Dr. Jun Liu is Professor of Applied Linguistics and Associate Provost for International Initiatives and Chief International Officer at Georgia State University. He is AIEA Presidential Fellow (2012-13) and member of AIEA Professional Development Committee. He oversees Office of International Students and Scholars Services, Office of Study Abroad Programs, Office of International Initiatives and Partnerships, Office of International Strategic Planning and Development, and Confucius Institute at Georgia State University. Prior to this position, Liu served as Professor and Head of the English Department, Director of Confucius Institute, and Assistant Vice Provost for Global Initiatives at University of Arizona. Dr. Liu has served in multiple roles as an international educator and leader, such as Past President of TESOL International (Teachers of English to Speakers of Other Languages, Inc.), Vice President of ISCLT (International Society of Chinese Language Teaching), Board Trustee of The International Research Foundation for English Language Education (TIRF), and Senior Advisor for Hanban (Office of the Chinese Language Council International). Liu has published extensively in the area of language education, teacher development, and communicative competence. Among them are his books “TESOL: A Guide” (Bloomsbury, 2015, co-authored), “Teaching English in China: New Perspectives, Challenges, and Approaches” (Continuum, 2007), “Studying in the United States” (Tsinghua University Press, 2007, co-authored) ,“Asian students’ classroom communication patterns in US universities” (Greenwood Publishing Group, Inc., 2001), and “Peer Response in Second Language Writing” (Michigan University Press, 2002). Liu was a recipient of multiple grants including Post Doctorate Fellow of Academy of Education/Spencer Foundation and Post-Doctorate Fellow of American Education Research Association (AERA), and Li Kai-Shing Foundation Research Grants. A sought-after public speaker, Liu has given more than 100 plenary and invited speeches in more than 30 countries since 2000. Dr. Liu received his BA in English Language and Literature at Suzhou University in China in 1981, MEd in Curriculum and Instruction from East China Normal University in China in 1989, and Ph.D. in Second and Foreign Language Education at The Ohio State University in the United States in 1996.
2015 TESOL: A Guide
Bloomsbury Publishing, New York. (co-authored with Cynthia Berger). 326 pp.
2014 ELT Tomorrow. In IATEFL 2013 Liverpool Conference Selections. Liverpool, Apr. 8-12. Pp.223-236.
2011 A new model in English Language Teaching in China: The case of Shantou University. Chinese Journal of Applied Linguistics (Quarterly) Vol. 34(3), 39-53, co-authored with Liangrong Xiao.
Complexities and Challenges in Training Nonnative English-Speaking Teachers: State of the Art. In R. Stroupe & K. Kimura. Ed., English Language Teaching Practice in Asia. Phnom Penh, CamTESOL, IDP Education Pty Ltd. Pp.192-202.
2010 Survey report on guest Chinese teachers in USA. Confucius Institute, Beijing, China Vol. 1(3), 39-43.
An empirical research of writing feedback based on anonymous feedback in an EFL context. Foreign Language Learning Theory and Practice, Vol. 131(3), 44-49, co-authored with Y.T. Xu.
Adaptive Cultural Transformation: Quest for Dual Identities. In D. Nunan and J. Choi. Ed., Language and Culture: Reflective Narratives and the Emergence of Identity. New York: Routledge. Pp. 125-130.
2009 Reconceptualizing foreign language teaching methods in the new era. Confucius Institute, Beijing, China Vol. 1(1), 102-08.
2008 The Common European Framework of References for Languages: Learning, Teaching Assessment. The Council of Europe (lead translator from Chinese to Chinese), Foreign Language Teaching and Research Press, Beijing, China, Dec.
2007 English Language Teaching in China: New Perspectives, Approaches, and Standards.
The Continuum International Publishing Group Ltd., London, 425 pp.
Communication Strategies (Books III and IV). Cengage Publishing
Studying in the United States: Strategies and Cultural Implications. Tsinghua University Press, Beijing, China. (co-authored with Wei Wang). 228 pp.
2006 Designing instruments for Chinese students’ aptitude test. Foreign Languages in China, Co-authored with Nan Jiang. Vol. 6 (3), 56-64.
2005 Exploring the nature of silence of Chinese students in American classrooms. Modern Foreign Languages (Quarterly). 28(4), 393-402, co-authored with Joanne Zhong (published in Chinese)
Is “the earlier, the better”? Investigating the effects of earlier English education in China. Foreign Languages in China. 2(1), 1-8.
Guiding principles for effective peer response. ELT Journal, 59(1), 31-38, co- authored with J. Hansen.
Chinese graduate teaching assistants teaching freshman composition to native English speaking students. In E. Llurda. Ed., Non-Native Language Teachers: Perceptions, Challenges, and Contributions to the Profession. Boston, MA: Springer. Pp. 155-177.
Understanding Models in L2 Writing. Selected Papers from the Fourteenth International Symposium and Book Fair on English Teaching. Taiwan, Nov. 11-13. Pp. 91-102.
When group work doesn’t work: How can I engage students who don’t participate? Review of Applied Linguistics in China (RALC), Pp. 106-117. Co-authored with Liping Gao.
2004 Critical Period Hypothesis revisited. Shantou University Forum, 23(4), 56-66.
(Published in Chinese)
Effects of comic strips on the reading comprehension of adult ESL learners. TESOL Quarterly, 38(2), 225-44.
Co-constructing academic discourse from the periphery. Asian Journal of English Language Teaching Volume 14, 1- 22.
Methods in the post-methods era: report on an international survey on language teaching methods. International Journal of English Studies. 4(1), 137-152.
Confessions of a Nonnative English-speaking professional. In L. Kamhi-Stein, Ed., Learning and Teaching from Experience: Perspectives on Nonnative English Speaking Professional. Ann Arbor: University of Michigan Press. Pp. 35-47.