Peijian Paul Sun
Biographic Data
| ID | 1109229 |
|---|---|
| NAME | Peijian Paul Sun |
| GIVEN NAMES | Peijian Paul |
| FAMILY NAME | Sun |
| SIGNATURE | SUN P P |
| AFFILIATIONS | Zhejiang University |
| ORCID | 0000-0003-4820-2915 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 34 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The effect of task emotions on second language speech fluency across different perceived second language oral proficiency levels
This embedded mixed-methods study reports on the impact of perceived second language oral proficiency on English-as-a-foreign-language learners’ task emotions (i.e., anxiety, enjoyment, and boredom), and the influence of task emotions on speech fluency across different perceived second language oral proficiency levels, both with learners’ actual second language oral proficiency as a control variable. A total of 77 Chinese English-as-a-foreign-lan…
Enhancing English-as-a-Foreign-Language Speaking Performance through Self-Regulated Strategy Instruction: Evidence from Chinese University Learners
The present study investigated the effects of self-regulated strategy-based speaking instruction on English-as-a-foreign-language learners’ speaking performance and strategy use. Despite extensive research on self-regulated learning in various educational contexts, its application to second language speaking development remains underexplored. This explanatory mixed-methods quasi-experimental study employed self-report questionnaires, speaking ass…
The Facilitating Role of Enjoyment and Anxiety in Shaping ( AI ‐Mediated) Informal Language Learning and Confidence: An Explanatory Sequential Mixed‐Methods Investigation
Profiling adolescent EFL learners’ socio-psychological orientations toward willingness to communicate: A Q methodology study
Second language (L2) oral communication involves not only linguistic competence but also complex socio-psychological processes. Guided by the E4MC well-being model, this study employed Q methodology to investigate adolescent EFL learners’ subjective perceptions of various socio-psychological factors influencing their willingness to communicate (WTC). The study involved 29 Chinese secondary students, who were invited to sort 47 statements covering…
Exploring the hierarchical antecedents of willingness to communicate and its relationship with utterance fluency in learning Chinese as a foreign language
Informed by the willingness to communicate (WTC) model, this study investigated the hierarchical antecedents of WTC and its relationship with utterance fluency in the context of learning Chinese as a foreign language (L2 Chinese). Data were collected from 236 L2 Chinese learners who completed a questionnaire and an L2 Chinese speech competence test. Of these participants, 94 also completed an L2 Chinese speech performance test. The results reveal…
Effects of translanguaging and task rehearsal on L2 speaking performance
This study investigates the effects of task rehearsal and translanguaging during strategic pre-task planning on English-as-a-foreign-language (EFL) learners’ L2 speaking performance, drawing on the complexity, accuracy, lexis, and fluency (CALF) framework. A total of 128 Chinese university EFL learners completed two parallel problem-solving monologic tasks under different planning conditions (translanguaging vs. L2-only planning) and task impleme…
Effects of task emotions and attention control on L2 speech performance across tasks with different cognitive demands
The task-modulated emotion–cognition–performance interaction warrants greater scholarly attention due to its pedagogical potential for effective L2 instruction and learning. However, implications for L2 speaking remain underexplored. This study investigates the effects of tasks with varying cognitive demands on English-as-a-Foreign-Language learners’ task emotions (anxiety, enjoyment, and boredom), as well as the separate and combined effects of …
How do grit and emotions shape university students’ motivation in learning English as a foreign language
This study examined the interplay between grit (i.e., consistency of interest/CI & perseverance of effort/PE), emotions (i.e., foreign language enjoyment/FLE & foreign language boredom/FLB), and motivation (i.e., intrinsic motivation/IM & extrinsic motivation/EM) among university students learning English as a foreign language (EFL). It aimed to explore how grit (CI & PE) and emotions (FLE & FLB) shape the EFL learning motivation (IM & EM) of sci…
Exploring how L2 utterance fluency relates to cognitive fluency in monologic and dialogic speaking
We explored the relationships between L2 utterance fluency and cognitive fluency in monologic and dialogic tasks. The study involved 136 Chinese university-level English learners. Utterance fluency was measured through speed, breakdown, and repair fluency aspects. Cognitive fluency was indicated by L2 lexical and syntactic processing efficiency measures. Stepwise regression models, including metrics of L2-specific cognitive fluency, L2 knowledge,…
Does L2 Speaking Anxiety Differ in Classroom and Synchronous Online Learning Environments? Evidence From EFL College Students
Measuring Saudi Arabian Students' Engagement in Synchronous Online Learning of Chinese as a Foreign Language
The moderating role of individual differences on Chinese university EFL learners’ speaking self-efficacy: A multigroup PLS-SEM approach
The current study examined the extent to which Bandura’s hypothesized sources of self-efficacy could predict speaking self-efficacy among English-as-a-foreign-language (EFL) learners, as well as whether the predictions were contingent on learners’ individual differences. A total of 731 Chinese EFL undergraduate students participated in the study. Multigroup analysis using partial least squares structural equation modelling (PLS-SEM) was conducted…
Exploring the optimal thresholds of silent pauses for measuring second language utterance fluency in monologic and dialogic speaking
Second language (L2) utterance fluency is crucial for speaking proficiency assessment. The measurement of L2 utterance fluency relies heavily on silent pause identification. However, empirical studies establishing specific silent pause thresholds for L2 monologic speaking are scarce, and even fewer exist for L2 dialogic speaking. This study thus aims to explore the optimal silent pause threshold for measuring L2 utterance fluency in both speaking…
Dependency distance reflects L2 processing difficulty: Evidence from the relationship between dependency distance, L2 processing speed, and L2 proficiency
Aims and objectives: This study aims to investigate whether dependency distance (DD) can reflect L2 processing difficulty by exploring the relationship between DD, L2 processing speed, and L2 proficiency. Methodology: The sentences in a maze task were annotated based on dependency syntax to indicate L2 processing difficulty. The maze task then was used to capture the word-level and sentence-level processing speed. The task was successfully perfor…
The Role of Well‐Being and Grit in Metacognitive Self‐Regulation Among Language Teachers: Partial Least Squares Structural Equation Modeling
Teachers are expected to maintain positive well‐being and strong teacher grit, along with appropriate use of self‐regulation strategies to enhance their teaching effectiveness and promote professional development. However, there is insufficient inquiry into the contribution of well‐being and grit to teachers' metacognitive self‐regulation (MSR) in foreign language teaching. Informed by the EMPATHICS model, this study investigated the interplay be…
Unveiling the Relationship Between L2 Utterance Fluency and Perceived Fluency in Monologic and Dialogic Speaking
The study explored the relationship between L2 utterance fluency and perceived fluency in monologic and dialogic speaking. A total of 136 Chinese university English learners with diverse L2 proficiency levels and three experienced raters participated in the study. The study employed a mixed-methods approach integrating quantitative (regression analysis) and qualitative (stimulated recalls) analyses. In the monologic task, all utterance fluency di…
Understanding English‐as‐a‐foreign‐language university teachers' synchronous online teaching satisfaction: A Chinese perspective
The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling
Modeling speaking performance in young learners of Chinese as a heritage language: The interplay of L2 grit, motivational intensity, and willingness to communicate
Despite the growing attention to non-cognitive factors and their effects explored in studies inspired by Positive Psychology, there remains a scarcity of research examining how these factors impact young heritage learners’ language development in Chinese as a Heritage Language (CHL) learning, weakening the generalization of prior findings. Given the importance of speaking ability in developing communication skills and fostering language proficien…
Nan Jiang: Second Language Processsing: An Introduction
How languages are processed and represented in our brains has been extensively explored in the field of cognitive and neurocognitive science (Carreiras 2010; Faust 2012). However, there is a lack of comprehensive review of second language (L2) processing, particularly in the fields of L2 acquisition and applied linguistics. Jiang’s (2018) Second Language Processing: An Introduction not only serves as a timely reference for researchers to gain a s…
Understanding professional commitment change of novice CFL university teachers: An integrated perspective
This study examined three novice Chinese as a foreign language (CFL) university teachers’ professional commitment change in New Zealand from an integrated theoretical framework of professional commitment. Drawing on data from interviews, classroom observations, and teaching material, the study found that although all the participants had mixed reasons for becoming novice CFL university teachers abroad, their ensuing professional commitment toward…
New Zealand primary school students’ motivation and strategy use for learning Chinese-as-a-foreign-language
This study examined young learners’ motivation and strategy use for Chinese-as-a-foreign-language (L2 Chinese) learning in New Zealand. A total of 1157 primary school students from 29 primary schools were recruited for the study. The results revealed that primary school young learners’ overall motivation and strategy use for L2 Chinese learning was relatively inadequate. Furthermore, grade, ethnicity, and learning length were found to be signific…
A Systematic Review of Chinese Character Size Tests From 1930 to 2021
Chinese character size is the number of characters that a person can recognize and has been well documented as a critical measure of Chinese literacy. A variety of Chinese character size tests have been developed since the 1930s. However, systematic reviews have not yet been conducted on Chinese character size tests. The purpose of this article is to provide a comprehensive review of Chinese character size tests conducted between 1930 and 2021 am…
The merit of grit and emotions in L2 Chinese online language achievement: A case of Arabian students
The Covid-19 pandemic has provided second language (L2) learners with additional challenges regarding how to obtain an enjoyable experience while achieving a better learning attainment. Despite a growing body of studies that substantiated the predictive effect of grit, foreign language enjoyment (FLE), and foreign language classroom anxiety (FLA) on Chinese language achievement (CLA), no previous research has explored their predictive effects in …
How does learners’ L2 utterance fluency relate to their L1? A meta‐analysis
Unraveling how learners’ L2 fluency performance relates to their L1 is crucial for promoting L2 speaking assessment. Despite the consensus that learners’ L1 and L2 are correlated in several measures of utterance fluency, there have been variations in the correlation strength resulting from methodological differences. The current meta‐analysis aims to present an overall picture of the L1–L2 fluency relationship and investigate the moderating effec…
Conceptualizing Writing Self‐Efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling
This study was designed to validate a multidimensional structure of writing self‐efficacy in English as a foreign language contexts, conceptualized in self‐regulated learning theory and social cognitive theory. The Second Language Writer Self‐Efficacy Scale was developed and evaluated through a series of rigorous validation procedures. The researchers collected data from 609 university students in China. Confirmatory factory analyses through stru…
Why so nervous? Revisiting the sources of speech anxiety in Chinese as a second language
Doing Research in Applied Linguistics: Realities, Dilemmas, and Solutions
Doing Research in Applied Linguistics offers researchers, particularly novice researchers, practical and insightful guidance in terms of obstacles that they may encounter in their research journey
Modeling speaking performance in young learners of Chinese as a heritage language: The interplay of L2 grit, motivational intensity, and willingness to communicate
Despite the growing attention to non-cognitive factors and their effects explored in studies inspired by Positive Psychology, there remains a scarcity of research examining how these factors impact young heritage learners’ language development in Chinese as a Heritage Language (CHL) learning, weakening the generalization of prior findings. Given the importance of speaking ability in developing communication skills and fostering language proficien…
The merit of grit and emotions in L2 Chinese online language achievement: A case of Arabian students
The Covid-19 pandemic has provided second language (L2) learners with additional challenges regarding how to obtain an enjoyable experience while achieving a better learning attainment. Despite a growing body of studies that substantiated the predictive effect of grit, foreign language enjoyment (FLE), and foreign language classroom anxiety (FLA) on Chinese language achievement (CLA), no previous research has explored their predictive effects in …
How does learners’ L2 utterance fluency relate to their L1? A meta‐analysis
Unraveling how learners’ L2 fluency performance relates to their L1 is crucial for promoting L2 speaking assessment. Despite the consensus that learners’ L1 and L2 are correlated in several measures of utterance fluency, there have been variations in the correlation strength resulting from methodological differences. The current meta‐analysis aims to present an overall picture of the L1–L2 fluency relationship and investigate the moderating effec…
To Correct or Not: The Role of L1 Fluency in Understanding and Measuring L2 Fluency
The authors declare none
A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts
Profiling Perceptual Learning Styles of Chinese as a Second Language Learners in University Settings
The Role of Well‐Being and Grit in Metacognitive Self‐Regulation Among Language Teachers: Partial Least Squares Structural Equation Modeling
Teachers are expected to maintain positive well‐being and strong teacher grit, along with appropriate use of self‐regulation strategies to enhance their teaching effectiveness and promote professional development. However, there is insufficient inquiry into the contribution of well‐being and grit to teachers' metacognitive self‐regulation (MSR) in foreign language teaching. Informed by the EMPATHICS model, this study investigated the interplay be…
The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling
Understanding Language Teachers’ Motivations Towards Research
Understanding Language Teachers’ Motivations Towards Research
Profiling Perceptual Learning Styles of Chinese as a Second Language Learners in University Settings
Doing Research in Applied Linguistics: Realities, Dilemmas, and Solutions
Doing Research in Applied Linguistics offers researchers, particularly novice researchers, practical and insightful guidance in terms of obstacles that they may encounter in their research journey
Conceptualizing Writing Self‐Efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling
This study was designed to validate a multidimensional structure of writing self‐efficacy in English as a foreign language contexts, conceptualized in self‐regulated learning theory and social cognitive theory. The Second Language Writer Self‐Efficacy Scale was developed and evaluated through a series of rigorous validation procedures. The researchers collected data from 609 university students in China. Confirmatory factory analyses through stru…
A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts
Why so nervous? Revisiting the sources of speech anxiety in Chinese as a second language
Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation
Teaching English to speakers of other languages is challenging, particularly in an environment without sufficient input and output to support learners’ English as a foreign language (L2) development (Uztosun, 2020, 2021). For most students in non-target language environments, they rely primarily on classroom teaching to learn another language. However, classroom-based L2 learning is far from enough for individuals’ continuous L2 speaking ability …
Nan Jiang: Second Language Processsing: An Introduction
How languages are processed and represented in our brains has been extensively explored in the field of cognitive and neurocognitive science (Carreiras 2010; Faust 2012). However, there is a lack of comprehensive review of second language (L2) processing, particularly in the fields of L2 acquisition and applied linguistics. Jiang’s (2018) Second Language Processing: An Introduction not only serves as a timely reference for researchers to gain a s…
Understanding professional commitment change of novice CFL university teachers: An integrated perspective
This study examined three novice Chinese as a foreign language (CFL) university teachers’ professional commitment change in New Zealand from an integrated theoretical framework of professional commitment. Drawing on data from interviews, classroom observations, and teaching material, the study found that although all the participants had mixed reasons for becoming novice CFL university teachers abroad, their ensuing professional commitment toward…
New Zealand primary school students’ motivation and strategy use for learning Chinese-as-a-foreign-language
This study examined young learners’ motivation and strategy use for Chinese-as-a-foreign-language (L2 Chinese) learning in New Zealand. A total of 1157 primary school students from 29 primary schools were recruited for the study. The results revealed that primary school young learners’ overall motivation and strategy use for L2 Chinese learning was relatively inadequate. Furthermore, grade, ethnicity, and learning length were found to be signific…
A Systematic Review of Chinese Character Size Tests From 1930 to 2021
Chinese character size is the number of characters that a person can recognize and has been well documented as a critical measure of Chinese literacy. A variety of Chinese character size tests have been developed since the 1930s. However, systematic reviews have not yet been conducted on Chinese character size tests. The purpose of this article is to provide a comprehensive review of Chinese character size tests conducted between 1930 and 2021 am…
The merit of grit and emotions in L2 Chinese online language achievement: A case of Arabian students
The Covid-19 pandemic has provided second language (L2) learners with additional challenges regarding how to obtain an enjoyable experience while achieving a better learning attainment. Despite a growing body of studies that substantiated the predictive effect of grit, foreign language enjoyment (FLE), and foreign language classroom anxiety (FLA) on Chinese language achievement (CLA), no previous research has explored their predictive effects in …
How does learners’ L2 utterance fluency relate to their L1? A meta‐analysis
Unraveling how learners’ L2 fluency performance relates to their L1 is crucial for promoting L2 speaking assessment. Despite the consensus that learners’ L1 and L2 are correlated in several measures of utterance fluency, there have been variations in the correlation strength resulting from methodological differences. The current meta‐analysis aims to present an overall picture of the L1–L2 fluency relationship and investigate the moderating effec…
The Influence of Cognitive, Affective, and Sociocultural Individual Differences on L2 Chinese Speech Performance: A Multiple Indicators Multiple Causes Approach
To Correct or Not: The Role of L1 Fluency in Understanding and Measuring L2 Fluency
The authors declare none
Understanding English‐as‐a‐foreign‐language university teachers' synchronous online teaching satisfaction: A Chinese perspective
The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling
Modeling speaking performance in young learners of Chinese as a heritage language: The interplay of L2 grit, motivational intensity, and willingness to communicate
Despite the growing attention to non-cognitive factors and their effects explored in studies inspired by Positive Psychology, there remains a scarcity of research examining how these factors impact young heritage learners’ language development in Chinese as a Heritage Language (CHL) learning, weakening the generalization of prior findings. Given the importance of speaking ability in developing communication skills and fostering language proficien…
Exploring how L2 utterance fluency relates to cognitive fluency in monologic and dialogic speaking
We explored the relationships between L2 utterance fluency and cognitive fluency in monologic and dialogic tasks. The study involved 136 Chinese university-level English learners. Utterance fluency was measured through speed, breakdown, and repair fluency aspects. Cognitive fluency was indicated by L2 lexical and syntactic processing efficiency measures. Stepwise regression models, including metrics of L2-specific cognitive fluency, L2 knowledge,…
Does L2 Speaking Anxiety Differ in Classroom and Synchronous Online Learning Environments? Evidence From EFL College Students
Measuring Saudi Arabian Students' Engagement in Synchronous Online Learning of Chinese as a Foreign Language
The moderating role of individual differences on Chinese university EFL learners’ speaking self-efficacy: A multigroup PLS-SEM approach
The current study examined the extent to which Bandura’s hypothesized sources of self-efficacy could predict speaking self-efficacy among English-as-a-foreign-language (EFL) learners, as well as whether the predictions were contingent on learners’ individual differences. A total of 731 Chinese EFL undergraduate students participated in the study. Multigroup analysis using partial least squares structural equation modelling (PLS-SEM) was conducted…
Exploring the optimal thresholds of silent pauses for measuring second language utterance fluency in monologic and dialogic speaking
Second language (L2) utterance fluency is crucial for speaking proficiency assessment. The measurement of L2 utterance fluency relies heavily on silent pause identification. However, empirical studies establishing specific silent pause thresholds for L2 monologic speaking are scarce, and even fewer exist for L2 dialogic speaking. This study thus aims to explore the optimal silent pause threshold for measuring L2 utterance fluency in both speaking…
Dependency distance reflects L2 processing difficulty: Evidence from the relationship between dependency distance, L2 processing speed, and L2 proficiency
Aims and objectives: This study aims to investigate whether dependency distance (DD) can reflect L2 processing difficulty by exploring the relationship between DD, L2 processing speed, and L2 proficiency. Methodology: The sentences in a maze task were annotated based on dependency syntax to indicate L2 processing difficulty. The maze task then was used to capture the word-level and sentence-level processing speed. The task was successfully perfor…
The Role of Well‐Being and Grit in Metacognitive Self‐Regulation Among Language Teachers: Partial Least Squares Structural Equation Modeling
Teachers are expected to maintain positive well‐being and strong teacher grit, along with appropriate use of self‐regulation strategies to enhance their teaching effectiveness and promote professional development. However, there is insufficient inquiry into the contribution of well‐being and grit to teachers' metacognitive self‐regulation (MSR) in foreign language teaching. Informed by the EMPATHICS model, this study investigated the interplay be…
EFL/ESL Teaching and Learning (23 works) · Psychology (23 works) · Mathematics education (16 works) · Computer Science (13 works) · Linguistics (13 works) · Cognitive psychology (11 works) · Social Psychology (10 works) · Cognition (9 works) · Fluency (9 works) · Philosophy (8 works)