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1. Zhang, L. J. (2010-in press-a). A dynamic
metacognitive systems account of Chinese university students’
knowledge about EFL reading. TESOL Quarterly,
44. Alexandria, VA,
USA: TESOL, Inc.
2. Zhang, L. J. (2010-in press-b). Negotiating language,
literacy and identity: A sociocultural perspective on children’s
language learning strategies in a multilingual ESL classroom in Singapore. Applied Linguistics Review, 1. New York, USA: Mouton de Gruyter.
3. Ong, K., & Zhang, L. J. (2001-in
press-c). Metalinguistic filters within the bilingual language faculty: A
study of young English-Chinese bilinguals. Journal
of Psycholinguistic Research, 39. New York, USA: Springer Science.
4. Zhang, L. J. (2009). Teaching
critical reading to in-service EFL teachers in Singapore. TESOL
TEIS Newsletter, 24(1), 1-10.
Alexandria, VA, USA: TESOL, Inc.
5. Zhang, L. J., & Wu, A. (2009).
Chinese senior high school EFL students’ metacognitive awareness and
use of reading strategies. Reading
in a Foreign Language, 21(1), 37-59. Manoa, Hawai‘i, USA: National
Foreign Language Resource Centre, University of Hawai‘i College of
Languages, Linguistics and Literature.
6. Tang, S., & Zhang, L. J.,
& Dong, Y. (2009). Integrating cooperative learning into genre-based
teaching of EFL writing. Teaching
English in China: The CELEA Journal, 32(1), 99-108. Beijing, PRC:
Foreign Language Teaching and Research Press.
7. Zhang, L. J. (2008).
Constructivist pedagogy in strategic reading instruction: Exploring
pathways to learner development in the English as a second language (ESL)
classroom. Instructional
Science: An International Journal of Learning and Cognition, 36(2), 89-116.
New York: Springer Science/Kluwer Academic.
8. Zhang, L. J. (2008). Making a case
for the skills/strategies approach to L2 listening development. Reflections
on English Language Teaching, 7(2), 99-109
Singapore: National University of Singapore.
9. Zhang, L. J. (2008). EFL teacher
professional development through critical reading pedagogy: Meeting the
challenges in the Asian classroom. Teaching English in China: The CELEA
Journal, 31(6), 349-351.
Beijing, PRC: National Foreign Language Education Research Centre/Beijing
Foreign Studies University/Foreign Language Teaching and Research Press.
10. Zhang, L. J., & Anual, S. (2008). The role of vocabulary in
reading Comprehension: The case of secondary school students learning
English in Singapore. RELC Journal,
39(1), 52-77.
London/New York: Sage Publications.
11. Zhang, L. J., Gu, P. Y., & Hu,
G. (2008). A cognitive perspective on Singaporean bilingual children's use
of reading strategies in learning to read in English. British
Journal of Educational Psychology, 78(2), 245-271. Oxford, UK: Wiley-Blackwell Publishing on behalf of the British
Psychological Society.
12. Zhang, L. J., & Zhang, D. L.
(2008). Metacognition, metalinguistic knowledge, self-regulation and
foreign Language teaching and learning. Foreign
Language Education in China Quarterly, 1(1),
56-65. Beijing, PRC: Foreign
Language Teaching and Research Press.
13. Zhang, L. J., & Xiao, Y. H.
(2006). Language learning strategies, motivation and EFL proficiency: A
study of Chinese tertiary-level non-English majors. Asian Englishes: An International
Journal of the Sociolinguistics of English in Asia/Pacific, 9(2), 20-47. Tokyo,
Japan: ACL Press.
14. Rao, Z., Gu, P. Y., Zhang, L. J.,
& Hu, G. (2007). Reading strategies and approaches to learning of
bilingual primary school pupils. Language
Awareness, 16(4),
243-262. London: Routledge Taylor & Francis Group.
15. Gu, Y., Hu, G., Zhang, L. J. (2005).
Investigating language learner strategies among lower primary school pupils
in Singapore. Language
& Education, 19(4),
281-303. London:
Routledge Taylor & Francis Group.
16. Zhang, L. J. (2005).
Awareness-raising in the TEFL phonology classroom: Student voices and
sociocultural and psychological considerations. ITL
International Journal of Applied Linguistics, 145(1), 219-268. Leuven,
Belgium: Peeters Publishers on
behalf of The Catholic University
of Leuven, VLEKHO-Brussels, and the Lessius
Hogeschool-Antwerp,Belgium.
17. Zhang, L. J. (2004). Reforming a
teacher education programme for PRC EFL teachers in Singapore:
Sociocultural considerations and curriculum evolution. International Journal of
Educational Reform, 13(3), 223-252. New York, USA: Roman & Littlefield
Publishing Group R&L Education.
18. Zhang, L. J. (2004). Interpreting
continuity and change in secondary school English Language teacher
education in Singapore. Teaching
English in China: The CELEA Journal, 27(4), 329-341. Beijing, China:
National Foreign Language Education Research Centre/Beijing Foreign Studies
University/Foreign Language Teaching and Research Press.
19. Zhang, L. J. (2004). Eryu xide
guochengzhong xuexizhe celue yanjiu zongshu: Dui jin ershinianlai zhongguo
yingyu xuexizhe yanjiu de huigu (text in Chinese: Methods, Findings, and
Instructional Issues in Strategy Research in SLA: A Review of Two Decades
of Studies on Chinese EFL Learners).
English
Education in China, 2(1),
8-22. Beijing, China: National Foreign Language Education Research
Centre/Beijing Foreign Studies University/Foreign Language Teaching and
Research Press.
20. Zhang, L. J. (2004). Learners'
metalinguistic awareness, self-regulation and initiatives in language
learning and teaching: Towards innovation in instructional design.
Journal of Chinese Language Education, 3(1), 83-96. Hong Kong: The University of
Hong Kong Press on behalf of
Singapore Chinese Teachers' Union.
21. Zhang, L. J. (2003). Research into
Chinese EFL learner strategies: Methods, findings and instructional issues.
RELC Journal,
34(3), 284-322.
London, UK/New York, USA: Sage Publications.
22. Zhang, L. J. (2003). Exploring
teaching English intonation patterns to EFL majors. Teaching English in China Quarterly, 26(3), 38-44.
Beijing, China: Foreign Language Teaching and Research Press.
23. Zhang, L. J. (2002). Exploring EFL
reading as a metacognitive experience: Reader awareness and reading
performance. Asian
Journal of English Language Teaching, 12, 65-90. Hong Kong, China:
The Chinese University of Hong Kong Press.
24. Zhang, L. J. (2002).
Metamorphological awareness and EFL students' memory, retention, and
retrieval of English adjectival lexicons. Perceptual
and Motor Skills, 95(3),
934-944. Missoula, MT, USA: Simmons Scientific Inc.
25. Zhang, L. J. (2001). Awareness in
reading: EFL students' metacognitive knowledge of reading strategies in an
acquisition-poor environment. Language
Awareness, 10(4),
268-288. London: Routledge Taylor & Francis Group.
26. Zhang, L. J. (2001). ESL students'
language anxiety: Towards a contextualised paradigm in understanding
student learning difficulties. Teaching
and Learning, 21(1),
51-62.
27. Zhang, L. J. (2001). Nurturing ESL
reader autonomy. Guidelines, 23(1), 36-40. Singapore:
SEMEO Regional Language Centre.
28. Zhang, L. J. (2001). Exploring
variability in language anxiety: Two groups of P.R.C. students learning ESL
in Singapore. RELC Journal, 32(1), 73-91.
London: Sage Publications.
29. Zhang, L. J. (2001). My inner
voice is telling me: Students’ inner voice as metacognition about
language learning. REACT (Review of
Educational Research and Advances for Classroom Teachers), 20(1), 13-20.
Singapore: National Institute of Education.
30. Zhang, L. J. (2000). Research on
metacognition and reading in a second language. REACT (Review of Educational Research and
Advances for Classroom Teachers), 19(1), 21-27. Singapore: National
Institute of Education.
31. Zhang, L. J. (2000). Uncovering
Chinese ESL students' reading anxiety in a study-abroad context. Asia
Pacific Journal of Language in Education, 3(2), 31-56. Hong Kong, China:
Hong Kong Institute of Education.
32. Zhang, L. J. (2000). Shoot the
white elephant with a cannon? The role of form-focused instruction in
second language acquisition. REACT
(Review of Educational Research and Advances for Classroom Teachers), 19(2), 1-8. Singapore:
National Institute of Education.
33. Zhang, L. J. (2000). Metacognition
in L2 reading literacy acquisition: The case of ten Chinese tertiary
students learning to read EFL. In A. Brown (Ed.), English in Southeast
Asia '99: Developing Multiliteracies (pp. 83-96). Singapore: National
Institute of Education, Nanyang Technological University.
34. Zhang, L. J. (2000).
Metacognition, cognition and L2 reading: A study of Chinese EFL readers'
metacognitive knowledge and strategy deployment. RELC Journal, 31(2), 156-157. London,
UK/New York, USA: Sage Publications.
35. Zhang, L. J. (2000). A
cannon of wider choice: Enlarging the reach of EFL teachers and
students at the middle level in the People's Republic of China. English
Today : The International Review of the English Language, 16(3), 55-60.
Cambridge, UK: Cambridge University Press.
(ii) Invited/Commissioned Reviews in
Referred Journals
36. Zhang, L. J. (2010). Commissioned review of Rod Ellis’
(2008) “The Study of Second
Language Acquisition” (2nd ed.) (Oxford, UK: Oxford
University Press, 2008). System,
38(1), 146-149.
Oxford, UK: Elsevier ScienceDirect.
37. Zhang, L. J. (2010). Commissioned
review of Diane August and Timothy Shanahan’s (2006) “Developing Literacy in
Second-Language Learners: Report of the National Literacy Panel on Language
Minority Children and Youth” (Lawrence Erlbaum Associates,
Mahwah, NJ, USA, 2006, iv + 669 pp). Pedagogies:
An International Journal, 4(3). London:
Routledge Taylor & Francis Group.
38. Zhang, L. J. (2009). Commissioned
review of Andrew Cohen & Ernesto Macro’s (2007) “Language
Learner Strategies: Thirty Years of Research and Practice”
(Oxford University Press, Oxford & New York, 2007, iv + 232 pp). Applied
Linguistics, 30(4), 619-622. Oxford, UK: Oxford University Press.
39. Zhang, L. J. (2009). Commissioned review of Richard Young's (2009) “Discursive Practice in
Language Learning and Teaching” (Wiley-Blackwell, Oxford, UK,
2009, xii + 267pp). System,
37(4), 743-745.
Oxford, UK: Elsevier ScienceDirect.
40. Zhang, L. J. (2007). Commissioned
review of Chinese Education Minister, Zhou Ji's (2007) "Higher Education in
China" (London: Thomson Learning, 2006, xvi + 295pp). Asia
Pacific Journal of Education, 27(3), 369-362.
London: Routledge Taylor & Francis Group.
41. Zhang, L. J. (2007). Commissioned
review of Joan Kelly Hall, Gergana Vitanova & Ludmila Marchenkova's (2005) "Dialogue with Bakhtin on
Second and Foreign Language Learning: New Perspectives"
(Mahwah, New Jersey, USA: Lawrence Erlbaum, 2005, xii + 241 pp). Pedagogies:
An International Journal, 2(2), 125-129. Mahwah, NJ, USA: Lawrence
Erlbaum.
42. Zhang, L. J. (2006). Commissioned
review of Paula Kalaja & Ana M.F. Barcelos' (2004) "Beliefs
about SLA: New Research Perspective" (Dordrecht / Boston / London:
Springer Science/Kluwer Academic Publishers, 2004, ix + 247pp). Language
& Education, 20(2),
168-171. London: Routledge Taylor & Francis
Group.
43. Zhang, L. J. (2006). Commissioned
review of Peggy Sarosy & Kathy Sherak’s (2006) “Lecture
Ready: Strategies for Academic Listening, Note-Taking, and
Discussion” (Oxford University Press, Oxford, UK, 2006, vi + 200
pp). TESL-EJ, 10(3). Berkeley, CA, USA: University of
California at Berkeley.
44. Zhang, L. J. (2006). Commissioned
review of Eli Hinkel’s (2005) “Handbook of Research in
Second Language Teaching and Learning”(Mahwah, New Jersey, USA:
Lawrence Erlbaum, 2005, xii + 1168 pp). Reading Matrix, 6(2). New York,
USA: Reading Matrix, Inc., & The State University of New York at
Fredonia.
45. Zhang, L. J. (2006). Commissioned
review of David Bloome, Stephanie Carter, Beth Christian, Sheila Otto &
Nora Shuart-Faris's (2005) “Discourse Analysis and the Study of
Classroom Language and Literacy Events: A Microethnographic
Perspective” (Mahwah, New Jersey, USA:
Lawrence Erlbaum, 2005, xxii + 263 pp). Reading
Matrix, 6(1). New York, USA: Reading Matrix, Inc. & The State
University of New York at Fredonia.
46. Zhang, L. J. (2006). Commissioned
review of Rod Ellis & Gary Barkhuizen's (2005) “Analysing
Learner Language” (Oxford, UK: Oxford University Press, 2005,
viii + 405 pp). RELC Journal, 37(1), 140-141.
London: Sage Publications.
47. Zhang, L. J. (2005). Commissioned
review of Thomas Gunning's (2005) “Creating Literacy Instruction for All
Students in Grades Four to Eight” (Boston, MA: Allyn and Bacon, 2004, xviii + 525pp). Reading
Matrix, 5(1).
New York, USA: Reading Matrix, Inc., & The State University of New
York at Fredonia.
48. Zhang, L. J. (2005). Commissioned
review of Ernesto Macaro's (2003) "Learning Strategies in Foreign
and Second Language Classrooms" (London/New York: Continuum
International Publishing, 2001, viii + 282 pp). Asian
Journal of English Language Teaching, 15, 105-111. Hong Kong, China: The Chinese
University of Hong Kong Press.
49. Zhang, L. J. (2005). Commissioned
review of Stephen Kucer's (2005) "Dimensions of Literacy: A
Conceptual Base for the Teaching of Reading and Writing" (Mahwah,
New Jersey: Lawrence Erlbaum, 2005, xi + 353 pp). Reading
Matrix, 5(2).
New York, USA: Reading Matrix, Inc., & The State University of New
York at Fredonia.
(iii) Referred Chapters in Edited Books
50. Zhang, L. J. (2010-in press).
Understanding and teaching reading. In Y. Wu (Ed.), Applied Linguistics: A Second Language Education Perspective. Beijing,
PRC: Foreign Language Teaching and Research
Press.
51. Gao, X., & Zhang, L. J.
(2010-in press). Joining forces for
synergy: Agency and metacognition as interrelated theoretical perspectives
on learner autonomy. In G.
Murray, T. Lamb, & X. Gao (Eds.), Identity, Motivation and Autonomy:
Exploring Their Links. Bristol, UK: Multilingual Matters.
52. Gu, P. Y., Hu, G., & Zhang, L.
J. (2009). Listening strategies of Singaporean primary school pupils. In R.
Silver, C. C. M. Goh, & L. Alsagoff (Eds.), Language
Learning in New English Contexts (pp. 55-74). London, UK: Continuum International
Publishing.
53. Zhang, D. L., & Zhang, L. J.
(2008). Important considerations of metacognitive factors in successful
language learning. In H. Y. Wu & S. J. Li (Eds.), Towards Success in
Language Learning: Macroperspectives and Microstrategies (pp. 37-47). Beijing: China
Radio and Television Publishing House.
54. Zhang, L. J. (2005). Developing
students' extensive reading skills through the use of "The Article
Explorer". In P. F. Kwah, & M. Vallance (Eds.), Teaching
English to Chinese Students. Singapore/London: Pearson Education.
55. Zhang, L. J. (2004). Extending the
reach of middle school EFL teachers in the People's Republic of China. In
W. K. Ho, & R. Y. L. Wong (Eds.), English Language Teaching
in East Asia Today: Changing Policies and Practices (2nd/rev. ed., pp. 147-162). New
York, USA/Singapore: Marshall
Cavendish Academic.
56. Zhang, L. J., & Skuja-Steele, R.
(2003). Research perspectives on learner strategies of Chinese EFL students
in second language acquisition: Methods, findings and pedagogical
implications. In G. H. Chen & M. C. Day (Eds.), Dangdai Yuyanxue
Tansuo (Explorations in Contemporary Linguistics) (pp. 67-93). Beijing,
China: Foreign Language Teaching and
Research Press.
57. Zhang, L. J. (2002). Extending the
reach of middle school EFL teachers in the People's Republic of China. In
W. K. Ho, & R. Y. L. Wong (Eds.), English Language Teaching in East
Asia Today: Changing Policies and Practices (pp. 147-162). Singapore: Times
Academic Press /Eastern Universities Press.
(iv) Papers in Conference Proceedings
58. Zhang, L. J. (2008). Teaching
critical reading: Can it be done? In Q. F. Wen (Ed.), Proceedings of the
5th International Conference on ELT in China (CELEA) cum the 1st
International Conference of the Applied Linguistics Association of China
(ALAC). Beijing, China: Foreign
Language Teaching and Research Press.
59. Zhang, L. J. (2007). Nexus
and change in English language teacher education: Lessons from Singapore.
In W. D. Dai (Ed.), Foreign Language Teaching Methodology:
Opportunities and Challenges (pp.1011-1031). Shanghai, China: Shanghai Foreign Language Education Press.
60. Gu, Y., Hu, G., Zhang, L. J.
(2004). Eliciting language learning strategies of primary school pupils in
Singapore. In R. Dawson (Ed.), Proceedings of the ERAS 2003
Conference (pp. 144-157). Singapore: Educational
Research Association of Singapore.
(v) Technical Reports and Research
Monographs
61. Hu, G., Gu, P. Y., & Zhang, L.
J., Bai, R. (2009). Styles
and Strategies for Success: English Language Learning in Singapore Schools. Centre for Research in Pedagogy
and Practice, Office of Education Research, National Institute of
Education, Singapore.
62. Goh, C. C. M., Zhang, L. J., Koh,
G. H., & Ng, C. H. (2005). Knowledge, Beliefs and Syllabus
Implementation: A Study of English Language Teachers in Singapore. Singapore:
Nanyang Technological University.
(vi) Higher Education Textbooks
63. Zhang, L. J. (2007). The Teaching of English Language:
Reading and Oral Communication Skills (Curriculum Studies Series). Abu
Dhabi, UAE: Emirates
College for Advanced Education/Abu Dhabi Education Council.
64. Doyle, P., Goh, C. C. M., &
Zhang, L. J. (2004). Language Education Concepts: A Guide for English
Language Teachers. London/Singapore: Pearson Education Longman.
(vii) Conference Proceedings
Edited
65. Zhang, L. J., Rubdy, R., &
Alsagoff, L. (2009). Englishes
and Literatures-in-English in a Globalised World: Proceedings of the 13th
International Conference on English in Southeast Asia (ESEA 2008).
Singapore: National Institute of Education, Nanyang Technological
University.
________________________________________________________________________
Invited
Plenary/Keynote/Featured/Panel Addresses
66. Zhang, L. J. (2010a). Negotiating Identities as a
Newcomer-speaker of English in a New English Context. Invited Panel
Discussion Paper presented in the symposium “New Directions for
Research on Racism and Native Speakerism at
the 44th International Convention and Exhibition (TESOL 2010):
Re-imagine TESOL, 24-27 March 2010, Boston, MA, USA.
67. Zhang, L. J. (2010b). Developing Learner Autonomy and
Metacognition: Multidimensionality, Multi-directionality and Multi-identities.
Invited Featured Paper presented at the ELC Conference on
English Language Teaching (ELC 2010): English Education Today for Tomorrow,
16 – 18 April, 2010. Shantou University, Shantou, Guangdong, China.
68. Zhang,
L. J. (2009a). A Sociocultural
Perspective on Young Language Learners' Language Learning Strategies. Invited
Plenary Address delivered at the Bloomsbury Conference on Applied Linguistics and
Communication 2009, 6 June 2009, Birkbeck College, University of
London, UK.
69. Zhang, L. J. (2009b). Singaporean Primary School Pupils
Learning English in Interaction. Invited Panel Paper presented in the
TESOL Featured Colloquium “KID-Speak” at the 43rd International TESOL
Convention and Exhibition, 24-28 March, 2009, Denver, Colorado, USA.
70.
Zhang,
L. J. (2009c). Teaching Writing
through Teachers’ Explicit Metacognitive Scaffolding in English
Classrooms in Singapore. Invited
Panel Paper presented in
the colloquium “Teaching and Learning of
Writing in Asian School Contexts” at the
Annual International Symposium on Second Language Writing (SSLW 2009),
5 – 7 November 2009, Arizona State University, Tempe, AZ, USA.
71. Zhang, L. J. (2007). Developing
Learner Metacognition in English Language Classrooms in Singapore. Invited Country Speaker report
delivered at The 12th
International ESEA Conference: Trends and Directions, 12-14 December,
2007, hosted by King Mongkut’s University of Technology Thonburi
(KMUTT), Bangkok, Thailand.
72. Zhang, L. J. (2007). Doing
Critical Reading in a TEFL Professional Development Classroom in Asia:
Exploring Possibilities and Meeting Challenges. Invited Featured Paper
delivered at the 5th CELEA International
Conference on ELT in China cum the 1st International Congress of Chinese
Applied Linguistics, 16-21 May 2007, co-hosted by the Translation Association of China,
the Association of Chinese
Sociolinguistics, the International Society for Chinese Language Teaching,
National Research Centre for Foreign Language Education of Beijing Foreign Studies University,,
Beijing, China.
73. Zhang, L. J. (2007). Bilingualism,
Its Underpinnings, and the Teaching of Foreign Languages in the Chinese
Context. Invited Plenary Keynote Address delivered at the Infusing
Creativity in Teaching Conference, 14-16 May 2007, Chongqing, China,
organised and hosted by Wulong County
Education Bureau, Chongqing Municipality, China, Yeow Sun
Foundation-China, and the CHEC Education Centre, Singapore.
74. Zhang, L. J. (2006). The Ecology
of Communicative Language Teaching: Reflecting on the Singapore Experience.
Invited Plenary Keynote Address delivered at the Annual CELEA Conference 2006 cum the 3rd
International Conference on Communicative Language Teaching (CLT):
Innovating English Language Teaching, 13-16 November 2006, Guangdong University of Foreign Studies,
Guangzhou, Guangdong, China, other keynoters being Prof Henry G. Widdowson,
University of London, and Professor Barbara Seidholfer University of
Vienna).
75. Zhang, L. J. (2006). Nexus and
Change in English Language Teacher Education: Lessons from Singapore. Invited
Plenary Keynote address delivered at the 2nd International
Conference on Foreign Language Teaching Methodology in China, Foreign
Language Teachng Methodology: Opportunities and Challenges, 24-26
March, 2006, Shanghai International
Studies University, Shanghai, China, other keynoters being Professor
Rob Ellis, University of Auckland, Professor Susan Flynn, MIT, Professor
Frank Tang, New York University, and Professor Yang Huizhong, Shanghai
Jiaotong University, and Professor Gu Peiya, Soochow University.
76. Zhang, L. J. (2005). Critical
Reading Pedagogy in Teacher Professional Development : Experiencing
Sociocultural Life in the Classroom. Invited Paper presented at
the KOTESOL 2005 International
Conference: From Concept to Context, October 15-16, 2005, Seoul, Korea.
77. Zhang, L. J. (2003). 双语教学环境下华文教学所面临的优势与困境 ---- 元语言意识、自我调控及主观能动意识对华文教学的潜在作用 [The Role of Learners’
Metalinguistic Awareness, Self-Regulation and Agency in the Learning and
Teaching of Chinese among Singaporean English-Knowing Bilinguals]. Invited Plenary Address at the
International Forum on Learning and Teaching Chinese in Bilingual Contexts,
organised by the Singapore Chinese
Teachers' Union, 28-30 November, 2003, The Orchid Country Club, Singapore.
________________________________________________________________________
Refereed
Conference Papers/Presentations
78. Zhang,
L. J., & Zhang, D. (2010). Effects of Metacognitive
Strategies-based Instruction on ELLs’ Reading Improvement.
Paper presented at
the 44th International Convention and Exhibition (TESOL 2010):
Re-imagine TESOL, 24-27 March 2010, Boston, MA, USA.
79. Zhang, D., & Zhang, L. J.
(2010). Willingness to Communicate and
Peripheral Participation in Intercultural Communication. Paper presented at
the 44th International Convention and Exhibition (TESOL 2010):
Re-imagine TESOL, 24-27 March 2010, Boston, MA, USA.
80. Zhang, L. J., Zhang, D., Kiss,
T., Gong, W., & Ang, M. Y. (2010). Identifying
Self-regulated Components to Enhance English Learning among Singaporean
Students. Paper presented at the CELC
International Conference on ELT: Global
Perspectives, Local Initiatives: Reflections and Practices in ELT, 24-28 May 2010, Shaw Foundation House,
National University of Singapore.
81. Gong,
W. Zhang, D., Zhang, L. J., Kiss, T., & Ang, M. Y. (2010). A
Social-psychological Perspective on Singaporean Schoolchildren’s
Strategy Use in English Literacy Learning. Paper presented at the CELC
International Conference on ELT: Global
Perspectives, Local Initiatives: Reflections and Practices in ELT, 24-28 May 2010, Shaw Foundation House,
National University of Singapore.
82. Wang, Y., & Zhang, L. J.
(2010). A General Pattern of Chinese
Intermediate EFL Learners’ Receptive Vocabulary Size Growth: A Cross-
Sectional Study. Paper presented at the 8th
International Asia TEFL Conference, 6 – 8 August, 2010, Hanoi,
Vietnam.
83. Zhang, L. J. (2009). Agency and Identity as Self-reflective Ethnography
in a New English Context. Paper presented at the 14th
International Conference on English in Southeast Asia (ESEA 2009), 26
– 28 November 2009, Ateneo
De Manila University, Manila, Philippines.
84. Zhang,
L. J., & Zhang, D. L. (2009a).
Intervening to Help in the Bilingual Elementary Classroom:
Researcher-Teacher Collaboration for Developing Self-regulated ESL Writers.
Paper presented at the Annual
International Symposium on Second Language Writing (SSLW 2009), 5
– 7 November 2009,
Tempe, AZ, USA.
85. Zhang, L. J., & Zhang, D.
L. (2009b). Strategies That Work: The
Effects of Metacognitively-Scaffolded Instruction on Primary
Schoolchildren’s English Literacy Achievement. Paper presented at
the
Annual International Conference on Future Directions in Literacy, 11 – 13
September 2009, University of Sydney, Sydney, NSW, Australia.
86. Kiss, T., Zhang, L. J., Gong,
W., & Zhang, D. (2009). The Bilingual Literacy Puzzle: Designing a Research Instrument to
Investigate Singaporean Students’ Learning Strategies. Paper presented at the Annual International Conference of the
Educational Research Association of Singapore (ERAS 2009): Unpacking
Teaching and Learning through Educational Research, 19 – 20 November 2009, Singapore.
87. Zhang, L. J. (2008). Effects of Strategy-based Instructional
Intervention on Young Singaporean Learners’ ESL Literacy Improvement.
Paper presented at the 15th
World Congress of Applied Linguistics (AILA 2008): Multilingualism:
Challenges and Opportunities, 24-30 August, 2008, Essen Congress Centre,
and University
Duiburg-Essen, Essen, Germany.
88. Zhang, L. J. & Sulasni, R.
(2008). Metacognitive Reading
Instruction in the Lower Primary Classroom: Does It Have to Fail? Paper
presented at the 13th
International Conference on English in Southeast Asia (ESEA2008), 4-6
December 2008, National Institute of Education, Singapore.
89. Zhang, L. J. (2007). Teaching
Critical Reading to Inservice English Teachers in Singapore. Paper
presented at the 42nd
International TESOL Convention, 20-24 March 2007, Seattle, Washington,
USA.
90. Zhang, L. J. (2006). Learning
to Take a Stance: Teacher Engagement in Critical Reading in Teacher
Professional Development. Paper presented at the LangScape
Conference: Exploring Ways to Teach Language and Literature, 27-28
April, 2006, RELC Conference Centre, Singapore.
91. Zhang, L. J. & Xiao, B.
(2006). Learner Strategies, Motivation and EFL Proficiency: A Study of
Chinese Tertiary Non-English Majors. Paper presented at the Annual International Conference of the
Applied Linguistics Association of Australia (ALAA2006): Language and
Languages: Local and Global Tensions, 5-8 July, Brisbane, Queensland,
Australia.
92. Zhang, L. J., & Zhang, D. L.
(2006). Communities of Practice and Identity Reconfiguration:
Learner Strategy Use in Social Interaction. Paper presented at the Annual International Conference of the
Applied Linguistics Association of Australia (ALAA2006): Language and
Languages: Local and Global Tensions, 5-8 July, University of Queensland, Brisbane,
Australia.
93. Zhang, L. J., Gu, Y., & Hu, G.
(2005). Singaporean Primary School Pupils' Reading Strategies in
Learning to Read in English. Paper presented at the Annual Conference
of the International Society for
Language Studies (ISLS 2005), 18-20 April, Montreal, Quebec, Canada.
94. Gu, Y., Hu, G., Zhang, L. J.
(2005). Think-aloud as a Research Tool among Primary School Children in
Singapore. Paper presented at the
14th International Conference of the World Congress of Applied Linguistics
(AILA2005)/American Association of Applied Linguistics (AAAL), July
24-29, 2005, Madison, Wisconsin, USA.
95. Gu, Y., Hu, G., Zhang, L. J., Rao,
Z., & Bai, R. (2005). Developing and Validating the Strategy Battery
for Young Learners of English in Singapore. Paper presented at the Redesigning
Pedagogy: Research, Policy, Practice Conference, 30 May - 1 June
2005, Singapore.
96. Goh, C. C., Koh, G. H., Ng, C. H.,
& Zhang, L. J. (2005). Researching syllabus implementation by studying
teachers' knowledge, beliefs and challenges. Paper presented in the
symposium "Teacher Cognition and Practice: Singapore Teachers
Implementing the English Language Syllabus 2001" at the Redesigning
Pedagogy: Research, Policy, Practice Conference, 30 May - 1 June 2005,
Singapore.
97. Hu, G., Gu, Y., & Zhang, L. J.
(2005). Investigating
Listening Strategies of Primary School Students in Singapore. Paper
presented at the 14th International
Conference of the World Congress of Applied Linguistics (AILA2005)/American
Association of Applied Linguistics (AAAL), July 24-29, 2005, Madison,
Wisconsin, USA.
98. Ng, C. H., Goh, C. C., & &
Koh, G. H., & Zhang, L. J. (2005). Teacher Beliefs, Learner Needs
and Teaching Priorities in Singapore. Paper presented in the symposium "Teacher
Cognition and Practice: Singapore Teachers Implementing the English
Language Syllabus 2001" at the Redesigning
Pedagogy: Research, Policy, Practice Conference, 30 May - 1 June
2005, Singapore.
99. Rao, Z., Gu, Y., Hu, G., Zhang, L.
J., & Bai, R. (2005). Reading Strategy Use of Bilingual Language
Learners in Singapore Primary Schools. Paper presented at the Redesigning
Pedagogy: Research, Policy, Practice Conference, 30 May - 1 June
2005, Singapore.
100. Zhang, L. J., Gu, P., & Hu, G.
(2005). Primary School Students Learning ESL Literacy in Singapore:
Teachers Scaffolding Learner Independence through a Knowledge-Based
Approach. Paper presented at the the 3rd ILA
Oceania Conference, 9-12 September, 2005, Auckland, New Zealand.
101. Zhang, L. J., Koh, G. H., Goh, C.
C., & Ng, C. H. (2005). Teachers’ knowledge and confidence in
teaching English Language. Paper presented in the symposium "Teacher
Cognition and Practice: Singapore Teachers Implementing English Language
Syllabus 2001" at the Redesigning
Pedagogy: Research, Policy, Practice Conference, 30 May - 1 June 2005,
Singapore.
102. Zhang, L. J. (2005). Beyond the
Basics in Language Learning Strategy Research into Chinese EFL Learners: Designing
Goals, Setting Agendas. Paper presented at the 3rd Asia TEFL International Conference:
TEFL for Asia: Unity within Diversity, November 4th –
6th, 2005, jointly organised by Asia TEFL and the College English
Teachers Association of China, sponsored by the Higher Education
Press of China, Beijing, China.
103. Gu, P., Hu, G., Zhang, L. J. (Oct
2003/April 2004). Listening Strategies of Primary School Pupils in
Singapore. Paper presented at the American Educational
Research Association's (AERA) Annual Meeting, in the symposium
"Research on Second Language Learning Strategies in Academic
Settings", organised and chaired by Anna Chamot, 12-16 April 2004,
San Diego, CA, USA.
104. Zhang, L. J. (2004). Change and
Continuity in English Language Teacher Education for Secondary Schools in
Singapore. Paper presented at the 4th International Conference on ELT in
China: New Approaches and Innovations, jointly organised by the China
English Language Education Association and the Foreign Language Teaching and Research
Press, Beijing, China, 21-25 May 2004.
105. Zhang, L. J. (2004). Collaborative
Learning in the Initial Teacher-Education Classroom: Investigating the
Learning Trajectory in Teacher Learning. Paper presented at the
International Association for the Study of Cooperation in Education (IASCE)
Conference 2004: Cooperation and Collaboration: Diversity Of Practice,
Cultural Contexts, and Creative Innovations, 21-26 June, 2004, Carlton
Hotel, Singapore.
106. Zhang, L. J. (2004). Reflections
on Strategies-based Instruction/Training in Asian ESL/EFL Classrooms:
Demystifying the Cultural Factor. Paper/poster presented at the First
IPOLLS (International Project on Language Learner Strategies) Seminar/
Conference, 28-30 June, 2004, Oxford
University Department of Education Studies, Oxford, UK.
107. Zhang, L. J., & Xiao, Y. H.
(2004). Learning Styles, Learning Strategies and Learner Motivation: An
Examination of Their Interface with English Learning Achievement. Paper
presented at the 4th International
Conference on ELT in China: New Approaches and Innovations, jointly
organised by the China English Language Education Association and the
Foreign Language Teaching and Research Press, Beijing, China, 21-25 May
2004.
108. Zhang, L. J. (2003). Constructivist
Pedagogy for Learner Development: The Effects of Teaching Strategic Reading
on Chinese ESL Students' Reading Performance Improvement. Paper
presented at The 37th International Annual
IATEFL (International Association of Teachers of English as a Foreign
Language) Conference, 22-26 April 2003, Brighton, England.
109. Zhang, L. J. (2003). Pre-service
Trainee Teachers Making Sense of English Language Teaching: Strategies in
Interactive Lesson Planning. Paper presented in the symposium
organised/chaired by R. V. Skuja-Steele and J. James "Avoiding the
Lady of Shalllot Syndrome: Pupil Experience as an Interface to the Teaching
Practicum", at the Annual Conference
of the Education Research Association of Singapore (ERAS), 19-21
November, 2003, Plaza Parkroyal Hotel, Singapore.
110. Gu, P., Hu, G., & Zhang, L. J.
(2003). Eliciting Language Learner Strategies from Primary School
Students in Singapore. Paper presented at the Annual Conference of the Education Research
Association of Singapore (ERAS), 19-21 November, 2003, Plaza Parkroyal
Hotel, Singapore.
111. Zhang, L. J., & Skuja-Steele,
R. V. (2002). What Research Has to Say about Chinese EFL Learners:
Revisiting Two Decades of the Language Learning Strategy Research into
Chinese EFL Learners . Paper presented at The Ninth International
Symposium on Contemporary Linguistics, jointly organized by The
Linguistic Institute, The Chinese Academy of Social Sciences, in collaboration
with The National Research Center for
Foreign Language Education, Beijing
Foreign Studies University, Beijing, China, 19-21 October 2002
112. Zhang, L. J., Skuja-Steele, R.V.,
& Seet, O. (2002). Realigning the Curriculum to Meet the Nonnative
Inservice Trainee-Teachers’ Needs in TESOL Teacher-Education: A
Singapore Case. Paper presented at The 13th World Congress of Applied
Linguistics (AILA 2002): Applied Linguistics in the 21st Century:
Opportunities for Innovation and Creativity, 16-21 December 2002,
Singapore International Convention and Exhibition Centre, Singapore.
113.Zhang, L. J. (2002). Correlates
of EFL Learners' Perceived Use of Reading Strategies and Learning Outcomes
in an Input-poor Environment. Paper presented at The 13th World Congress of Applied
Linguistics (AILA 2002): Applied Linguistics in the 21st Century:
Opportunities for Innovation and Creativity, 16-21 December 2002,
Singapore International Convention and Exhibition Centre, Singapore.
114. Zhang, L. J. (2002). Piloting
Data Collection and Some Preliminary Results: Strategy Elicitation in Lower
Primary Schools: Issues/Problems and Solutions. Paper presented in the
Symposium chaired by Peter Y. Gu: "Gathering Language Data in
Singaporean Schools and Homes: Methodological Considerations", The 13th World Congress of Applied
Linguistics (AILA 2002): Applied Linguistics in the 21st Century:
Opportunities for Innovation and Creativity, 16-21 December 2002,
Singapore International Convention and Exhibition Centre, Singapore.
115.Zhang, L. J. (1999). Metacognition,
Literacy Traditions, Strategy Use and L2 Reading Achievement. Paper
presented at The
4th English in Southeast Asia Conference: Developing Multiliteracies,
22-24 November 1999, Singapore.
________________________________________________________________________
Invited
Public Lectures/Seminars/Talks
116. Zhang, L. J.
(2009a). Taking a Sociocultural
Turn in Researching Young Learners’ Use of Language Learning
Strategies. Invited seminar delivered at the Department
of Education, University of Oxford, 2nd June
2009.
117.Zhang, L. J. (2009b). Language Education in Asia:
Opportunities and Challenges: Reflections on the Bilingual Education Policy
in Singapore and the “New
English Standards” in China. Invited seminar delivered a St.
Anthony’s College, University of Oxford, 3rd June 2009.
118. Zhang, L. J. (2006). Debating the Recent Debates in SLA Research:
Revisiting the Developments in SLA Research. Invited Public lecture
delivered at The South China Agricultural
University, Guangzhou City, Guangdong Province, China, 13 November,
2006.
119. Zhang, L. J. (2005). Recent
Developments in SLA: The Social Turn in Language Learning Strategy Research.
Invited Visiting Professor lecture delivered at Yanshan University, Qinhuangdao City,
Hebei Province, China, 2 November, 2005.
120. Zhang, L. J. (2005). Sociocultural
Approaches to SLA Research: Changing Perspectives and Agendas in LLS
Research. Invited Visiting Professor lecture delivered at Hebei University, Baoding City, Hebei
Province, China, 5 November, 2005.
121. Zhang, L. J. (2004). What Are
You Doing? Let's Discuss Issues in Researching Chinese EFL Students'
Language Learning Strategies. Invited public talk delivered at Langfang Normal University, Langfang City, Hebei Province,
China, 21 May 2004.
122.Zhang, L. J. (2004). Towards a
Goal-Oriented Tradition in LLS Research: Personal Reflections on Research
into Chinese EFL Learner Strategies. Invited public talk delivered at Chang'an
University, Xi'an City, shaanxi Province, China, 25 May 2004.
123. Zhang, L. J. (2004). Chinese
EFL Professionals Thinking of Publishing Research Work in
International Journals: Possibilities and Constraints. Invited public
talk delivered at Chang'an University, Xi'an City, Shaanxi Province,
China, 26 May 2004.
124. Zhang, L. J. (2004). Constructivism
as a Paradigm: Why Do We Have to Teach Reading and for What Purposes?
Invited public talk delivered at Chang'an University, Xi'an City, Shaanxi
Province, China, 27 May 2004.
125. Zhang, L. J. (2004). Talking
about Language Learning Strategies: Examining the Wider Implications for
Teachers and Students. Invited public talk delivered at Xi'an
International Studies University, Xi'an City, Shaanxi Province, China, 28
May 2004.
126. Zhang, L. J. (2004). Conducting
Research into Chinese EFL Learner Strategies: Publlicising Pitholes and
Anticipating Prospects. Invited public talk delivered at the Zhixing
College, the Northwestern Normal
University,
Lanzhou City, Gansu Province, China, 5 June 2004.
127. Zhang, L. J. (2004). Constructivism
and EFL Reading: Re-interpreting Language Learning and Teaching within a
New Paradigm. Invited public talk delivered at Lanzhou
University,
Lanzhou City, Gansu Province, China, 7 June 2004.
128. Zhang, L. J. (2004). Towards
Constructivist Pedagogy in ESL Reading: Exploring Pathways to Learner
Development. Invited STETS Talk given at the Singapore Tertiary English Teachers'
Society,
21 February 2004, Singapore.
129. Zhang, L. J. (2004). Researching
Chinese EFL Students' Language Learning Strategies: Continuity and Change.
Invited public talk delivered at the Capital
Normal University, Beijing, China, 20 May 2004.
130. Zhang, L. J. (2002). Learner
Development through Learner Initiation and Empowerment: The Role of
Metacognitive Knowledge, Self-Regulation and Strategies in Language
Learning and Teaching. Invited public talk delivered at Wuhan
University, Wuhan, China, 23rd October, 2002.
131.Zhang, L. J. (2002). Let's Take
Another Look at Chinese EFL Learners: Some Insights from the Language
Learning Strategy Research. Invited public talk delivered at Wuhan University, Wuhan, China, 24th
October, 2002.
132. Zhang, L. J. (2002). Language
Learning/Learner Strategies: What Do They Mean to Chinese EFL Learners?
Invited public talk delivered at Yangtze
University Teachers' College, Jingzhou, China, 25th October 2003.
133. Zhang, L. J. (2002). Weighing
Theory and Practice in Reality: Teaching English Language in a Singapore
Secondary School. Brown Bag Lunch Seminar Presentation, 23rd January
2002, ELL, National Institute of
Education, Singapore.
________________________________________________________________________
Miscellaneous
134. Zhang, L. J. (2007). Teaching
Critical Reading to English Teachers in Singapore. SAAL Quarterly, 78, p. 12-13.
135. Zhang, L. J. (2006). The Ecology
of Communicative Language Teaching: Reflecting on the Singapore Experience.
SAAL Quarterly, 76, p. 15.
136. Zhang, L. J. (2000).
Metacognition, Literacy Traditions, Strategy Use and L2 Reading
Achievement. SAAL Quarterly, 67, p. 23.
137. Zhang, L. J. (1999). Metacognition
in Foreign Language Reading. PGDELT
News: A Publication of the Postgraduate Diploma in ELT Programme
(National Institute of Education, Singapore), p. 6.
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