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Professor Dongbo Zhang

Professor of Language Education

4723

+44 (0) 1392 724723

Baring Court BC204

Baring Court, University of Exeter St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

I am an applied linguist and Professor of Language Education (TESOL) in the Graduate School of Education. I previously held appointments at Michigan State University (USA), Nanyang Technology University (Singapore), and Shanghai Jiao Tong University (China).

Qualifications

PhD in Second Language Acquisition, Carnegie Mellon University (USA)

MA in Linguistics and Applied Linguistics, Jilin University (China)

Research group links

Research

Research interests

An applied linguist by training, I am primarily interested in vocabulary knowledge and reading development in second language (L2) or bilingual learners. Over the past years, I have collaborated with colleagues and students to examine various issues related to this strand of interest, such as the metalinguistic underpinnings of word learning and reading (e.g., Zhang, 2013, 2017a, 2017b; Zhang, Koda, & Leong, 2016) and the lexical foundation of reading comprehension (e.g., Zhang, 2012; Zhang & Yang, 2016). To unravel the complexity of L2 reading development, my research has taken a cross-linguistic perspective, examining how learners’ metalinguistic resources, such as morphological awareness, can be transferred from one language to facilitate their development of reading and its related skills in the other language. More recently, I have developed a strong interest in the multidimensionality of vocabulary knowledge and its implications for textual comprehension. In particular, I aim to find out how different dimensions of vocabulary knowledge and the efficiency of accessing them function in L2 readers’ reading of different types of texts and for different reading purposes.

A secondary strand of my research focuses on the relationships between language teacher cognition (Borg, 2006) and teachers’ classroom practices. So far I have collaborated with colleagues and students to look at two major issues related to this strand of research: language teachers’ technology adoption (e.g., Liu, Lin, & Zhang, 2017; Liu, Lin, Zhang, & Zheng, 2017) and assessment literacy (Gu, Teng, Yang, & Zhang, 2019).

Although multiple approaches have been adopted in my research to address the complexity of issues related to language learners and teachers, my research is primarily cognitive and quantitative and involves using multivariate statistical methods such as Structural Equation Modeling to document the complex relationships between variables.

I welcome emails from prospective students to discuss interest in studying in GSE’s PhD in Education programme. Those who have had rigorous theoretical and methodological training in psychology of language/reading are particularly welcome to contact me and discuss interests.

Publications

Key publications | Publications by category | Publications by year

Key publications

Alshehri M, Zhang D (2022). The Lexical Basis of Second Language (L2) Reading Comprehension:. From (Sub-)Lexical Knowledge to Processing Efficiency. Language Learning, 72, 325-364. Abstract.

Ke S, Miller R, Zhang D, Koda K (2021). Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: a Systematic Review and Meta-analysis of Correlation Coefficients. Language Learning, 71, 8-54.

Zhang D, Ke S (2020). The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth-Grade Readers of English. Reading Research Quarterly, 56, 311-329.

Choi Y, Zhang D, Lin C-H, Zhang Y (2018). Self-regulated learning of vocabulary in English as a Foreign Language. Asian EFL Journal, 20, 54-82.

Zhang D, Koda K (2017). Assessing L2 vocabulary depth with word associates format tests: issues, findings, and suggestions. Asian-Pacific Journal of Second and Foreign Language Education, 2(1). Abstract.

Liu H, Lin CH, Zhang D (2017). Pedagogical Beliefs and Attitudes toward Information and Communication Technology: a Survey of Teachers of English as a Foreign Language in China. Computer Assisted Language Learning, 30, 745-765.

Publications by category

Books

Li L, Zhang D (eds)(2023). Reading in Chinese as an Additional Language. Learners’ Development, Instruction and Assessment., Routledge.

Zhang D, Lin C-H (2017). Chinese as a Second Language Assessment., Springer. Abstract.

Lin C-H, Zhang D, Zheng B (2017). Preparing Foreign Language Teachers for Next-Generation Education., IGI Global. Abstract.

Zhao S, Zhang D (2010). China through the dynasties., Cengage Learning. Abstract.

Journal articles

Alshehri M, Zhang D (2022). The Lexical Basis of Second Language (L2) Reading Comprehension:. From (Sub-)Lexical Knowledge to Processing Efficiency. Language Learning, 72, 325-364. Abstract.

Ke S, Zhang D (2021). Morphological Instruction and Reading Development in Young L2 readers: a Scoping Review of Causal Relationships. Studies in Second Language Learning and Teaching, 11, 331-350.

Yang X, Teng Y, Gu Z, Zhang D (2021). Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation. Research in Language and Education: an International Journal, 1, 69-84.

Choi Y, Zhang D (2021). The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: a systematic review of literature. International Review of Applied Linguistics in Language Teaching, 59, 1-30.

Zhang D, Ke S (2020). The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth-Grade Readers of English. Reading Research Quarterly, 56, 311-329.

Zhang D, Koda K, Leong CK, Pang E (2019). Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context. Journal of Research in Reading, 42, 58-58.

Leong CK, Shun MSK, Tai CP, Ki WW, Zhang D (2019). Differential Contribution of Psycholinguistic and Cognitive Skills to Written Composition in Chinese as a Second Language. Reading and Writing: an Interdisciplinary Journal, 32, 439-466. Abstract.

Zhang D, Lin C-H, Zhang Y, Choi Y (2019). Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge?. The Language Learning Journal, 47, 344-353.

Liu H, Lin C-H, Zhang D, Zheng B (2018). Chinese language teachers’ perceptions of technology and instructional use of technology: a path analysis. Journal of Educational Computing Research, 56, 396-414. Abstract.

Choi Y, Zhang D, Lin C-H, Zhang Y (2018). Self-regulated learning of vocabulary in English as a Foreign Language. Asian EFL Journal, 20, 54-82.

Zhang D (2017). Metalinguistic awareness Malay-English bilingual children’s word reading: a cross-lagged panel study on transfer facilitation. Applied Psycholinguistics, 38, 395-426.

Zhang D (2017). Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context. Learning and Individual Differences, 56, 13-23.

Zhang D (2017). Word Reading in L1 and L2 Learners of Chinese: Similarities and Differences in the Functioning of Component Processes. Modern Language Journal, 101(2), 391-411. Abstract.

Zhang D, Yang X (2016). Chinese L2 Learners’ Depth of Vocabulary Knowledge and its Role in Reading Comprehension. Foreign Language Annals, 49(4), 699-715.

Zhang D (2016). Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: a Longitudinal Structural Equation Modeling Study. Applied Linguistics, 38(6), 871-895. Abstract.

Zhang D, Koda K, Leong CK (2016). Morphological awareness and bilingual word learning: a longitudinal structural equation modeling study. Reading and Writing, 29(3), 383-407.

Zhang D (2016). Morphology in Malay–English biliteracy acquisition: an intervention study. International Journal of Bilingual Education and Bilingualism, 19(5), 546-562.

Zhang Y, Lin C-H, Zhang D, Choi Y (2016). Motivation, strategy, and English as a foreign language vocabulary learning: a structural equation modelling study. British Journal of Educational Psychology, 87(1), 57-74.

Lü C, Koda K, Zhang D, Zhang Y (2015). Effects of semantic radical properties on character meaning extraction and inference among learners of Chinese as a foreign language. Writing Systems Research, 7(2), 169-185.

Zhang D, Koda K (2014). Awareness of derivation and compounding in Chinese–English biliteracy acquisition. International Journal of Bilingual Education and Bilingualism, 17(1), 55-73.

Zhang D, Koda K, Sun X (2014). Morphological awareness in biliteracy acquisition: a study of young Chinese EFL readers. International Journal of Bilingualism, 18(6), 570-585.

Suárez L, Koh ABB, Zhang D (2013). English Priming Effects on Spatial Decisions in Chinese. International Journal of Social Science and Humanity, 227-231.

ZHANG DONGBO (2013). Linguistic distance effect on cross-linguistic transfer of morphological awareness. Applied Psycholinguistics, 34(05), 917-942.

Zhang D, Koda K (2013). Morphological awareness and reading comprehension in a foreign language: a study of young Chinese EFL learners. System, 41(4), 901-913.

Li L, Zhang D, Zhao S (2013). Singaporean Chinese children’s home literacy environment and its influence on lexical knowledge and reading comprehension (in Chinese). Journal of Chinese Language Teaching, 10, 109-130.

Li L, Zhang D, Zhao S (2013). Willingness to communicate among Singaporean Chinese children (in Chinese). TCSOL (Teaching Chinese to Speakers of Other Languages) Studies, 13, 57-63.

Zhang D, Zhao S, Sun X (2012). Chinese EFL learners’ derivational knowledge: a study of advanced learners (in Chinese). Modern Foreign Languages, 35, 150-157.

Zhang D, Koda K (2012). Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: testing direct and indirect effects. Reading and Writing, 25(5), 1195-1216.

Zhao S, Zhang D (2012). Towards internationalization of Language Planning: a new arena for language diffusion and competition (in Chinese). Journal of Foreign Languages, 35, 2-11.

ZHANG DONGBO (2012). Vocabulary and Grammar Knowledge in Second Language Reading Comprehension: a Structural Equation Modeling Study. The Modern Language Journal, 96(4), 558-575.

Zhang D, Zhao S (2011). Explicit and implicit grammatical knowledge in second language reading comprehension: a study of Advanced EFL learners (in Chinese). Foreign Language Teaching and Research, 43, 387-399.

Zhang D, Koda K (2011). Home Literacy Environment and Word Knowledge Development: a Study of Young Learners of Chinese as a Heritage Language. Bilingual Research Journal, 34(1), 4-18.

Zhang D, Li L (2010). Sociopsychological factors and language maintenance and shift in an American Chinese community (in Chinese). Applied Linguistics, 18, 42-51.

Zhang D, Zhao SH, Goh HH (2009). Teacher Questioning and Construction of Opportunities for Chinese Language Learning. Journal of the Chinese Language Teachers Association, 44, 81-101.

Sun X, Zhang D (2008). American college students’ requesting competence in Chinese as a Foreign Language (in Chinese). Teaching Chinese in the World, 21, 105-113.

Zhang D, Yu Y (2008). Context of learning and requesting in Chinese as a Second Language: an exploratory study of Chinese learning in Study Abroad and at Home Contexts. Journal of the Chinese Language Teachers Association, 43, 73-92.

Zhang D, Koda K (2008). Contributions of L1 reading sub-skills to L2 reading development in English as a foreign language among school-aged learners. Indonesian Journal of English Language Teaching, 4, 1-17.

Zhang D, Zhao S, Liu Y (2008). Teacher-student interaction in Singapore Chinese language classrooms (in Chinese). Language Teaching and Linguistics Studies, 28, 85-91.

Zhao SH, Zhang D (2007). The Totality of Chinese Characters-A Digital Perspective. International Journal of Asian Language Processing, 17, 107-125.

Liu Y, Goh HH, Zhang D (2006). A preliminary description of Singapore Chinese Language classrooms (in Chinese). Teaching Chinese in the World, 19, 97-105.

Zhang D, Liu Y (2005). Chinese Language instruction in Singapore classrooms: Preliminary observations and findings (in Chinese). Journal of Chinese Language Education, 1, 1-18.

Chapters

Zhang D, Sun X (2023). Developmental Interdependence Between Word Decoding, Vocabulary Knowledge, and Reading Comprehension in Young L2 Readers of Chinese. In Liu L, Zhang D (Eds.) Reading in Chinese as an Additional Language: Learners’ Development, Instruction and Assessment, UK: Routledge. Abstract.

Gu Z, Teng Y, Yang X, Zhang D (2019). K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment. In Yuang F, Li S (Eds.) Classroom-Based Research on Chinese as a second language, Routledge, 239-258. Abstract.

Zhang D, Yang X, Lin CH, Gu Z (2017). Developing a Word Associates Test for assessing the vocabulary depth of Chinese L2 learners. In Zhang D, Lin CH (Eds.) Chinese as a Second Language Assessment, Springer, 115-140. Abstract.

Zhang D (2017). Developments in Research on Testing Chinese as a Second Language. In (Ed) Chinese Language Learning Sciences, 67-87. Abstract.

Zhang D (2017). Developments in testing Chinese as a Second Language: an overview of research. In Zhang D, Lin CH (Eds.) Chinese as a Second Language Assessment, Springer, 67-87. Abstract.

Zhang D, Lin CH (2017). Introduction. In Zhang D, Lin CH (Eds.) Chinese as a Second Language assessment, xi-xxi.

Liu H, Lin CH, Zhang D, Zheng B (2017). Language teachers’ perceptions of barriers to instructional use of technology. In Lin CH, Zhang D, Zheng B (Eds.) Preparing foreign language teachers for next-generation education, IGI Global, 56-73.

Zhang D, Lin CH, Zheng B (2017). Preface: Technology, teaching, teacher education, and teacher learning. In Lin CH, Zhang D, Zheng B (Eds.) Preparing foreign language teachers for next-generation education, IGI Global, xiv-xxii.

Liu H, Lin CH, Zhang D, Zheng B (2016). Language teachers' perceptions of external and internal factors in their instructional (non-) use of technology. In (Ed) Preparing Foreign Language Teachers for Next-Generation Education, 56-73. Abstract.

Zhang D, Li L (2016). Morphological Teaching and Singaporean Children’s English Word Learning. In Silver RE, BokHorst-Heng WD (Eds.) Quadrilingual education in Singapore: Pedagogical innovation in language education, Springer, 199-218. Abstract.

Zhang D, Li L, Zhang S (2016). Testing writing in Chinese as a Second Language: an overview of research. In Aryadoust V, Fox J (Eds.) Current trends in language testing in the Pacific Rim and the Middle East: Policies, analysis, and diagnosis, Cambridge Scholars Publishing, 317-335.

Zhao S, Zhang D (2014). Chapter 8. Conflicting goals of language-in-education planning in Singapore. In (Ed) Learning Chinese in Diasporic Communities, 159-180.

Zhao S, Zhang D (2014). Conflicting goals of Language-in-Education Planning in Singapore: Chinese Character (Hanzi) education as a case. In Curdt-Christiansen XL, Hancock A (Eds.) Learning Chinese in diasporic communities: Many pathways to becoming Chinese, John Benjamins, 159-179.

Koda K, Lu C, Zhang D (2014). L1-Induced Facilitation in Biliteracy Development in Chinese and English. In Chen X, Wang Q, Luo YC (Eds.) Reading development and difficulties in monolingual and bilingual Chinese children, Springer, 141-169.

Zhang D, Zhao S, Li L (2014). Teachers' perceptions and use of information and communication technologies (ICTs) in Chinese language education. In (Ed) Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes, 237-256. Abstract.

Zhang D, Zhao S, Li L (2014). Teachers’ perceptions and use of Information and Communication Technologies (ICT) in Chinese language education. In Li S, Swanson P (Eds.) Engaging language learners through technology integration: Theory, applications, and outcomes, IGI Global, 239-258.

Zhang D (2012). Chinese Primary School English Curriculum Reform. In (Ed) Perspectives on Teaching and Learning English Literacy in China, 67-83.

Zhang D (2012). Chinese primary school EFL curriculum reform. In Leung C, Ruan J (Eds.) Perspectives on teaching and learning English literacy in China, Springer, 71-88.

Zhang D, Liu Y (2006). ICT and Chinese literacy education: Recent developments. In McKenna M, Labbo LD, Kieffer R, Reinking D (Eds.) International Handbook of Literacy and Technology, Lawrence Erlbaum, 193-208.

Conferences

Liu H, Lin CH, Zhang D, Zheng B (2016). Pre-service Language Teachers’ Instructional Use of Technology: Factors and Barriers. Proceedings of Society for Information Technology & Teacher Education International Conference 2016. Abstract.

Huang M, Zhang D, Zhao S (2012). The use of ICT in the Chinese classroom: a Singapore perspective. 20th International Conference on Computers in Education, ICCE 2012. Abstract.

Zhang D, Liu Y (2005). Pinyin input experiments in early Chinese literacy instruction in China: Implications for Chinese curricular and pedagogic reform in Singapore.. Proceeding of the First Redesigning Pedagogy: Research, Policy, Practice Conference. Abstract.

Reports

O'Brien BA, Yin B, Li L, Zhang D, Chin CF, Zhao S, Vaish V (2014). Bilingualism, literacy and reading achievement. National Institute of Education, Singapore, National Institute of Education. Abstract.

Liu Y, Zhao S, Hong H, Goh HH, Toh W, Gan J, Wang Y, Zhang D, Zhao C, Ong S, et al (2008). An investigation of Singaporean Chinese children's oral linguistic competence in Mandarin: a corpus-driven study., Center for Research in Pedagogy and Practice, National Institute of Education.

Zhang D, Zhao S, Liu Y (2006). Chinese Language instruction in Singapore primary school classrooms: a study of pedagogic practices., Center for Research in Pedagogy and Practice, National Institute of Education. Abstract.

Publications by year

2023

Li L, Zhang D (eds)(2023). Reading in Chinese as an Additional Language. Learners’ Development, Instruction and Assessment., Routledge.

2022

Zhang D, KE S, Mo Y (2022). Morphology in English Reading Comprehension in Monolingual and Bilingual/L2 Readers: a Synthesis and Meta-analytic Structural Equation Modeling Study.

Alshehri M, Zhang D (2022). The Lexical Basis of Second Language (L2) Reading Comprehension:. From (Sub-)Lexical Knowledge to Processing Efficiency. Language Learning, 72, 325-364. Abstract.

2021

2020

Zhang D, Ke S (2020). The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth-Grade Readers of English. Reading Research Quarterly, 56, 311-329.

2019

2018

Choi Y, Zhang D, Lin C-H, Zhang Y (2018). Self-regulated learning of vocabulary in English as a Foreign Language. Asian EFL Journal, 20, 54-82.

2017