1) Zhang, T. (2022). Associate editor. In New Horizon College English Comprehensive Course I [新境界大学英语综合教程1]. Foreign Language Teaching and Research Press [外语教学与研究出版社].

2) Zhang, T. (2023). Associate editor. In New Horizon College English Comprehensive Course II [新境界大学英语综合教程2]. Foreign Language Teaching and Research Press [外语教学与研究出版社].

3) Zhang, T. (2024). Associate editor. In New Horizon College English Comprehensive Course III [新境界大学英语综合教程3]. Foreign Language Teaching and Research Press [外语教学与研究出版社].

Selected Conference Presentations

1) Scaffolding Teachers and Learners to Excel in EMI Contexts. Symposium to be presented at the AILA 60th Anniversary World Congress, Kuala Lumpur, July 2024.

2) Exploring EMI Teachers' Psychological Experience in Chinese Higher Education. The 10th International Conference on English Language Teaching (ELT) in China, Chengdu, October 2023

3) Digital Literacy in Chinese Higher Education: Beliefs and Practices Among Foreign Language Teachers. First High-Level Forum on Foreign Language Education, Beijing, September 2023.

4) Engaging with Multiple Sources of Feedback in Academic Writing: A Postgraduate Students’ Perspective. American Association for Applied Linguistics 2023 Conference, Portland.

5) Development and Validation of a Language Aptitude Test for Young Chinese Learners of Foreign Languages. American Association for Applied Linguistics 2021 Virtual Conference.

6) The Roles of Error Types, Language Proficiency, and Foreign Language Enjoyment in Written Corrective Feedback Preferences: Evidence from Thai EFL Learners. The 3rd National Conference on Instructed Second Language Acquisition, Wuhan, November 2021.

7) The Role of Written Corrective Feedback and Revision for L2 Development. TESOL 2018 International Convention & English Language Expo, Chicago.

1) Conceptualising, Assessing, And Developing AI Literacy Among Foreign Language Teachers in Higher Education

Ministry of Education in China Project of Humanities and Social Sciences

2024-2027

Grant Number: 24YJA740001 | Principal investigator

2) Developing student feedback literacy in the second language writing classroom 

China Foreign Language Education 

August 2022 - August 2024

Grant Number: ZGWYJYJJ11A174 | Principal investigator

3) Applying CSE in Scenario-based classroom teaching and learning

 National Education Examinations Authority—Cambridge Assessment

 March 2022 – May 2024

Grant Number: NEEA-CARGS202205 | Principal investigator

4) Construction and application of learner portraits for blended learning modes in Chinese college English classrooms

National Social Science Foundation 

October 2020- October 2024

Grant Number: 20BYY115 | Co-investigator

5) Dynamic development of complexity, accuracy, and fluency in Chinese EFL learners' academic writing development and their motivation

Fundamental Research Funds for the Central Universities

April 2020- June 2023

Grant Number: Y030202059018034| Principal investigator

6) Exploration of Engineering Academic English Curriculum System Construction Serving National Strategy with a Global Perspective

Sichuan Province Higher Education Talent Training Quality and Teaching Reform Project

March 2021 – March 2023

Grant Number: JG2021-188 | Co-investigator

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.

TESOL 

Second Language Acquisition 

English for Academic Purposes 

Second Language Writing 

Language Teacher Education