研究生英语教学部
马利红 长聘教授
姓名：马利红
职称：长聘教授
导师类别：博士生导师、硕士生导师
个人简介：
马利红，本科毕业于河南师范大学，硕士毕业于天津外国语大学，博士毕业于北京师范大学，2024年调入北京理工大学5981cc万洲国际。研究方向为二语习得、外语教育、教师教育。近年来，主持国家社科基金、教育部社科基金、全国教育科学规划教育部重点课题、国家教育考试规划重点课题等多项高水平课题，第一作者在System、Language Teaching Research、Applied Linguistics Review、Innovation in Language Learning and Teaching、Journal of Multilingual and Multicultural Development、Learning and Instruction、Educational Psychology、Learning and Individual Difference、Journal of Education for Teaching、《现代外语》、《外语界》、《外语与外语教学》《外语教学理论与实践》、《外语导刊》等SSCI或CSSCI来源期刊发表高水平论文50余篇。
科研成果
（一）英文论文
1. Ma, L., Jiao, Y., Xiao, L., & Liu, J. (2025). Three-way interactions of self-efficacy, intrinsic value, utility value, and gender on foreign language achievement: A moderated moderation model. System, 132, 103693. https://doi.org/10.1016/j.system.2025.103693（SSCI 1区）
2. Ma, L., & Liu, J. (2025). Can teacher-student relationships alleviate the influence of anxiety and boredom on subjective well-being of foreign language learners? Educational Psychology.https://doi.org/10.1080/01443410.2025.2512246（SSCI 1区）
3. Ma, L., Li, B., & Guo, H. (2025). Exploring the interplay of critical thinking dispositions, perceived teacher enthusiasm, willingness to communicate, and gender among Chinese EFL learners. International Journal of Educational Research, 130, 102532. https://doi.org/10.1016/j.ijer.2024.102532（SSCI 1区）
4. Ma, L., Xiao, L., & Liu, J. (2025). Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference. Applied Linguistics Review. https://doi.org/10.1515/applirev-2024-0054（SSCI 1区）
5. Ma, L., Hau, K. T., Liu, L., & Liu, J. (2025). Emotion profiles of Chinese secondary EFL learners: link with subjective well-being, English achievement, and demographics. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2024-0166（SSCI 2区）
6. Ma, L., Li, B., & Guo, H. (2025). Can teacher support moderate the link between family socioeconomic status and critical thinking dispositions among foreign language learners? Innovation in Language Learning and Teaching, 1–18. https://doi.org/10.1080/17501229.2025.2475934（SSCI 1区）
7. Ma, L., Li, B., & Liu, J. (2025) Unraveling the dynamics of teacher-student relationships, emotions, and socioeconomic status in shaping subjective well-being among FL learners. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2025.102581（SSCI 1区）
8. Ma, L. & Xu, L. (2024). Critical thinking and engagement in foreign language learning: Mediation of enjoyment, anxiety, and boredom and moderation of achievement level. International Journal of Applied Linguistics.
https://doi.org/10.1111/ijal.12647（SSCI 2区）
9. Ma, L., Liu, L. & Liu, J. (2024). Mediation of enjoyment and burnout in the link between teacher-student relationships and foreign language achievement and its gender difference. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2024.2418353 （SSCI 1区）
10. Ma, L., Liu, L., Luo, S., & Liu, J. (2024). Exploring urban-rural differences in foreign language enjoyment, anxiety, boredom, and burnout among Chinese secondary students. Journal of Multilingual and Multicultural Development, 1-19. https://doi.org/10.1080/01434632.2023.2298691（SSCI 1区）
11. Ma, L. & Xu, L. (2024). Critical thinking and engagement in foreign language learning: Mediation of enjoyment, anxiety, and boredom and moderation of achievement level. International Journal of Applied Linguistics.
https://doi.org/10.1111/ijal.12647. (SSCI 2区）
12. Ma, L., Liu, L., & Liu, J. (2024). Mediation of enjoyment and burnout in the link between teacher-student relationships and foreign language achievement and its gender differences. Innovation in Language Learning and Teaching, 1–15.
https://doi.org/10.1080/17501229.2024.2418353（SSCI 1区）
13. Li, B., Ma, L., & Zhang, L. J. (2024). A new look at language mindset, achievement goals and L2 emotions: the case of Chinese university students. Journal of Multilingual and Multicultural Development, 1-17.
https://doi.org/10.1080/01434632.2024.2367566（SSCI 1区）
14. Ma, L., Xiao, L., & Jiao, Y. (2024). Mediation of Reading Enjoyment between Teacher Feedback and Reading Achievement: Cross-Cultural Generalizability across 75 Countries/Economies. The Journal of Experimental Education, 92(3), 431-451. https://doi.org/10.1080/00220973.2023.2208063（SSCI 3区）
15. Ma, L., Xiao, L., & Liu, J. (2024). Motivational beliefs of urban and rural students in English as a foreign language learning: The case of China. Journal of Multilingual and Multicultural Development, 45(5), 1524-1537.
https://doi.org/10.1080/01434632.2021.1991933（SSCI 1区）
16. Ma, L., Jiao, Y., XiaoMa, L., Li, B., Jiao, Y., & Liu, J. (2024). Motivation profiles of Chinese rural foreign language learners: Link with learning strategy and achievement. Applied Linguistics Review, 15(6), 2427-2452.https://doi.org/10.1515/applirev-2022-0198（SSCI 1区）
17. Ma, L., Yu, J., Xiao, L., Liu, Q., & Liu, J. (2024). Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China. International Review of Applied Linguistics in Language Teaching, 62(2), 747-773.
https://doi.org/10.1515/iral-2022-0108 （SSCI 2区）
18. Ma, L., Xiao, L., Liu, N., & Liu, J. (2023). Family socioeconomic status and foreign language emotions: Moderation of teacher–student relationships. Language Teaching Research. https://doi.org/10.1177/13621688231217026（SSCI 1区）
19. Ma, L., Jiao, Y., Xiao, L., & Liu, J. (2023).The association between socioeconomic status and Chinese secondary students’English achievement: mediation of self-efficacy and moderation of gender.International Review of Applied Linguistics in Language Teaching (IRAL). https://doi.org/10.1515/iral-2023-0112（SSCI 2区）
20. Ma, L., & Liu, N. (2023). Teacher belief about integrating critical thinking in English teaching in China. Journal of Education for Teaching, 49(1), 137-152.
https://doi.org/10.1080/02607476.2022.2044267（SSCI 1区）
21. Ma, L., Xiao, L., & Li, Q. (2023). Mediation of self-concept and moderation of teacher support between SES and reading achievement: Evidence from China and the United States. British Journal of Educational Psychology, 93(4), 921-940.
https://doi.org/10.1111/bjep.12607（SSCI 1区）
22. Ma, L., Jiao,Y., Xiao, L., & Liu, J. (2022) Moderation of teacher–student relationships in the link between motivation and English performance of struggling learners in China, Journal of Multilingual and Multicultural Development.
https://doi.org/10.1080/01434632.2022.2151603（SSCI 1区）
23. Ma, L., Xiao, L., Liu, Z., & Liu, J. (2022). Teacher–student relationships moderate the link between socioeconomic status and foreign language learning: Evidence from China. Language Teaching Research.
https://doi.org/10.1177/13621688221122236（SSCI 1区）
24. Ma, L., Xiao, L., & Hau, K. (2022). Teacher feedback, disciplinary climate, student self-concept, and reading achievement:A multilevel moderated mediation model. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2022.101602（SSCI 1区）
25. Ma, L., Liu, J., & Li, B. (2022). The association between teacher-student relationship and academic achievement: The moderating effect of parental involvement. Psychology in the Schools, 59(2), 281-296.
https://doi.org/10.1002/pits.22608 （SSCI 2区）
26. Ma, L., Luo, H., & Xiao, L. (2021). Perceived teacher support, self-concept, enjoyment and achievement in reading: A multilevel mediation model based on PISA 2018. Learning and Individual Differences, 85,101947.
https://doi.org/10.1016/j.lindif.2020.101947（SSCI 1区）
27. Ma, L., & Luo, H. (2021). Chinese pre-service teachers’ cognitions about cultivating critical thinking in teaching English as a foreign language. Asia Pacific Journal of Education, 41(3), 543-557. https://doi.org/10.1080/02188791.2020.1793733（SSCI 4区）
28. Ma, L., Xiao, L., Du, X., & Liu, J. (2020). Mediating role of motivation on the effects of teacher-student relationships on foreign language achievement. Porta Linguarum, (1), 129-144. （SSCI 4区）
29. Ma, L., Du, X., Hau, K. T, & Liu, J. (2018). The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model. Educational Psychology, (5), 687-707. https://doi.org/10.1080/01443410.2017.1412400（SSCI 1区）
30. Ma, L., Du, X., & Liu, J. (2018). Intrinsic and extrinsic value for English learning: Mediation effects of self-efficacy in Chinese EFL context. Chinese Journal of Applied Linguistics, (2), 50-67. https://doi.org/10.1515/cjal-2018-0009（ESCI）
（二）中文论文
1. 马利红、李斑斑. (2025). 思辨倾向与学术英语愉悦、焦虑和倦怠情绪的关系探究.《外语研究》, 42(01), 23-29+69+113. (CSSCI扩展版）
2. 马利红、刘坚. (2025). 思辨能力与外语成绩的关系探究——师生关系的调节作用.《外语导刊》, 48(01), 70-79+159. （CSSCI)
3. 马利红. (2025). 基于Rasch模型的英语学科思维品质测评研究——以思维的批判性为例.《语言测试与评价》, (02):79-90. （外语类普刊）
4. 马利红. (2025). 新高考背景下英语学科思维品质评价框架构建.《语言教育》, 13(1),11-18. (普刊）
5. 马利红、李斑斑、刘坚.(2023).思辨倾向与外语愉悦、成绩及人口学变量的关系：基于潜在剖面分析. 《外语与外语教学》,(5), 113-123. (CSSCI来源期刊）
6. 李斑斑，马利红,曾亚岚等. (2023).二语思维模式与外语情感之关系的 潜在剖面分析《现代外语》，(4), 527-539. (CSSCI来源期刊)
7. 马利红、李斑斑、焦雨虹、刘坚.（2023）.思辨能力与外语愉悦对外语成绩的影响路径研究,《现代外语》，(5), 676-687.(CSSCI来源期刊)
8. 马利红. (2021). 基于论证的英语写作思辨能力评价效度研究，《现代外语》，(5), 694-704. (CSSCI来源期刊)
9. 马利红、刘坚. (2021). 外语写作思辨能力评价效度研究——基于多面Rasch模型分析，《外语教学理论与实践》, (2), 97-107。(CSSCI来源期刊)
10. 马利红. (2021). 外语写作思辨能力评价指标构建——一项基于德尔菲法的研究.《语言教育》，(2)：23-28. （外语类普刊）
11. 马利红等. (2020).审辨思维：21世纪核心素养5C之二. 《华东师范大学学报（教育科学版）》, (2), 45-56. (CSSCI来源期刊)
12. 马利红、王彩霞. (2019). 基础教育阶段英语学科素养测评指标体系的构建. 《中国考试》, (2), 25-31.(人大复印资料《中学外语教与学》2019年第5期全文转载）
13. 马利红、刘坚. (2019). 国外批判性思维测评研究进展. 《外语学刊》, (3), 64-68. (CSSCI扩展版)
14. 马利红. (2019). 英语学科素养内涵探析. 《基础外语教育》, (2), 3-8.（外语类普刊）
15. 马利红、刘坚．(2018). 国际语言学领域思辨能力培养的研究进展与发展趋势——基于SSCI期刊论文的可视化分析．《外语界》，(4)：59-66. (CSSCI来源期刊)
16. 马利红、肖磊峰．(2018). 改革开放后义务教育英语课程沿革：核心素养视角. 《基础外语教育》, (2), 18-24．（人大复印资料《中学外语教与学》2018年第7期全文转载）
17. 马利红．(2018). 国外批判性思维开放题测评的发展及启示. 《中国考试》, (3), 48-53.（CSSCI扩展版）
科研和教改项目
1. 主持2022年度国家社科基金一般项目：“双一流”背景下学术英语写作思辨能力评价与提升路径研究（项目编号22BYY097）（在研）。
2. 主持国家教育考试科研规划2021年度重点课题：新高考背景下英语学科核心素养测评研究（项目编号GLK2021011）（已结项）。
3. 主持2019年度教育部人文社科规划课题：外语写作中的批判性思维评价效度研究（项目编号19YJA740038）（已结项）。
4. 主持全国教育科学“十三五”规划2016年度教育部重点课题：基础教育阶段英语学科素养的内涵、培养路径和测评指标研究（项目编号DHA160310）（已结项）。
5. 主持2022年北京科技大学研究生教育教改项目：“双一流”背景下研究生学术英语写作中的思辨能力培养研究（已结项）。
6. 参与全国教育科学“十二五”规划教育部青年课题：职业院校教师实践性知识生成及获取途径（EJA140376）（已结项）。
7. 参与北京师范大学中国教育创新研究院、斯科特集团与美国21世纪学习联盟（P21）的国际合作课题：21世纪核心素养5C模型研究，担任审辨素养专题主要执笔人（已结项）。
8. 参与中国基础教育质量监测协同创新中心北京大兴区教育质量健康体检项目，担任英语组骨干专家（已结项）。
获奖
1. 第六届“外教社杯”全国高校外语教学大赛天津赛区英语类专业组一等奖
2. 第三届全国数据驱动教学改进征文一等奖
3. 2021北京市研究生英语演讲比赛优秀指导老师
4. 2023北京市研究生英语演讲比赛优秀指导老师
5. 2024年北京科技大学研究生优秀学位论文指导教师
办公室：北京理工大学良乡校区东区文萃楼