Lianjiang Jiang
Biographic Data
| ID | 3917136 |
|---|---|
| NAME | Lianjiang Jiang |
| GIVEN NAMES | Lianjiang |
| FAMILY NAME | Jiang |
| SIGNATURE | JIANG L |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0002-6662-5332 |
| VERIFIED | Yes |
| TOTAL WORKS | 54 |
| TOTAL CITATIONS | 104 |
| AUTHOR COUNT | 54 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Exploring the emotional experiences of implementing GenAI-assisted digital multimodal composing
As generative artificial intelligence (GenAI) becomes increasingly integrated into digital multimodal composing (DMC) in L2 writing classrooms, teachers face heightened emotional demands alongside pedagogical and technological change. This autobiographical self-study examines how an L2 writing teacher experienced and managed emotions while implementing an eight-week GenAI-assisted DMC project in a university English course. Drawing on reflective …
Preparing preservice English teachers to teach digital literacies
Along with the increasing popularity of generative artificial intelligence (GenAI) technologies and the ongoing crisis of disinformation, the importance of digital literacies (DL) and preparing preservice English teachers to teach DL is well documented. Yet little research has explored DL in preservice language teacher education. This study addressed the gap by conceptualizing DL as both functional skills and social practices and developing an in…
Evaluating generative artificial intelligence’s role in enhancing feedback for digital multimodal compositions
While research has examined the use of generative artificial intelligence (GAI) in assessing monomodal writing, its potential for evaluating digital multimodal compositions remains largely unexplored. This study compares feedback generated by GAI (GPT-4o) with feedback provided by teachers on multimodal academic posters created by 88 Chinese university students learning English as a foreign language (EFL). Employing a mixed-methods design, we con…
Preservice language teachers’ agency in self-directed informal learning with GenAI
Generative artificial intelligence (GenAI) fuels self-directed learning and may empower informal professional learning. Previous research has focused on understanding teachers’ use of GenAI for teaching practice, with little attention to teachers’ agency in utilizing GenAI for self-directed professional learning. This study traced 15 Hong Kong preservice language teachers’ agentic engagement with GenAI for self-directed professional learning over…
Is the dominance complete
With the established status of English as the default language of international publication, there is a need for investigating the sociopolitics of its dominance in this domain, specifically including the sociocultural concerns surrounding academic writing and publishing in English by speakers of other languages. This study examined academic’s opinions and attitudes about the necessity and possibility of projecting non-Anglophone English writers’…
Commentary
In this commentary I will suggest, based on the insights offered by the contributors of this special issue, four foundations that future conversations about multimodal pedagogies and teacher preparation for multimodal pedagogies and literacies should rest upon and reference to, namely taking multimodal pedagogies as (1) embodied (what multimodal pedagogies are for and what they can enable teachers to do in relation to body, movement, and position…
Can translanguaging space be constrained? A moment analysis of an IELTS speaking teacher’s translanguaging practices in online teaching videos
The study fills a gap by examining translanguaging spaces in online videos, including their affordances and constraints. • Methodologically, it adopts moment analysis to examine participant-identified translanguaging moments. • Findings show online teaching can form a translanguaging space where teachers mobilise full repertoires to support learning. • This space is constrained by video media and the teacher’s talking-head formats, limiting multi…
Constructing translanguaging spaces through GenAI-assisted digital multimodal composing
Recent years have witnessed the emergence of language teachers who engage in piecemeal and digitally mediated work on online platforms, referred to as platform language teacherpreneurs, who have received little scholarly attention. Addressing this gap, this study conceptualises the video-making practices of online language teachers as digital multimodal composing (DMC) and examines how they engage in GenAI-assisted DMC. We conducted a virtual eth…
English spread’ at the interface of national and institutional EMI policies in China
With the expansion of English medium instruction (EMI) in universities around the world, China is witnessing an increasing emergence of EMI. Although EMI research in China has investigated instructional challenges as well as some policy issues at institutional levels, considering recent arguments for critical views of EMI, there is extensive space in this context for exploring ideological underpinnings of EMI policies. In this study, we examine i…
Multilingual youths’ digital activism through multimodal composing in the post-pandemic era
Following a multiple case study design, this paper examines multilingual youths’ digital multimodal composing of photo journals, slides and video narratives during a digital innovation project that was implemented by their teachers in their university-based English courses. Multiple sources of data were collected, including semi-structured interviews, stimulated recalls and student-authored multimodal compositions. A qualitative and multimodal an…
Promoting second language writing autonomy through digital multimodal composing
Previous studies have examined students’ autonomous language learning behaviors in digital multimodal composing (DMC). However, whether second language (L2) writing autonomy can be promoted through DMC remains underexplored. This study, conducted at a medical university in China, investigated changes in three second-year medical students’ L2 writing autonomy during a year-long DMC project. L2 writing autonomy is a pivotal factor in the students’ …
Importance of epistemic emotions and collaborative interactions in collective knowledge building
This study examined variations in the discourse characteristics, dynamics and developmental patterns of epistemic emotions and collaborative interactions displayed by high- and low-performance groups. We analyzed 1,469 Knowledge Forum notes from three high-performance and four low-performance groups, we found that different performance groups exhibited significantly different discourse characteristics. The high-performance group demonstrated sign…
Exploring student motivation and engagement in EMI
While English medium instruction (EMI) programs proliferate around the globe, research on students’ motivation and engagement (ME) in EMI remains underrepresented. Informed by a multidimensional conceptualization of ME as interconnected, this study employed an adapted Motivation and Engagement Scale to examine university students’ ME in EMI classes in the Chinese higher education context. The study involved 696 students from 34 Chinese universiti…
University students’ reactions to social comparison via digital trans-literacies
Secondary students’ L2 writing motivation and engagement
Although there has been a great deal of research on L2 writing in higher education over the past few decades, limited attention has been given to secondary students’ writing motivation and engagement in L2 writing contexts. The present study aims to examine the association between writing instructional approaches and student writing motivation and engagement in the Chinese EFL context, and investigate the mediating role of writing feedback in thi…
Digital composing and publishing of multimodal cultural artefacts and investment in ethnocultural maintenance
Enabling critical digital literacies through GenAI-assisted multimodal composing
Digital multimodal composing in L2 classrooms
Research on digital multimodal composing (DMC) in second language (L2) classrooms has proliferated considerably in recent years, to a large extent in response to the changing digital and multimodal communication landscape. This article offers a research agenda on DMC in L2 classrooms. We begin with a theoretically oriented overview of DMC scholarship. We then examine seven research themes for future research inquiry, from which we draw seven rese…
Exploring the motivational profiles of Macao Portuguese Lote learners
While the chronological dimension of L2 motivation has been widely emphasised, there is little empirical research examining the context-based and dynamic languages other than English (LOTEs) motivational profiles. To fill this lacuna, the current study investigated the motivational trajectories of eight local adult learners of Portuguese in Macao with reference to the L2 Motivational Self System (L2MSS). Data were collected through semi-structure…
Advocating linguistic justice through digital multimodal composing against GenAI biases
The importance and challenge of advocating linguistic justice in universities where English is stipulated as the medium of instruction (EMI) are well documented. This study explores how a cohort of multilingual youths advocated linguistic justice by digital multimodal composing of video documentaries on linguistic racism with their lived experiences and GenAI tools. Following a case study design, multiple sources of data were collected, including…
How Did the Generative Artificial Intelligence‐Assisted Digital Multimodal Composing Process Facilitate the Production of Quality Digital Multimodal Compositions
The past decades witness an ongoing interest in reconceptualizing writing as digital multimodal composing (DMC). The emergence of language and multimodal generative artificial intelligence (GAI) tools leads to new forms of DMC processes and products. Yet prior studies have mostly examined non‐GAI‐assisted DMC, and few have explored how GAI‐assisted DMC processes would facilitate students' authoring of quality DMC products. This study addresses th…
Theoretical perspectives and factors influencing machine translation use in L2 writing
Examining the role of writing proficiency in students’ feedback literacy development
While student feedback literacy has received increasing attention in second language education, little is known about the role of writing proficiency in the development of student feedback literacy. This qualitative study examined the characteristics of high and low English writing proficiency (i.e., HP, LP) students’ feedback literacy in second language (L2) writing and identified the factors that shape these students’ feedback literacy. This st…
Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong Tesol classrooms
Although the potential of translanguaging within ESL/EFL classroom contexts to promote students’ linguistic learning has been well-documented, most studies have focused on ESL/EFL teachers (whose L1 is not English) and their students’ ideologies and experiences, with little attention paid to the experiences and perspectives of native English teachers (NETs) working in the Global South and postcolonial areas. This study examined 11 native English …
Understanding changes in learner engagement with peer feedback giving in EFL writing
Multimodal composing as a learning activity in English classrooms
Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing
Although it has been well noted in TESOL that ethnic minority students often experience difficulties in mainstream English classrooms, whether and how such students can be empowered in their English learning remains underexplored. This article reports on a longitudinal case study of a Chinese ethnic minority student’s participation in a digital multimodal composing (DMC) project and its pertinent impact on the student’s investment in EFL learning…
Chinese preschool teachers’ emotional labor and regulation strategies
Multilingual youths’ digital activism through multimodal composing in the post-pandemic era
Following a multiple case study design, this paper examines multilingual youths’ digital multimodal composing of photo journals, slides and video narratives during a digital innovation project that was implemented by their teachers in their university-based English courses. Multiple sources of data were collected, including semi-structured interviews, stimulated recalls and student-authored multimodal compositions. A qualitative and multimodal an…
Unpacking identity construction and negotiation
The complexity that arises between linguistic use and cultural identity during learners' study abroad experience has been emphasised to understand learner investment and learner agency. Anchored in a social view of learner agency and identity, this study used qualitative research methods to unpack the identity construction and negotiation of Chinese students studying abroad by investigating their agencies, investment, and identity construction an…
Facilitating EFL students’ civic participation through digital multimodal composing
Although there is a growing call for L2/EFL teachers to connect the words they teach in classrooms with the world students participate outside classrooms, opportunities for L2/EFL students to engage with civic participation (CP) in language curricula remains limited. Drawing on student-authored videos from a digital multimodal composing (DMC) programme in China, this study reports on students’ manifestation of CP during DMC. Data from student-aut…
Second language writing instructors’ feedback practice in response to automated writing evaluation
Exploring family language policymaking of internal migrant families in contemporary China
Drawing on semi-structured interviews with six Chinese migrant families with children aged 12–15 years old, this qualitative study uses a Bourdieusian lens to probe how the historically lived and migration experiences of Chinese internal migrant parents construct their paradoxical beliefs in children’s English learning and informs their family language practice. The discursive process of constructing family language policy (FLP) reveals how migra…
How Did the Generative Artificial Intelligence‐Assisted Digital Multimodal Composing Process Facilitate the Production of Quality Digital Multimodal Compositions
The past decades witness an ongoing interest in reconceptualizing writing as digital multimodal composing (DMC). The emergence of language and multimodal generative artificial intelligence (GAI) tools leads to new forms of DMC processes and products. Yet prior studies have mostly examined non‐GAI‐assisted DMC, and few have explored how GAI‐assisted DMC processes would facilitate students' authoring of quality DMC products. This study addresses th…
The role of emotion in Chinese preschool teachers’ identity construction
Digital Multimodal Composing in L2 Learning
While there has been a scholarly call for the incorporation of digital multimodal composing (DMC) in L2 pedagogy over the past decade, the ideologies of teachers and students about using DMC and the pertinent impact on students’ investment in language learning remain underexplored. This paper is concerned with the experiences of a group of English teachers and students when they participated in a DMC program that engaged students with video produ…
Navigating the instructional settings of EMI
While English as a medium of instruction (EMI) is becoming a global phenomenon across higher education contexts, little attention has been paid to the instructional experiences of EMI teachers. Informed by a spatial perspective, this study explored how a cohort of Chinese university teachers navigated their EMI instructional settings. Different from the conventional discourse that depicts EMI teachers as deficit due to their being nonnative speak…
Toward a Professional Development Model for Critical Digital Literacies in Tesol
Digital multimodal composing in L2 classrooms
Research on digital multimodal composing (DMC) in second language (L2) classrooms has proliferated considerably in recent years, to a large extent in response to the changing digital and multimodal communication landscape. This article offers a research agenda on DMC in L2 classrooms. We begin with a theoretically oriented overview of DMC scholarship. We then examine seven research themes for future research inquiry, from which we draw seven rese…
Understanding master's students' academic emotional experiences in thesis writing in EMI settings
Advocating linguistic justice through digital multimodal composing against GenAI biases
The importance and challenge of advocating linguistic justice in universities where English is stipulated as the medium of instruction (EMI) are well documented. This study explores how a cohort of multilingual youths advocated linguistic justice by digital multimodal composing of video documentaries on linguistic racism with their lived experiences and GenAI tools. Following a case study design, multiple sources of data were collected, including…
A translanguaging perspective on multilingual identity construction of a native English teacher on a Chinese social media platform
Native English-Speaking Teachers (NESTs) have long been assumed as monolingual, and the translanguaging practices and multilingual identity construction of NESTs have been under-explored. This study investigates how NESTs construct multilingual identity in online English teaching videos through translanguaging. Focusing on one NEST on a popular Chinese social media platform, a combination of multimodal video analysis and qualitative content analy…
Job load, job stress, and job exhaustion among Chinese junior middle school teachers
Multimodal composing as a learning activity in English classrooms
The affordances of digital multimodal composing for EFL learning
There is growing interest in using digital multimodal composing (DMC) as an integral part of ELT pedagogy. While the use of DMC for multiliteracies development is well documented, the important question of how DMC can facilitate English learning is underexplored, particularly in EFL contexts. Drawing on findings from a DMC programme in China, this article investigates the affordances of DMC for EFL learning. Data from interviews and written refle…
Smartphone use motivation and problematic smartphone use in a national representative sample of Chinese adolescents
Background and aims Previous studies on smartphone use motivation (SUM) and problematic smartphone use (PSU) have been limited in the utilization of regional samples of emerging adults (e.g., college students) and also in the foci on the direct association between SUM and PSU. To address such gaps, using data from a large, national representative sample of Chinese young adolescents and their parents this study examined the associations between ad…
Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction
Digital Multimodal Composing in L2 Learning
While there has been a scholarly call for the incorporation of digital multimodal composing (DMC) in L2 pedagogy over the past decade, the ideologies of teachers and students about using DMC and the pertinent impact on students’ investment in language learning remain underexplored. This paper is concerned with the experiences of a group of English teachers and students when they participated in a DMC program that engaged students with video produ…
Chinese preschool teachers’ emotional labor and regulation strategies
Second language writing instructors’ feedback practice in response to automated writing evaluation
Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing
Although it has been well noted in TESOL that ethnic minority students often experience difficulties in mainstream English classrooms, whether and how such students can be empowered in their English learning remains underexplored. This article reports on a longitudinal case study of a Chinese ethnic minority student’s participation in a digital multimodal composing (DMC) project and its pertinent impact on the student’s investment in EFL learning…
Early career English teachers’ professional commitment change
While the role of professional commitment in retaining early career teachers has been widely acknowledged in the literature, few studies have examined the commitment change of early career teachers over time. Informed by a developmental perspective, this study explores three early career English teachers’ commitment change across the teacher education programme, the practicum, the first year, and the second year in teaching. Drawing on data from …
The affordances of a technology-aided formative assessment platform for the assessment and teaching of English as a foreign language
Toward Critical Intercultural Literacy Enhancement of University Students in China From the Perspective of English as a Lingua Franca
The concept of intercultural communication has become a focus in English language teaching (ELT) against the backdrop of globalization, as English is now used as a lingua franca (ELF) among people with different first languages (L1s). However, the current linguistic landscape of ELF does not reflect well in ELT practices in which native speakerism ideology persists and curriculum design and teaching materials largely remain oriented to native spe…
Exploring family language policymaking of internal migrant families in contemporary China
Drawing on semi-structured interviews with six Chinese migrant families with children aged 12–15 years old, this qualitative study uses a Bourdieusian lens to probe how the historically lived and migration experiences of Chinese internal migrant parents construct their paradoxical beliefs in children’s English learning and informs their family language practice. The discursive process of constructing family language policy (FLP) reveals how migra…
Facilitating EFL students’ civic participation through digital multimodal composing
Although there is a growing call for L2/EFL teachers to connect the words they teach in classrooms with the world students participate outside classrooms, opportunities for L2/EFL students to engage with civic participation (CP) in language curricula remains limited. Drawing on student-authored videos from a digital multimodal composing (DMC) programme in China, this study reports on students’ manifestation of CP during DMC. Data from student-aut…
Understanding youths’ civic participation online
This study contributes new insights into digital multimodal composing (DMC) using a multimodal analysis of two COVID-19-related videos embedded in a virtual ethnography of social media platforms in China. The analysis examined how video-makers drew on meaning-making resources and multimodal techniques in DMC to enact practices of civic participation at a time of crisis. The findings revealed two new modes of civic participation enacted through DM…
Developing a genre-based model for assessing digital multimodal composing in second language writing
Doctoral students’ engagement with journal reviewers’ feedback on academic writing
While there is no lack of research on student engagement with feedback obtained from teachers, peers, or computers in higher education, scholars have conducted much less research on novice researchers’ engagement with reviewers’ feedback on the manuscripts submitted for publication purposes. This study examines how two PhD students engaged with reviewers’ feedback on their manuscripts affectively, behaviourally, and cognitively. The findings show…
Mapping research on second language writing teachers
Job load, job stress, and job exhaustion among Chinese junior middle school teachers
Unpacking identity construction and negotiation
The complexity that arises between linguistic use and cultural identity during learners' study abroad experience has been emphasised to understand learner investment and learner agency. Anchored in a social view of learner agency and identity, this study used qualitative research methods to unpack the identity construction and negotiation of Chinese students studying abroad by investigating their agencies, investment, and identity construction an…
Toward a Professional Development Model for Critical Digital Literacies in Tesol
Re-Positioning Accent Attitude in the Global Englishes Paradigm
Despite the increasing prevalence of intercultural communication around the globe, the practice that views the language and pronunciation of native speakers as the linguistic standard remains deeply entrenched, leading to a range of undesired impacts on the identity and motivation of learners of English as a second/foreign language (ESL/EFL) (De Costa, 2016; De Costa and Crowther, 2018). As ESL/EFL speakers, rather than those who use English as a…
Adolescents’ Family Socioeconomic Status, Teacher–Student Interactions, and Career Ambivalence/Adaptability
Using three-wave longitudinal data, this study tested the potential mediating roles of teacher–student relationship quality and teachers’ career support efficacy in the association between Chinese adolescents’ family socioeconomic status (SES) and career development ( N = 1410). Results showed that adolescents’ family SES at Wave 1 was negatively associated with their career ambivalence at Wave 3 via positive associations with both teacher–studen…
L2 university students’ motivational self system in English writing
Although there is no lack of studies on L2 motivation in applied linguistics, research on L2 writing motivation remains scanty. Drawing upon Dornyei’s L2-motivational-self-system and the notions of identity, this study analyzed 27 Chinese university-based students’ English writing learning experiences. Data were gathered through individual interviews and written reflections. The findings showed that the students’ experience of learning to write w…
The role of emotion in Chinese preschool teachers’ identity construction
Theoretical perspectives and factors influencing machine translation use in L2 writing
Psychology (39 works) · Pedagogy (33 works) · EFL/ESL Teaching and Learning (26 works) · Second Language Learning and Teaching (25 works) · Sociology (24 works) · Computer Science (20 works) · Linguistics (20 works) · Mathematics education (20 works) · Literacy, Media, and Education (19 works) · Multilingual Education and Policy (17 works)