Kong, D., Yuan, R., & Zou, M. (2023). Pre-service EFL Teachers’ Intercultural Competence Development Within Service-Learning: A Chinese Perspective. The Asia-Pacific Education Researcher, 1-10. (SSCI)
Kong, D., & Zou, M. (2022). Preparing culturally responsive teachers through multicultural field experiences: a case study in China. Journal of Education for Teaching, 48(2), 263-265. (SSCI)
Kong, D., Zou, M., & Chen, J. (2022). English as a Foreign Language Teacher Engagement with Culturally Responsive Teaching in Rural Schools: Insights from China. Frontiers in Psychology, 13, 990363. (SSCI)
Kong, D., & Chen, J. (2022). Teachers as Professional Learners: Contextualising Identity Across Policy and Practice. Journal of Education for Teaching, 48(2), 268-269. (SSCI)
Kong, D. & Zou, M. (2022). Higher Education and Social Justice. Asia Pacific Journal of Education, 42(sup1), 121-123. (SSCI)
Kong, D., & Chen, J. (2022). Experiments in Decolonizing the University: Towards an Ecology of Study. Educational Review, 74(6), 1200-1201. (SSCI)
Kong, D., & Chen, J. (2022). Diversity and Inclusion in Global Higher Education: Lessons from Across Asia. Innovations in Education and Teaching International, 59(2), 237-238. (SSCI)
Kong, D., & Chen, J. (2021). Research on Teaching and Learning English in Under-Resourced Contexts. RELC Journal. (SSCI)
Kong, D., & Yuan, R. (2016). Experiences ff Second Language Teacher Education. System, 59, 135-137. (SSCI)
Chen, J., & Kong, D. (2023). Making language visible in the university: English for academic purposes and internationalisation. Language and Education, 37(1), 123-126. (SSCI)
Chen, J., & Kong, D. (2022). Boredom in the Foreign Language Classroom: A Micro-Perspective. RELC Journal, 53(3), 755-757. (SSCI)
Chen, J., & Kong, D. (2022). International Perspectives on Diversity in ELT. ELT Journal, 76(4), 581-584. (SSCI)
Chen, J., & Kong, D. (2022). Inequality, Innovation and Reform in Higher Education: Challenges of Migration and Ageing Populations. Ageing & Society, 42(4), 990-991. (SSCI)
Zou, M., Kong, D., & Lee, I. (2021). Teacher Engagement with Online Formative Assessment in EFL Writing During COVID-19 Pandemic: The Case of China. The Asia-Pacific Education Researcher, 30(6), 487-498. (SSCI)
Chen, J., & Kong, D. (2021). The University of the Third Age and Active Ageing: European and Asian-Pacific Perspectives. Ageing & Society, 41(10), 2435-2436. (SSCI)
Zou, M., & Kong, D. (2019). Navigating co-supervision. In M. Dollinger (Ed), Getting the most out of your doctorate: The importance of supervision, networking and becoming a global academic (pp.47-62). Bingley, UK: Emerald Publishing.
Zou, M. & Kong, D. (2017). Classroom Writing Assessment and Feedback in L2 School Contexts. Southern African Linguistics and Applied Language Studies, 35(4), 385-387. (SSCI)
孔德麟 & 邹敏. (2017). 香港:实施 “T-卓越@HK”计划,培育卓越教学专业团队. 全球教师教育发展通讯, 2, 6-10.
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钟淑梅, 赵晶, & 孔德麟. (2014).电子词典辅助下高中英语词汇教学的行动研究.中小学外语教学(中学篇),2,43-48.