男，华南农业大学星空网页版优秀青年人才引进，首聘副教授，研究生导师。
研究方向：外语教育、翻译教育、教育技术、课堂反馈、语言教学法、二语写作、家庭语言教育、教育心理等。
教育经历
江西师范大学星空网页版获得英语师范文学学士学位 (B.A.)
爱丁堡大学莫雷教育学院获得对外英语教学理学硕士学位 (M.Sc.)
澳门大学教育学院获得哲学博士学位 (Ph.D.)
工作经历
2025年7月至今 在华南农业大学星空网页版工作，主要从事英语系的教学科研工作
部分科研项目及论文
1. Liang, C., Yu, S., Zhou, N., & Geng, F. (2026). Unacclimatized?: Understanding the potential of labor-based contract grading interventions in Chinese EFL writing contexts. Assessing Writing. (SSCI, 中科院1区)
2. Chen, Y., Yu, S., Liang, C., & Zhou, N. (2026). Understanding Chinese EFL students’ academic emotions toward teacher written feedback in second language academic writing. Journal of Psycholinguistic Research. (SSCI, 中科院2区)
3. Yu, S., Liang, C. *, Yuan, K., & Lee, I. (2026). Peer feedback in second language writing: A critical review of recent research (2015–2024). Language Teaching. (SSCI, 中科院1区)
4. Liang, C., Yu, S., & Zhou, N.(2025). Parental involvement in children’s English as a foreign/second language learning: A systematic review and future agenda. Language Teaching Research. (SSCI, 中科院1区)
5. Liang, C., Zhou, N., & Yu, S. (2025). Investigating Chinese parents’ growth mindset and their parenting practices in children’s English learning. European Journal of Education, 60(4), e70227. (SSCI, 中科院2区)
6. Liu, S., Liang, C., & Yu, S. (2025). Investigating university students’ intention and application of generative AI tools in L1 and L2 writing across formality: A mixed-method study. System, 134, 103831. (SSCI, 中科院1区)
7. Yu, S., Wu, P., & Liang, C. (2025). “It’s very well written!”: Revisiting praise in teacher written feedback from the perspective of feedback literacy. Applied Linguistics. (SSCI, 中科院1区)
8. Liang, C., Zhou, N., & Yu, S. (2024). Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach. Language Teaching Research, 1–24. (SSCI, 中科院1区)
9. Tang, Z., Yu, S., & Liang, C. (2024). Implementing Collaborative Writing in Macau EFL Writing Classes: An Exploratory Practice. The Journal of AsiaTEFL, 21(4), 878–890. (SSCI, Q3)
10. Yu, S., Zhu W., Liang, C., & Wang, X. (2024). How to teach and learn writing: An analysis of survey reports on writing instruction (写作如何教、如何学：对全球写作教学调查报告的分析). Global Education (全球教育展望), 53(3), 99–111.(南大核心，CSSCI)
11. Liang, C., & Yu, S. (2023). Investigating critical language awareness pedagogy in China: a case study of a Chinese university EFL teacher. Language Awareness, 33(3), 488–506. (SSCI, 中科院2区)
12. Yu, S., Zhu W., Zhang, H., & Liang, C.(2023). Discourses of writing in L2 contexts: implications for college L2 writing teaching and curriculum development (二语写作话语视角下高校英语写作课程建设和教学).Foreign Language World (外语界), 4, 42–49. (南大核心，CSSCI)
Note: * Corresponding author
更多请查阅Google Scholar 及ResearchGate主页
Google Scholar: https://scholar.google.com/citations?user=umYcNrQAAAAJ&hl=zh-CN&oi=ao
ResearchGate:https://www.researchgate.net/profile/Chenggang-Liang
指导理念：尊重学生个体差异，鼓励独立思考与主动探索，重视学术规范、学术写作、科研兴趣与研究能力的培养。