Lianjiang Jiang
Cited by
Cited by
Multimodal composing as a learning activity in English classrooms: Inquiring into the sources of its motivational capacity
L Jiang, J Luk
System 59, 1-11, 2016
Digital multimodal composing and investment change in learners' writing in English as a foreign language
L Jiang
Journal of Second Language Writing 40, 60-72, 2018
The affordances of digital multimodal composing for EFL learning
L Jiang
Elt Journal 71 (4), 413-422, 2017
Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study
S Yu, L Jiang, N Zhou
Assessing Writing 44, 100451, 2020
Chinese ethnic minority students’ investment in English learning empowered by digital multimodal composing
L Jiang, M Yang, S Yu
Tesol Quarterly 54 (4), 954-979, 2020
Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers
L Jiang, S Yu
Computer Assisted Language Learning 35 (7), 1329-1353, 2022
Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective
L Jiang, S Yu, C Wang
System 93, 102302, 2020
Teacher engagement with digital multimodal composing in a Chinese tertiary EFL curriculum
L Jiang, S Yu, Y Zhao
Language Teaching Research 25 (4), 613-632, 2021
Smartphone use motivation and problematic smartphone use in a national representative sample of Chinese adolescents: The mediating roles of smartphone use time for various …
H Meng, H Cao, R Hao, N Zhou, Y Liang, L Wu, L Jiang, R Ma, B Li, ...
Journal of Behavioral Addictions 9 (1), 163-174, 2020
Understanding changes in EFL teachers’ feedback practice during COVID-19: Implications for teacher feedback literacy at a time of crisis
L Jiang, S Yu
The Asia-Pacific Education Researcher 30 (6), 509-518, 2021
Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective
S Yu, H Xu, L Jiang, IKI Chan
Journal of Second Language Writing 48, 100728, 2020
Digital multimodal composing in L2 learning: Ideologies and impact
L Jiang, W Ren
Journal of Language, Identity & Education 20 (3), 167-182, 2021
Chinese preschool teachers’ emotional labor and regulation strategies
L Zhang, S Yu, L Jiang
Teaching and Teacher Education 92, 103024, 2020
The impact of L2 writing instructional approaches on student writing motivation and engagement
S Yu, L Jiang, N Zhou
Language Teaching Research 27 (4), 958-973, 2023
Job load, job stress, and job exhaustion among Chinese junior middle school teachers: Job satisfaction as a mediator and teacher’s role as a moderator
N Zang, H Cao, N Zhou, L Jiang, B Li
Social Psychology of Education 25 (5), 1003-1030, 2022
English teachers’ intention to use flipped teaching: Interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support
L Jiang, N Zang, N Zhou, H Cao
Computer Assisted Language Learning 35 (8), 1890-1919, 2022
Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice
L Jiang, S Yu, I Lee
Journal of Second Language Writing 57, 100869, 2022
“I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing
S Yu, Y Zheng, L Jiang, C Liu, Y Xu
Assessing Writing 48, 100528, 2021
Fostering EFL learners’ digital empathy through multimodal composing
L Jiang, J Gao
RELC journal 51 (1), 70-85, 2020
Authentic assessment in Chinese secondary English classrooms: teachers’ perception and practice
R Huang, L Jiang
Educational Studies 47 (6), 633-646, 2021
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