| Developing college EFL writers’ critical thinking skills through online resources: A case study X Zhang Sage Open 8 (4), 2158244018820386, 2018 | 51 | 2018 |
| Exploring the relationship between college students’ writing anxiety and the pedagogical use of online resources X Zhang International Journal of Educational Technology in Higher Education 16 (1), 18, 2019 | 50 | 2019 |
| Performance, performativity and second language identities: How can we know the actor from the act? RM Harman, X Zhang Linguistics and Education 32, 68-81, 2015 | 43 | 2015 |
| Assessment for learning in constrained contexts: How does the teacher’s self-directed development play out? X Zhang Studies in Educational Evaluation 66 (4), 2020 | 39 | 2020 |
| A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer X Zhang Journal of Language and Cultural Education 5 (1), 78-102, 2017 | 38 | 2017 |
| Connecting OER with mandatory textbooks in an EFL classroom: A language theory–based material adoption X Zhang International Review of Research in Open and Distributed learning 19 (2), 2018 | 33 | 2018 |
| Exploring a novice Chinese EFL teacher’s writing beliefs and practices: A systemic functional perspective X Zhang International Journal of Language Studies 11 (1), 95-118, 2016 | 32 | 2016 |
| Critical SFL praxis in teacher education: Insights from Australian SFL scholars FJ Troyan, R Harman, X Zhang Language and Education 35 (5), 383-401, 2021 | 31 | 2021 |
| Preparing first-year college students’ academic transition: What is the value of complementary web-based learning? X Zhang Computers & Education 172, 2021 | 27 | 2021 |
| Mitigating Suburban English Writing Teachers’ Constrained Professional Development Through Distance Education: One Case Study X Zhang International Review of Research in Open and Distributed Learning 19 (5), 2018 | 18 | 2018 |
| Exploring Chinese college students’ emotions as they engage in online learning during a pandemic J Sun, X Zhang Asia Pacific Journal of Education 43 (4), 984-995, 2023 | 16 | 2023 |
| After-class academic support: does course-embedded faculty tutoring matter to student writers? X Zhang Teaching in Higher Education 26 (1), 129-144, 2021 | 15 | 2021 |
| Diluting Minority Students’ Marginalization in the Mainstream College English Writing Classroom Through Functional Linguistic Praxis: A Case Report From China X Zhang The Asia-Pacific Education Researcher 27 (6), 465-475, 2018 | 15 | 2018 |
| Supporting EFL Learners' Reflective Practices through Systemic Functional Linguistic Praxis: A Longitudinal Case Study. X Zhang Educational Sciences: Theory and Practice 18 (2), 495-513, 2018 | 14 | 2018 |
| Understanding Chinese EFL Teachers' Beliefs and Practices in the Textbook-Based Classroom X Zhang | 12 | 2017 |
| Revisiting Textbook Adaption Through Open Educational Resources: An Inquiry into Students’ Emotions X Zhang International Review of Research in Open and Distributed Learning 21 (3), 197, 2020 | 10 | 2020 |
| Peer pressure and web-based peer learning: an exploratory case study X Zhang Education and Information Technologies 28, 10405–10420, 2023 | 9 | 2023 |
| The role of teacher patience in the implementation of assessment for learning (AfL): Vignettes from a writing classroom X Zhang Humanities and Social Sciences Communications 9 (375), 2022 | 9 | 2022 |
| Training student writers in conducting peer feedback in L2 writing: A meaning-making perspective X Zhang, S Yu Applied Linguistics Review 13 (4), 439-460, 2022 | 8 | 2022 |
| Unpacking EFL textbook content: A focus on teachers’ role in the textbook-based classroom X Zhang Círculo de Lingüística Aplicada a la Comunicación 83, 243-250, 2020 | 8 | 2020 |
