术研讨会, 中国南京, 2019/10/25–27.

董礼 (2019). 利用技术分析教师授课语言和学习动力关系. 2019国际英语教育中国大会, 中国杭州, 2019/07/25–28.

Dong, L. (2019). How to apply learner autonomy and self-assessment method to promote test takers’ learning: A case study of SAT test preparation. The Asian Conference on Language Learning 2019, Tokyo, Japan, May 16–18, 2019.

董礼 (2019). 自我能动学习和自我测试提升学生学习：托福备考案例. 第二届中文情境下的英语教学研讨会——信息技术与英语教学, 中国北京, 2019/05/03–04.

Dong, L. (2019). How lingua franca approach can be of use to English language teaching?. 13th International Conference on Language, Literature, Culture, and Education, Singapore, Mar 18–19, 2019.

Dong, L. (2018). A study of IELTS’s affective impact on Chinese students’ learning goal, motivation, and anxiety. The 6th International Conference on New Trends in English Teaching and Testing, Istanbul, Turkey, Sept 8, 2018.

（4）科研项目

清华大学研究生教育教学改革项目（参与，2023.06至今）

清华大学文科振兴基金基础研究专项课题（参与，2020/09至2022/12）

（5）学术兼职

美国心理学协会 (American Psychological Association, APA), Member (International)

担任多家SSCI来源等期刊审稿人，包括:

System (SSCI, Q1; 中科院Q1 Top)

Assessing Writing (SSCI Q1; 中科院Q1 Top)

Humanities and Social Sciences Communications (SSCI Q1, Nature人文社科期刊)

Educational Psychology (SSCI Q1)

Scientific Reports (SSCI Q1, Nature子刊)

Reading and Writing (SSCI Q2)

Current Psychology (SSCI Q2)

BMC Psychology (SSCI Q2)

Applied Corpus Linguistics

Discover Psychology

Language Testing in Asian (ESCI)等

6、承担科研项目

待更新

7、奖励与荣誉

天津市高校第六届青年教师教学基本功竞赛三等奖（2002）

外教社天津市中青年教师大学英语教学科研论文评比三等奖（2005）

天津大学第三届社会科学优秀成果奖三等奖（2008）

8、学术兼职

待更新

9、联系信息

Email: li.dong.adamTKD@outlook.com