Prof. Dr. Lawrence Jun Zhang
Faculty of Arts and Education, The University of Auckland, Auckland, New Zealand
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Academic Career Length
27Years (2000-Present)
(Calculated once Scilit publication data is synced: current year − year of first publication + 1)
Representative Publications
View All Publications19 August 2021 in Frontiers in Psychology
Journal Article
In addressing the recent special issue inFrontiers in Psychology, namely “Positive Psychology in Foreign and Second Language Education: Approaches and Applications,” calling language education researchers around the globe to study positive emotions, positive personality traits, and positive institutional tendencies and their implications for language education systems, stakeholders, and policy practices, the present conceptual review paper aims to acquaint language education researchers, practitioners, instructors, and learners with the main tenets of positive psychology and their application in second/foreign language (L2) education research. Accordingly, by drawing on the broaden-and-build theory of positive emotions, we explain how individuals' positivity can result in their flourishment and development in any aspect of life, including L2 learning and teaching. Then, we introduce and conceptualize seven instances of positive psychology variables, namely academic engagement, emotion regulation, enjoyment, grit, loving pedagogy, resilience, and well-being and explain how these positive factors contribute to desirable L2 learning and teaching experiences. Subsequently, potential theoretical and pedagogical implications are drawn to enhance the quality and effectiveness of language education systems and their respective stakeholders. In the end, the limitations of the studies in this area are explicated, and suggestions for future research are provided to expand the extant literature on positive psychology in the domain of L2 education.
15 December 2023 in Computers & Education
Journal Article
18 May 2016 in The Modern Language Journal
Journal Article
LTLin Sophie Teng
Lin Sophie TengLawrence Jun Zhang16 September 2016 in International Journal of Bilingual Education and Bilingualism
Journal Article
This paper reports on a classroom-based investigation into a tertiary English-medium instruction (EMI) programme in China, with a focus on subject teachers’ perceptions and practices in EMI and students’ motivation and needs in English learning. Given a lacuna in existing EMI research, it examined how EMI instruction was delivered by subject teachers and how English learning should be facilitated through adjunct ESP courses when participants’ English proficiency was inadequate. Data were obtained from nine classroom observations, three post-observation interviews and a questionnaire survey. Findings show that effective instruction was maintained via deploying pragmatic strategies, yet the goal of promoting English attainment was underachieved, as language teaching was not overtly heeded. Subject teachers’ perceptions of EMI undermined prospective students’ linguistic gains. The immediate educational context also contributed to students’ English learning motivation and needs. Our findings suggest increasing access to ESP provision that is fine-tuned to the language issues in genuine EMI classrooms is crucial. Collaboration between subject and language specialists is beneficial to students’ learning of both the subject knowledge and the language skills. ESP practitioners thus need to consider students’ communicative needs in their disciplines and address the limitations of the current EMI practices in tertiary education in China.
15 September 2020 in Frontiers in Psychology
Journal Article
LGLori Xingzhen Gao
Lori Xingzhen Gao
Lawrence Jun ZhangThe sudden global outbreak of COVID-19 in late 2019 has led to thriving online teaching, including the teaching of languages, across the world. As the online teaching of English-as-a-foreign-language (EFL) in Chinese universities is facing new challenges, EFL teachers have been positively exploring new solutions. To understand how EFL teachers were coping with the challenges, we set up this research as part of a larger study to examine EFL teachers’ cognitions about online teaching in response to the disruption of normal teaching plans. We did so by taking a qualitative approach through analyzing in-depth interviews with three EFL teachers from a Chinese university. Through thematic analysis we found that teachers had clear cognitions about features, advantages, and constraints of online EFL teaching and that they acquired information and communication technology (ICT) literacy through understanding students’ learning needs, online teaching practice, and the necessity of integrating traditional classroom teaching methods into online delivery. We conclude this study with a discussion on its pedagogical implications for similar contexts or colleagues facing similar challenges in other parts of the world.
1 June 2020 in Journal of Second Language Writing
Journal Article
LTLin Sophie Teng
Lin Sophie Teng
Lawrence Jun ZhangAbout Me
Lawrence Jun Zhang, PhD, is a Professor of Applied Linguistics and Associate Dean, Faculty of Arts and Education, University of Auckland, New Zealand. His major interests and 200-plus publications are on learner metacognition, language-teacher education, L2 reading–writing development, psychology of language teaching/learning. An editorial board member for Applied Linguistics Review, Australian Review of Applied Linguistics, Journal of Second Language Writing, Metacognition and Learning, and RELC Journal, among others, he was by honored by TESOL Int'l Association (USA) with the award of “50 at 50”, acknowledging “50 Outstanding Leaders” in the field of TESOL around the world and was officially installed as a newly elected member of the Board of Directors of the Association in 2017. In the Stanford University Rankings, he has been listed in the top 2% of Scientists in the World in the disciplinary areas of Linguistics/Applied Linguistics/Language Education. His work has appeared in Applied Linguistics, Applied Linguistics Review, British Journal of Educational Psychology, Journal of Multilingual and Multicultural Development, Language Awareness, Modern Language Journal, Perceptual and Motor Skills, TESOL Quarterly, Discourse Processes, System, Language Teaching Research, Reading and Writing, Reading and Writing Quarterly, Journal of Psycholinguistic Research, Journal of English for Academic Purposes, RELC Journal, and Journal of Second Language Writing, among others.
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