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Peijian Paul Sun
Department of Linguistics, Zhejiang University, Hangzhou 310058, China

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Short Biography

Peijian Paul Sun is an Associate Professor of Linguistics at Zhejiang University, China. His research focuses on L2 teaching and learning, teacher education, and educational technology. His publications have appeared in various journals, including Applied Linguistics, TESOL Quarterly, Computer Assisted Language Learning, and System. Email: [email protected]

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Book review
Published: 10 August 2021 in System
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Yawen Wang; Peijian Paul Sun. Overcoming Challenges in Corpus Construction: The Spoken British National Corpus 2014, Robbie Love, Routledge, New York (2020). System 2021, 101, 102606 .

AMA Style

Yawen Wang, Peijian Paul Sun. Overcoming Challenges in Corpus Construction: The Spoken British National Corpus 2014, Robbie Love, Routledge, New York (2020). System. 2021; 101 ():102606.

Chicago/Turabian Style

Yawen Wang; Peijian Paul Sun. 2021. "Overcoming Challenges in Corpus Construction: The Spoken British National Corpus 2014, Robbie Love, Routledge, New York (2020)." System 101, no. : 102606.

Journal article
Published: 14 May 2021 in Sustainability
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Informed by the expectancy–value theory and the motivational factors influencing teaching model choices, this case study explored three Chinese-as-a-foreign-language teaching assistants’ (L2 Chinese TAs’) motivational engagement in teaching L2 Chinese as a sustainable and lifelong career in New Zealand. Each TA participated in three rounds of semi-structured interviews in the process of data collection. The findings revealed that (1) the TAs’ expectancy was all student oriented, regardless of their different backgrounds; (2) the different values of L2 Chinese teaching contributed to the TAs’ teaching performance and career choices; and (3) the impact of teaching self-efficacy on the TAs’ profession retention was pivotal, but controversial, when taking their previous majors into account. Implications for the sustainable development of L2 Chinese teachers were discussed.

ACS Style

Peijian Sun. Understanding the Sustainable Development of L2 Chinese Teachers in New Zealand: A Case Study of Teaching Assistants’ Motivational Engagement in Teaching Chinese as a Foreign Language. Sustainability 2021, 13, 5521 .

AMA Style

Peijian Sun. Understanding the Sustainable Development of L2 Chinese Teachers in New Zealand: A Case Study of Teaching Assistants’ Motivational Engagement in Teaching Chinese as a Foreign Language. Sustainability. 2021; 13 (10):5521.

Chicago/Turabian Style

Peijian Sun. 2021. "Understanding the Sustainable Development of L2 Chinese Teachers in New Zealand: A Case Study of Teaching Assistants’ Motivational Engagement in Teaching Chinese as a Foreign Language." Sustainability 13, no. 10: 5521.

Book chapter
Published: 07 November 2020 in Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance
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Peijian Paul Sun. Correction to: Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance 2020, C1 -C1.

AMA Style

Peijian Paul Sun. Correction to: Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance. 2020; ():C1-C1.

Chicago/Turabian Style

Peijian Paul Sun. 2020. "Correction to: Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance." Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance , no. : C1-C1.

Chapter
Published: 20 August 2020 in Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance
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This chapter presents the findings from the analysis of quantitative data with an in-depth discussion at the end. First, the background information for the four groups of participants, divided according to their speech competence and speech performance, is introduced. The reliability and validity of the instruments are then revisited with a sample collected for the present study through confirmatory analysis. Subsequently, the quantitative findings and summaries for each research question are presented. This chapter concludes with a discussion of the quantitative findings.

ACS Style

Peijian Paul Sun. Quantitative Results and Discussions. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance 2020, 131 -166.

AMA Style

Peijian Paul Sun. Quantitative Results and Discussions. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance. 2020; ():131-166.

Chicago/Turabian Style

Peijian Paul Sun. 2020. "Quantitative Results and Discussions." Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance , no. : 131-166.

Chapter
Published: 20 August 2020 in Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance
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The chapter justifies the methodology adopted in the present study. A detailed description of the study is presented including (1) addressing the research aims, (2) rationalizing research design and instrument selection, (3) piloting and validating the instruments, (4) presenting the procedures for quantitative and qualitative data collections, and (5) introducing the data analysis procedures.

ACS Style

Peijian Paul Sun. Research Design and Methodology. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance 2020, 99 -130.

AMA Style

Peijian Paul Sun. Research Design and Methodology. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance. 2020; ():99-130.

Chicago/Turabian Style

Peijian Paul Sun. 2020. "Research Design and Methodology." Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance , no. : 99-130.

Chapter
Published: 20 August 2020 in Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance
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Explaining the underlying reasons for the discrepant and unbalanced development between Chinese as a second language (CSL) multilinguals’ speech competence and speech performance is the aim of this book. Exploring how intermediate and advanced CSL multilinguals’ speech competence and speech performance differ from cognitive, affective, and sociocultural lenses is the over-arching research question.

ACS Style

Peijian Paul Sun. Introduction. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance 2020, 1 -10.

AMA Style

Peijian Paul Sun. Introduction. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance. 2020; ():1-10.

Chicago/Turabian Style

Peijian Paul Sun. 2020. "Introduction." Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance , no. : 1-10.

Chapter
Published: 20 August 2020 in Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance
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This chapter provides readers with a brief understanding of the dual dimensions of speaking: speech competence and speech performance. It starts with a historical review of the conceptual development of the competence and performance construct. Speech competence and speech performance, as two key terms in this book, are later proposed and defined accordingly in order to examine the dual dimensions of CSL multilinguals’ speech ability/capacity. Two ensuing assessments (i.e., a Chinese speech competence test and a Chinese speech performance test) are justified for the present study. Finally, a CSL speech performance scale is established for raters’ reference.

ACS Style

Peijian Paul Sun. Speech Competence and Speech Performance: A Literature Review. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance 2020, 31 -43.

AMA Style

Peijian Paul Sun. Speech Competence and Speech Performance: A Literature Review. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance. 2020; ():31-43.

Chicago/Turabian Style

Peijian Paul Sun. 2020. "Speech Competence and Speech Performance: A Literature Review." Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance , no. : 31-43.

Chapter
Published: 20 August 2020 in Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance
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This chapter presents the results and discussion in line with the five research questions of the present study based on the qualitative data collected from the focus groups and semi-structured interviews. A total of 7 focus groups and 10 semi-structured interviews were conducted to explore the research questions from a more in-depth qualitative perspective. Two types of interviews were utilized in order to bring different lines of insights together to ensure that more profound and appropriate understandings of the research questions could be facilitated. This chapter starts with an introduction to the background information of the participants and the coding system. The qualitative findings in relation to each research question are presented sequentially followed by a summary and discussion.

ACS Style

Peijian Paul Sun. Qualitative Results and Discussion. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance 2020, 167 -224.

AMA Style

Peijian Paul Sun. Qualitative Results and Discussion. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance. 2020; ():167-224.

Chicago/Turabian Style

Peijian Paul Sun. 2020. "Qualitative Results and Discussion." Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance , no. : 167-224.

Chapter
Published: 20 August 2020 in Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance
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This chapter presents a systematic literature review in relation to the development of L2 learning and speaking from cognitive, affective, and sociocultural perspectives. Multilingualism has also been briefly reviewed.

ACS Style

Peijian Paul Sun. L2 Learning and Speaking: A Literature Review. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance 2020, 45 -98.

AMA Style

Peijian Paul Sun. L2 Learning and Speaking: A Literature Review. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance. 2020; ():45-98.

Chicago/Turabian Style

Peijian Paul Sun. 2020. "L2 Learning and Speaking: A Literature Review." Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance , no. : 45-98.

Chapter
Published: 20 August 2020 in Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance
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This book explored the underlying reasons for the discrepancy between CSL multilinguals’ speech competence and speech performance from cognitive, affective, and sociocultural perspectives.

ACS Style

Peijian Paul Sun. Conclusion, Implication, Limitation, and Recommendation. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance 2020, 225 -235.

AMA Style

Peijian Paul Sun. Conclusion, Implication, Limitation, and Recommendation. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance. 2020; ():225-235.

Chicago/Turabian Style

Peijian Paul Sun. 2020. "Conclusion, Implication, Limitation, and Recommendation." Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance , no. : 225-235.

Chapter
Published: 20 August 2020 in Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance
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This chapter critically reviews major theoretical and conceptual frameworks relating to L2 speech production. These include the Affective Filter Hypothesis, automaticity, the L2 Willingness to Communicate (WTC) Model, the L2 Motivational Self System (L2MSS), and L2 speech production models. The contributions and limitations of each hypothesis or theory pertaining to L2 speaking are discussed in order to establish a justifiable theoretical context for the study in this book. This chapter starts with an overview of the affective filter hypothesis and the concept of automaticity. This includes a critical review of (Krashen in Principles and Practice in Second Language Acquisition, Pergamon, Oxford, UK, 1982) Affective Filter Hypothesis and a brief introduction to the development of automaticity. Afterward, the L2 WTC Model of (MacIntyre et al. in The Modern Language Journal 82:545–562, 1998) is presented with a discussion of the problems concerning this model. Subsequently, (Dörnyei in Motivation, Language Identity and the L2 Self, Multilingual Matters, Bristol, UK, 2009) L2MSS is examined and its applicability in the CSL context is discussed. Lastly, an overview of the development of speech production models is presented, ensuing a discussion on the compatibility of speech production models in the CSL context. This chapter concludes with a brief summary.

ACS Style

Peijian Paul Sun. Theoretical and Conceptual Frameworks. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance 2020, 11 -29.

AMA Style

Peijian Paul Sun. Theoretical and Conceptual Frameworks. Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance. 2020; ():11-29.

Chicago/Turabian Style

Peijian Paul Sun. 2020. "Theoretical and Conceptual Frameworks." Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance , no. : 11-29.

Articles
Published: 14 April 2020 in Computer Assisted Language Learning
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This study focuses on preservice Chinese-as-a-second/foreign-language (L2 Chinese) teachers with a theoretical perspective based on prior technology acceptance research in the educational context, to investigate factors influencing preservice L2 Chinese teachers’ intention to use educational technology in their future classrooms. Six relevant constructs—intention to use technology, perceived usefulness, attitudes toward use of technology, technology self-efficacy, facilitating conditions and experience of technology use—were incorporated into three hypothesized models. A total of 331 preservice L2 Chinese teachers from two national key universities in China participated in this study. Data were collected via a self-report questionnaire and analyzed through structural equation modeling. Model comparison results showed that the third hypothesized model fit the data best. Specifically, perceived usefulness, technology self-efficacy, and facilitating conditions had direct positive effects on attitudes toward use of technology, while perceived usefulness, attitudes toward use of technology, and experience of technology use showed a positive influence on intention to use technology. This study enriches our understanding of technology acceptance by extending consideration to under-studied preservice L2 Chinese teachers in China. Implications for schools and teacher educators are also discussed.

ACS Style

Peijian Sun; Bing Mei. Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective. Computer Assisted Language Learning 2020, 1 -24.

AMA Style

Peijian Sun, Bing Mei. Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective. Computer Assisted Language Learning. 2020; ():1-24.

Chicago/Turabian Style

Peijian Sun; Bing Mei. 2020. "Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective." Computer Assisted Language Learning , no. : 1-24.

Original research article
Published: 19 February 2020 in Frontiers in Psychology
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To date, research has been undertaken to reveal factors contributing to learners’ second/foreign language (L2) speaking and/or learning at particular points in time in separate studies from cognitive, affective, and socio-cultural perspectives as individual variables. Nonetheless, little research has concurrently investigated L2 speaking with the same cohort of learners as participants from these perspectives in a single study, to obtain comprehensive and systematic understandings of how the three dimensions of factors work together in influencing individuals’ L2 speaking. This study, utilizing Segalowitz’s (2010) L2 speech production framework as the theoretical lens, examined a group of L2 Chinese multilinguals’ perceptions toward their speech performance and production ability development, attempting to comprehensively and systematically uncover the factors influencing L2 speaking from the three perspectives mentioned above. We collected data through focus groups and semi-structured interviews from 17 advanced level L2 Chinese multilinguals. The findings of the study revealed that factors that influenced the L2 Chinese multilinguals’ speech performance and their development of such an ability included the following: (1) age of acquisition, cognitive fluency, learning styles, and speaking strategies; (2) motivation, anxiety, speaking self-efficacy, and willingness-to-communicate; (3) L2 cultural interest, L2 communities, and L2 classes; and (4) multilingualism. We conclude that the development of L2 Chinese speech production ability could be the result of the synergies gained from the cognitive, affective, and socio-cultural dimensions of L2 learning and use. Insights into L2 Chinese teachers and learners in terms of how to support and sustain the improvement of L2 Chinese speech production ability are also discussed.

ACS Style

Peijian Sun; Lawrence Jun Zhang. A Multidimensional Perspective on Individual Differences in Multilingual Learners’ L2 Chinese Speech Production. Frontiers in Psychology 2020, 11, 59 .

AMA Style

Peijian Sun, Lawrence Jun Zhang. A Multidimensional Perspective on Individual Differences in Multilingual Learners’ L2 Chinese Speech Production. Frontiers in Psychology. 2020; 11 ():59.

Chicago/Turabian Style

Peijian Sun; Lawrence Jun Zhang. 2020. "A Multidimensional Perspective on Individual Differences in Multilingual Learners’ L2 Chinese Speech Production." Frontiers in Psychology 11, no. : 59.

Journal article
Published: 26 November 2019 in System
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This empirical study used a mixed-methods approach to examining the relationship of writing proficiency levels and motivational regulation strategies in English as a foreign language (EFL) contexts. Data were collected from a total of 389 Chinese undergraduates through a writing task and a self-report questionnaire. Among the participants, 30 students from high writing-proficiency (n = 15) and low writing proficiency (n = 15) groups were invited to complete follow-up semi-structured interviews. Quantitative data of this study revealed that the high writing-proficiency students reported using more mastery and performance self-talk, interest enhancement, and emotional control than the low writing-proficiency students. Likewise, the semi-structured interviews indicated that the high writing-proficiency group demonstrated more maturity and flexibility in deploying some motivational regulation strategies (e.g., interest enhancement and mastery self-talk) while the low writing-proficiency group reported limited understanding and use of these strategies. In addition, knowledge about learning strategies, writing instruction, learning motivation, and academic self-efficacy were major factors affecting the use of motivational regulation strategies between the two proficiency groups.

ACS Style

Lin Sophie Teng; Rui Eric Yuan; Peijian Sun. A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts. System 2019, 88, 102182 .

AMA Style

Lin Sophie Teng, Rui Eric Yuan, Peijian Sun. A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts. System. 2019; 88 ():102182.

Chicago/Turabian Style

Lin Sophie Teng; Rui Eric Yuan; Peijian Sun. 2019. "A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts." System 88, no. : 102182.

Article
Published: 21 December 2017 in TESOL Quarterly
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This study was designed to validate a multidimensional structure of writing self-efficacy in English as a foreign language contexts, conceptualized in self-regulated learning theory and social cognitive theory. The Second Language Writer Self-Efficacy Scale was developed and evaluated through a series of rigorous validation procedures. The researchers collected data from 609 university students in China. Confirmatory factory analyses through structural equation modeling validated the proposed three-dimensional structure of writing self-efficacy, including linguistic self-efficacy, self-regulatory efficacy, and performance self-efficacy. Model comparisons confirmed the hypothesis that writing self-efficacy is a multidimensional construct, in which the three factors are conceptually related. Internal and composite reliability, convergent validity, and discriminant validity were examined, suggesting satisfactory psychometric properties of the scale. The concurrent validity and predictive validity were checked by examining correlations of writing self-efficacy with motivational beliefs and writing performance. Findings revealed that the three dimensions of self-efficacy had small to moderate correlations with writing performance. Significant correlations were also found between writing self-efficacy and motivational beliefs (e.g., task value, intrinsic goal orientation, extrinsic goal orientation). The findings support a social cognitive view of self-efficacy that acknowledges the interplay of behaviors, personal factors, and environmental conditions. Theoretical and pedagogical implications are discussed.

ACS Style

Lin Sophie Teng; Peijian Sun; Linlin Xu. Conceptualizing Writing Self-Efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling. TESOL Quarterly 2017, 52, 911 -942.

AMA Style

Lin Sophie Teng, Peijian Sun, Linlin Xu. Conceptualizing Writing Self-Efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling. TESOL Quarterly. 2017; 52 (4):911-942.

Chicago/Turabian Style

Lin Sophie Teng; Peijian Sun; Linlin Xu. 2017. "Conceptualizing Writing Self-Efficacy in English as a Foreign Language Contexts: Scale Validation Through Structural Equation Modeling." TESOL Quarterly 52, no. 4: 911-942.

Journal article
Published: 10 November 2017 in Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA
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口头纠正性反馈包括直接更正、元语言反馈、重铸、要求澄清、重复错误和诱导这六种方式。大量研究表明口头纠正性反馈对学习者语言能力的提升具有积极作用。性格特征,作为一个人的心理认同,具有相对稳定的特性,尤其就成年人而言。众多研究表明性格特征能够影响一个人第二语言的习得。然而,口头纠正性反馈与性格特征之间的关系却未能引起广泛重视。本文通过问卷调查、课堂录音和个别访谈三种方式考察了师生性格特征与口头纠正性反馈之间的关系。研究结果表明:(1)性格特征在一定程度上会影响教师口头纠正性反馈的纠错力度,但并不影响教师对不同类型偏误所持的纠错态度及反馈方式的总体选择。(2)师生就口头纠正性反馈方式所持的态度不尽相同,尤其在“直接更正”、“重铸”和“重复错误”方式上。(3)不同性格特征的教师和学生在口头纠正性反馈的选择上所持态度存在一定差异,尤其在“直接更正”、“元语言反馈”、“重铸”和“诱导”方面。

ACS Style

Peijian Sun. 试析师生性格特征与口头纠正性反馈之间的关系. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 2017, 52, 172 -186.

AMA Style

Peijian Sun. 试析师生性格特征与口头纠正性反馈之间的关系. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA. 2017; 52 (2):172-186.

Chicago/Turabian Style

Peijian Sun. 2017. "试析师生性格特征与口头纠正性反馈之间的关系." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, no. 2: 172-186.

Article
Published: 21 June 2017 in Journal of Psycholinguistic Research
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This study revisited Reid’s (1987) perceptual learning style preference questionnaire (PLSPQ) in an attempt to answer whether the PLSPQ fits in the Chinese-as-a-second-language (CSL) context. If not, what are CSL learners’ learning styles drawing on the PLSPQ? The PLSPQ was first re-examined through reliability analysis and confirmatory factor analysis (CFA) with 224 CSL learners. The results showed that Reid’s six-factor PLSPQ could not satisfactorily explain the CSL learners’ learning styles. Exploratory factor analyses were, therefore, performed to explore the dimensionality of the PLSPQ in the CSL context. A four-factor PLSPQ was successfully constructed including auditory/visual, kinaesthetic/tactile, group, and individual styles. Such a measurement model was cross-validated through CFAs with 118 CSL learners. The study not only lends evidence to the literature that Reid’s PLSPQ lacks construct validity, but also provides CSL teachers and learners with insightful and practical guidance concerning learning styles. Implications and limitations of the present study are discussed.

ACS Style

Peijian Sun; Lin Sophie Teng. Profiling Perceptual Learning Styles of Chinese as a Second Language Learners in University Settings. Journal of Psycholinguistic Research 2017, 46, 1529 -1548.

AMA Style

Peijian Sun, Lin Sophie Teng. Profiling Perceptual Learning Styles of Chinese as a Second Language Learners in University Settings. Journal of Psycholinguistic Research. 2017; 46 (6):1529-1548.

Chicago/Turabian Style

Peijian Sun; Lin Sophie Teng. 2017. "Profiling Perceptual Learning Styles of Chinese as a Second Language Learners in University Settings." Journal of Psycholinguistic Research 46, no. 6: 1529-1548.

Articles
Published: 14 March 2017 in Interactive Learning Environments
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This study explored the congruence and disparities among three groups of foreign language (Chinese, French, and German) students’ and teachers’ perceptions of collaborative/cooperative language learning (CLL) strategies in novice-level classroom contexts. A total of 168 participants from a university in the USA took part in this mixed-method study. The quantitative findings from a 10-item CLL questionnaire suggested that while the students’ and teachers’ perceptions of CLL strategies were generally consistent and positive, some disparities emerged in terms of their perceptions towards pair work, 3–6 as a group work, interview, and role playing. The qualitative findings from interviews and classroom observations provided some possible explanations to the differences discovered. The quantitative findings also revealed that foreign language type was not a factor differentiating students’ and teachers’ perceptions of CLL strategies. Some practical implications are provided for the effective implementation of CLL strategies in novice-level foreign language classrooms.

ACS Style

Peijian (Paul) Sun; Rui (Eric) Yuan. Understanding collaborative language learning in novice-level foreign language classrooms: perceptions of teachers and students. Interactive Learning Environments 2017, 26, 189 -205.

AMA Style

Peijian (Paul) Sun, Rui (Eric) Yuan. Understanding collaborative language learning in novice-level foreign language classrooms: perceptions of teachers and students. Interactive Learning Environments. 2017; 26 (2):189-205.

Chicago/Turabian Style

Peijian (Paul) Sun; Rui (Eric) Yuan. 2017. "Understanding collaborative language learning in novice-level foreign language classrooms: perceptions of teachers and students." Interactive Learning Environments 26, no. 2: 189-205.

Journal article
Published: 15 March 2016 in The Asia-Pacific Education Researcher
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Language learning strategies have drawn researchers’ substantial attention since Rubin’s (1975) and Stern’s (1975) studies on “good language learners”. Nevertheless, research pertaining to speaking strategies is inadequate, especially in relation to learning Chinese as second/foreign language (CSL/CFL). This study, therefore, seeks to address this research gap with an initial attempt of developing an inventory for measuring CSL/CFL students’ strategies in learning how to speak in L2 Chinese: The Speaking Strategy Inventory for Learners of Chinese (SSILC) as a second/foreign language. Given that this is the very first inventory of its kind, the purpose of our study is to validate it so that more teachers of CSL/CFL could be provided with a tool for assessing their L2 Chinese learners’ use and development of speaking strategies. L2 Chinese learners will also be able to use it for monitoring their own progress. Two independent samples of 260 and 135 university L2 Chinese students responded to the SSILC. The data were then subjected to exploratory factor analyses (EFAs) and confirmatory factor analyses (CFAs), respectively. Results from both EFAs and CFAs provided support for a three-factor speaking strategy inventory with good psychometric properties. The three clusters of speaking strategies are Expression Practice Strategies, Native-like and Involvement Strategies and Assistance Strategies. The correlations between the three clusters of speaking strategies and self-perceived speaking proficiency partially supported the predictive validity of the SSILC. Future research and pedagogical implications for classroom teachers are discussed.

ACS Style

Peijian Sun; Lawrence Jun Zhang; Susan M. Gray. Development and Validation of the Speaking Strategy Inventory for Learners of Chinese (SSILC) as a Second/Foreign Language. The Asia-Pacific Education Researcher 2016, 25, 593 -604.

AMA Style

Peijian Sun, Lawrence Jun Zhang, Susan M. Gray. Development and Validation of the Speaking Strategy Inventory for Learners of Chinese (SSILC) as a Second/Foreign Language. The Asia-Pacific Education Researcher. 2016; 25 (4):593-604.

Chicago/Turabian Style

Peijian Sun; Lawrence Jun Zhang; Susan M. Gray. 2016. "Development and Validation of the Speaking Strategy Inventory for Learners of Chinese (SSILC) as a Second/Foreign Language." The Asia-Pacific Education Researcher 25, no. 4: 593-604.

Journal article
Published: 27 January 2016 in TESOL Quarterly
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Rui Yuan; Peijian Sun; Lin Teng. Understanding Language Teachers’ Motivations Towards Research. TESOL Quarterly 2016, 50, 220 -234.

AMA Style

Rui Yuan, Peijian Sun, Lin Teng. Understanding Language Teachers’ Motivations Towards Research. TESOL Quarterly. 2016; 50 (1):220-234.

Chicago/Turabian Style

Rui Yuan; Peijian Sun; Lin Teng. 2016. "Understanding Language Teachers’ Motivations Towards Research." TESOL Quarterly 50, no. 1: 220-234.