赵婷，博士，教授、博士生导师，现任学术英语写作中心主任。
教育经历：
2015年，毕业于英国牛津大学教育系，获应用语言学博士学位
研究方向：
人工智能赋能外语学习、外语学习心理机制、语言学习者发展
电子邮箱：
zhaoting@swufe.edu.cn
讲授课程：
本科生：综合英语、外语教学设计与实践、人工智能辅助学术英语写作
研究生：学术英语写作
科研项目：
2025.09–2028.09 主持国家社科基金一般项目: 外语学习中人工智能依赖的形成路径及干预研究（25BYY118）
2019.03–2025.06 主持教育部人文社科基金一般项目：儿童外语词汇加工机制及其影响因素的研究（19XJC740006）
学术论文：
Zhao, T., Ding, Y., Hu, Z., Su, L., & Liu, Y. (2026). Measuring self-regulation in student-GenAI collaborative revision of second language writing: Scale development and validation. Journal of Second Language Writing, 73. (西财外A)
Zhao, T., Hu, Z., Wang, J. L., & Ye, L. (2026). Explaining language learners’ continuance intention to use GenAI beyond the classroom: Integrating control-value appraisals of language learning with the expectation-confirmation model. Education and Information Technologies. https://doi.org/10.1007/s10639-026-14001-4.
Tu, H., & Zhao, T.* (2026). Relationship between academic demands and dropout intention among Chinese university students: Emotional suppression and boredom as serial mediators. Current Psychology, 45(4). (西财外B)
Lu, Y., Zhao, T., & Lian, X. (2026). The impact of student feedback literacy on L2 academic writing: Mediating role of writing strategies. International Journal of Applied Linguistics, https://doi.org/10.1111/ijal.70179. (西财外B)
Zhao, T., Zhou, S., Liang, Q., & Lian, X. (2025). Modeling learners’ intention to continue using generative AI in informal language learning: The role of cognitive appraisals and emotions. Innovation in Language Learning and Teaching, 1–29. (西财外B)
Zhao, T., & Lian, X. (2024). Competitive psychological climate and foreign language anxiety in junior high school learners in China: Roles of control-value appraisals, and cognitive reappraisal. Language Teaching Research. (西财外A)
Zhao, T., Ye, L., Hu, Z., & Lian, X. (2024). Exploring the impact of positive reappraisal on self-regulated learning in MOOCs: The mediating roles of control and value appraisals and positive emotion. Computers in Human Behavior, 152, 1-15. (西财外A)
Zhao, T., Ye, L., Hu, Z., & Fu, Z. (2022). A serial mediation model of the relationship between suppression emotion-regulation tendency and outcomes of MOOC learning by Chinese university students: The role of cognitive appraisals, boredom, and behavioral avoidance. Computers & Education, 187. (西财外A)
Zhao, T., Fu, Z., Lian, X., Ye, L., & Huang, W. (2021). Exploring emotion regulation and perceived control as antecedents of anxiety and its consequences during Covid-19 full remote learning. Frontiers in Psychology, 12, 2608. (西财外B)
Ding, Y., & Zhao, T*. (2020). Emotions, engagement, and self-perceived achievement in a small private online course. Journal of Computer Assisted Learning, 36(4), 449-457. (西财外B)
Zhao, T., & Ren, J. (2019). Incidental L2 lexical acquisition in reading: The role of L2-gloss frequency and learner proficiency. The Language Learning Journal, 47(5), 608-624.
Zhao, T., & Murphy, V. A. (2017). Factors affecting the speed of word retrieval in children learning English as a foreign language. In Learning Foreign Languages in Primary School (pp. 1-21). Multilingual Matters.
Zhao, T., & Macaro, E. (2016). What works better for the learning of concrete and abstract words: teachers’ L1 use or L2-only explanations? Intern ational Journal of Applied Linguistics, 26(1), 76-98.
学术著作：
赵婷. 2025. 儿童外语词汇加工机制及影响因素研究[M]. 成都：西南财经大学出版社.
教学项目：
2022年 西南财经大学校级教改项目（主持； 项目名称：新财经背景下学术英语写作课程建设研究）
2021年 西南财经大学校级教改项目（主持；项目名称：新财经背景下财经类专业学生英语写作能力提升）
2018年 四川省高等教育人才培养质量和教学改革项目（参与；项目名称：以学习者为中心的交际教学视角下学术英语写作中心建设）
