Selected research publications

Recent publications in journals

  • Liu, Y., & Zhang, D. (2025). Contribution of different vocabulary depth knowledge to reading comprehension in advanced English L2 readers. Reading in a Foreign Language, 37(2), 62-84.
  • Li, M. Y., & Zhang, D. (2025). Early career language teachers’ cognition, practice, and continuous professional development: A systematic scoping review of Empirical Research. Applied Linguistics Review. https://doi.org/10.1515/applirev-2024-0327
  • Yu, S., Wu, P., & Liang, C. (2025). “It’s very well written!”: Revisiting praise in teacher written feedback from the perspective of feedback literacy. Applied Linguistics, 1-22. https://doi.org/10.1093/applin/amaf033
  • Yu, S., Zhang, E. D., & Liu, C. (2024). Research into practice: Digital multimodal composition in L2 writing. Language Teaching, 1-17. https://doi.org/10.1017/S0261444824000375
  • Chen, T., & Zhang, D. (2024). Lexical ability in L2 Chinese reading comprehension: Comparing stronger and weaker readers. International Journal of Bilingual Education and Bilingualism, 27(1), 144-158.
  • Chen, T., & Zhang, D. (2023). Aspects of vocabulary depth knowledge in L2 reading comprehension. Foreign Language Annals, 56(3), 786-806.
  • Alshehri, M., & Zhang, D. (2022). The lexical basis of second language (L2) reading comprehension: From lexical knowledge to processing efficiency. Language Learning, 72(2), 325-364.
  • Sun, M., Chan, S., Ke, S., Zhu, X., & Yao, Y. (2025). Enhancing Chinese reading in ethnic minority kindergarteners in Hong Kong: A bioecological approach to shared book reading interventions. Reading in a Foreign Language, 37(2), 172-198. https://hdl.handle.net/10125/67503
  • Wang, K., Yuan, R., & De Costa, P. I. (2025). A critical review of English medium instruction (EMI) teacher development in higher education: From 2018 to 2022. Language Teaching. https://doi.org/10.1017/S0261444824000351
  • Zhang, H., Gong, Y., Zhang, L., & Gao, X. (2025). Teaching and learning Chinese as a heritage language (CHL). Círculo de Lingüística Aplicada a la Comunicación, 101, 95-109. https://doi.org/10.5209/clac.100073.
  • Hsiang, T. P., Graham, S., Lin, C., Wang, C., & Cao, Y. (2025). Teachers’ perceptions of their students’ digital citizenship and practices. Elementary School Journal.
  • 孫名謠. (2025). 人工智能整合語文教學評價現狀調查——以香港、澳門為例.中學語文教學, 4, 13-16.
  • An, Z., Gong, Y., & Chen, M. (2024). The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-0221.
  • Cai, C., & Yang, Z. (2024). An analysis of Shinji Takad’s Poetry Preface: Focusing on the Japanese Translation of the Book of Poetry. Chinese Books and Sinology, 3, 81-94.
  • Chen, M., Gong, Y., & An, Z. (2024). The role of linguistic identification and motivation in oral proficiency: A study on learners of Chinese as a second language (CSL). Journal of Multilingual and Multicultural Development, 1-17. https://doi.org/10.1080/01434632.2024.2352159.
  • Gong, Y., & Gao, X. (2024). Language teachers’ identity tensions and professional practice in intercultural teaching. Language Teaching Research, 13621688241241125. https://doi.org/10.1177/13621688241241125.
  • Gong, Y., Chen, M. & An, Z. (2024). Examining the impact of foreign language anxiety and language contact on oral proficiency: A study of Chinese as a second language learners. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-0328.
  • Gong, Y., Zhang, L., & Li, W. (2024). “Finally, it’s all in vain”: A Chinese as an additional language teacher’s agency in navigating the teaching-research nexus in a neoliberal Chinese university. System, 125, 103420. https://doi.org/10.1016/j.system.2024.103420.
  • Hsiang, T. P., Graham, S., Lin, C., & Wang, C. (2024, online first). Students’ perceptions of their digital citizenship and practices. Reading and Writing. https://doi.org/10.1007/s11145-024-10594-9
  • Jiang, Y. (2024). Having dumplings with a fork: Language use and ideologies of a Fuzhounese-American youth. Journal of Multilingual and Multicultural Development. http://doi.org/10.1080/01434632.2024.2410391
  • Jiang, Y., & Troyan, F. J. (2024). Varieties of Chinese as heritage languages: A research synthesis. International Journal of Bilingual Education and Bilingualism, 27(1), 131-143. https://doi.org/10.1080/13670050.2022.2159315
  • Li, W., Gong, Y., & Qi, X. (2024). 國際中文教育研究的學術傳播力(The academic dissemination capacity of international Chinese education research). 中國語言戰略 (Chinese Language Strategies). 11(2), 59-73. [In Chinese; CSSCI]
  • Liang, Z., & Sung, M.-C. (2024). 教材中的兒童哲學問題類型──以圖畫書《哲學思考遊戲》為例 (Question types in materials for teaching philosophy to children: An examination of the Philozenfants Series). 教科書研究 (Journal of Textbook Research, 17(3), 47-89.
  • Sung, M. C., Wang, Y., & Vong, K. I. P. (2024). Multiple voices and multiple interests: students’ lived experiences and understanding of university internationalization. Asia Pacific Education Review, 1-12.
  • Wang, Y.M. & Xie, Q. (2024). Diagnosing EFL Writers’ Development of Discourse Competence in Disciplinary Writing: An Ecological Approach. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2024-0046
  • Xie, Q. & Zhang, C. (2024). Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality. Computers & Education, 223, https://doi.org/10.1016/j.compedu.2024.105167
  • Xie, Q. (2024). Construct representation and predictive validity of integrated writing tasks: A study on the writing component of the Duolingo English Test. Assessing Writing, 61, 100846. https://doi.org/10.1016/j.asw.2024.100846
  • Yang, Z., & Wang, Z., (2024). The Ideological Connotation of Confucius’s Theory of ti Sacrifice Rite in The Analects of Confucius and Zhu Xi’s Interpretation. Journal of Zhu Zi Xue Yan Jiu, 43, 48-65.
  • Zhang, L. & Gong, Y. (2024). A systematic review of research on early career academics’ identity in neoliberal higher education from 2008 to 2022. Higher Education Research & Development, 43(7), 1662-1678. https://doi.org/10.1080/07294360.2024.2354288.
  • Gong, Y., Zheng, Y., & Gao, X. (2023). Portuguese language learning and capital access: A study on university students in Macau. Porta Linguarum, 8, 133-149. https://doi.org/10.30827/portalin.viVIII.29243.
  • Cai, C., & Yeung, S. K. (2023). Wind Imagery in Shijing: Sacrificing to the Wind God in Early China. Religions, 14(1), 102.
  • Chen, T., & Zhang, D. (2023). Aspects of vocabulary depth knowledge in L2 reading comprehension. Foreign Language Annals, 56(3), 786-806.
  • Hsiang, T. P., Graham, S., Liu, X., & Zhou, Z. (2023). Teachers’ beliefs and practices in textbook selection and use when teaching Chinese as a second language. Reading and Writing, 36(7), 1651- https://doi.org/10.1007/s11145-022-10336-9
  • Lee, J. S. & Xie, Q. (2023). Profiling the affective characteristics of EFL learners’ digital informal learning: A person-centred approach. Innovations in Language Learning and Teaching, 17(3). 552-566. https://doi.org/10.1080/17501229.2022.2085713
  • Li, W., & Gong, Y. (2023). The role of social networks in academic discourse socialization: Insights from degree-seeking multilingual international students in China. Multilingua, 42(5), 707-738. https://doi.org/10.1515/multi-2022-0106
  • Xie, Q. (2023). Assessing source use: Summary vs. integrated reading-to-write essay. Assessing Writing, 57, 100755. https://doi.org/10.1016/j.asw.2023.100755.
  • Yang, H., & Gong, Y. (2023). Preservice teachers’ epistemic agency during practicums: Case studies from Macau. Language, Culture and Curriculum, 36(4), 471-488. https://doi.org/10.1080/07908318.2023.2239848.
  • Yang, Z., & Cai, C. (2023). A study of the di sacrifice rite in the Spring and Autumn Period. Studies in Chinese Religions, 9(4), 380-397.
  • Yang, Z., & Lu, (2023). The Franciscans of Mary and Macau Saint Rosa Secondary School. Catholic Church in China, 1, 40-46.
  • Zhou, Z., Graham, S., & Hsiang, T. P. (2023). Teaching Chinese characters to first and second graders during the first Covid-19 school closure in China: An observational study. Reading and Writing, 36(9), 2465-2498. https://doi.org/10.1007/s11145-022-10398-9
  • Gong, Y., Lai, C., & Gao, X. (2022). Language teachers’ identity in teaching intercultural communicative competence. Language, Culture and Curriculum, 35(2), 134-150. https://doi.org/10.1080/07908318.2021.1954938.
  • Gong, Y., Thapa, C. B., & Gao, X. (2022). Racialization and English learning: The experiences of Nepali secondary school students in Hong Kong. Current Issues in Language Planning, 24(5), 554-572. https://doi.org/10.1080/14664208.2022.2153398.
  • Graham, S., Hsiang, T. P., Ray, A., Zheng, G., & Hebert, M. (2022). Predicting efficacy to teach writing: The role of attitudes, perceptions of students’ progress, and epistemological beliefs. Elementary School Journal, 123(1), 1-36. https://doi.org/10.1086/720640
  • Hsiang, T. P., Graham, S., Wang, Z., Wang, C., & Skar, G. B. (2022). Teaching Chinese characters to students in grades 1 to 3 through emergency remote instruction during the COVID-19 pandemic. Reading and Writing, 35(8), 1975- https://doi.org/10.1007/s11145-022-10288-0
  • Huang, X., Sun, M., & Wang, D. (2022). Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity. Teaching and Teacher Education, 116, 103758. https://doi.org/10.1016/j.tate.2022.103758
  • Jiang, Y., Wang, Q., & Weng, Z. (2022). The influence of technology in educating English language learners at-risk or with disabilities: A Systematic Review. Center for Educational Policy Studies Journal, 12(4), 53-74. https://doi.org/10.26529/cepsj.1426
  • Li, W., & Gong, Y. (2022). Agency in the nexus of identity and social network: Understanding the second language socialization experiences of international students in China. Journal of Language, Identity & Education, 24(2), 233-251. https://doi.org/10.1080/15348458.2022.2092484.
  • Li, W., Gong, Y., & Wang, Y. (2022). 國際中文教學的社會文化視角：SSCI 期刊文獻視覺化分析(The sociocultural perspective in international Chinese teaching: Visualization analysis on SSCI-indexed journal publications). 國際漢語教學研究 (Journal of International Chinese Teaching), 4(36), 67-77. [In Chinese; CSSCI]
  • Zhan, Y., & Sung, M.-C. (2022). 傾聽學生的聲音：中國南方某小學五年級學生的課程詮釋 (Listening to students’ voices: Curriculum interpretations of fifth-grade students in an elementary school in South China). 教育研究集刊 (Bulletin of Educational Research), 68(4), 41-77.
  • Hsiang, T. P., Graham, S., Wang, Z., & Gong, Y. (2021). How Chinese characters are taught: An analysis of three popular textbooks used in Macao. Technology, Knowledge and Learning, 26(2), 355- https://doi.org/10.1007/s10758-021-09492-8
  • Wang, Y., Sung, M. C., & Vong, K. I. P. (2021). The global v. the local: Knowledge construction and building Western university with Chinese/local characteristics. International Journal of Educational Research, 109, 101835.
  • Hsiang, T. P., Graham, S., & Yang, Y.-M. (2020). Teachers’ practices and beliefs about teaching writing: A comprehensive survey of grades 1 to 3 teachers. Reading and Writing, 33(10), 2511- https://doi.org/10.1007/s11145-020-10050-4
  • Wang, Y., Sung, M. C., & Vong, K. I. P. (2020). The foreign moon is fuller: Chinese academics’ perception of internationalisation. Compare: A Journal of Comparative and International Education, 50(6), 827-843. 
  • Sung, M.-C. (2019). 杜威實驗學校的課程理念與實踐 (Theory and practice of curriculum in John Dewey’s Laboratory School), 教育研究集刊 (Bulletin of Educational Research), 65(1), 1-41.

Books published with renowned national or international publishers

  • 鄭振偉,《百年樹人──清末以來的澳門教育》(A Century of Learning: Education in Macau Since the Late Qing Dynasty) , 中國社會科學出版社, 2024年8月。
  • Ke, S., Zhang, D., & Koda, K. (2023). Metalinguistic awareness in aecond language reading development (Elements in Applied Linguistics). Cambridge University Press.
  • Yu, S. (2024). Peer Assessment in Writing Instruction. Cambridge University Press. https://doi.org/10.1017/9781009429979
  • Zhang, D., & Miller, R. T. (Eds.). (2023). Crossing boundaries in researching, understanding, and improving language education: Essays in honor of G. Richard Tucker. Springer (Educational Linguistics Series No. 58).
  • Li, L., & Zhang, D. (Eds.). (2022). Reading in Chinese as an Additional Language: Learners’ development, instruction and assessment. Routledge.
  • Yang, Z. (2023). HeGuanZi Zhen Lun. Social Science Academic Press.
  • Zhang, D., & Miller, R. T. (Eds.). (2023). Crossing boundaries in researching, understanding, and improving language education: Essays in honor of G. Richard Tucker. Springer (Educational Linguistics Series No. 58).
  • Li, L., & Zhang, D. (Eds.). (2022). Reading in Chinese as an Additional Language: Learners’ development, instruction and assessment. Routledge.
  • 王彤彥, 孫名謠等. (2022). 中學語文學科考試命題與評價，北京師範大學出版集團。