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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 33 1 Is There Any Space for Critical Literacy? English Language Teachers’ Perceptions, Views, and Perceived Challenges Dehdary, N. - : University of Exeter, 2021. : GRADUATE SCHOOL OF EDUCATION, 2021 BASE Show details 2 The lexical basis of second language reading comprehension: From (sub-)lexical knowledge to processing efficiency Alshehri, M G; Zhang, D. - : Wiley / Language Learning Research Club, University of Michigan, 2021 BASE Show details 3 Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation Yang, X; Teng, Y; Gu, Z. - : Van Yuzuncu Yil University, Turkey, 2020 BASE Show details 4 Morphological Instruction and Reading Development in Young L2 readers: A Scoping Review of Causal Relationships Zhang, D; Ke, S. - : Department of English Studies, Adam Mickiewicz University, Kalisz, Poland, 2020 BASE Show details 5 Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020 BASE Show details 6 The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth-Grade Readers of English Ke, S; Zhang, D. - : International Reading Association / Wiley, 2019 BASE Show details 7 K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment Gu, Z; Teng, Y; Yang, X. - : Routledge, 2019 BASE Show details 8 Typical vs. atypical: Combining auditory Gestalt perception and acoustic analysis of early vocalisations in Rett syndrome Bolte, Sven; Zhang, D.; Schuller, B.. - : Pergamon Press, 2018 BASE Show details 9 Self-regulated learning of vocabulary in English as a Foreign Language Choi, Y; Zhang, D; Lin, C-H. - : English Language Education Publishing, 2018 BASE Show details 10 Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context Pang, E; Zhang, D; Koda, K. - : Wiley for United Kingdom Literacy Association, 2018 BASE Show details 11 The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: a systematic review of literature Zhang, D; Choi, Y. - : De Gruyter, 2018 BASE Show details 12 Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language Leong, CK; Shun, MSK; Tai, CP. - : Springer Verlag, 2018 BASE Show details 13 Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysis Liu, H; Lin, C-H; Zhang, D. - : SAGE Publications, 2017 BASE Show details 14 Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context Zhang, D. - : Elsevier, 2017 BASE Show details 15 Pedagogical Beliefs and Attitudes toward Information and Communication Technology: A Survey of Teachers of English as a Foreign Language in China Liu, H; Lin, CH; Zhang, D. - : Taylor & Francis (Routledge), 2017 BASE Show details 16 Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge? Zhang, D; Lin, C-H; Zhang, Y. - : Taylor & Francis (Routledge), 2017 BASE Show details 17 Metalinguistic awareness Malay-English bilingual children’s word reading: A cross-lagged panel study on transfer facilitation Zhang, D; Chin, C; Li, L. - : Cambridge University Press (CUP), 2017 BASE Show details 18 Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study Zhang, Y; Lin, C-H; Zhang, D; Choi, Y. - : Wiley, 2016 Abstract: Published ; Article ; This is the author accepted manuscript. The final version is available from Wiley via the DOI in this record. ; Background In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning – particularly, the mechanisms through which learners regulate their motivation and learning strategies – remain unclear. Aims This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China. Sample The participants were 107 tenth graders (68 females, 39 males) in China. Methods The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth. Results Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive. Conclusions The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts. URL: https://doi.org/10.1111/bjep.12135 http://hdl.handle.net/10871/28123 BASE Hide details 19 Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study Zhang, D. - : Oxford University Press (OUP), 2016 BASE Show details 20 Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016 BASE Show details Page: 1 2

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