| Lei, J., & Ye, W. (2025). Exploring Chinese university students’ motivation and engagement in English medium instruction: A latent profiling approach. System, 131, 103676. https://doi.org/10.1016/j.system.2025.103676 [free access till 25 May 2025: https://authors.elsevier.com/a/1ktq9,7ttAHgQZ] |
| Wang, L., Huang, J., Ye, W., & *Lei, J. (2025). Profiles of Chinese primary school students’ enjoyment and anxiety in foreign language learning: Combining variable- and person-centered analyses. SAGE Open, 15(1), 21582440251328125. https://doi.org/10.1177/21582440251328125 [SSCI] |
| Pan, J., & *Lei, J. (2024). Profiling Chinese university students’ understandings of plagiarism through Q methodology. Ethics & Behavior. https://doi.org/10.1080/10508422.2024.2389541 [SSCI] |
| Deng, Y., Lei, J. Jin, T., & Chen, J. (2024). Developing genre awareness in collaborative academic reading: A case study of novice learners. English for Specific Purposes, 74. https://doi.org/10.1016/j.esp.2023.11.001 [SSCI] |
| Lei, J., & Zhang, Q. (2023). What matters to LMOOC learners: Content and sentiment analyses of learner course reviews. Computer Assisted Language Learning, 1-27. https://doi.org/10.1080/09588221.2023.2264875 [SSCI] |
| Huang, J., Zhou, L., Zhu, D. Liu, W., & Lei, J. (2023). Changes in academic self-efficacy and value and crossover of burnout among adolescent students: A two-wave longitudinal study. Journal of Youth and Adolescence 52, 1405–1416. https://doi.org/10.1007/s10964-023-01778-7 [SSCI] |
| 雷军, 陆晓媛, 胡光伟, 王兴华. (2023). 线上直播教学情境下外语教师数据素养探究. 外语界, 3, 39-46. [CSSCI] |
| Wang, X., Li, L., Tan, S. C., Yang, L., & *Lei, J. (2023). Preparing for AI-enhanced education: Conceptualizing and empirically examining teachers’ AI readiness. Computers in Human Behavior, 146, 107798. https://doi.org/https://doi.org/10.1016/j.chb.2023.107798 [SSCI] |
| Wu, Q., Jin, T., Chen, J., & Lei, J. (2023). Peer leadership in collaborative argumentative writing: A qualitative case study of blended design. Journal of Second Language Writing, 60, 100995. https://doi.org/10.1016/j.jslw.2023.100995 [SSCI] |
| Wang, X., Liu, Q., Pang, H., Tan, S. C., Lei, J., Wallace, M. P., & Li, L. (2023). What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis. Computers & Education, 194, 104703. https://doi.org/10.1016/j.compedu.2022.104703 [SSCI] |
| Yang, R., Hu, G., & Lei, J. (2023). Understanding Chinese English-major students’ intertextual competence and contributing factors. Assessment & Evaluation in Higher Education, 48(5), 657-671. https://doi.org/10.1080/02602938.2022.2102137 [SSCI] |
| Lei, J., & Lin, T. (2022). Emergency online learning: The effects of interactional, motivational, self-regulatory, and situational factors on learning outcomes and continuation intentions. International Review of Research in Open and Distributed Learning, 23(3), 43-60. https://www.irrodl.org/index.php/irrodl/article/view/6078/5748 [SSCI] |
| Chen, J., Tan, J., & *Lei, J. (2022). Exploring learner identity in the blended learning context: A case study of collaborative writing. System, 108: 102841. https://doi.org/10.1016/j.system.2022.102841 [SSCI] |
| Xu, L., Xie, C., & *Lei, J. (2021). Discursive marketisation through positive evaluation: A diachronic analysis of About Us texts of top-tier Chinese universities over the past two decades. Frontiers in Psychology, 12: 789558.https://doi.org/10.3389/fpsyg.2021.789558 [SSCI] |
| Lin, T., & *Lei, J. (2021). English-medium instruction and content learning in higher education: Effects of medium of instruction, English proficiency, and academic ability. Sage Open. https://doi.org/10.1177/21582440211061533 [SSCI] |
| Guo, K., Chen, J., Lei, J., & Jin, T. (2021). Teacher engagement with technology-enhanced text adaptation for reading assessment: A case study. International Journal of Computer-Assisted Language Learning and Teaching, 11(4), 100-112. https://doi.org/10.4018/IJCALLT.2021100107 [ESCI-Emerging Sources Citation Index] |
| Lei, J. (2021). Neoliberal ideologies in a Chinese university’s requirements and rewards schemes for doctoral publication. Studies in Continuing Education, 43(1), 68-85. https://doi.org/10.1080/0158037X.2019.1672638[SSCI] |
| 郭凯, 陈静, 雷军, 金檀. 基于技术辅助的英语阅读素材难度调控——一项教师应用现状调查. 外语测试与教学, 2020 (3), 29-37, 47. |
| Jin, T., Su, Y., & Lei, J. (2020). Exploring the blended learning design for argumentative writing. Language Learning & Technology, 24(2),23-34. http://hdl.handle.net/10125/44720 [SSCI] |
| Jin, T., Liu, X., & Lei, J. (2020). Developing an effective three-stage teaching method for collaborative academic reading: Evidence from Chinese first-year college students. Journal of English for Academic Purposes, 45, 1-8. https://doi.org/10.1016/j.jeap.2020.100853[SSCI] |
| Lei, J., & Jiang, T. (2019). Chinese university faculty’s motivation and language choice for scholarly publishing. Ibérica, Journal of the European Association of Languages for Specific Purposes, 38, 51-73. [SSCI/A&HCI] |
| 雷军, 李詠燕. 面向科研发表的英语写作教学研究：回顾与启示. 外语界, 2019(5), 48-56. [CSSCI] |
| Lei, J. (2019). Publishing during doctoral candidature from an Activity Theory perspective: The case of four Chinese nursing doctoral students. TESOL Quarterly, 53(3), 655-684. https://doi.org/10.1002/tesq.501 [SSCI] |
| Lei, J., & Hu, G. (2019). Doctoral candidates’ dual role as student and expert scholarly writer: An Activity Theory perspective. English for Specific Purposes, 54, 62-74. https://doi.org/10.1016/j.esp.2018.12.003 [SSCI] |
| 雷军. 家庭语言政策研究的视域拓展(“多人谈”专栏) [J]. 语言战略研究, 2017(6), 86. |
| Hu, G., & Lei, J. (2016). Plagiarism in English academic writing: A comparison of Chinese university teachers’ and students’ understandings and stances. System, 56(1), 107-118. https://doi.org/10.1016/j.system.2015.12.003 [SSCI] |
| Lei, J., & Hu, G. (2015). Chinese university EFL teachers’ perceptions of plagiarism. Higher Education, 70(3), 551-565. https://doi.org/10.1007/s10734-014-9855-5 [SSCI] |
| Hu, G., & Lei, J. (2015). Chinese university students’ perceptions of plagiarism. Ethics & Behavior, 25(3), 233-255. https://doi.org/10.1080/10508422.2014.923313 [SSCI] |
| Lei, J., & Hu, G. (2015). Apprenticeship in scholarly publishing: A student perspective on supervisors’ roles. Publications, 3, 27-42. https://doi.org/10.3390/publications3010027 [ESCI-Emerging Sources Citation Index] |
| Lei, J., & Hu, G. (2014). Is English-medium instruction effective in improving Chinese undergraduate students’ English competence? IRAL: International Review of Applied Linguistics in Language Teaching, 52(2), 99-126. https://doi.org/10.1515/iral-2014-0005 [SSCI] |
| Hu, G., & Lei, J. (2014). English-medium instruction in Chinese higher education: A case study. Higher Education, 67(5), 551-567. https://doi.org/10.1007/s10734-013-9661-5 [SSCI] |
| Lei, J., & Hu, G. (2014). Chinese ESOL lecturers’ stance on plagiarism: Does knowledge matter? ELT Journal, 68(1), 41-51. https://doi.org/10.1093/elt/cct061 [SSCI] |
| Hu, G., Li, L., & Lei, J. (2014). English-medium instruction at a Chinese university: Rhetoric and reality. Language Policy, 13(1),21-40. https://doi.org/10.1007/s10993-013-9298-3 [SSCI] |
| Hu, G., & Lei, J. (2012). Investigating Chinese university students’ knowledge of and attitudes toward plagiarism from an integrated perspective. Language Learning, 62(3), 813-850. https://doi.org/10.1111/j.1467-9922.2011.00650.x [SSCI] |
| Lei, J. (2010). Chinese college English teachers’ perceptions of plagiarism among Chinese college EFL learners: The impacts of English-medium academic training. Asian EFL Journal, 43, 4-27. |
Jun Lei (雷军) 