Wang Zhi-jie
Biographic Data
| ID | 6478926 |
|---|---|
| NAME | Wang Zhi-jie |
| GIVEN NAMES | Wang |
| FAMILY NAME | Zhi-jie |
| SIGNATURE | ZHI-JIE W |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0002-3516-369X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Understanding Chinese English-as-a-Foreign-Language Learners’ Self-Regulated Learning
From a social cognitive perspective, self-regulated learning is essentially and increasingly recognized as a complex and dynamic experience. The use of self-regulated learning strategies is also inherently subjective, shaped by individuals’ experiences, beliefs, learning styles, and environmental influences. Although existing research has explored self-regulated learning via a complex dynamic system theory lens, relevant studies that depart from …
Teacher Support, Academic Buoyancy, Engagement, and English Academic Achievement
Along with the evolution of positive psychology in second language (L2) education, increasing attention has been directed toward the role of non‐cognitive factors in facilitating language development. Although teacher support has been identified as a crucial external resource, the psychological mechanisms through which it influences English academic achievement, particularly the interplay with learners’ internal states, remain under‐explored in E…
Unpacking teachers’ beliefs about translanguaging in language learning
Exploring the relationship between achievement emotions, student engagement, and foreign language achievement among Chinese L3 learners
What makes EFL learning enjoyable for Chinese tertiary-level students? Insights from Q methodology
“I think I am bilingual, but…”
Translanguaging encourages active and integrated usage of varied languages and other resources and exploitation of students’ whole linguistic repertories and cultural resources in teaching and learning. Zooming into an intercultural communication class in an English‐as‐a‐medium‐of‐instruction (EMI) fashion, the present study intends to discuss the teacher's pedagogical translanguaging practices used in class, the possible influences of these prac…
Assessment of physical fitness and its correlates in Chinese children and adolescents in Shanghai using the multistage 20‐M shuttle‐run test
Objective The aim of this study was to evaluate the effectiveness of a multistage 20‐m shuttle‐run test (20‐m SRT) in assessing the physical fitness of Chinese children and adolescents in Shanghai. Methods A total of 4833 children and adolescents (2437 males and 2396 females, aged 7–17 years) were enrolled in this study. Height, weight, body fat percentage, fat‐free mass, BMI, and skinfold thickness were measured or calculated. The participants w…
Assessment of physical fitness and its correlates in Chinese children and adolescents in Shanghai using the multistage 20‐M shuttle‐run test
Objective The aim of this study was to evaluate the effectiveness of a multistage 20‐m shuttle‐run test (20‐m SRT) in assessing the physical fitness of Chinese children and adolescents in Shanghai. Methods A total of 4833 children and adolescents (2437 males and 2396 females, aged 7–17 years) were enrolled in this study. Height, weight, body fat percentage, fat‐free mass, BMI, and skinfold thickness were measured or calculated. The participants w…
“I think I am bilingual, but…”
Translanguaging encourages active and integrated usage of varied languages and other resources and exploitation of students’ whole linguistic repertories and cultural resources in teaching and learning. Zooming into an intercultural communication class in an English‐as‐a‐medium‐of‐instruction (EMI) fashion, the present study intends to discuss the teacher's pedagogical translanguaging practices used in class, the possible influences of these prac…
Exploring the relationship between achievement emotions, student engagement, and foreign language achievement among Chinese L3 learners
What makes EFL learning enjoyable for Chinese tertiary-level students? Insights from Q methodology
Unpacking teachers’ beliefs about translanguaging in language learning
Understanding Chinese English-as-a-Foreign-Language Learners’ Self-Regulated Learning
From a social cognitive perspective, self-regulated learning is essentially and increasingly recognized as a complex and dynamic experience. The use of self-regulated learning strategies is also inherently subjective, shaped by individuals’ experiences, beliefs, learning styles, and environmental influences. Although existing research has explored self-regulated learning via a complex dynamic system theory lens, relevant studies that depart from …
Teacher Support, Academic Buoyancy, Engagement, and English Academic Achievement
Along with the evolution of positive psychology in second language (L2) education, increasing attention has been directed toward the role of non‐cognitive factors in facilitating language development. Although teacher support has been identified as a crucial external resource, the psychological mechanisms through which it influences English academic achievement, particularly the interplay with learners’ internal states, remain under‐explored in E…
EFL/ESL Teaching and Learning (5 works) · Psychology (4 works) · Mathematics education (3 works) · Computer Science (2 works) · Language acquisition (2 works) · Multilingual Education and Policy (2 works) · Multilingualism (2 works) · Pedagogy (2 works) · Q Methodology Applications (2 works) · Second Language Learning and Teaching (2 works)