張越博士
助理教授
- +852 2948 7710
- B4-1/F-21
- yuezhang@eduhk.hk
Journal Publications
- Zhang, Y. (in press). Investing in and divesting from learning-to-teach practices: A critical ethnography of a teacher of English in China. Asia-Pacific Journal of Teacher Education. ahead-of-print. http://doi.org/10.1080/1359866X.2024.2431021
- Zhang, Y., & Gonzales, W. (2024). World Englishes pedagogy: Constructing learner identity. ELT Journal, ahead-of-print, http://doi.org/10.1093/elt/ccae053
- Guan, L. H., Zhang, Y., & Gu, M. M. (2024). Towards a holistic integration of AI in EFL education: A mixed method empirical study. ReCALL, ahead-of-print, https://doi.org/10.1017/S0958344024000259
- Zhang, Y. (2024). Researching L2 investment in EMI courses: Techno-reflective narrative interviews. Research Methods in Applied Linguistics, 3(2), 1-15. https://doi.org/10.1016/j.rmal.2024.100115
- Zhang, Y., & Huang, J. (2024). Learner identity and investment in EFL, EMI, and ESL contexts: A longitudinal case study of one pre-service teacher. Journal of Language, Identity & Education, ahead-of-print, 1-14. https://doi.org/10.1080/15348458.2024.2318423
- Zhang, Y., & Liu, G. (2023). Examining the impacts of learner backgrounds, proficiency level, and the use of digital devices on informal digital learning of English: An explanatory mixed-method study. Computer Assisted Language Learning, ahead-of-print, 1-28. https://doi.org/10.1080/09588221.2023.2267627
- Liu, G, Zhang, Y., & Zhang, R. (2023). Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment An explanatory mixed-method study. ReCALL, 36(1), 72-88. https://doi.org/10.1017/S0958344023000204
- Darvin, R., & Zhang, Y. (2023). Words that don’t translate: Reframing relations of power in the classroom through a critical awareness of language differences. Language Awareness, 32(4), 645–661. https://doi.org/10.1080/09658416.2023.2238595
- Zhang, Y. (2023). L2 investment and techno-reflective narrative interviews. TESOL Quarterly, 58(2), 991-1006. https://doi.org/10.1002/tesq.3211
- Liu, G., Zhang, Y., & Zhang, R. (2023). Bridging imagination and informal digital learning of English: A mixed-method investigation. Journal of Multilingual and Multicultural Development. ahead-of-print, 1-21. https://doi.org/10.1080/01434632.2023.2173214
- Zhang, Y., & Miao, Y. (2023). Review of the book The Routledge Handbook of Language, Gender, and Sexuality. System, 111. https://doi.org/10.1016/j.system.2022.102937
- Zhang, Y., & Liu, G. (2022). Revisiting Informal Digital Learning of English (IDLE): a structural equation modeling approach in a university EFL context. Computer Assisted Language Learning. ahead-of-print, 1-33. https://doi.org/10.1080/09588221.2022.2134424
- Zhang, Y. (2022). Review of the book Language Learning Motivation: An Ethical Agenda for Research. System, 104. https://doi.org/10.1016/j.system.2021.102693
Book Chapters
- Zhang, Y. (Forthcoming). Language learner identity. In H. Nesi & P. Milin (Eds.), Encyclopedia of Language and Linguistics (3rd Edition). Elsevier.
- Zhang. Y., & Gonzales, W. (Forthcoming). Decolonizing TESOL classrooms: A critical world-Englishes-informed pedagogy. In K. Raza, O. Uştuk & D. Reynolds (Eds.), Multilingual TESOL: De-constructing and Re-constructing Power ‘of’, ‘in’ and ‘for’ Language Classrooms. Routledge.
- Darvin, R., & Zhang, Y. (in press). Online genres and genre-based pedagogy for English for specific purposes. In B. Paltridge, S. Starfield., & C. Hafner (Eds.), The Handbook of English for Specific Purposes (2nd ed). Boston: Wiley-Blackwell.