Z Xie
Biographic Data
| ID | 6878 |
|---|---|
| NAME | Z Xie |
| GIVEN NAMES | Z |
| FAMILY NAME | Xie |
| SIGNATURE | XIE Z |
| AFFILIATIONS | Jiangxi Normal University |
| ORCID | 0000-0002-8159-4490 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Contributions of working memory capacity and mental set shifting to second language (English) writing performance
The interactive effect of L2 proficiency and interpreting experience on cognitive control
Traditional Chinese medicine interventions for post-stroke emotional disorders: A protocol for network meta-analysis of randomized controlled trials
https://www.crd.york.ac.uk/prospero/, identifier CRD420251069356
The influence of L2 proficiency and interpreting experience on cognitive control among Chinese–English bilinguals
Aims and Objectives/Purpose/Research Questions: This study examined the independent and interactive effects of L2 proficiency and interpreting experience on cognitive control in bilinguals. Design/Methodology/Approach: A 2*2 design was adopted to verify the independent and interactive influence of L2 proficiency and interpreting experience on cognitive control, by requiring Chinese–English bilinguals to complete the Flanker task and the Wisconsin…
Positive mental health literacy and job well-being among palliative care nurses: The mediating effect of job crafting
These results identified structural relationships between the 3 variables of PMeHL, job crafting, and job well-being, The PMeHL significantly improves job well-being, with job crafting playing a mediating role. Our findings provided a reference for developing strategies to decrease palliative care nurses' job stress and burnout in high-stress work environments
Bilingualism from a holistic perspective: Investigation of bilingual effects on cognitive control
Bilingualism but not bidialectalism influences cognitive control among young adult Chinese–English bilinguals
Aims and objectives/purpose/research questions: This study investigates whether bilingualism and bidialectalism influence cognitive control, and whether the two variables interact. Design/methodology/approach: The study compared two matched groups differing in second language (L2) proficiency through the Flanker and Wisconsin Card Sorting Test (WCST). The two groups were further divided into four groups differing in dialect proficiency, so that t…
Exploring the predictors of foreign language anxiety: The roles of language proficiency, language exposure, and cognitive control
This research delves into unexplored territories of Foreign Language Anxiety (FLA), going beyond the traditional focus on language proficiency. We examined the nuanced roles of language exposure and individual differences in cognitive control abilities in shaping FLA. By engaging 46 English learners in a comprehensive assessment, our analysis uncovered significant yet distinct contributions of these factors to various aspects of FLA. Notably, pro…
The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers
Most previous studies focused on foreign language learning anxiety, whereas relatively few have ever examined the foreign language teaching anxiety (FLTA), particularly experienced by pre-service EFL (English as a Foreign Language) teachers. By administering the "Foreign Language Teaching Anxiety Scale" (FLTAS) and a semi-structured interview, the current study examined whether the EFL teaching practicum had an influence on FLTA by comparing the …
Influence of the study abroad bilingual experience on cognitive control among young adults
Aims and objectives/purpose/research questions: This study investigated whether the studying abroad bilingual experience among unevenly balanced Chinese–English bilinguals exerted influence on cognitive control. Design/methodology/approach: We compared cognitive control differences between a group of Chinese–English bilinguals (n = 30) studying abroad in the USA and a control bilingual group (n = 30) studying at home in mainland China by administ…
Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers
This article aims to study the dynamic change of teachers' beliefs among pre-service teachers. A longitudinal design was adopted to investigate English language teaching (ELT) pre-service teachers' belief change after a 3-month teaching practicum by administering pretest and posttest questionnaires, semistructured interviews, and reflective journals. Repeated measures and paired sample t-test analyses showed significant differences across differe…
Second-Language Proficiency, Language Use, and Mental Set Shifting in Cognitive Control Among Unbalanced Chinese–English Bilinguals
By comparing two unbalanced Chinese–English bilingual groups, this study explored whether differences in second-language (L2) proficiency and language use influenced mental set shifting in cognitive control, through language switch (which tested participants’ language control) and task switch (which tested participants’ mental set shifting in cognitive control). The ANOVA results showed that the higher L2 proficiency group and the lower L2 profic…
Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers
This article aims to study the dynamic change of teachers' beliefs among pre-service teachers. A longitudinal design was adopted to investigate English language teaching (ELT) pre-service teachers' belief change after a 3-month teaching practicum by administering pretest and posttest questionnaires, semistructured interviews, and reflective journals. Repeated measures and paired sample t-test analyses showed significant differences across differe…
The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers
Most previous studies focused on foreign language learning anxiety, whereas relatively few have ever examined the foreign language teaching anxiety (FLTA), particularly experienced by pre-service EFL (English as a Foreign Language) teachers. By administering the "Foreign Language Teaching Anxiety Scale" (FLTAS) and a semi-structured interview, the current study examined whether the EFL teaching practicum had an influence on FLTA by comparing the …
Second-Language Proficiency, Language Use, and Mental Set Shifting in Cognitive Control Among Unbalanced Chinese–English Bilinguals
By comparing two unbalanced Chinese–English bilingual groups, this study explored whether differences in second-language (L2) proficiency and language use influenced mental set shifting in cognitive control, through language switch (which tested participants’ language control) and task switch (which tested participants’ mental set shifting in cognitive control). The ANOVA results showed that the higher L2 proficiency group and the lower L2 profic…
Influence of the study abroad bilingual experience on cognitive control among young adults
Aims and objectives/purpose/research questions: This study investigated whether the studying abroad bilingual experience among unevenly balanced Chinese–English bilinguals exerted influence on cognitive control. Design/methodology/approach: We compared cognitive control differences between a group of Chinese–English bilinguals (n = 30) studying abroad in the USA and a control bilingual group (n = 30) studying at home in mainland China by administ…
Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers
This article aims to study the dynamic change of teachers' beliefs among pre-service teachers. A longitudinal design was adopted to investigate English language teaching (ELT) pre-service teachers' belief change after a 3-month teaching practicum by administering pretest and posttest questionnaires, semistructured interviews, and reflective journals. Repeated measures and paired sample t-test analyses showed significant differences across differe…
The Influence of Teaching Practicum on Foreign Language Teaching Anxiety Among Pre-Service EFL Teachers
Most previous studies focused on foreign language learning anxiety, whereas relatively few have ever examined the foreign language teaching anxiety (FLTA), particularly experienced by pre-service EFL (English as a Foreign Language) teachers. By administering the "Foreign Language Teaching Anxiety Scale" (FLTAS) and a semi-structured interview, the current study examined whether the EFL teaching practicum had an influence on FLTA by comparing the …
Bilingualism from a holistic perspective: Investigation of bilingual effects on cognitive control
Bilingualism but not bidialectalism influences cognitive control among young adult Chinese–English bilinguals
Aims and objectives/purpose/research questions: This study investigates whether bilingualism and bidialectalism influence cognitive control, and whether the two variables interact. Design/methodology/approach: The study compared two matched groups differing in second language (L2) proficiency through the Flanker and Wisconsin Card Sorting Test (WCST). The two groups were further divided into four groups differing in dialect proficiency, so that t…
Exploring the predictors of foreign language anxiety: The roles of language proficiency, language exposure, and cognitive control
This research delves into unexplored territories of Foreign Language Anxiety (FLA), going beyond the traditional focus on language proficiency. We examined the nuanced roles of language exposure and individual differences in cognitive control abilities in shaping FLA. By engaging 46 English learners in a comprehensive assessment, our analysis uncovered significant yet distinct contributions of these factors to various aspects of FLA. Notably, pro…
The influence of L2 proficiency and interpreting experience on cognitive control among Chinese–English bilinguals
Aims and Objectives/Purpose/Research Questions: This study examined the independent and interactive effects of L2 proficiency and interpreting experience on cognitive control in bilinguals. Design/Methodology/Approach: A 2*2 design was adopted to verify the independent and interactive influence of L2 proficiency and interpreting experience on cognitive control, by requiring Chinese–English bilinguals to complete the Flanker task and the Wisconsin…
Positive mental health literacy and job well-being among palliative care nurses: The mediating effect of job crafting
These results identified structural relationships between the 3 variables of PMeHL, job crafting, and job well-being, The PMeHL significantly improves job well-being, with job crafting playing a mediating role. Our findings provided a reference for developing strategies to decrease palliative care nurses' job stress and burnout in high-stress work environments
Contributions of working memory capacity and mental set shifting to second language (English) writing performance
The interactive effect of L2 proficiency and interpreting experience on cognitive control
Traditional Chinese medicine interventions for post-stroke emotional disorders: A protocol for network meta-analysis of randomized controlled trials
https://www.crd.york.ac.uk/prospero/, identifier CRD420251069356
Psychology (9 works) · Cognition (7 works) · Cognitive psychology (6 works) · Neuroscience of multilingualism (6 works) · EFL/ESL Teaching and Learning (5 works) · Language proficiency (5 works) · Mathematics education (5 works) · Neurobiology of Language and Bilingualism (5 works) · Computer Science (3 works) · Developmental psychology (3 works)