- 电子邮箱：tiefu@uestc.edu.cn
- 入职时间：2019-01-01
- 所在单位：外国语学院
- 学历：博士研究生毕业
- 办公地点：综合楼342
- 性别：男
- 联系方式：https://www.researchgate.net/profile/Tiefu-Zhang
- 学位：教育学博士学位
- 职称：副教授
- 在职信息：在职人员
- 主要任职：多语实践与教育研究所主任
- 其他任职：《英语写作进阶》课程组组长
- 毕业院校：悉尼大学教育系
- 硕士生导师
- 曾获荣誉：1). 四川省外籍高层次A类人才（四川省人民政府）
2) 四川省认知语言学协会科研成果三等奖，2023
3) 优秀导师奖，中国大学生5分钟学术英语演讲比赛（中国学术英语教学协会）, 2022
4) 优秀论文奖，第三届全国课堂第二语言习得论坛（中国英汉语比较研究会）, 2021
5) 澳大利亚研究生奖学金（澳大利亚联邦政府), 2014-2018
6) Thomas T Roberts 教育奖学金（悉尼大学）, 2015 - 学科：外国语言学及应用语言学
Research Paper (*Corresponding author)
1) Yuan, R., *Zhang, T., & Wang, Q. (2024). Unleashing the potential of big ideas in language education: Two fundamental questions. TESOL Quarterly. Advance online publication.
2) Qiu, X., & *Zhang, T. (2024). Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college. System, 120, Article 103188.
3) 胡杰辉, & *张铁夫. (2023). 中国高校外语教师数字素养的信念与实践研究. 外语教学与研究 (5).
4) Zhang, T., Zhu, L., & Hu, J. (2023). A structural model of job satisfaction among EMI teachers: the role of self-efficacy, burnout, and classroom language proficiency. Journal of Multilingual and Multicultural Development. Advance online publication.
5) Yuan, R., Li, M., & *Zhang, T. (2023). “Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction. Linguistics and Education, 75, Article 101163.
6) Hillman, S., Li, W., Şahan, Ö., Sahan, K., Liyanage, I., Zhang, T., ... & Sah, P. K. (2023). Forum on “The emotional landscape of English medium instruction (EMI) in higher education”. Linguistics and Education, 75, Article 101181。
7) Yuan, R., Qiu, X., Wang, C., & Zhang, T. (2023). Students’ attitudes toward language learning and use in English-medium instruction (EMI) environments: A mixed methods study. Journal of Multilingual and Multicultural Development. Advance online publication.
8) Chen, X., & *Zhang, T. (2023). Individual variations in British humour appreciation among Chinese–English bilinguals: Role of socialisation and acculturation. International Journal of Bilingualism, 27(1), 3-21.
9) Zhang, T., & Mao, Z. (2023). Exploring the development of student feedback literacy in the second language writing classroom. Assessing Writing, 55, Article 100697.
10) 张铁夫, 王凯伦, & 袁睿. (2023). 大学英语教材跨文化能力培养研究—以《新未来大学英语综合教程》为例. 山东外语教学, 1.
11) Yuan, R., *Zhang, T., & Li, M. (2022). ‘EMI is like a durian’: Chinese students’ perspectives on an ideal English-medium instruction classroom in higher education. Language and Education, 37(4), 529-545.
12) Zhang, T., Chen, X., Hu, J., & Ketwan, P. (2021). EFL students' preferences for written corrective feedback: do error types, language proficiency, and foreign language enjoyment matter? Frontiers in Psychology, 12, Article 660564.
13) Chen, X., Dewaele, J. M., & *Zhang, T. (2021). Sustainable development of EFL/ESL learners’ willingness to communicate: The effects of teachers and teaching styles. Sustainability, 14(1), Article 396.
14) Xu, L., & *Zhang, T. (2022). Engaging with multiple sources of feedback in academic writing: Postgraduate students’ perspectives. Assessment & Evaluation in Higher Education, 48(7), 995-1008.
15) Yuan, R., & *Zhang, T. (2022). Applying big ideas to facilitate reading-writing integration in language classrooms. Journal of Second Language Writing, 58, Article 100949.
16) Muhammad, M. S., Kaur, M. S. M., Zhang, T., Nisar, A., & Rakesh, P. (2022). Unfocused written corrective feedback and L2 learners’ writing accuracy: Relationship between feedback type and learner belief. Journal of Language and Education, 8(4), 137-152.
17) Zhang, T. (2021). The effect of highly focused versus mid-focused written corrective feedback on EFL learners’ explicit and implicit knowledge development. System, 99, Article 102493.
18) Yang, Y., Sun, H., Zhang, Y., Zhang, T., Gong, J., Wei, Y., ... & Yu, D. (2021). Dimensionality reduction by UMAP reinforces sample heterogeneity analysis in bulk transcriptomic data. Cell reports, 36(4), Article 109442.
19) Zhang, T. (2021). Book Review: Language Aptitude: Advancing Theory, Testing, Research and Practice. System, 96.
20) Zhang, T. (2020). Book Review: Understanding the Effects of Immediate Electronic Corrective Feedback on Second Language Development. Frontiers in Education, 5.
21) Zhang, T. (2012). The beliefs practicum students bring to their classes regarding language teaching. Asian Journal of Literature, Culture and Society, 6(1), 42-76.
Book Chapter
22) Qiu, X., Yuan, R., & Zhang, T. (in press). Questionnaire development and analysis in EMI research: A study of EMI learner motivation and attitudes. In C. Samantha & J. Pun (Eds.), Researching English medium instruction: Quantitative methods for students, researchers and practitioners. Bloomsbury.