2026-present  English teacher, Public English Teaching Department, Nankai University

2016-2020, Bachelor in English Language and Literature, School of International Studies, Zhejiang University;

2020-2021, MPhil in Research in Second Language Education, Faculty of Education, University of Cambridge;

2022-2026, PhD in Foreign Languages and Literatures, Department of Foreign Languages and Literatures, Tsinghua University.

Gong, K., & Pang, H. (2025). Profiling the outcomes of academic discourse socialisation through academic writing: A Q methodology study on student writers’ self-reflections. Journal of English for Academic Purposes, 77, 101562.

Gong, K., & Pang, H. (2025). Comprehending, envisioning and practicing: The mediating effects of EFL university students’ future L2 writing selves on the relationship between academic writing beliefs and task engagement. System, 128, 103550.

Gong, K., Liu, M., & Hu, W. (2025). Emotions in constructing teaching self‐image: Mediation models of Chinese university EFL teachers’ anxiety and self‐efficacy. International Journal of Applied Linguistics, 35(4), 1670-1682. 

Gong, K.,Yan, Y. (2025). Zhongwai zuozhe yingyu xueshu yupian de yuliaoku duibi yanjiu: Xianzhuang yu zhanwang[Corpus-based contrastive studies on Chinese and foreign scholars’ academic English texts: A research synthesis].Language for Specific Purposes [Zhuanmen Yongtu Waiyu Yanjiu], (1), 27-37.

Gong, K., & Pang, H. (2024). Relationships between Chinese first-year university EAP learners’ self-regulated learning strategy use and beliefs about academic writing: A structural equation model. The Asia-Pacific Education Researcher, 34, 473-481.

Gong, K. (2023). Challenges and opportunities for spoken English learning and instruction brought by automated speech scoring in large-scale speaking tests: A mixed-method investigation into the washback of SpeechRater in TOEFL iBT. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 25.