Researching and practicing positive psychology in second/foreign language learning and teaching: the past, current status and future directions Y Wang, A Derakhshan, LJ Zhang Frontiers in Psychology 12, 731721, 2021 | 577 | 2021 |
Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an acquisition-poor environment LJ Zhang Language awareness 10 (4), 268-288, 2001 | 459 | 2001 |
Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19 LX Gao, LJ Zhang Frontiers in Psychology 11 (549653), 1-15, 2020 | 453 | 2020 |
Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing J Ong, LJ Zhang Journal of Second Language Writing 19 (4), 218-233, 2010 | 413 | 2010 |
Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language (ESL) classroom LJ Zhang Instructional Science 36, 89-116, 2008 | 402 | 2008 |
Implementing English-medium instruction (EMI) in China: Teachers’ practices and perceptions, and students’ learning motivation and needs L Jiang, LJ Zhang, S May International Journal of Bilingual Education and Bilingualism 22 (2), 107-119, 2019 | 387 | 2019 |
Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use LJ Zhang, A Wu Reading in a Foreign Language 21 (1), 37-59, 2009 | 366 | 2009 |
A dynamic metacognitive systems account of Chinese university students' knowledge about EFL reading LJ Zhang TESOL Quarterly 44 (2), 320-353, 2010 | 343 | 2010 |
A questionnaire‐based validation of multidimensional models of self‐regulated learning strategies LS Teng, LJ Zhang The Modern Language Journal 100 (3), 674-701, 2016 | 310 | 2016 |
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 | 289 | 2020 |
Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language LS Teng, LJ Zhang Metacognition and Learning 13, 213-240, 2018 | 267 | 2018 |
The role of vocabulary in reading comprehension: The case of secondary school students learning English in Singapore LJ Zhang, SB Anual RELC Journal 39 (1), 51-76, 2008 | 265 | 2008 |
The impact of metacognitive scaffolding and monitoring on reading comprehension C Dabarera, WA Renandya, LJ Zhang System 42, 462-473, 2014 | 258 | 2014 |
The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement Y Jin, LJ Zhang International Journal of Bilingual Education and Bilingualism, 2021 | 230 | 2021 |
EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes LJ Zhang, M Rahimi System 42, 429-439, 2014 | 229 | 2014 |
Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer R Aghaie, LJ Zhang Instructional Science 40, 1063-1081, 2012 | 229 | 2012 |
Advances and current trends in language teacher identity research YL Cheung, SB Said, K Park Routledge, 2015 | 187 | 2015 |
A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English LJ Zhang, PY Gu, G Hu British Journal of Educational Psychology 78 (2), 245-271, 2008 | 183 | 2008 |
Exploring variability in language anxiety: Two groups of PRC students learning ESL in Singapore LJ Zhang RELC Journal 32 (1), 73-91, 2001 | 172 | 2001 |
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication M Rahimi, LJ Zhang System 55, 111-122, 2015 | 168 | 2015 |