Publications
Published & doctoral dissertation
Ji, T., & Zhang, J. (2025). Demotivation in English learning of Chinese medical students: Insights from situated expectancy-value theory. Acta Psychologica, 253, Article 104716.
Wright, C., Lu, Y., Zhang, J., Zhang, L., & Zheng, Y. (2022). Tests of learning or testing for learning? An exploratory study of motivation and language learning strategies among HSK level 1–3 test-takers in UK. International Journal of Chinese Language Teaching, 3(3), 1–19.
Zheng, Y., Zheng, Y., & Zhang, J. (2021). HSK 试卷架构对 1–3 级考生成绩的影响：以英语母语者为例. 国际汉语教学研究 International Chinese Language Education, 6(3), 50–59.
Bai, W., & Zhang, J. (2021). Developing key competencies via formative assessment in primary school English classrooms: Teacher education perspective. Journal of Nanjing Xiaozhuang University, 37(4), 22–27.
Zhang, J. (2018). The impact of formative assessment on young English learners’ motivation and achievement in China [Doctoral dissertation, University of Sheffield]. White Rose eTheses Online.