Zhengdong Gan

发表

How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL Students

Zhengdong Gan, 2020, Frontiers in Psychology.

Understanding successful and unsuccessful EFL students in Chinese universities

L. Hamp-Lyons, Zhengdong Gan, G. Humphreys, 2004 .

Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

Chuang Wang, Zhengdong Gan, Zhujun An, 2021, Frontiers in Psychology.

Illustrating formative assessment in task-based language teaching

C. Leung, Zhengdong Gan, 2020 .

Understanding Chinese EFL teachers’ conceptions and practices of assessment

Zhengdong Gan, Jinbo He, Sylvia S. L. Ieong, 2018, Australian Review of Applied Linguistics.

Understanding English speaking difficulties: an investigation of two Chinese populations

Zhengdong Gan, 2013 .

Understanding the impact of teacher’s formative feedback on students’ self-reflection behavior and learning motivation

Zhengdong Gan, Xiaoquan Pan, 2019, International Journal of Social Sciences and Education Research.

Perceiving Technology-Based Professional Development Practices for Teachers

Zhengdong Gan, Xiaoquan Pan, 2020 .

ESL students’ oral performance in English language school-based assessment: results of an empirical study

Zhengdong Gan, C. Davison, Emily Pey-Tee Oon, 2017, Language Testing in Asia.

Attitudes and strategies as predictors of self-directed language learning in an EFL context

Zhengdong Gan, 2004 .

Profiling Chinese EFL students’ technology-based self-regulated English learning strategies

Chuang Wang, Zhengdong Gan, Zhujun An, 2020, PloS one.

Understanding Classroom Assessment Practices and Learning Motivation in Secondary EFL Students

Zhengdong Gan, Jinbo He, Fulan Liu, 2019, The Journal of AsiaTEFL.

Understanding ESL Student Teachers’ Learning of Classroom Practices in the Practicum: A Case Study in Hong Kong

Zhengdong Gan, Fung King Jackie Lee, 2016 .

Success and failure in first-year teaching: Mainland Chinese ESL teachers in Hong Kong schools

Zhengdong Gan, 2018 .

Understanding EFL students’ motivation for participating in extracurricular contests: Insights from China

Zhengdong Gan, Xiaoquan Pan, 2019, International Journal of Social Sciences and Education Research.

L2 Learner Individual Differences: An Integrative and Contextualist Perspective

Zhengdong Gan, 2010 .

Validation of a Measure of Flipped English Learning Readiness and Examination of Its Relationships With Instructional Practices, Learning Self-Efficacy, and Learning Beliefs

Zhengdong Gan, Shuqiong Luo, 2022, Frontiers in Psychology.

Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face?

Zhengdong Gan, 2013 .

Assessment for Learning in the Chinese Context: Prospective EFL Teachers’ Perceptions and Their Relations to Learning Approach

Chi Cheung Ruby Yang, Zhengdong Gan, Fulan Liu, 2017 .

Second Language Task Difficulty: Reflections on the Current Psycholinguistic Models

Zhengdong Gan, 2011 .

Understanding L2 Speaking Problems: Implications for ESL Curriculum Development in a Teacher Training Institution in Hong Kong.

Zhengdong Gan, Zhengdong Gan, 2012 .

Investigating Influence of Assessment for Learning Practice on Student Learning Approaches in Chinese Higher Education

R. Schumacker, Zhengdong Gan, C. Hoi, 2019, Measurement: Interdisciplinary Research and Perspectives.

Examining Negotiation in Peer Group Oral Assessment: What Are the Implications?.

Zhengdong Gan, 2008 .

Interaction in group oral assessment: A case study of higher- and lower-scoring students

Zhengdong Gan, Zhengdong Gan, 2010 .

Topic Negotiation in Peer Group Oral Assessment Situations: A Conversation Analytic Approach

Liz Hamp-Lyons, Chris Davison, Zhengdong Gan, 2009 .

EXAMINING NEGOTIATION IN PEER GROUP ORAL ASSESSMENT WHAT ARE THE IMPLICATIONS ?

Zhengdong Gan, 2008 .

‘Asian learners’ re-examined: an empirical study of language learning attitudes, strategies and motivation among mainland Chinese and Hong Kong students

Zhengdong Gan, Zhengdong 甘正東 Gan, 2009 .

Development and validation of the reading motivation questionnaire in an English as a foreign language context

Zhengdong Gan, Wenjiao Wang, 2021, Psychology in the Schools.

Understanding ESL Student Teachers’ Learning of Classroom Practices in the Practicum: A Case Study in Hong Kong

Zhengdong Gan, Fung King Jackie Lee, 2015, The Asia-Pacific Education Researcher.

Gestural behavior in group oral assessment: a case study of higher- and lower-scoring students

Zhengdong Gan, C. Davison, 2011 .

Classroom Assessment Practices and Learning Motivation: A Case Study of Chinese EFL Students

C. Leung, Zhengdong Gan, Jinbo He, 2018, TESOL Quarterly.

Examining the Relationships between Feedback Practices and Learning Motivation

R. Schumacker, L. Zhang, Zhengdong Gan, 2023, Measurement: Interdisciplinary Research and Perspectives.

Learning from interpersonal interactions during the practicum: a case study of non-native ESL student teachers

Zhengdong Gan, 2014 .

How Prepared are the Preservice ESL Teachers to Teach: Insights from University Supervisor Feedback

Chi Cheung Ruby Yang, Zhengdong Gan, 2018 .

Task type and linguistic performance in school-based assessment situation

Zhengdong Gan, 2013 .

Complexity Measures, Task Type, and Analytic Evaluations of Speaking Proficiency in a School-Based Assessment Context

Zhengdong Gan, 2012 .

Test-task Authenticity: The Multiple Perspectives

Zhengdong Gan, 2012 .

Trainee teachers’ experiences of classroom feedback practices and their motivation to learn

Zhengdong Gan, Honghan Nang, Kejuan Mu, 2018 .

The Role of Self-Efficacy, Task Value, and Intrinsic and Extrinsic Motivations in Students’ Feedback Engagement in English Learning

Zhengdong Gan, Fulan Liu, Honghan Nang, 2023, Behavioral sciences.

The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-Efficacy in Chinese University EFL Students

Zhengdong Gan, S. Leung, Zhujun An, 2022, SAGE Open.

Reading motivation, self-regulated reading strategies and English vocabulary knowledge: Which most predicted students’ English reading comprehension?

Zhengdong Gan, Hong Li, Hong Li, 2022, Frontiers in Psychology.

Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

Zhengdong Gan, Zhujun An, Fulan Liu, 2021, Frontiers in Psychology.

Development and Validation of the Assessment for Learning Experience Inventory (AFLEI) in Chinese Higher Education

Zhengdong Gan, Jinbo He, Kejuan Mu, 2019, The Asia-Pacific Education Researcher.

ESL students’ oral performance in English language school-based assessment: results of an empirical study

Zhengdong Gan, C. Davison, E. Oon, 2017 .

Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy

G. Hu, Zhengdong Gan, Zhujun An, 2020 .

Perceived teacher feedback practices, student feedback motivation and engagement in English learning: a survey of Chinese university students

Zhengdong Gan, Xianrong Wang, 2024, Applied Linguistics Review.