Articles in Peer-Reviewed Journals

* Corresponding author

Zhang, S., & Zhang, X.* (2022). Vocabulary knowledge and reading/listening comprehension: A meta-analysis. Language Teaching Research26(4), 696-725.

Hu, X., Zhang, X.*, & Sarah, M. (2021). Foreign language anxiety and achievement: A study of primary school students learning English in China, Language Teaching Research

Li, M., & Zhang, X.* (2021). A meta-analysis of self-assessment and language performance in language testing and assessment. Language Testing, 38(2), 189-218.  

Zhang, X.* (2021). Testing the Topic Hypothesis: A concept-based teaching study. Language and Sociocultural Theory, 7(1), 87-122.   

Pan, C., & Zhang, X.* (2021). A longitudinal study of foreign language anxiety and enjoyment. Language Teaching Research

Li, L., Xu, H., & Zhang, X. (2020). Exploring the role of phraseological knowledge and syntactic knowledge in L2 listening comprehension. Lingua, 248, 102957.

Zhang, S., Xu, H., & Zhang, X. (2020). The effects of dictionary use on second language vocabulary acquisition: A meta-analysis. International Journal of Lexicography, 34(1), 1-38.

Zhang, X., Yang, J., Wang, R., & Li, P. (2020). A neuroimaging study of semantic representation in first and second languages. Language, Cognition, and Neuroscience, 35(10), 1223-1238.

Zhang, X.* (2020). A bibliometric analysis of second language acquisition between 1997 and 2018. Studies in Second Language Acquisition, 42(1), 199-222.

Zhang, X.* (2019). Foreign language anxiety and foreign language performance: A meta-analysis. Modern Language Journal, 103(3), 763-781.

Zhang, X.*, Liu, J., & Ai, H. (2019). Pseudowords and guessing in the Yes/No format vocabulary test. Language Testing, 37(1), 6-30.

Meng, Y., Zhang, X., Zhang, Y., & Ma, X. (2019). Mediation-based developmental mechanism of foreign language teachers’ research ability. Modern Foreign Languages, 42, 830-841.

Li, Y., & Zhang, X.* (2019). L2 vocabulary knowledge and L2 listening comprehension: A structural equation model. Canadian Journal of Applied Linguistics, 22(1), 85-102.

Yeh, M., & Zhang, X.* (2018). Corpus-based instruction: Learning and teaching the temporal connective JIU. Chinese as a Second Language, 53(1), 1-23.

Zhang, X.*, & Lu, X. (2015). The relationship between vocabulary learning strategies and breadth and depth of vocabulary knowledge. Modern Language Journal, 99(3), 741-752.

Lantolf, J. P., & Zhang, X. (2015). Response to Pienemann’s critique of Zhang and Lantolf. Language Learning, 65(3), 752-760.

Zhang, X., & Lantolf, J. P. (2015). Natural or artificial: Is the route of L2 development teachable? Language Learning, 65(1), 152-180.  

Zhang, X.*, & Lu, X. (2014). A longitudinal study of receptive vocabulary breadth knowledge growth and vocabulary fluency development. Applied Linguistics, 35(3), 283-304.

Zhang, X.* (2013). The “I don’t know” option in the vocabulary size test. TESOL Quarterly, 47(4), 790-811.

Zhang, X.* (2013). Foreign language listening anxiety and listening performance: Conceptualization and causal relationships. System, 41(1), 164-177.

Zhang, X.*, & Zhao, G. (2011). Construct validation of foreign language listening anxiety scales. Modern Foreign Languages, 34, 162-170.

Zhang, X., & Qi, L. (2009). Incidental vocabulary acquisition in reading for pleasure. Foreign Language Teaching and Research, 41, 303-308.


Refereed Book Chapters

Zhang, J., & Zhang, X.* (2018). Concept-based instruction of Chinese as a Second Language. In J. P. Lantolf, M. Poehner, & M. Swain (Eds.), The Routledge handbook of sociocultural theory and second language development (pp. 197-210). New York, NY: Routledge.

Zhang, X.* (2018). Listener anxiety. In J. I. Liontas (Eds.), TESOL encyclopedia of English language teaching. Malden, MA: Wiley Blackwell.

Lantolf, J. P., & Zhang, X. (2017). Concept-based instruction: Promoting L2 development through principles of Sociocultural theory. In S. Loewen, & M. Sato (Eds.). The Routledge handbook of instructed second language acquisition (pp. 146-165). New York, NY: Routledge.