| Conceptualizing writing self-efficacy in English as a foreign language contexts: Scale validation through structural equation modeling L Teng, PJ Sun, L Xu TESOL Quarterly 52 (4), 911-942, 2018 | 134 | 2018 |
| Written feedback in intercultural doctoral supervision: A case study L Xu Teaching in Higher Education 22 (2), 239-255, 2017 | 63 | 2017 |
| Academic identities research: Mapping the field’s theoretical frameworks M Barrow, B Grant, L Xu Higher Education Research & Development 41 (2), 240-253, 2022 | 47 | 2022 |
| International doctoral students’ becoming: A dialogic perspective L Xu, B Grant Innovations in Education and Teaching International, 2017 | 38 | 2017 |
| L2 doctoral students’ experiences in thesis writing in an English-medium university in New Zealand L Xu, LJ Zhang Journal of English for Academic Purposes 41, 100779, 2019 | 35 | 2019 |
| Doctoral publishing and academic identity work: Two cases L Xu, B Grant Higher Education Research & Development 39 (7), 1502-1515, 2020 | 33 | 2020 |
| Language feedback responses, voices and identity (re) construction: Experiences of Chinese international doctoral students L Xu, J Hu Innovations in Education and Teaching International, 2019 | 30 | 2019 |
| Feedback engagement of Chinese international doctoral students L Xu, LS Teng, J Cai Studies in Continuing Education 43 (1), 119-135, 2021 | 18 | 2021 |
| Doctoral supervisor and student identities: Fugitive moments from the field B Grant, C Mitchell, E Okai, J Burford, L Xu, T Ingram, V Cameron-Lewis Identity work in the contemporary university, 129-142, 2016 | 17 | 2016 |
| Making their way as academics: A qualitative study examining how nurse academics understand and (re) construct academic identity M Barrow, L Xu Nurse Education Today 100, 104820, 2021 | 16 | 2021 |
| Moving between fantasies, fallacies and realities: students’ perceptions of supervisors’ roles in doctoral publishing L Xu Teaching in Higher Education 28 (3), 565-579, 2023 | 15 | 2023 |
| Constituting ethical academics in teacher education: Navigating multiple and conflicting discourses M Barrow, L Xu Teaching and Teacher Education 109, 103572, 2022 | 8 | 2022 |
| Chinese international doctoral students’ perceptions of publishing: a time–space perspective L Xu Teaching in Higher Education, 1-18, 2022 | 6 | 2022 |
| Engaging with multiple sources of feedback in academic writing: postgraduate students’ perspectives L Xu, T Zhang Assessment & Evaluation in Higher Education 48 (7), 995-1008, 2023 | 4 | 2023 |
| Academic identity formation: the influence of space M Barrow, L Xu Discourse: Studies in the Cultural Politics of Education 44 (1), 76-87, 2023 | 3 | 2023 |
| Review of the book The graduate school mess: what caused it and how we can fix it L Xu, B Grant Higher Education Research & Development 37 (2), 449-451, 2018 | 2 | 2018 |
| Constructing university-based teacher educators: serendipity, complexity and community M Barrow, L Xu Higher Education Research & Development 42 (3), 530-543, 2023 | 1 | 2023 |
| Framing feedback expectations: A ‘pedagogy of explicitness’ B Grant, L Xu Giving feedback on research writing: A handbook for supervisors and advisor, 2017 | 1 | 2017 |
| Exploring the influence of teachers’ motivation, self-efficacy, and institutional support on their research engagement: A study of Chinese university EFL teachers Y Li, L Xu System 121, 103272, 2024 | | 2024 |
| L2 writing teachers’ feedback practices for doctoral publishing: a teacher feedback literacy perspective L Xu, J Hu, H Li, J Li Assessment & Evaluation in Higher Education, 1-14, 2024 | | 2024 |
