Professor Lawrence Zhang

PhD, MA (Hon), PGDipELT (Distinction), BA


Dr Lawrence Jun Zhang is Professor of Linguistics-in-Education (Applied Linguistics & TESOL) in the School of Curriculum and Pedagogy and Associate Dean (AD) International Partnerships for the Faculty of Education and Social Work. His research programme spans cognitive, linguistic, sociocultural and developmental factors in reading/ biliteracy development, critical reading awareness in language education, metacognition, self-regulated learning (SRL) and reading development in L1 and L2 contexts, bilingual/biliteracy acquisition and bilingual/biliteracy education in primary and secondary schools, and learning and teaching English as a second/foreign language at university settings, the effects of self-regulated reading and writing instruction on bilingual/biliteracy development, and teacher identity and cognition in language teacher education.

Dr Zhang was a Post-Doctoral Visiting Fellow (Applied Linguistics & Second Language Acquisition) at the University of Oxford Department of Education. He was the sole recipient of the TESOL Award for Distinguished Research 2010-2011 awarded by the TESOL International Association, USA, for his paper published in an SSCI-indexed journal of the field, TESOL Quarterly, 44(2), “A dynamic metacognitive systems perspective on Chinese university EFL readers.” As one of the leading scholars in the field of TESOL, he has served the profession as an editorial board member for several international SSCI-indexed journals, including TESOL Quarterly (Wiley), System: An International Journal of Educational Technology and Applied Linguistics (Elsevier), Applied Linguistics Review (de Gruyter), Metacognition and Learning (Springer), and Journal of Second Language Writing (Elsevier), as well as other international journals of repute: Writing and Pedagogy (Equinox), RELC Journal (Sage), and Chinese Journal of Applied Linguistics (de Gruyter). He has also been a frequently invited manuscript reviewer for leading journals in the field: Reading Research Quarterly, Review of Educational Research, Journal of Multilingual and Multicultural Development, Applied Linguistics, Modern Language Journal, Language Learning, Language Teaching, Foreign Language Annals,  English for Specific Purposes, Instructional Science, Research Papers in Education, Reading and Writing: An Interdisciplinary Journal, Asia Pacific Education Researcher, Asia Pacific Journal of Education, Language Teaching Research, European Journal of Psychology of Education, International Journal of Qualitative Studies in Education, Journal of Early Childhood Literacy, Journal of Teacher Education,Teaching and Teacher Education, Educational Psychology: An International Journal of Experimental Educational Psychology, Language, Culture & Curriculum,  Language Assessment Quarterly, and Assessing Writing, among others. In 2016, he was honoured with the recognition by the TESOL International Association (USA) with the award of  "50 at 50", which acknowledged "50 Outstanding Leaders" around the globe in the profession of TESOL when the Association celebrated its 50th anniversary in Baltimore, Maryland, USA. In March 2017, he was officially installed as a newly elected member of the Board of Directors of  the TESOL International Association witnessed by members at the annual general meeting during the 51st TESOL International Convention, 21–24 March 2017, Seattle, Washington, USA. He was Principal Investigator of a Singapore MOE-funded research project (200K NZD equivalent), Co-PI of three other MOE-funded projects (500K NZD). He is also the external collaborator on a project led by Principal Investigator Dr Kenneth Ong of Nanyang Technological University, Singapore, Mobile Education Networked Tutoring on Request (MENTOR) in Writing in English for Academic and Specific Purposes, a grant from the prestigious Singapore Millennium Foundation worth SGD671,250 (680,000 NZD equivalent) (July 2016 - July 2019).

Research | Current

Externally Funded Research Projects

Research Work/Reports

New Books

Latest Journal Articles and Chapters (*denotes Corresponding Author)

  • Zhang, L.J. (2022). Toward a theory-practice praxis in L2 Writing. In E. Hinkel (Ed.), Handbook of second language teaching and learning (Vol. 4). New York, NY: Routledge.
  • Zhang, L.J., & Sun, Q.B. (2022). Developing and validating the English Teachers' Cognitions about Grammar Teaching Questionnaire (TCAGTQ) to uncover teacher thinking. Frontiers in Psychology, 13, 880408, 1-16. (SSCI-indexed)
  • Zhang, L.J. & Liu, Y.H. (2022). 教材语篇的文化内涵:一项基于语料库的大学思辨英语教程研究 [Cultural connotations in textbook discourse: A corpus-linguistics study of College English textbooks]. 《中国外语》[Foreign Languages in China], 19(1), 90-100. (CSSCI-indexed)
  • Xu, Z.Q., *Zhang, L.J., & Parr, J.M. (2022). Incorporating peer feedback in writing instruction: Its effects on English-as-a-foreign-language (EFL) learners’writing performance. International Review of Applied Linguistics in Language Teaching, Online first, 1-25. (SSCI-indexed)
  • Teng, M.F., & Zhang, L.J. (2022). Development of metacognitive knowledge and morphological awareness: A longitudinal study of ethnic minority multilingual young learners in China. Journal of Multilingual and Multicultural Development, online first, 1-22. (SSCI-indexed)
  • Teng, M. F., Wang, C., & Zhang, L. J. (2022). Assessing self-regulatory writing strategies and their predictive effects on young EFL learners' writing performance. Assessing Writing, 51, 100573, 1-16. (SSCI-indexed) 
  • Perkins, K., & Zhang, L. J. (2022). The effect of L1 transfer on L2 acquisition and learning: From contrastive analysis to contemporary neuroimaging. RELC Journal, online first, 1-20. (SSCI-indexed)
  • Liu, Y.H., *Zhang, L.J., & Yang, L.F. (2022). A corpus linguistics approach to the representation of Western religious beliefs in ten series of Chinese university ELT textbooks. Frontiers in Psychology, 13, 789660, 1-15. (SSCI-indexed)
  • Cheng, X.L., & *Zhang, L.J. (2022). Teachers helping students improve their writing in English as a foreign language (EFL) through written feedback: The case of native and nonnative English-speaking teachers' beliefs. Frontiers in Psychology, 13, 804313, 1-15. (SSCI-indexed)
  • Chen, S., & *Zhang, L.J., & Parr, J.M. (2022). Authoring selves in language teaching: A dialogic approach to language teacher psychology. Frontiers in Psychology, 13, 21829, 1-14.  (SSCI-indexed)
  • Chang, P.Y., & *Zhang, L.J. (2022). Variability of language aptitude and working memory in L2 listening development. In Z.E. Wen, P. Skehan, & R. Sparks (Eds.), Language Aptitude Theory and Practice: Pushing the Boundaries. Cambridge, England: Cambridge University Press.
  • Zhang, L. J. (2021). Crossing literacy borders through writing: Transformational apprenticeship and repositioning of English-as-an-additional-language (EAL) learners. In A. Golden, L. Kulbrandstad, & L. J. Zhang (Eds.), Crossing Borders, Writing Texts, Being Evaluated: Cultural and Disciplinary Norms in Academic Writing (147-163). Bristol, England: Multilingual Matters. 
  • *Zhang, L. J., & Cheng, X. L. (2021). Examining the effects of comprehensive written corrective feedback on L2 EAP students'  linguistic performance: A mixed-methods study. Journal of English for Academic Purposes, 49, 101043, 1-15.  (SSCI-indexed)
  • Zhan, J., Sun, Q. Y., & *Zhang, L. J. (2021). Effects of manipulating writing task complexity on EFL learners' vocabulary and syntactic learning. Language Teaching Research.  Online first, 1-25. (SSCI-indexed)
  • Zhang, L. J. (2021). Curriculum innovation in language teacher education: Reflections on 31 Years of the PGDELT Program for teacher continuing professional development. Chinese Journal of Applied Linguistics, 44(4), 435-450. (ESCI-indexed)
  • Zhang, T. T., & *Zhang, L. J. (2021). Taking stock of a genre-based pedagogy: Sustaining the development of EFL students' knowledge of the elements in argumentation and writing improvement. Sustainability, 13(11), 6275, 1-25. (SSCI-indexed) 
  • Zhang, W. W., Zhang, D. L., & *Zhang, L. J. (2021). Metacognitive instruction for sustainable learner development: Evidence from English learners' perceptions of task difficulty and metacognitive strategy use in integrated speaking assessment. Sustainability, 13(11), 6275, 1-21.  (SSCI-indexed)
  • Zhang, W. W., *Zhang, L. J., & Wilson, A. J. (2021). Supporting learner success: Revisiting strategic competence through developing an inventory for computer-assisted speaking assessment. Frontiers in Psychology, 12, 689581, 1-14. (SSCI-indexed)
  • Zhang, S. J., *Yu, H., & Zhang, L. J. (2021). Understanding the sustainable growth of EFL students' writing skills: Differences between novice and expert writers in their use of lexical bundles in academic writing. Sustainability, 13(10), 3390, 1-17. (SSCI-indexed)
  • Zhang, S. M., & *Zhang, L. J. (2021). Effects of a xu-argument based iterative continuation task on an EFL learner's linguistic and affective development: Evidence from errors, self-initiated error corrections, and foreign language learning attitude. System, 98(102481), 1-12. (SSCI-indexed)
  • Zhang, J. H., & *Zhang, L. J. (2021). A Dynamic Systems Theory perspective on the variability in learners' development of syntactic complexity in EFL writing. Chinese Journal of Second Language Writing, 2(1), 1-13.  
  • Zhang, L., & *Zhang, L. J. (2021). Fostering stance-taking as a sustainable goal in developing EFL students' academic writing skills: Exploring the effects of explicit instruction on academic writing skills and stance deployment. Sustainability, 13(8), 4270,1-20.  (SCIE/SSCI-indexed)
  • Zhang, L., & *Zhang, L. J. (2021). Development and validation of the Questionnaire on EFL Students' Perceptions of Authorial Stance in Academic Writing. Applied Linguistics Review, Online First, 1-33. (SSCI indexed) 
  • Xu, T. S., *Zhang, L. J., & Gaffney, J. S. (2021). Examining the relative effectiveness of task complexity and cognitive demands on students; writing in a second language. Studies in Second Language Acquisition, 1-24. Online first. (SSCI-indexed, Cambrige University Press)
  • Wu, X. M., Dixon, H. R., & *Zhang, L. J. (2021). Sustainable development of students' learning capabilities: The case of university students' attitudes towards teachers, peers, and themselves as oral feedback sources in learning English. Sustainability, 13(9), 5211, 1-12. (SSCI-indexed)
  • Wu, X. M., *Zhang, L. J., & Liu, Q. (2021). Using Assessment for Learning (AfL): Multi-case studies of three Chinese university English-as-a-foreign-language (EFL) teachers engaging students in learning and assessment. Frontiers in Psychology, 12, 725132, 1-16.      (SSCI-indexed)
  • Wu, X. M., *Zhang, L. J., & Dixon, H.R. (2021). EFL teachers’ understanding of assessment for learning (AfL) and the potential challenges for its implementation in Chinese university EFL classes. System, 101, 102589, 1-14.  (SSCI-indexed)
  • Wu, D. A., *Zhang, L. J., & Wei, L. V. (2021). Becoming a translation teacher: A longitudinal case study of a novice teacher's identity and emotions. Spanish Journal of Applied Linguistics, 34(1), 316-343. (SSCI-indexed) 
  • Wang, Y. L., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching:  The Past, current status and future directions. Frontiers in Psychology, 12, 731721, 1-20. (SSCI-indexed)
  • Wang, D., & *Zhang, L. J. (2021). Sustainability as a goal in teaching workforce retention: Exploring the role of teacher identity construction in preservice teachers' job motivation. Sustainability, 13(5), 2698,1-16. (SSCI-indexed) 
  • Teng, L. S., & *Zhang, L. J. (2021). Can self-regulation be transferred to second/foreign language learning and teaching? Current status, controversies, and futures directions. Applied Linguistics, online first. (SSCI-indexed, Oxford University Press)
  • Teng, F. M., & Zhang, L. J. (2021). Development of children's metacognitive knowledge, and reading and writing proficiency in English as a foreign language: Longitudinal data using multilevel models. British Journal of Educational Psychology. (SSCI-indexed)
  • Sun, Q. Y., *Zhang, L. J., & Carter, S. (2021). Investigating students' metacognitive experiences: Insights from the English as a Foreign Language Learners' Writing Metacognitive Experiences Questionnaire (EFLLWMEQ). Frontiers in Psychology, 12, 744842, 1-15. (SSCI-indexed)
  • Sun, Q. B., & *Zhang, L. J. (2021). A sociocultural perspective on English-as-a-foreign-language (EFL) teachers' cognitions about form-focused instruction. Frontiers in Psychology, 12, 593172, 1-15. (SSCI-indexed)
  • Sun, P.P., & *Zhang, L. J. (2021). Understanding preservice L2 Chinese teachers’ educational technology acceptance from a scale development and validation perspective. Journal of Technology and Chinese Language Teaching, 12, 102-116. (ESCI-indexed)
  • Soltani, B., & *Zhang, L.J. (2021). International students’ language socialization in an English-medium university: A socio-spatial lens. Australian Review of Applied Linguistics, online first, 1-24. (ESCI-indexed)
  • Rahimi, M., & Zhang, L. J. (2021). Effects of an engaging process-genre approach on student experiences, engagement, and writing achievements. Reading and Writing Quarterly, online first, 1-17. (SSCI-indexed).
  • Liu, Y. H., *Zhang, L. J., & May, S. (2021). Dominance of Anglo-American cultural representations in English university textbooks in China: A corpus linguistics analysis. Language, Culture and Curriculum. Online first. (SSCI-indexed)
  • Li, H.H., & *Zhang, L.J. (2021). Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students’ individual writing: A quasi-experimental study. PLoS ONE, 16(5), e0251569, 1-20. (SSCI-indexed)
  • Li, C. C., & Zhang, L.J., & Jiang, G.Y. (2021). Conceptualization and measurement of foreign language learning burnout. Journal of Multilingual and Multicultural Development, online first.  (SSCI-indexed)
  • Jiang, A.L., & Zhang, L.J. (2021). Effects of teachers' teaching style on students' agentic engagement in EFL learning: An SDT and AGT integrated perspective. Frontiers in Psychology, 12, 704269, 1-15. (SSCI-indexed)
  • Jiang, A.L., & Zhang, L. J. (2021). Teacher learning as identity change: The case of EFL teachers in the context of curriculum reform. TESOL Quarterly, 55(1), 271-284. (SSCI-indexed) 
  • Chen, J., *Zhang, L. J., Wang, X., & Zhang, T. T. (2021). Influences of SRSD revision instruction on English-as-a-foreign-language (EFL) students self-efficacy for text revision: A mixed-methods study. Frontiers in Psychology, 12, 670100, 1-16. (SSCI-indexed)
  • Chen, J., * Zhang, L.J., & Parr, J.M. (2021). Improving EFL students' text revision with the Self-Regulated Strategy Development (SRSD) model. Metacognition and Learning, online first, 1-21. (SSCI Indexed)
  • Cheng, X. L., & *Zhang, L. J. (2021). Teacher written feedback on English as a foreign language learners' writing: Examining native and nonnative English-speaking teachers' practices in feedback provision. Frontiers in Psychology, 12, 629921, 1-16. (SSCI-indexed)
  • Cheng, X. L., & *Zhang, L. J. (2021). Sustaining university English as a foreign language learners' writing performance through provision of comprehensive written corrective feedback. Sustainability13(15), 8192, 1-22. (SSCI-indexed)
  • Cheng, X. L., *Zhang, L. J., & Yan, Q. Z. (2021). Teacher written feedback in the EFL writing classroom: Beliefs and practices in interaction. Language Teaching Research, online first, 1057665, 1-31. (SSCI-indexed)
  • Chang, P. Y., & *Zhang, L. J. (2021). A CDST perspective on variability in foreign language learners’ listening development. Frontiers in Psychology, 12, 601962, 1-14. (SSCI-indexed)
  • Bao, C. R., *Zhang, L. J., & Dixon, H. R. (2021). Teacher engagement in language teaching: Investigating self-efficacy for teaching based on the project 'Sino-Greece Online Chinese Language Classroom'. Frontiers in Psychology, 12, 710736, 1-11. (SSCI-indexed)
  • *Zhang, L. J., & Zhang, D. L. (2020). Dialogic discussion as a platform for constructing knowledge: Student-teachers' interaction patterns and strategies in learning to teach English. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1-24. (ESCI-indexed)

  • *Zhang, L. J., & Zhang, D. L. (2020). Think-aloud protocols. In J. McKinley & H. Rose (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 301-312). London, England: Routledge.

  • *Zhang, L. J. & Cheng, X. L. (2020). A synthetic review of a decade of peer feedback research in China: Looking back and looking forward. 《西安外国语大学学报》Journal of Xi'an International Studies University, 28(1), 48-56. (CSSCI-Expanded List)
  • Zhang, J. H., & *Zhang, L. J. (2020). Learners' satisfaction with native and non-native English-speaking teachers' teaching competence and their learning motivation: A path-analytic approach. Asia Pacific Journal of Education. (SSCI-indexed)
  • Yuan, R., & Zhang, L. J. (2020). Teacher metacognitions about identities: Case studies of four expert language teachers in China. TESOL Quarterly, 54(4), 870-899. (SSCI-indexed)  
  • Yang, C. S., *Zhang, L. J., & Parr, J. M. (2020). The reactivity of think-alouds in writing research: Quantitative and qualitative evidence from writing in English as a foreign language. Reading and Writing, 33, 451–483. (SSCI-indexed)
  • Wu, M. J., *Zhang, L. J., Wu, D., & Wang, T. S. (2020). Effects of the interface categories on the acquisition patterns of English reflexives among learners of English as a foreign language. International Journal of Bilingualism, 24(4), 651-671. (SSCI, Sage, London, England).
  • Wu, D. A., & *Zhang, L. J. (2020). The influence of self-reflection in translation teacher development: A longitudinal case study. Foreign Languages and Their Teaching, 34(4), 50-59. (CSSCI-indexed)
  • Wei, X., *Zhang, L. J., & Zhang, W. X. (2020). Associations of L1-to-L2 rhetorical transfer with L2 writers' perception of L2 writing difficulty and L2 writing proficiency. Journal of English for Academic Purposes, 48, 100907, 1-14.
  • Wang, L. P., Wu, H. Y., & Zhang, L. J. (2020). Effects of task complexity on linguistic complexity in EFL writing. Modern Foreign Languages, 43(4),503-515. (CSSCI-indexed)
  • Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48(100701), 1-16. (SSCI-indexed)
  • Sun, P. P., & *Zhang, L. J. (2020). A multidimensional perspective on individual differences in multilingual learners' L2 Chinese speech production. Frontiers in Psychology, 11(59), 1-14. (SSCI-indexed)
  • Shen, Y. H., & *Zhang, L. J. (2020). Recent developments of meta-analyses in L2 research over the past decade. Foreign Language World, 40(2), 40-51. (CSSCI-indexed)
  • Li, H. H., *Zhang, L. J. & Parr, J. M. (2020). Small-group student talk before individual writing in tertiary English writing classrooms in China: Nature and insights. Frontiers in Psychology, 11(570575), 1-16. (SSCI-indexed)
  • Jin, Y. X., *Zhang, L. J., & MacIntyre, P. (2020). Contracting students for the reduction of foreign language classroom anxiety: A positive mindsets and behaviors-nurturing approach. Frontiers in Psychology., 11(1471), 1-11. (SSCI indexed)
  • Jiang, D.Y., & Zhang, L. J. (2020). Collaborating with ‘familiar’ strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing. Computers & Education, 150(103841), 1-13. (SSCI-indexed)
  • Jiang, A.L., *Zhang, L. J., May, S., & Qin, L. T. (2020). Understanding novice teachers' perceived challenges and needs as a prerequisite for English curriculum innovation. Language, Culture and Curriculum, 33(1), 15-31. (SSCI-indexed)
  • Huang, Y., & *Zhang, L. J. (2020). Does a process-genre approach help improve students’ argumentative writing in English as a foreign language? Findings from an intervention study. Reading and Writing Quarterly, 36(4), 339-364. (SSCI-indexed)
  • Gao, X. L., Zhang, L. J., & Tesar, M. (2020). Teacher cognition about sources of English as a foreign language (EFL) listening anxiety: A qualitative study. Linguistic & Philosophical Investigations, 19(1), 64-85. (Scopus-indexed)
  • Gao, X. L., & *Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers' cognitions about online teaching to tide over COVID-19. Frontiers in Psychology, 11(49653), 1-14. (SSCI-indexed) 
  • Chang, P. Y., & *Zhang, L. J. (2020). Idiodynamic research into EFL listeners' Directed Motivational Currents. Modern Foreign Languages, 43(2), 200-212. (CSSCI-indexed) Related URL.

Postgraduate supervision

Doctor of Philosophy (Ph.D.) Research Theses Supervised to Graduation at UoA

  • PhD - Kenneth K. W. Ong (Senior Lecturer, Nanyang Technological University, Singapore): Incidental EFL Vocabulary Learning through Codeswitched Reading Tasks. Co-supervisor: Professor Judy M. Parr (this thesis was short-listed for the Christopher Brumfit Best PhD/EdD Thesis Award 2015, through Language Teaching (journal), Cambridge University Press).
  • PhD - Sophie L. Teng (Research Fellow at Woolf Fisher Research Centre, University of Auckland; and Professor at Zhejiang University):  Fostering Strategic Second-Language Writers: A Study of Chinese English-as-a-Foreign-Language (EFL) Writers' Self-Regulated Learning Strategies, Self-Efficacy and Motivational Beliefs. Co-supervisor: Professor Martin East.
  • PhD - Chengsong Yang (Associate Professor at Xi'an Jiaotong University): The Reactivity and Veridicality of Concurrent Verbal Reports in Second Language Writing. Co-supervisor: Professor Judy M. Parr.
  • PhD - Muhammad Rahimi (Lecturer at University of Tehran): Task Complexity, Affective Factors, and Pre-task Planning: Effects on L2 Writing Production. Co-supervisor: Professor Judy M. Parr.
  • PhD - Paul P. Sun (Associate Professor at Zhejiang University): Chinese as a Second Language Learners' Speech Competence and Speech Performance in Classroom Contexts: Cognitive, Affective, and Socio-Cultural Perspectives. Co-supervisor: Dr Susan M. Gray.
  • PhD - Hua Geng (Lecturer at Nanjing University): The Effects of Written Feedback and Revision-focus Direction on Student Revision and Writing Improvement. Co-supervisor: Dr Rosemary Erlam, School of Cultures, Languages and Linguistics, Faculty of Arts.
  • PhD - Baker Sun (Associate Professor at Henan Polytechnic University): An Exploratory Study of Chinese University English-as-a- Foreign-Language (EFL) Teachers' Cognitions and Practices about English Grammar Teaching. Co-supervisor: Dr Constanza Tolosa.
  • PhD - Chunrong Bao (Assistant Professor at Jilin University): Methodology in Teaching Chinese to Speakers of Other Languages (TCSOL): Teachers' Beliefs and Practices in Native and Non-native Chinese-speaking Contexts. Co-supervisor:  Associate Professor Helen Dixon & Dr Ruth Williams.
  • PhD - Shan Chen ( Lecturer/Assistant Professor at Shandong University): A Study of Chinese University English-as-a-Foreign- Language (EFL) Teachers' Beliefs, Practices and Identities. Co-supervisor: Professor Stuart McNaughton & Professor Judy M. Parr.
  • PhD - Mazlin Mokhtar (Lecturer/Assistant Professor at Politeknik Ungku Omar of  Malaysia): Patterns and Beliefs of Lecturers' Code-switching: An Inquiry into Malaysian Polytechnics English Language Classrooms. Co-supervisors: Dr Mei Lai, Dr Douglas Loveles and Dr Susan M. Gray.
  • PhD - Helen Liu (Associate Professor at Yanshan University): College English Language Textbooks in China: A Corpus Linguistics Approach to Cultural Representations and Ideological Underpinnings. Main supervisor: Professor Stephen May.
  • PhD - Linlin Xu (Post-doctoral Research Fellow at The University of Auckland, New Zealand and concurrently Associate Professor at  University of Electronic Science and Technology of China, China):  Students' Voices Becoming: Feedback Dialogues in Intercultural Doctoral Supervision. Main supervisor:  Associate Professor Barbara Grant.
  • PhD - Vincent T. Greenier (Lecturer/Assistant Professor at The University of Aberdeen): Exploring the Relationship between Creativity, Second Language Learning, and the EFL Curriculum: An Ethnographic Case Study Analysis. Main supervisor: Associate Professor Tan Bee Tin, Faculty of Arts.
  • PhD - Anne L. Jiang (Associate Professor at Northeast Normal University): Investigating Chinese Tertiary ESP Teachers' Professional Development and Identity (Re)formation: Challenges, Needs and Pedagogical Practices. Main Supervisor: Professor Stephen May.
  • PhD - Christine P. Chang (Assistent Professor at Chongqing University, Chongqing): A Complex Dynamic Systems Theory Perspective on Learner Individual Differences in Second Language Listening Development. Co-supervisor: Professor Professor Judy M. Parr.
  • PhD - Tony L. Qin (Associate Professor at Jinan University): Metacognitive Perspectives on Learning to Write in English as a Foreign Language (EFL) in Multimedia Environments at the Tertiary Level in China. Co-supervisor: Associate Professor Richard Hamilton.
  • PhD – Lori  X. Gao (Lecturer/Assistant Professor at Taiyuan University of Technology):  Teacher Cognition and Practice in Classroom Listening Instruction: Case Studies of Five English-as-a-foreign-language (EFL) Teachers in a Chinese University. Co-supervisor: Associate Professor Marek Tesar.
  • PhD – Helen H. Zhao (Acadmic Writing Advisor, Massey University, Auckland campus): EFL Writing Teacher Cognition: A Study of Teachers of “College English” in Universities in China. Co-supervisor: Associate Professor Rebecca Jesson.
  • PhD – Xiao Wang (Teaching and Learning Advisor, Royal New Zealand Police College, Wellington): A Study of Chinese Junior Secondary School Students' Self-regulated Learning, Motivation, and English Reading Achievement. Co-supervisor: Dr Margaret Kitchen.
  • PhD - Di Wang (Lecturer/Assistant Professor at Shanghai International Studies University):  A Dynamic Systems Theory Perspective on Pre-service Chinese Language Teachers' Professional Identity. Co-Supervisor: Professor John Read, Faculty of Arts.
  • PhD - Allen D. Wu (Research Fellow at Woolf Fisher Research Centre, University of Auckland): Complexities of Translator Competence:  Weaving Translation Teacher Cognitions, Pedagogical Practices, and Student Insights. Co-supervisor: Associate Professor Aaron Wilson.
  • PhD - Lifen Shen: Learner Needs and Genre Analysis of Thesis Discussion in Two Disciplines. Main supervisor: Associate Professor Susan Carter.
  • PhD - Yu Huang (Lecturer/Assistant Professor, Wuhan University): A Process-Genre Approach to Teaching Writing: Effects on Chinese EFL Learners' Argumentative Writing Quality, Genre Knowledge and Metacognitive Strategies. Co-supervisor: Associate Professor Aaron Wilson.
  • PhD - Qiaozhen Yan (Assistant Professor at Chongqing University): Classroom-based Assessment of Young EFL Learners in the Chinese Context: Teachers' Conceptions and Practices. Co-supervisor: Associate Professor Helen Dixon.
  • PhD - Jing Chen (Assistant Professor at Huazhong Agricultural University): Effects of SRSD on Students' Metacognitive Knowledge, Self-efficacy, Text Revision, and Text Quality in EFL Writing. Co-supervisor: Professor Judy M. Parr.
  • PhD - Tingting Zhang (Assistant Professor at Shanxi University of Finance and Economics): Exploring Undergraduate English-as-a-Foreign-Language (EFL) Students' Knowledge about the Elements in Argumentation and Their EFL Writing Performance. Co-supervisors: Dr Gillian Ward and Dr Natsuko Shintani.
  • PhD - Sophia XuThe Effects of Anxiety, Cognitive-task Variability and Planning Type on Chinese Students' Argumentative Writing in English as a Foreign Language. Joint main supervisor: Professor Jan Gaffney.
  • PhD - Xiaolong Cheng (Associate Professor, Hubei University of Technology): Native and Non-native English-Speaking EFL Teachers' Written Feedback on Chinese EFL learners' Writing: Beliefs, Practices, and Pedagogical Effects.  Co-supervisor: Associate Professor Rosemary Erlam.
  • PhD - Xiaoyu Zhang (Postgraduate Facilitator, Master of Contemporary Education Programme, MindLab, Auckland): Effects of Using Self-assessment on English-as-a-foreign-language (EFL) Students' Self-efficacy Beliefs and Writing Improvement. Co-supervisors: Professor Judy M. Parr & Dr Christine Biebricher.
  • PhD - Lu Zhang (placed on the UOA School of Graduate Studies Dean's List; Assistant Professor, Ocean University of China): Fostering Effective Stance-taking: A Study of English-as-a-Foreign-Language (EFL) Student Writers' Beliefs, Deployment, and Learning of Authorial Stance in English Academic Writing. Co-supervisor: Associate Professor Aaron Wilson.
  • PhD - Molly X. Wu (Associate Professor at Xi'an Jiaotong University): Unveiling Assessment for Learning in Chinese University English-as-a-Foreign-Language Classrooms: Teacher and Student Perspectives. Co-supervisor: Associate Professor Helen Dixon.
  • PhD - Yan Yang (Lecturer at Xi'an International Studies University): Effects of the L2 on the L1: Tracing Possible Backward Transfer in Chinese EFL Learners' Written Texts. Co-supervisor: Dr Louisa Buckingham, Faculty of Arts.
  • PhD - Fraoncoise Li Yang (Lecturer at Jiangsu University of Science and Technology): Fostering Chinese University Students' Self-regulated Learning of EFL Writing through Feedback Provision. Join main supervisor: Associate Professor Helen R Dixon.
  • PhD - Zhiqing Xu (Lecturer at Jilin University): Effects of Peer Feedback on Chinese EFL Learners' Text Revisions and Writing Performance. Co-supervisor: Professor Judy M Parr.

Ph.D. Theses Supervised for Overseas Universities, as Co-supervisor

  • PhD - Mehrdad Yousefpoori-Naem, Shahid Beheshti University, Iran (graduated with PhD in Sept 2016, now Lecturer at Shahid Beheshti University, Iran), main supervisor: Associate Professor Sasan Baleghizadeh.
  • PhD - Rui (Eric) Yuan, Chinese University of Hong Kong, Hong Kong (graduated with PhD in Nov 2015, now Associate Professor at University of  Macau, Macau), main supervisor: Professor Icy Lee.
  • PhD - Liping Wang, Renmin University of China, China (graduated with PhD in May 2018; now Associate Professor at Nanchang University), main supervisor: Professor Hongyun Wu.
  • PhD - Xing Wei, Tsinghua University, China (graduated with PhD in Jan 2019; now a Post-doctoral Fellow, Beijing Foreign Studies University, Beijing, China). main supervisor: Professor Wenxia Zhang.

Ph.D. Theses Supervised in the Past at Nanyang Technological University, Singapore

  • PhD - Justina Ong: Effects of Planning and Revising on EFL Learners’ Quality in Written Production (runner-up in 2010 for the Christopher Brumfit Best PhD/EdD Thesis Award, through Language Teaching (journal), Cambridge University Press) (now Senior Lecturer at National University of Singapore, Singapore).
  • PhD - Qing Ni: Raising Student Awareness of the Quality of Translation through Linguistic Function Analysis: An Appraisal Study (now Lecturer at Ngee Ann Polytechnic, Singapore).
  • PhD - Steven Tan: English Reading Strategies of Primary Pupils in Multimedia-Mediated Environments: An Exploratory Factorial Study (now Research Fellow, National Institute of Education, Singapore).
  • PhD - Limei Zhang: Analysis of Reading Comprehension Processes and Strategies Used by Test-Takers in the College English Test –Band 4 in China: A Mixed-Methods Study (now Lecturer at Singapore Centre for the Chinese Language, MoE, Singapore).

MEd Theses Supervised to Completion at UoA (60-point dissertation; 90-point and 120-point MEd-by-Research thesis)

  • MEd - Katherine Huggard: Teachers' Attitudes towards Grammar and Their Pedagogical Practices in Delivering Written Language Programmes in Upper Primary Schools in New Zealand (graduated and Degree awarded 2015), Co-supervisor Mrs Maree Jeurissen (60-point dissertation)
  • MEd - Chao Zheng: A Comparative Study of Foreign Language Anxiety of Chinese First Year College Students in China and Those Learning in New Zealand (graduated and Degree awarded 2015), Co-supervisor Dr Kane Meissel (120-point research thesis)
  • MEd - Fei Teng: A Case Study of Teacher’s Questioning and the Follow-up Moves in a Chinese University English as a Foreign Language (EFL) Classroom (ongoing), Main supervisor Dr Christine Biebricher (90-point research thesis, degree awarded March 2018)
  • MEd - Junwei Wang: Effects of Task-based Language Teaching (TBLT) on the Alleviation of Chinese High School Students’ English as a Foreign Language (EFL) Listening Anxiety, Co-supervisor Dr Christine Biebricher (120-point research thesis, degreed awarded July 2018)

Supervision to Completion of MA (Applied Linguistics), Nanyang Technological University, Singapore

  • MA Applied Linguistics - Carol Debarera: The Impact of Metacognitive Scaffolding and Monitoring on Reading Comprehension Tasks, graduated in 2012, National Institute of Education, Nanyang Technological University, Singapore.
  • MA Applied Linguistics - Dayu Jiang: Analyzing the Effectiveness of Multimodal Courseware Design from the Perspective of Cognitive Load Theory, graduatd in 2012, National Institute of Education, Nanyang Technological University, Singapore.
  • MA Applied Linguistics - Yi Zeng: An Investigation of Authority Construction through the Use of Reporting Clauses in Discussion Sections of Chinese Students' MA Dissertations in Singapore and China, graduated in 2012, National Institute of Education, Nanyang Technological University, Singapore.
  • MA Applied Linguistics - Sulasni Rahman: Effects of Metacognitive Strategic Reading Instruction on Primary School Pupils' Reading Improvement, graduated in 2008, National Institute of Educaton, Nanyang Technological University, Singapore.
  • MA Applied Lingusitics - Dongping Liu: An Evaluation of the Effectiveness of the Online Writing Assessment System in ETAS, graduated in 2007, National Institute of Education, Nanyang Technological University, Singapore.
  • MA Applied Linguistics - Kenneth Ong: Functional-Lexical Code-Paired Norms of Mandarin-English Bilinguals, 2006, National Institute of Education, Nanyang Technological University, Singapore.
  • MA Applied Linguistics - Fadila Binte Mohmed: Strategies in Reading Comprehension: Case Studies of Good and Poor Upper Primary School Readers, graduated in 2006, National Institute of Education, Nanyang Technological University, Singapore.
  • MA Applied Linguistics - Jean Chen: Student Perspectives on Reticence in the ESL/EFL Classrooms: Comparing High and Low Proficiency PRC Tertiary Students, graduated in 2005,  National Institute of Education, Nanyang Technological University, Singapore.



Awards and Honours

Invited  Plenary Addresses

Invited Public Talks


Current: Service to University of Auckland, New Zealand
- School of Curriculum & Pedagogy Executive (Jan 2015 - Dec 2018)
- University Discipline Committee, University of Auckland (Jan 2015 - Dec 2016)
- Senate, University of Auckland (Jan 2015 - present)
- Faculty Staffing Committee, Faculty of Education (Jan 2015 - present)
- Faculty Postgraduate Awards-subcommittee, Faculty of Education (Jan 2014 - Oct 2015)
- Faculty International Working Group, Faculty of Education (Jan 2013 - present)
- University International Committee, University of Auckland (Feb 2012 – Dec 2014)
- Faculty Postgraduate Committee, Faculty of Education (Feb 2012 -  Feb 2015)
- Faculty International Committee, Faculty of Education (Feb 2012 – Dec 2012)
- Faculty Education Committee, Faculty of Education (Feb 2012 – Dec 2012)
- Faculty Equity Committee, Faculty of Education (Feb 2012 – Feb 2013)
- Faculty Admissions Sub-Committee, Faculty of Education (Feb 2012 – Feb 2013)
- Faculty Research Committee, Faculty of Education (March 2012 – Dec 2012)

Previous: Service to National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore
- Co-Chair, NIE’s Postgraduate Programs Core Team under the TE21 Implementation Program (2011-2012)
- Chair, English Language & Literature Seminar Committee (2005-2012)
- Chair, the 13th International Conference on English Language in Southeast Asia (ESEA 2008) Organizing Committee (2007-2008)
- Chair, Committee on the Development of the Advanced Diploma in English Language Study (2005-2006)
- Chair, English Language & Literature Academic Group’s Program Coordinators Committee (2004-2006)
- Advisor, Postgraduate Diploma in English Language Teaching Program (2000-2008)

- NIE’s Postgraduate Programs Core Team under the TE21 Implementation Program (2009-2010)
- NIE’s Academic and Administrative Systems Teaching Functions Committee (2008-2009)
- Organizing Committee of the International LangScape Conference 2006: Exploring Ways of Teaching English Language & Literature (2005-2006)
- ELL Academic Group’s Faculty Search/Hire Committee (April 2011-Feb 2012)
- ELL Academic Group’s Faculty Re-appointment Committee (Oct 2010-Feb 2012)
- NIE’s Head Search Committee appointed by Dean of Faculty Affairs of NIE for the Asian Languages and Cultures Academic Group (Feb 2011-Dec 2011)
- ELL Academic Group’s Research Ethics Committee (Jan 2011-Feb 2012)

External Service to the Ministry of Education, Singapore

- Consultant to the English Language Syllabus 2010 (Primary & Secondary (Express/ Normal [Academic])

Service to Other Institutions (Doctoral Thesis External Examiner)

- University of Oxford, United Kingdom
- Victoria University of Wellington, New Zealand
- University of Canterbury, Christchurch, New Zealand
- University of Otago, Dunedin, New Zealand
- University of Waikato, Hamilton, New Zealand
- Auckland University of Technology, Auckland, New Zealand
- Education University of Hong Kong, Hong Kong SAR, China
- University of Hong Kong, Hong Kong SAR, China
- Nanyang Technological University, Singapore
- Flinders University, Adelaide, Australia
- Monash University, Melbourne, Australia
- Edith Cowan University, Brisbane, Australia
- Macquarie University, Sydney, Australia
- University of South Australia, Adelaide, Australia
- University of New South Wales, Sydney, Australia
- University of Sydney, Sydney, Australia
- University of Western Australia, Crawley, Australia
- The British University in Dubai, United Arbab Emirates
- The United Arab Emirates University, United Arab Emirates


Areas of expertise

  • Applied linguistics
  • Second language acquisition and learning
  • TESOL- Teaching English to Speakers of Other Languages
  • Bilingual-biliteracy acquisition/learning
  • Cognitive manipulation on the quality of L2 writing
  • Self-regulated learning (SRL) and metacognition in language learning
  • Vocabulary, reading, and writing development in children and adults
  • Pedagogical grammar and grammar pedagogy
  • Testing and assessment of L2 proficiency
  • Language teacher professional development
  • Teacher identity, cognition and change

Committees/Professional groups/Services

Current Guest Editorship

-Special Issue on 'Translanguaging in Language Teaching and Learning' for the RELC Journal (Sage, London) (Call for papers now closed) (SSCI-indexed, IF: 1.596)

-Special Issue on 'Applied Linguistics and Language Education for Sustainable Development' for Sustainability (MDPI, Switzerland, now open for submission until closure on 30 Mar 2022) (SCIE- and SSCI-indexed; IF: 3.251)

-Special Issue on 'Language Teacher Psychology: New Perspectives in Multilingual Contexts' for Frontiers in Psychology, now open for submission until closure on 31 May 2022 (SSCI-indexed, IF: 2.99)

-Special Issue on 'Positive Psychology in Foreign and Second Language Education: Approaches and Applications' for Frontiers in Psychology, now open for submission until closure on 31 May 2022 (SSCI-indexed, IF: 2.99)

Service for International Refereed Journals as an Invited Editorial/Advisory Board Member



Service for Regional Refereed Journals as an Invited Editorial/Advisory Board Member

Service for International Refereed Journals as Invited Manuscript Reviewer/Referee

Service as an Invited Reviewer/Referee for Edited Volumes and Authored Books

Co-Editor-in Chief

Section Editor

  • TESOL Quarterly (Brief Research Reports Section) (TESOL International Association, USA, Wiley-Blackwell), (Dec 2012 - Dec 2019) (SSCI-indexed, Impact Factor: 2.49)

Associate Editor

Invited Reviewer for Professional Organisations

  • Invited Reviewer for Proposals to the AERA Annual Meeting: 2013, 2014, 2015, American Educational Research Association, USA.
  • Invited Reviewer for the BAAL Book Prize, British Association of Applied Linguistics (2008-2009), UK.
  • Invited Reviewer for Proposals, TESOL International Association's Annual Convention, USA: 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015 (Toronto, Canada), 2016, 2017, 2018, 2020, 2021.
  • Invited Reviewer for Proposals, AILA (International Association of Applied Linguistics), 2008 (Germany), 2011 (China), 2014 (Australia), 2020 (Netherlands).
  • Invited Reviewer for the LangScape Conference on Teaching English Language and Literature, 2006, Singapore.
  • Invited Reviewer for the  American Association for Applied Linguistics (AAAL) Annaul Meeting, USA: 2012, 2013, 2015 (Toronto, Canada), 2016, 2017, 2018, 2019, 2020, 2021. 
  • Invited Reviewer for the Symposium on Second Language Writing (SSLW), 2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015, 2016, 2017, 2018, 2019, 2020.

Professional Association Memberships

Selected publications and creative works (Research Outputs)

As of 29 October 2020 there will be no automatic updating of 'selected publications and creative works' from Research Outputs. Please continue to keep your Research Outputs profile up to date.
  • Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19. Frontiers in Psychology, 11, 1-14. 10.3389/fpsyg.2020.549653
  • Cheng, X., & Zhang, L. J. (2020). Developing research writing: A handbook for supervisors and advisors, Susan Carter, Deborah Laurs (Eds.), Routledge [Book review]. System, 94 (102358)10.1016/j.system.2020.102358
  • Shen, Y., & Zhang, L. J. (2020). 国内外二语研究元分析新进展 (2010-2019) = Recent developments of meta-analyses in L2 research (2010-2019). 外语界 = Foreign Language World, 36 (3), 70-79. Related URL.
  • Huang, Y., & Jun Zhang, L. (2020). Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study. Reading and Writing Quarterly, 36 (4), 339-364. 10.1080/10573569.2019.1649223
  • Jin, Y., Zhang, L. J., & MacIntyre, P. D. (2020). Contracting Students for the Reduction of Foreign Language Classroom Anxiety: An Approach Nurturing Positive Mindsets and Behaviors. Frontiers in Psychology, 1110.3389/fpsyg.2020.01471
  • Zhang, L. J., & Shen, Y. (2020). Using Judgments in Second Language Acquisition Research, Patti Spinner, M. Susan Gass (Eds.), Routledge [Book review]. System, 93 (102291)10.1016/j.system.2020.102291
  • Xu, Z., & Zhang, L. J. (2020). Feedback in second language writing: Context and issues, Second Edition. JOURNAL OF SECOND LANGUAGE WRITING, 4810.1016/j.jslw.2019.100707
  • Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference?. Journal of Second Language Writing, 4810.1016/j.jslw.2019.100701


Contact details

Office hours

8.30 am - 5.30 pm, Monday through Friday

Primary office location

Level 5, Room 553D
New Zealand

Web links