Lawrence Jun Zhang, PhD
Lawrence Jun Zhang, PhD
Professor of Applied Linguistics/TESOL, University of Auckland
Verified email at - Homepage
Cited by
Cited by
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
Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an acquisition-poor environment
LJ Zhang
Language awareness 10 (4), 268-288, 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
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
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
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
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
A dynamic metacognitive systems account of Chinese university students' knowledge about EFL reading
LJ Zhang
TESOL Quarterly 44 (2), 320-353, 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
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
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
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
The impact of metacognitive scaffolding and monitoring on reading comprehension
C Dabarera, WA Renandya, LJ Zhang
System 42, 462-473, 2014
EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes
LJ Zhang, M Rahimi
System 42, 429-439, 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
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, 2018
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
Advances and current trends in language teacher identity research
YL Cheung, SB Said, K Park
Routledge, 2015
Exploring variability in language anxiety: Two groups of PRC students learning ESL in Singapore
LJ Zhang
RELC Journal 32 (1), 73-91, 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
The system can't perform the operation now. Try again later.
Articles 1–20