标题/作者	年份
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
Collaborating with ‘familiar’strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing D Jiang, LJ Zhang Computers & Education 150, 103841	2020
Examining the effects of comprehensive written corrective feedback on L2 EAP students’ linguistic performance: A mixed-methods study LJ Zhang, X Cheng Journal of English for Academic Purposes 54, 101043	2021
Teacher written feedback on English as a foreign language learners’ writing: Examining native and nonnative English-speaking teachers’ practices in feedback provision X Cheng, LJ Zhang Frontiers in Psychology 12, 629921	2021
Examining the roles of self-efficacy beliefs, self-regulated learning and foreign language anxiety in the academic achievement of tertiary EFL learners Ö Ömer, Dİ AKÇAYOĞLU Participatory Educational Research 8 (2), 357-372	2021
Small-group student talk before individual writing in tertiary English writing classrooms in China: nature and insights HH Li, LJ Zhang, JM Parr Frontiers in Psychology 11, 570565	2020
Effects of an engaging process-genre approach on student engagement and writing achievements M Rahimi, LJ Zhang Reading & Writing Quarterly 38 (5), 487-503	2022
Taking stock of a genre-based pedagogy: Sustaining the development of EFL students’ knowledge of the elements in argumentation and writing improvement T Zhang, LJ Zhang Sustainability 13 (21), 11616	2021
Implementing assessment for learning (AfL) in Chinese university EFL classes: teachers’ values and practices XM Wu, LJ Zhang, HR Dixon System 101, 102589	2021
Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment LS Teng Assessing Writing 53, 100645	2022
Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students’ individual writing: A quasi-experimental study HH Li, LJ Zhang PLoS One 16 (5), e0251569	2021
Rhetorical styles of Introduction in English language teaching (ELT) research articles AF Rochma, A Triastuti, A Ashadi Indonesian Journal of Applied Linguistics 10 (2), 304-314	2020
L2 writing: Toward a theory-practice praxis LJ Zhang Handbook of practical second language teaching and learning, 331-343	2022
Designing and applying a Moodle-based E-textbook for an academic writing course H Chang, S Windeatt International Journal of Mobile and Blended Learning (IJMBL) 13 (2), 73-95	2021
The effect of feedback on metacognitive strategy use in EFL writing J Zhang, LJ Zhang Computer Assisted Language Learning, 1-26	2022
Impacts of self-regulated strategy development-based revision instruction on English-as-a-foreign-language students' self-efficacy for text revision: a mixed-methods study J Chen, LJ Zhang, X Wang, T Zhang Frontiers in Psychology 12, 670100	2021
Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance Z Xu, LJ Zhang, JM Parr International Review of Applied Linguistics in Language Teaching	2022
Classroom Evaluation: Learners’ Perspectives on The Teaching Approach in A Second Language Writing Course E Yuzar JETLEE: Journal of English Language Teaching, Linguistics, and Literature 2 …	2022
Exploring students’ perceptions and attitudes towards genre-based pedagogy developed in persuasive writing teaching: The systemic functional linguistics perspective FH Chen Arab World English Journal (AWEJ) Volume 12	2022
Crossing Borders, Writing Texts, Being Evaluated: Cultural and Disciplinary Norms in Academic Writing A Golden, LA Kulbrandstad, LJ Zhang Multilingual Matters	2021

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