Research highlights2026-01-05T15:29:34+08:00

Research Highlights

Li, X., *Zhang, D., & Ke, S. (2025). Transfer facilitation of metalinguistic awareness in word reading among Dual Language Learners of English: A Meta-Analytic Structural Equation Modeling study. Review of Educational Research.
Ke, S., Zhang, D., & Koda, K. (2023). Metalinguistic awareness in a second language reading development (Elements in Applied Linguistics). Cambridge University Press.
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.
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.
Professor Dongbo Zhang delivered a report titled ‘Why should assessment not be a “Cinderella” in Chinese as a second language (CSL) vocabulary studies?’ at Pacific Second Language Research Forum 2025
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.
Hsiang, T. P., Graham, S., Lin, C., & Wang, C. (2025). Students’ perceptions of their digital citizenship and practices. Reading and Writing, 38(5), 2201-2233.
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.
Xie, Q. & Zhang, C. (2024). Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality. Computers & Education, 223 (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.
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.
Hsiang, T. P., Graham, S., Lin, C., Wang, C., & Cao, Y. (2025). Teachers’ perceptions of their students’ digital citizenship and practices. Elementary School Journal, 126(1), 138-168.
Liang, C., Zhou, N., & Yu, S.* (2024). Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach. Language Teaching Research, 13621688241279392.
Yu, S.*, Liu, C., & Zhang, L. (2023). Understanding L2 writers’ lived experiences of informal writing: A phenomenological approach. Journal of Second Language Writing, 60, 100979.
Yu, S*., Zhang, Y., Liu, C., & Lee, I. (2022). From theory to practice: Understanding the long-term impact of an L2 writing education course on writing teachers. Language Teaching Research.
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.
Gong, Y., & Gao, X. (2024). Language teachers’ identity tensions and professional practice in intercultural teaching. Language Teaching Research, 13621688241241125.
Yuan, R., Wang, Z., & Liu, S. (2023). When big ideas meet critical thinking in lesson study: Insights from a pre-service language teacher education course. Language Teaching Research, 13621688231211664.

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