Dong, Y., & Shi, L. (2021). Using Grammarly to support students’ source-based writing practices. Assessing Writing, 50, 100564.
Dong, Y., Fazel, I., & Shi, L. (2020). Writing for scholarly publication among TEFL professionals in Chinese and Iranian contexts: A comparative study. In M. Riazi, L. Shi, & K. Barkaoui (Eds.), Writing for scholarly publication among TEFL professionals: Articles in honour of Alister Cumming (pp. 246-279). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Paul, R., & Elder, L. (2019). The miniature guide to critical thinking concepts & tools (7th ed.). (Y. Dong, Trans.) Beijing: Foreign Language Teaching and Research Press. (Original work published in 2014).
Dong, Y. (2018). Critical thinking in second language writing: Concept, theory, teaching and assessment. Beijing: Foreign Language Teaching and Research Press.
Shi, L., & Dong, Y. (2018). Chinese graduate students paraphrasing in English and Chinese contexts. Journal of English for Academic Purposes, 34, 46-56.
Dong, Y. (2017). Teaching and assessing critical thinking in second language writing: An infusion approach. Chinese Journal of Applied Linguistics, 40(4), 431-451.
Dong, Y. (2017). A rating scale for assessing critical thinking in L2 writing: Exploration and practice. Foreign Language Education in China, 10(1), 23-30.
Shi, L., & Dong, Y. (2015). Graduate writing assignments across faculties in a Canadian university. Canadian Journal of Higher Education, 45(4), 123-142.
Dong, Y. (2012). A review on Critical Thinking and Argumentation. Chinese Journal of Applied Linguistics, 35(4), 503-506.
Bingham, J. (2009). Art on the Wall: Impressionism. (Y. Dong, Trans.) Beijing: China Federation of Literary and Art Circles Publishing Corporation. (Original work published in 2008).
Dong, Q., & Dong, Y. (2002). Highlights: A writer’s manual. Beijing: Foreign Languages Press.