Professor Lawrence Jun Zhang is a leading scholar in the field of language education, especially in teaching English to speakers of other languages (TESOL), who has published extensively on metacognition in leading international journals such as Applied Linguistics, TESOL Quarterly, Metacognition and Learning, British Journal of Educational Psychology, Journal of Second Language Writing, Language Awareness, System, Journal of Psycholinguistic Research, Frontiers in Psychology, Sustainability, Reading and Writing and Current Psychology, among others. He was the sole recipient of the TESOL Award for Distinguished Research 2010–2011 from the TESOL International Association. In 2016, he was awarded ‘50@50’ by the TESOL International Association (USA), which acknowledged ‘50 Outstanding Leaders’ around the globe in the profession of TESOL when the Association celebrated its 50th anniversary.
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GaoX (2006) Has language learning strategy research come to an end?A response to Tseng et al. (2006). Applied Linguistics28(4): 615–620.
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GaoXZhangLJ (2011) Joining forces for synergy: Agency and metacognition as interrelated theoretical perspectives on learner autonomy. In: MurrayGGaoXLambT (eds) Identity, Motivation and Autonomy in Language Learning. Bristol: Multilingual Matters, 2–41.
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JiangYDewaeleJ-M (2019) How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?System82: 13–25.
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JinYXZhangLJ (2018) The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism24(7): 948–962.
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JinYXZhangLJ (2019) A comparative study of two scales for foreign language classroom enjoyment. Perceptual and Motor Skills126(5): 1024–1041.
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PriorMT (2019) Elephants in the room: An ‘affective turn,’ or just feeling our way?Modern Language Journal103(2): 516–527.
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QinLZhangLJ (2019) English as a foreign language writers’ metacognitive strategy knowledge of writing and their writing performance in multimedia environments. Journal of Writing Research11(2): 393–413.
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SunQZhangLJ (2022a) Examining the effects of English as a foreign language student-writers’ metacognitive experiences on their writing performance. Current Psychology. Epub ahead of print 27 July 2022. DOI: 10.1007/s12144-022-03416-0
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SunQZhangLJ (2022b) Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach. Frontiers in Psychology13: 986301.
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SunQZhangLJCarterS (2021) Investigating students’ metacognitive experiences: Insights from the English as a Foreign Language Learners Writing Metacognitive Experiences Questionnaire (EFLLWMEQ). Frontiers in Psychology12: 744842.
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TengLSZhangLJ (2016) A questionnaire-based validation of multidimensional models of self-regulated learning strategies. Modern Language Journal100(3): 674–701.
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TengLSZhangLJ (2017) Effects of motivational regulation strategies on writing performance: A mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning13(2): 213–240.
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TengMFWangCZhangLJ (2022) Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance. Assessing Writing51: 100573.
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TengMFZhangLJ (2021) Development of children's metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models. British Journal of Educational Psychology91(4): 1202–1230.
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TengMFZhangLJ (2022) Development of metacognitive knowledge and morphological awareness: A longitudinal study of ethnic minority multilingual young learners in China. Journal of Multilingual and Multicultural Development: 1–17. Epub ahead of print 13 April 2022. DOI: 10.1080/01434632.2022.2052301
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YuanRZhangLJ (2019) Teacher metacognitions about identities: Case studies of four expert language teachers in China. TESOL Quarterly54(4): 870–899.
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ZhangDZhangLJ (2019) Metacognition and self-regulated learning (SRL) in second/foreign language teaching. In: GaoX (ed.) Second Handbook of English Language Teaching. Cham: Springer, 883–897.
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ZhangJZhangLJ (2022) The effect of feedback on metacognitive strategy use in EFL writing. Computer Assisted Language Learning: 1–26. Epub ahead of print 1 May 2022. DOI: 10.1080/09588221.2022.2069822
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ZhangLJ (2010) A dynamic metacognitive systems account of Chinese university students’ knowledge about EFL reading. TESOL Quarterly44(2): 320–353.
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ZhangLJSaeedianAFathiJ (2022) Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context. Journal of Multilingual and Multicultural Development. Epub ahead of print 19 July 2022. DOI: 10.1080/01434632.2022.2100893
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