潘孝泉，男，汉族，1980年出生，浙江苍南人，教授，博士生导师。澳门大学访问学者。招生专业：博士研究生（学校课程与教学，英语方向）；硕士研究生：外国语言学及应用语言学、学科教学（英语）。

主持完成教育部人文社科研究项目1项、浙江省教育科学规划重点项目1项、浙江省教育科学规划一般项目3项、浙江省高等教育学会高等教育研究重点课题1项、浙江师范大学人文社科研究项目2项、浙江师范大学青年基金项目1项、金华市社科联项目3项、院级项目3项、横向项目1项等。以独立作者出版2部学术专著《外语教师专业成长过程中的自主反思型探究》、《混合学习空间视域下的大学英语教学研究》。在《中国高教研究》、《学术探索》、《Educational Technology Research and Development》、《Interactive Learning Environments》、《European Journal of Education》、《Asia Pacific Journal of Education》、《Acta Psychologica》、《Current Psychology》、《SAGE Open》等CSSCI、SSCI核心期刊以及国内其他学报上公开发表学术论文80余篇(SSCI收录论文22篇)，其中2篇论文被中国人民大学《复印报刊资料》全文转载。

主持浙江省“十四五”本科省级教学改革项目1项；主持完成浙江省高等教育课堂教学改革项目1项、省级一流本科课程1项、浙江师范大学重点教改项目1项、浙江师范大学一般教改项目1项、浙江师范大学课程实践教学项目1项、浙江师范大学青年教改项目2项；参与完成浙江省重点教材建设项目1项，参与编写教材1部，参与浙江省高等教育教学改革项目和课堂教学改革项目2项；2011年获评浙江师范大学第六期“教学特聘岗位”。

担任Computers & Education, Education and Information Technologies, Current Psychology, Behavior & Information Technology, European Journal of Education, Acta Psychologica, BMC Psychology, Asia Pacific Education Review, Frontiers in Psychology, Asia Pacific Journal of Education, Humanities & Social Sciences Communications, Scientific Reports等SSCI/SCI期刊审稿人。

一、 专著：

[1] 潘孝泉.混合学习空间视域下的大学英语教学研究 [M].北京：光明日报出版社，2021.    

[2] 潘孝泉.外语教师专业成长过程中的自主反思型探究[M].北京：光明日报出版社，2013.

二、代表性学术论文

[1]  Li, L., Fan, H., & Pan, X*. (2026). Exploring the multivariate interplay of teacher emotional support, students' resilience on their EFL learning engagement in technology-enhanced environments. ASIA-PAC EDUC RES, Vol. 35. (通讯作者). (Forthcoming). 

[2] Wang, F., Chen, W., & Pan, X*. (2026). Examining the impact of perceived teacher supports on language learning resilience in online learning environments: a multi-method analysis. Humanit Soc Sci Commun, Vol. 13. (通讯作者). (Forthcoming). 

[3] Zhang, Q., & Pan, X*. (2026).  Exploring the Mediating Effect of Technological Literacy on EFL Learning Engagement in the Technological Environments. Eur. J. Educ, Vol. 61.  (通讯作者). (Forthcoming). 

[4] Wang, F., Yuan, Z., & Pan, X*. (2026). Unveiling the chain mediating effect of emotional intelligence and foreign language enjoyment on the impact of teacher support on willingness to communicate among Chinese EFL students. Acta Psychol, Vol. 265, 106660. (通讯作者)

[5] Zhao, N., & Pan, X*. (2026). Examining the association between perceptual immersion and movie consumption behavior: the mediating role of perceived value. SOC BEHAV PERSONAL, 54(4). (通讯作者). 

[6] Wang, F., Yu, X., & Pan, X*. (2026). L2 willingness to communicate in the context of online learning environments: A systematic review. Behav Sci, 16(2). (通讯作者).

[7] Zhang, Q., Pan, X*., & Fan, J. (2025). Uncovering the Mediating Effects of AI Trust and Self-Efficacy on Engagement in Human-GenAI Communication for EFL Learning. Eur. J. Educ, 60(4).  (通讯作者).

[8] Zheng, Q., & Pan, X*. (2025). Examining the impact of online teacher feedback on learning engagement: the mediating roles of technological self-efficacy and learning motivation. INTERACT LEARN ENVIR, Vol, 33. (通讯作者)

[9] Wang, F., & Pan, X*. (2025). Exploring the association between episodic future thinking and learning engagement under intrinsic motivation mediation and teacher support moderation. SCI REP, Vol.15, 18770.  (通讯作者)

[10] Pan, X., & Lin, L. (2025). Online presence and technology-enhanced language learning experience: a multivariate relationship of learning aspiration, perceived authenticity and learning engagement. ETR&D-EDUC TECH RES, 73(2).

[11] Zheng, Q., Yuan, Z., & Pan, X*. (2025). Examining the influencing effect of EFL students’ digital literacy on their online learning power: the mediating role of perceived teacher support. ASIA PAC J EDUC, 45(1). (通讯作者)

[12] Zheng, Q., & Pan, X*. (2025). Perceived teacher support and learning engagement: The mediating effect of psychological capital. SOC BEHAV PERSONAL, 53(11). (通讯作者)

[13] Pan, X. (2023). Online Learning Environments, Learners' Empowerment, and Learning Behavioral Engagement: The Mediating Role of Learning Motivation. SAGE Open, 13(4).

[14] Pan, X. (2023). Influence of Teachers’ Synchronous Support on Students’ Language Learning Behavioral Engagement in Online Course. Psychology Research and Practice, Vol. 2.

[15] Pan, X., & Yuan, Z. (2023). Examining the association between peer support and English enjoyment in Chinese university students: the mediating role of regulatory emotional self-efficacy. FRONT PSYCHOL, Vol. 14.

[16] Pan, X., & Yao, Y. (2023). Enhancing Chinese students’ academic engagement: the effect of teacher support and teacher-student rapport. FRONT PSYCHOL, Vol. 14.

[17] Pan, X. (2022). Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning. FRONT PSYCHOL, Vol. 13.

[18] Pan, X. (2022). Examining the influencing factors and the functioning mechanism of online learning supporting learners’ empowerment. FRONT PSYCHOL, Vol. 13.

[19] Pan, X., & Luo, Y. (2022). Exploring the multidimensional relationships between social media support, social confidence, perceived media credibility and life attitude during the COVID‑19 pandemic. CURR PSYCHOL, 41(6).

[20] Pan, X., & Chen, W. (2021). Modeling Teacher Supports Toward Self-directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-efficacy as Mediators. FRONT PSYCHOL, Vol.12.

[21] Pan, X., & Shao, H. (2020). Teacher online feedback and learning motivation: Learning engagement as a mediator. SOC BEHAV PERSONAL, 48(6).

[22] Pan, X. (2020). Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator. FRONT PSYCHOL, Vol.11.

[23] Pan, X., & Gan, Z. (2020). Perceiving Technology-Based Professional Development Practices for Teachers: Accounts From English as a Foreign Language (EFL) Teachers in China. INT J COMPUT-ASSIST, 10(2). 

[24] Pan, X., & Gan, Z. (2019). Understanding EFL students’ motivation for participating in extracurricular contests: Insights from China. INT J SOC SCI EDUC RES, 5(1). 

[25] 潘孝泉.以学科文化为依托的研究生英语教学改革新方向[J].中国高教研究，2011年第1期。

[26] 潘孝泉.基于“素养”的阅读：中学英语阅读教学的范式转变[J].课程教学研究，2017年第7期。【该文被人大复印报刊资料《中学外语教与学》2017年第11期全文转载】

[27] 潘孝泉.从语言的社会文化性透视中学英语文化教学[J].教师博览(科研版)，2017年第4期。【该文被人大复印报刊资料《中学外语教与学》2017年第9期全文转载】