School of Education

Professor Dongbo Zhang

Professor Dongbo Zhang

Professor of Language Education

 D.Zhang4@exeter.ac.uk

 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 in the 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)

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Research group links

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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.

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Publications

Books

Zhang D, Miller R (eds)(2023). Crossing Boundaries in Researching, Understanding, and Improving Language Education: Essays in Honor of G. Richard Tucker.
Ke S, Zhang D, Koda K (2023). Metalinguistic Awareness in Second Language Reading Development., Cambridge University Press. Abstract.
Li L, Zhang D (eds)(2022). 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

Zhang D, Ke S, Mo Y (In Press). Morphology in Reading Comprehension among School-Aged Readers of English: a Synthesis and Meta-analytic Structural Equation Modeling Study. Journal of Educational Psychology Abstract.
Chen T, Zhang D (2023). Different Aspects of Vocabulary Depth Knowledge in L2 Chinese Reading Comprehension: Comparing Higher- and Lower-Proficiency Readers. Foreign Language Annals, 56, 786-806. Abstract.
Chen T, Zhang D (2023). Lexical ability in L2 Chinese reading comprehension: Path analysis comparing higher- and lower-proficiency learners. International Journal of Bilingual Education and Bilingualism Abstract.
Zhang D, Ke S, Anglin-Jaffe H, Yang J (2023). Morphological awareness and DHH students’ reading-related abilities: a meta-analysis of correlations. Journal of Deaf Studies and Deaf Education Abstract.  Full text.
O'Brien B, Seward R, Zhang D (2022). Multisensory Interactive Digital Text for English Phonics Instruction with Bilingual Beginning Readers. Education Sciences, 12(11). Abstract.
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.
Alshehri M, Zhang D (2022). Word-to-text integration components in second language (L2) reading comprehension. Frontiers in Education 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.
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, 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.
Zhang D (2017). 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 (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.
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.
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. 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, Miller R (2023). Boundary Crossing in Researching, Understanding, and Improving Language Education: an Introduction and the Tuckerian Impact. In Zhang D, Miller R (Eds.) Crossing Boundaries in Researching, Understanding, and Improving Language Education: Essays in Honor of G. Richard Tucker, Springer. Abstract.
Zhang D, Zhao S, Sun X (2023). Evaluating the Modular Curriculum of Chinese Language in Singapore Primary Schools: Insights from Students and Teachers. In  (Ed) Crossing Boundaries in Researching, Understanding, and Improving Language Education: Essays in Honor of G. Richard Tucker, Springer. Abstract.
Zhang D (2023). Reading in English as a Foreign Language. In Koda K, Miller RT (Eds.) The Routledge Handbook of Second Language Acquisition and Reading, Routledge.
Zhang D, Miller R (2023). Sections 1-4 Introduction and Tuckerian Impact. In Zhang D, Miller R (Eds.) Crossing Boundaries in Researching, Understanding, and Improving Language Education: Essays in Honor of G. Richard Tucker, Springer.
Zhang D, Sun X (2022). Developmental interdependence between word decoding, vocabulary knowledge, and reading comprehension in young L2 readers of Chinese. In  (Ed) Reading in Chinese as an Additional Language, Taylor & Francis, 132-155.
Zhang D, Sun X (2022). Developmental interdependence between word decoding, vocabulary knowledge, and reading comprehension in young L2 readers of Chinese. In Liu L, Zhang D (Eds.) , UK: Routledge. Abstract.  Full text.
Li L, Zhang D (2022). Introduction. In  (Ed) Reading in Chinese as an Additional Language: Learners’ Development, Instruction and Assessment, Routledge, 1-9.
Li L, Zhang D (2022). Introduction. In  (Ed) Reading in Chinese as an Additional Language, Taylor & Francis, 1-9.
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, John Benjamins Publishing Company, 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, Springer Nature, 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.

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External Engagement and Impact

External doctoral examining nationally and internationally

UCL; University of Queensland; Nanyang Technological University; University of Canterbury; East China Normal University; University of Cambridge


Journal and book series Editorships and Editorial board membership

Editor (with Rita Silver, Nanyang Technological University)

Languge and Education (Taylor & Francis)

Follow the journal @LanguageandEdu2 on X/Twitter

Ad hoc manuscript reviewer for the following journals

Applied Linguistics, Applied Linguistics Review, Applied Psycholinguistics, Asia-Pacific Educational Researcher, Bilingual Research Journal, Foreign Language Annals, International Journal of Bilingualism, International Journal of Bilingual Education and Bilingualism, Journal of Cross-cultural Psychology, Journal of Educational Computing Research, Journal of Educational Psychology, Journal of Experimental Child Psychology, Journal of Learning Disabilities, Journal of Multilingual and Multicultural Development, Journal of Research in Reading, Journal of Second Language Writing, Journal of Teacher Education, Journal of the Chinese Language Teachers Association, Language and Education, Language Awareness, Language Learning, Language Testing, Learning and Individual Differences, Modern Language Journal, Pedagogies: An International Journal, Reading and Writing: An Interdisciplinary Journal, Reading in a Foreign Language, The Reading Teacher, Research in the Teaching of English, Scientific Studies of Reading, System, Studied in Second Language Acquisition, TESOL Quarterly, TESOL Journal, Written Language and Literacy

Member of the editorial (advisory) board of the following journals

  • TESOL Quarterly (2019-2022)
  • TESOL Journal (2019-2022)
  • Language and Education (2019-)
  • The Reading Teacher (Vols 75 & 76)
  • Education Sciences (2022-)
  • Studies in Chinese Learning and Teaching (2014-)
  • Asia Pacific Journal of Developmental Differences (2013-) 

Ad hoc reviewers for funding bodies

  • Research Grant Council, Hong Kong  
  • National Science Center, Poland  
  • Economic and Social Research Council, UK  
  • Netherlands Organization for Scientific Research, the Netherlands  

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Teaching

language and literacy development

second language learning and teaching

bilingualism and biliteracy 

TESOL

language teacher education

quantitative research methods

Modules

2023/24


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Supervision / Group

Postgraduate researchers

  • Sultanah Abdulmajed
  • Ayimila Abulimiti
  • Irfana Hafeez
  • Siying Huang
  • Ben Huntley
  • Mustafa Kileci
  • Ulku Kozluca
  • Yichang Liu
  • Yiwen Wang
  • John Wesley Wilson
  • Xuan Zhao

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