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Lawrence Jun Zhang, PhD
Lawrence Jun Zhang, PhD
Professor of Applied Linguistics/TESOL, University of Auckland
Bestätigte E-Mail-Adresse bei auckland.ac.nz - Startseite
Titel
Zitiert von
Zitiert von
Jahr
Researching and practicing positive psychology in second/foreign language learning and teaching: the past, current status and future directions
Y Wang, A Derakhshan, LJ Zhang
Frontiers in psychology 12, 731721, 2021
6822021
Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19
LX Gao, LJ Zhang
Frontiers in Psychology 11 (549653), 1-15, 2020
4952020
Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an acquisition-poor environment
LJ Zhang
Language awareness 10 (4), 268-288, 2001
4592001
Implementing English-medium instruction (EMI) in China: Teachers’ practices and perceptions, and students’ learning motivation and needs
L Jiang, LJ Zhang, S May
International journal of bilingual education and bilingualism 22 (2), 107-119, 2019
4402019
Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing
J Ong, LJ Zhang
Journal of Second Language Writing 19 (4), 218-233, 2010
4382010
Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language (ESL) classroom
LJ Zhang
Instructional Science 36, 89-116, 2008
3952008
Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use
LJ Zhang, A Wu
Reading in a Foreign Language 21 (1), 37-59, 2009
3752009
A questionnaire‐based validation of multidimensional models of self‐regulated learning strategies
LS Teng, LJ Zhang
The Modern Language Journal 100 (3), 674-701, 2016
3452016
A dynamic metacognitive systems account of Chinese university students' knowledge about EFL reading
LJ Zhang
TESOL Quarterly 44 (2), 320-353, 2010
3432010
Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference?
LS Teng, LJ Zhang
Journal of Second Language Writing 48, 100701, 2020
3242020
Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language
LS Teng, LJ Zhang
Metacognition and Learning 13, 213-240, 2018
2902018
The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement
Y Jin, LJ Zhang
International Journal of Bilingual Education and Bilingualism, 2021
2742021
The role of vocabulary in reading comprehension: The case of secondary school students learning English in Singapore
LJ Zhang, SB Anual
RELC Journal 39 (1), 51-76, 2008
2732008
The impact of metacognitive scaffolding and monitoring on reading comprehension
C Dabarera, WA Renandya, LJ Zhang
System 42, 462-473, 2014
2702014
EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes
LJ Zhang, M Rahimi
System 42, 429-439, 2014
2392014
Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer
R Aghaie, LJ Zhang
Instructional Science 40 (6), 1063-1081, 2012
2392012
Advances and current trends in language teacher identity research
YL Cheung, SB Said, K Park
Routledge, 2015
2042015
A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English
LJ Zhang, PY Gu, G Hu
British Journal of Educational Psychology 78 (2), 245-271, 2008
1842008
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication
M Rahimi, LJ Zhang
System 55, 111-122, 2015
1722015
Exploring variability in language anxiety: Two groups of PRC students learning ESL in Singapore
LJ Zhang
RELC Journal 32 (1), 73-91, 2001
1722001
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