Dingfang Shu

670 total citations
23 papers, 390 citations indexed

About

Dingfang Shu is a scholar working on Language and Linguistics, Literature and Literary Theory and Education. According to data from OpenAlex, Dingfang Shu has authored 23 papers receiving a total of 390 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Language and Linguistics, 9 papers in Literature and Literary Theory and 7 papers in Education. Recurrent topics in Dingfang Shu's work include EFL/ESL Teaching and Learning (9 papers), Second Language Learning and Teaching (9 papers) and Language, Metaphor, and Cognition (5 papers). Dingfang Shu is often cited by papers focused on EFL/ESL Teaching and Learning (9 papers), Second Language Learning and Teaching (9 papers) and Language, Metaphor, and Cognition (5 papers). Dingfang Shu collaborates with scholars based in China, Hong Kong and Chile. Dingfang Shu's co-authors include Shanshan Yang, Hongbiao Yin, Yan Zhu, Eva E. Chen, Heidi Jiang, Orly Fuhrman, Lera Boroditsky, Kelly McCormick, Masatoshi Sato and Ken Turner and has published in prestigious journals such as Modern Language Journal, Teaching and Teacher Education and Cognitive Science.

In The Last Decade

Dingfang Shu

19 papers receiving 367 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Dingfang Shu China	8	152	132	117	71	70	23	390
Helen Melander Sweden	13	153 1.0×	78 0.6×	225 1.9×	34 0.5×	105 1.5×	41	447
Ilka Wolter Germany	12	198 1.3×	159 1.2×	23 0.2×	87 1.2×	17 0.2×	28	444
Igor M. Arievitch United States	10	230 1.5×	35 0.3×	73 0.6×	77 1.1×	48 0.7×	13	534
Kristie Saumure Canada	7	145 1.0×	57 0.4×	113 1.0×	166 2.3×	67 1.0×	9	413
Alleen Pace Nilsen United States	11	96 0.6×	98 0.7×	111 0.9×	95 1.3×	231 3.3×	86	575
Abdel Rahman Mitib Altakhaineh Jordan	12	93 0.6×	131 1.0×	220 1.9×	43 0.6×	61 0.9×	91	426
Hooshang Khoshsima Iran	11	239 1.6×	57 0.4×	89 0.8×	71 1.0×	65 0.9×	73	452
Cecilia Thorsén Sweden	13	190 1.3×	74 0.6×	208 1.8×	136 1.9×	130 1.9×	22	513
Ursula Christmann Germany	10	98 0.6×	122 0.9×	51 0.4×	58 0.8×	30 0.4×	38	353
May Jadallah United States	10	410 2.7×	29 0.2×	82 0.7×	36 0.5×	64 0.9×	14	558

Countries citing papers authored by Dingfang Shu

Since Specialization

Citations

This map shows the geographic impact of Dingfang Shu's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Dingfang Shu with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Dingfang Shu more than expected).

Fields of papers citing papers by Dingfang Shu

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Dingfang Shu. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Dingfang Shu. The network helps show where Dingfang Shu may publish in the future.

Co-authorship network of co-authors of Dingfang Shu

This figure shows the co-authorship network connecting the top 25 collaborators of Dingfang Shu. A scholar is included among the top collaborators of Dingfang Shu based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Dingfang Shu. Dingfang Shu is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Shu, Dingfang, et al.. (2025). Emotional Impact on Professional Identity Development: The Case of Chinese English Language Textbook Writers. International Journal of Applied Linguistics. 35(4). 1683–1698.

Chen, Xi, Dingfang Shu, Christopher DeLuca, & Michael Holden. (2025). Advancing e-assessment for learning in the primary EFL writing classroom: the role of collaborative teacher professional learning. Asia Pacific Journal of Education. 1–20.

Shu, Dingfang, et al.. (2025). Enabling and Enacting: Interplay of Agency and Emotions in the Learning Experiences of Successful EFL Learners. International Journal of Applied Linguistics. 35(4). 2101–2112. 1 indexed citations

Zhu, Yan, et al.. (2025). Exploring teacher-student interaction in task and non-task sequences. IRAL - International Review of Applied Linguistics in Language Teaching. 63(3). 1691–1713. 1 indexed citations

Yang, Shanshan, et al.. (2024). Materials writing as a vehicle for teacher learning. ELT Journal. 78(3). 273–283. 3 indexed citations

Zhu, Yan, et al.. (2024). Unpacking Chinese young learners’ L2 learning motivation: Does CLIL make a difference?. International Journal of Applied Linguistics. 34(3). 952–971.

Zhu, Yan, et al.. (2024). Relationship between young learners’ L2 proficiency and subject knowledge: evaluating a CLIL programme in China. Language Awareness. 34(2). 285–303.

Shu, Dingfang, et al.. (2024). Language Teachers’ Collaborative Actions and Relationships in a Textbook Writing Community of Practice. The Asia-Pacific Education Researcher. 34(1). 109–120. 5 indexed citations

Shu, Dingfang, et al.. (2024). Exploring English self-concept and investment of successful EFL learners from a Chinese secondary school. Studies in Second Language Learning and Teaching. 14(4). 769–790. 2 indexed citations

10.

Shu, Dingfang, Shanshan Yang, & Masatoshi Sato. (2023). Marrying Collective Wisdom: Researcher-practitioner Collaboration in Developing ELT Textbooks. Applied Linguistics. 45(1). 41–64. 18 indexed citations

11.

Yang, Shanshan, Dingfang Shu, & Hongbiao Yin. (2022). The bright side of dark emotions: Exploring EFL teachers’ emotions, emotional capital, and engagement in curriculum implementation. Teaching and Teacher Education. 117. 103811–103811. 28 indexed citations

12.

Yang, Shanshan, Dingfang Shu, & Hongbiao Yin. (2021). ‘Frustration drives me to grow’: Unraveling EFL teachers' emotional trajectory interacting with identity development. Teaching and Teacher Education. 105. 103420–103420. 53 indexed citations

13.

Yang, Shanshan, Dingfang Shu, & Hongbiao Yin. (2021). “Teaching, my passion; publishing, my pain”: unpacking academics’ professional identity tensions through the lens of emotional resilience. Higher Education. 84(2). 235–254. 62 indexed citations

14.

Zhu, Yan & Dingfang Shu. (2017). Implementing foreign language curriculum innovation in a Chinese secondary school: An ethnographic study on teacher cognition and classroom practices. System. 66. 100–112. 27 indexed citations

15.

Shu, Dingfang. (2015). Chinese xiehouyu (歇后语) and the interpretation of metaphor and metonymy. Journal of Pragmatics. 86. 74–79. 2 indexed citations

16.

Fuhrman, Orly, Kelly McCormick, Eva E. Chen, et al.. (2011). How Linguistic and Cultural Forces Shape Conceptions of Time: English and Mandarin Time in 3D. Cognitive Science. 35(7). 1305–1328. 140 indexed citations

17.

Shu, Dingfang & Ken Turner. (2009). Contrasting Meanings in Languages of the East and West. P. Lang eBooks. 7 indexed citations

18.

Shu, Dingfang. (2009). Cognitive Approaches to Lexical Semantics. Language and Linguistics Compass. 3(1). 314–337. 4 indexed citations

19.

Shu, Dingfang. (2004). Metaphor and Metonymy: Similarities and Differences. Waiguoyu. 2 indexed citations

20.

Shu, Dingfang. (2000). Types of Linguistic Metaphors and Their Syntactic and Semantic Features. Waiguoyu. 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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