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  1.  31
    Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19.Lori Xingzhen Gao & Lawrence Jun Zhang - 2020 - Frontiers in Psychology 11.
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  2.  21
    A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers’ Cognitions About Form-Focused Instruction.Qiang Sun & Lawrence Jun Zhang - 2021 - Frontiers in Psychology 12.
    There has been much research into teacher beliefs about teaching and learning as seen in the general teacher education literature. In the field of language teacher education, this line of research has been evolving, with the recent trend being streamlined into “teacher cognition” as a generic or umbrella term. Despite increasing amounts of research output so far, research into foreign language teachers’ cognitions about their own teaching and decision-making is still insufficient, particularly with regard to university-level English-as-a-foreign-language (EFL) teachers in (...)
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  3. Authoring Selves in Language Teaching: A Dialogic Approach to Language Teacher Psychology.Shan Chen, Lawrence Jun Zhang & Judy M. Parr - 2022 - Frontiers in Psychology 13.
    The teacher self is a composite psychological construct which encompasses the cognitive, affective, emotional, and social dimensions of teaching. This qualitative study draws on Bakhtin’s concepts of dialogism, answerability, and addressivity to discuss how English language teachers negotiated the shifting and conflictive context to construct selves in relation to the promoted communicative language teaching approach. Based on narrative interviews and classroom observations with five tertiary English teachers in China, we found that these teachers were actively engaged in the dialog with (...)
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  4.  15
    Small-Group Student Talk Before Individual Writing in Tertiary English Writing Classrooms in China: Nature and Insights.Hui Helen Li, Lawrence Jun Zhang & Judy M. Parr - 2020 - Frontiers in Psychology 11.
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  5.  21
    Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision.Xiaolong Cheng & Lawrence Jun Zhang - 2021 - Frontiers in Psychology 12:629921.
    While previous studies have examined front-line teachers’ written feedback practices in second language (L2) writing classrooms, such studies tend to not take teachers’ language and sociocultural backgrounds into consideration, which may mediate their performance in written feedback provision. Therefore, much remains to be known about how L2 writing teachers with different first languages (L1) enact written feedback. To fill this gap, we designed an exploratory study to examine native English-speaking (NES) and non-native English-speaking (NNES) (i.e., Chinese L1) teachers’ written feedback (...)
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  6.  20
    Influence of Mentorship and the Working Environment on English as a Foreign Language Teachers’ Research Productivity: The Mediation Role of Research Motivation and Self-Efficacy.Yanping Li & Lawrence Jun Zhang - 2022 - Frontiers in Psychology 13:906932.
    Research productivity is an important criterion for the university to assess teachers. Studies about factors that affect teachers’ research productivity are increasing nowadays. It is generally agreed that academics’ research productivity depends on how much mentorship is provided to them and how the current working environment is mediated by their research motivation and self-efficacy. Despite the increasing amount of the literature along this line, we know little about what kinds of situations that Chinese university English as a foreign language (EFL) (...)
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  7.  17
    Contracting Students for the Reduction of Foreign Language Classroom Anxiety: An Approach Nurturing Positive Mindsets and Behaviors.Yinxing Jin, Lawrence Jun Zhang & Peter D. MacIntyre - 2020 - Frontiers in Psychology 11.
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  8.  93
    Emotional Labor in Teaching Chinese as an Additional Language in a Family-Based Context in New Zealand: A Chinese Teacher’s Case.Chunrong Bao, Lawrence Jun Zhang & Helen R. Dixon - 2022 - Frontiers in Psychology 13.
    New Zealand is a multilingual and multicultural society, where English, Maori, and the New Zealand sign language are designated as its official languages. However, some heritage languages are also taught either within or outside the national education system. During the past decade, an increasing number of students have chosen Mandarin Chinese as an additional language because of its fast-growing importance. To date, studies regarding CAL are mainly based on the mainstream Chinese programs or online platforms, with less attention paid to (...)
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  9.  16
    Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking.Lawrence Jun Zhang & Qiang Sun - 2022 - Frontiers in Psychology 13.
    It is well-acknowledged that teachers play a significant role in enhancing student learning and that investigating teachers’ cognitions about teaching is a first and important step to understanding the phenomenon. Although much research into teachers’ cognitions about grammar teaching has been conducted in various socio-cultural contexts, little has been reported on cognitions of Chinese teachers of English as a foreign language so far. Such understanding is of primary importance to student success in language learning given the sociocultural context where grammar (...)
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  10.  7
    A CDST Perspective on Variability in Foreign Language Learners’ Listening Development.Pengyun Chang & Lawrence Jun Zhang - 2021 - Frontiers in Psychology 12:601962.
    Within a Complex Dynamic Systems Theory (CDST) framework, this longitudinal qualitative study explored the complex patterns and identified the degree of variability in three learners’ developmental process. Learners’ listening performance was tracked and examined every 6 weeks, followed by retrospective interviews and self-reflections every 7 weeks over the 43-month span. A series of CDST techniques were adopted for data analysis, including using min–max graphs to trace the minimum and maximum scores on the EFL learners’ listening developmental indices over time. Monte-Carlo (...)
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  11.  10
    Teachers Helping EFL Students Improve Their Writing Through Written Feedback: The Case of Native and Non-native English-Speaking Teachers' Beliefs.Xiaolong Cheng & Lawrence Jun Zhang - 2022 - Frontiers in Psychology 13.
    Although the efficacy of teacher written feedback has been widely investigated, relatively few studies have been conducted from feedback practitioners' perspectives to investigate teachers' beliefs regarding it, particularly compare beliefs held by teachers with different sociocultural and linguistic backgrounds. Consequently, much remains to be known about teachers' conceptions about written feedback, who has different first languages. To bridge such a gap, we conducted this qualitative study to examine the similarities and differences between native English-speaking and non-native English-speaking teachers' beliefs in (...)
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  12.  9
    Investigating Effects of Small-Group Student Talk on the Quality of Argument in Chinese Tertiary English as a Foreign Language Learners’ Argumentative Writing.Hui Helen Li & Lawrence Jun Zhang - 2022 - Frontiers in Psychology 13.
    Previous studies have offered a rationale for engaging students in small-group student talk for the planning of L2 individual writing. To further investigate whether such talk effectively promotes the quality of argument in the context of Chinese tertiary EFL learners’ argumentative writing and whether such effects could be retained, the current study adopted a quasi-experimental design with a pretest, a posttest, and a delayed posttest in two intact EFL classes. The performance of the intervention group and the comparison group were (...)
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  13.  13
    A Corpus Linguistics Approach to the Representation of Western Religious Beliefs in Ten Series of Chinese University English Language Teaching Textbooks.Yanhong Liu, Lawrence Jun Zhang & Li Yang - 2022 - Frontiers in Psychology 12.
    The early Sino-Western contact was through the way in which religion and language interact to produce language contact. However, research on this contact is relatively limited to date, particularly in the realm of English language materials. In fact, there is a paucity of research on Western religions in English Language Teaching textbooks. By applying corpus linguistics as a tool and the Critical Discourse Analysis as the theoretical framework, this manuscript critically investigates the significant semantic domains in ten English language textbook (...)
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  14.  12
    Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach.Qiyu Sun & Lawrence Jun Zhang - 2022 - Frontiers in Psychology 13:986301.
    Many researchers have acknowledged the role of metacognition in facilitating learning to write in English as a foreign language (EFL). Although research on metacognition has explored learners’ metacognitive knowledge and metacognitive strategies in the field of EFL writing, little is known about the nature of learners’ metacognitive experiences in EFL writing. To fill such an important gap, this study was designed to assess EFL learners’ metacognitive experiences before, during, and after writing. Data were collected from a total of 760 undergraduates (...)
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  15.  12
    Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing.Xiaoyu Sophia Zhang, Lawrence Jun Zhang, Judy M. Parr & Christine Biebricher - 2022 - Frontiers in Psychology 13.
    With the growing need to nurture students’ independent learning, English language teaching practices should reflect student-centered assessment approaches, such as self-assessment, an ultimate goal of higher education. It has been pointed out that to conduct effective self-assessment, students need to be taught systematically, and that is where teachers are expected to step in. Prior to implementing such a change in ELT, it is important to conduct research on English as a foreign language teachers’ attitudes toward, and self-efficacy beliefs about, implementing (...)
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  16.  13
    Book Review: Fluency in L2 Learning and Use. [REVIEW]Weiwei Zhang & Lawrence Jun Zhang - 2021 - Frontiers in Psychology 12.
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