Long Jiang Zhang
Biographic Data
| ID | 1752900 |
|---|---|
| NAME | Long Jiang Zhang |
| GIVEN NAMES | Long Jiang |
| FAMILY NAME | Zhang |
| SIGNATURE | ZHANG L J |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0003-1025-1746 |
| VERIFIED | Yes |
| TOTAL WORKS | 130 |
| TOTAL CITATIONS | 234 |
| AUTHOR COUNT | 129 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 9 |
Glocalising pedagogy in a bicultural and multilingual school ecology
Regulating motivation in informal digital language learning
Utility-driven translanguaging among international students in New Zealand higher education
Growing research presents translanguaging as a pedagogical scaffold for multilingual classrooms; however, how students perceive its usefulness for academic success in higher education remains underexplored. This study examines international multilingual students’ perceptions and enactments of translanguaging strategies in New Zealand higher education contexts, applying Situated Expectancy-Value Theory as a theoretical framework. Using self-report…
Teachers’ AI-TPACK, pedagogical judgment, and students’ learning outcomes in GenAI-mediated L2 writing
Purpose With the rapid and widespread adoption of generative artificial intelligence (GenAI) in modern L2 writing instruction, teachers face an urgent need to convert GenAI-oriented capacity into ethical and process-based instructional support.Design Based on the writing-oriented Artificial Intelligence–Technological Pedagogical Content Knowledge (AI-TPACK) framework and the boundary-making perspective, this study constructs a two-wave (T1–T2) mu…
The effects of metacognitive strategy instruction in collaborative digital multimodal composing on students’ writing development
Purpose This study focuses on how a metacognitive strategy-based instructional collaborative digital multimodal composing (CDMC) program would promote Chinese English as a foreign language (EFL) learners’ writing development.Design A total of 40 postgraduate non-English major students from a university in East China participated in our study. The experimental group of students received three weeks of metacognitive strategy-based instruction, whil…
Scaffolding the dynamic development of novice EAP writers’ genre knowledge through concept mapping
Purpose In an English for Academic Purposes (EAP) writing course, this study investigates how concept mapping, informed by scaffolding theory and complex dynamic systems theory (CDST), supports EFL university students who are novice EAP writers in developing and enhancing their genre knowledge.Design A mixed-design with repeated measures was implemented with 164 Chinese EFL learners over 17 weeks. The experimental group (n = 89) engaged in iterat…
Constructing L2 student feedback agency through feedback discourses in disciplinary writing
Despite growing interest in L2 student feedback agency in higher education, how it is constructed through feedback discourses remains under-researched. To address this gap, this qualitative study drew on a discursive agency perspective to examine how three feedback discourses constructed the feedback agency of three Chinese taught master's students in disciplinary writing at a New Zealand university. Data were collected from teacher feedback on s…
Bridging language teachers’ AI literacy and AI-induced emotions
The integration of artificial intelligence (AI) into language education is transforming pedagogical practices. This transformation is influenced by two distinct yet interconnected domains: the cognitive domain, encompassing AI literacy, and the affective domain, involving AI-induced emotions. However, the dynamic interplay between cognition and emotion in this context is a critical yet underexplored area of research. This study presents a systema…
Can grit be perceived and regulated? A mixed-methods exploration of English learners’ metacognitive awareness of grit and its impact on achievement and self-efficacy
Metacognition, the ability to understand and regulate one’s cognitive processes, is recognized as a key factor in effective English as a foreign language (EFL) learning. It involves both an awareness of the cognitive demands of tasks and the ability to manage these tasks to achieve specific outcomes. Similarly, grit, defined as perseverance and passion for achieving long-term goals, has emerged as a significant predictor of success in English lea…
From Strategy Awareness to Engagement
The contribution of self-regulated learning (SRL) strategies to second language (L2) education has recently garnered significant attention in various contexts. However, the way these strategies interact with task engagement in the domain of specific language skills such as L2 writing has been overlooked. To fill this gap, this study employed an experimental–comparison group, pretest–posttest design, conducted within a mixed-methods sequential exp…
Examining linguistic reasoning and metalinguistic strategies in L2 writing
Second language (L2) writers’ capacity to reason about language choices during revision is theoretically central to advanced writing development, yet few studies trace how this linguistic reasoning emerges in repeated feedback-revision cycles that integrate teacher and AI suggestions. This multi-case, longitudinal mixed-methods study examined how ten L2 learners enacted metalinguistic strategies and developed linguistic reasoning across a 12-week…
Conceptual, rhetorical and linguistic transformations
Development and evaluation of a student feedback agency scale
Feedback agency is a key concept in enhancing student writing performance. While growing attention has been paid to student feedback agency, existing research remains largely theoretical and qualitative. As a result, there is a lack of psychometrically supported instruments to measure this construct. To address this gap, the present two-phase study aimed to develop and evaluate a Student Feedback Agency Scale (SFAS), drawing on social cognitive t…
Unveiling the antecedents of feedback-seeking behavior in L2 writing
While existing research on second or foreign (L2) feedback has predominantly focused on the effectiveness of various feedback practices and their impacts on writing performance, limited attention has been devoted to learners’ proactive role in seeking feedback, and how this important yet underexplored construct correlates with conative and affective variables remains insufficiently examined. To help fill that void, we sought to explore the concep…
Fostering generative AI-supported self-regulated learning (GenAI-SRL) in informal digital language learning through literacy and interactions
Generative artificial intelligence (GenAI) enables foreign language learners to extend their learning beyond formal instruction and develop their autonomy. However, research has not adequately examined how learners regulate their learning with GenAI or how their GenAI literacy and multiple types of interactions influence their self-regulated learning (SRL) in GenAI-supported informal digital language learning settings. We address this gap by anal…
University student agency in genre-sensitive writing
Learner agency is central to effective writing, and yet little is known about how students mobilize evaluative judgement when coordinating teacher feedback with feedback from generative artificial intelligence (GenAI) tools. This longitudinal mixed-methods multiple-case study (N = 10) traced how EFL university learners engaged with hybrid instructor–GenAI feedback across three genre-sequenced tasks (argumentative essay, AE; analytical report, AR;…
Engaging With AI Tools in Translation Tasks
Scopus AI Among Novice Lecturers
Artificial intelligence is reshaping academic work. However, little is known about how Scopus AI supports novice lecturers who must both teach and publish. This study therefore explored how novice lecturers adopted, used and planned to integrate Scopus AI into their research and teaching. Using the Enhanced Technology Acceptance Model as a guide, we conducted a qualitative multiple case study with five lecturers who already used Scopus AI for aca…
A triadic discourse-identity-affordance framework for scaffolding the development of research discourse competence
Academic writing instruction in EFL contexts has increasingly emphasized genre awareness and rhetorical competence. However, less attention has been paid to how discourse strategies, academic identity, and sociocultural context interact in students' writing development, or how such interaction can be pedagogically operationalized. The present study proposes and implements a multidimensional academic discourse–identity framework that conceptualize…
A systematic review of teacher engagement in digital multimodal composing
Digital multimodal composing (DMC) has become a central literacy practice in language education, yet research on teacher engagement remains conceptually fragmented and weakly linked to learner outcomes. This systematic review synthesises 51 empirical studies (2015–2025) that operationalise teacher engagement in DMC and examine its relationship with learner outcomes. Teacher engagement is organised into five interrelated dimensions: Orientation, K…
What Drives GenAI Adoption in Informal Digital Learning of English ( Idle )
“Don't Give up the Power to Think!”
As artificial intelligence (AI) tools become increasingly embedded in education, concerns about their ethical consequences have intensified. Risks such as plagiarism and the potential erosion of students' critical thinking skills underscore the complexity of integrating AI responsibly. Ensuring the ethical use of these technologies is therefore a central challenge for AI in Education (AIED). Yet, how in‐service teachers' emotional responses inter…
Exploring the mediating role of boredom in the relationship between ideal L2 self and engagement in Chinese as a foreign language learning
Boredom, as an inhibitory negative emotion, is prevalent in foreign language learning but its effects on learning are often underestimated. Within the context of Chinese as a foreign language (CFL), few studies have examined the dynamic relationship of boredom with motivational sources and learning engagement. To address this research gap, we probed the relationship between the ideal L2 self and affective, behavioural, and cognitive engagement, s…
Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement
This mixed-methods study explores the interconnected influence of growth mindset, mindfulness, and second language (L2) self-efficacy on language achievement in intermediate English as a foreign language (EFL) learners. Quantitative data ( n = 411) analyzed through Structural Equation Modeling (SEM) and qualitative insights from semi-structured interviews ( n = 19) reveal significant positive associations between all three factors and L2 achievem…
English-medium instruction (EMI) language policy and implementation in China’s higher education system
This review explores the English-medium instruction (EMI) language policy and implementation in China’s higher education (HE) system over the last two decades. It traces the rise, promotion, and "turn" of the EMI system. It points out the limitations in EMI language policies and implementation in China's conventional universities. Drawing on a research framework informed primarily by Spolsky (Citation2004) and Liddicoat and Taylor-Leech (Citation…
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication
Complexity Theory and Language Development
Nearly two decades of development of Complexity Theory (CT) call for a celebration of how it has been successfully applied to understanding language learning and to issues in the field of applied linguistics. Such a celebration is, in fact, a critical reflection of how CT has transcended beyond disciplinary boundaries and been so overwhelmingly embraced in the field, as evidenced in the large amount of research that has been published in various …
A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge About EFL Reading
Metacognition, conceptualized as a set of dynamic systems, has been recognized as an important area of academic and pedagogical inquiry in applied linguistics from both theoretical and practical perspectives. Nonetheless, literature on students' metacognition about EFL reading is still cursory, and that is particularly true as regards Chinese EFL students. In response to globalization, many students whose first language is Chinese have become tra…
Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context
Given much importance associated with willingness to communicate (WTC) in foreign language learning, many researchers have carried out studies to explore antecedents of second language (L2) WTC. To contribute to this research domain, this study sought to test a model of ideal L2 self, growth language mindset, boredom and WTC among English major students. In so doing, we recruited a total number of 437 undergraduate English major students from dif…
EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes
Dominance of Anglo-American cultural representations in university English textbooks in China
A number of studies have reported the cultural representations in English textbooks in many contexts, especially those in Asia. However, these studies relied on a small data set and the findings suffered severe limitations. To overcome such shortcomings, we self-built a corpus that has 40 volumes/books of over one million words to examine the cultural constellations evident in 10 sets of university English textbooks in China. With such a large co…
The impact of metacognitive scaffolding and monitoring on reading comprehension
Awareness in Reading
Although studies on L2 learning strategies are a major strand of second-language research, recent research interest has focussed on language learners' metacognitive knowledge or awareness of strategies. Previous research has shed important light on the amelioration in L2 educational practices, but little research is focused on EFL learners in input-poor environments. This paper reports on a study of 10 Chinese EFL readers' metacognitive knowledge…
Understanding knowledge construction in a Chinese university EMI classroom
What two decades of research into L2 listening in System tells us
Implementing Assessment for Learning (AfL) in Chinese university EFL classes
Language learning strategy research in System
Understanding novice teachers’ perceived challenges and needs as a prerequisite for English curriculum innovation
Teaching English for specific purposes (ESP) is widely acknowledged as highly demanding for teachers. Currently in China itself, shifting the curriculum focus from General English to ESP in the provision of English language education is regarded as a curriculum innovation. And yet, scarcely any research has probed into the challenges facing novice ESP teachers, along with their related needs for institutional support, in order to implement such a…
China English in trouble
Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning
The current study aimed to examine the relationship among writing self-efficacy, writing strategies for self-regulated learning (SRL), and writing achievement in L2 students by adopting latent profile analysis and path analysis. A sample of 391 L2 students from two universities in Western China was recruited to participate in the current study. They were required to respond to the Genre-Based L2 Writing Self-Efficacy Scale and the Writing Strateg…
The mediating role of mindfulness and emotion regulation in the relationship between teacher self-compassion and work engagement among EFL teachers
Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students
The study seeks to conceptualise foreign language learning burnout and provide its corresponding measurement. The 15-item Maslach Burnout Inventory-Student Survey (MBI-SS) was rephrased to fit an English-as-a-Foreign-Language (EFL) learning context. The modified MBI-SS was then assessed among 1718 Chinese secondary EFL students. A final 10-item Maslach Burnout Inventory-EFL Student Survey was obtained based on a series of reliability (e.g. item a…
Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production
Investigating the effects of task design and implementation features on second language (L2) production is necessary, as the findings can provide potential insights into pedagogical and assessment task design and sequencing as well as into the nature of L2 learners’ attentional resources. To this end, this study probed into the effects of task complexity and pretask planning on L2 writing production. Eighty L2 learners of upper-intermediate Engli…
Exploring student teachers' motivation change in initial teacher education
Effects of the Manipulation of Cognitive Processes on EFL Writers' Text Quality
Little is known about the effects of various planning and revising conditions on composition quality in experimental or TESOL education research. This study examined the effects of planning conditions (planning, prolonged planning, free writing, and control), subplanning conditions (task‐given, task‐content‐given, and task‐content‐organization‐given), and revising conditions (initial‐essay‐accessible and initial‐essay‐removed) on the text quality…
A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English
Background. This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2.Aims. The paper reports on the reading strategies used by Singaporean primar…
The roles of task-specific self-efficacy and enjoyment in EFL learners’ development of speaking Calf
This longitudinal study adopts a person-centred approach to examine EFL learners’ development of speaking CALF; the fluctuating correlations of affective ID variables (self-efficacy and enjoyment), as well as their impacts on oral task performance over time. Thirty-one Chinese EFL learners completed eight oral tasks bi-weekly over six months, followed by post-task scales to measure task-specific self-efficacy and enjoyment. Data were subjected to…
Good for me to Leave it for Good”
Seldom have studies linked the early‐career teacher attrition problem to teachers' emotion labor, especially with a longitudinal design. Grounded in the poststructural approach, we designed a longitudinal study to investigate qualitatively how a second‐year English‐as‐a‐foreign‐language (EFL) teacher's emotion labor triggered by implicit feeling rules contributed to her resignation. We interviewed the novice EFL teacher about her experiences of t…
Understanding assessment tasks
Metalinguistic Filters Within the Bilingual Language Faculty
A canon of wider choice
Enlarging the reach of EFL teachers and students at the middle level in the People's Republic of China
Awareness in Reading
Although studies on L2 learning strategies are a major strand of second-language research, recent research interest has focussed on language learners' metacognitive knowledge or awareness of strategies. Previous research has shed important light on the amelioration in L2 educational practices, but little research is focused on EFL learners in input-poor environments. This paper reports on a study of 10 Chinese EFL readers' metacognitive knowledge…
Awareness-Raising in the Tefl Phonology Classroom
This paper reports on two phases of a study of a group of advanced TEFL (teachers-of-English-as-a-foreign-language) students. To raise their awareness of the importance of discourse intonation while they were receiving teacher training, this study focuses on examining their sociocultural and psychological inclinations in the choice of phonological models. The first phase is an exploration of their attitudes toward, a native-speaker variety (Briti…
Language Learning Strategies, Motivation and EFL Proficiency
It has been almost two decades since language learning strategy research was first initiated in China along the line of empirically-based and data-driven research activities and up to now, relatively sufficient research has documented learning strategies used by Chinese EFL learners. However, in previous research on Chinese EFL learners, whether tertiary or middle school students, except for a few studies that have given some attention to factors…
Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils
The research reported here investigated primary school pupils' use of reading strategies. The study differed from most of the previous studies on reading strategies in that (1) the participants were young bilinguals in multicultural Singapore; (2) the data were examined within the Student Approaches to Learning (SAL) framework developed by John Biggs (1993). Analyses of think-aloud data revealed that successful pupils made more frequent use of de…
A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English
Background. This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2.Aims. The paper reports on the reading strategies used by Singaporean primar…
Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing
Negotiating language, literacy and identity
Article Negotiating language, literacy and identity: A sociocultural perspective on children’s learning strategies in a multilingual ESL classroom in Singapore was published on June 14, 2010 in the journal Applied Linguistics Review (volume 1, issue 2010)
A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge About EFL Reading
Metacognition, conceptualized as a set of dynamic systems, has been recognized as an important area of academic and pedagogical inquiry in applied linguistics from both theoretical and practical perspectives. Nonetheless, literature on students' metacognition about EFL reading is still cursory, and that is particularly true as regards Chinese EFL students. In response to globalization, many students whose first language is Chinese have become tra…
Metalinguistic Filters Within the Bilingual Language Faculty
Language Teaching Research and Language Pedagogy
Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers
In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both neuroanatomical and behavioural evidence from Chinese language reading studies to support our claims. The paper …
Effects of an input–output mapping practice task on EFL learners' acquisition of two grammatical structures
Effects of the Manipulation of Cognitive Processes on EFL Writers' Text Quality
Little is known about the effects of various planning and revising conditions on composition quality in experimental or TESOL education research. This study examined the effects of planning conditions (planning, prolonged planning, free writing, and control), subplanning conditions (task‐given, task‐content‐given, and task‐content‐organization‐given), and revising conditions (initial‐essay‐accessible and initial‐essay‐removed) on the text quality…
EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes
The impact of metacognitive scaffolding and monitoring on reading comprehension
Short- and Long-Term Effects of Rote Rehearsal on ESL Learners' Processing of L2 Collocations
Worldwide there is thought to be around 750 million people who speak English as a foreign language (Crystal, 2003, p. 69). For these speakers the difference between make a picture and take a picture may seem arbitrary. However, use of the former is likely to influence how their second language (L2) performance is perceived (Boers, Eyckmans, Kappel, Stengers, & Demecheleer, 2006). Consequently, L2 speakers' use of collocations (“fixed, identifiabl…
China English in trouble
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication
A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies
This study aimed to validate a newly‐developed instrument, The Writing Strategies for Self‐Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluat…
Exploring student teachers' motivation change in initial teacher education
An intercultural analysis of the use of hedging by Chinese and Anglophone academic English writers
Due to the dominance of English as the international language of scientific communication, second language (L2) academic writers with different first languages (L1s) need to enhance their L2 pragmatic competence and make rhetorical and stylistic accommodations to publish their academic work in English-medium journals. Hedging strategies, among other things, are one of the important indicators of L2 pragmatic competence in academic writing. With C…
Effects of different language environments on Chinese graduate students' perceptions of English writing and their writing performance
The effects of code-switched reading tasks on late-bilingual EFL learners' vocabulary recall, retention and retrieval
Effects of motivational regulation strategies on writing performance
Psychology (94 works) · EFL/ESL Teaching and Learning (78 works) · Mathematics education (65 works) · Linguistics (57 works) · Computer Science (48 works) · Pedagogy (42 works) · Second Language Learning and Teaching (38 works) · Cognition (30 works) · Sociology (30 works) · Innovative Teaching and Learning Methods (27 works)