Publications

Hou, Y., Ouyang, B., Liu, J. E., Zhang, A. J., & Sun, Z. (2026). A case study of high school graduates' reflections on career education: Insights from high-stakes context. The Career Development Quarterly. Advance online publication. https://doi.org/10.1002/cdq.70033

Zhang, A. J., & Chen, Z. (2026). Breaking the fourth wall in Chinese EFL: Stakeholder perceptions of situated learning “in the wild” with young learners. TESOL International Association Applied Linguistics Forum, 46(1), 1–6.

Ji, T., & Zhang, A. J. (2025). Demotivation in English learning of Chinese medical students: Insights from situated expectancy-value theory. Acta Psychologica, 253, Article 104716. https://doi.org/10.1016/j.actpsy.2025.104716

Wright, C., Lu, Y., Zhang, A. 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. https://doi.org/10.46451/ijclt.2022.03.01

Zheng, Y., Zheng, Y., & Zhang, A. 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 [The impact of HSK test structure on Level 1–3 test-taker performance: Evidence from English L1 speakers]. 国际汉语教学研究 [International Chinese Language Education], 6(3), 50–59.

Bai, W., & Zhang, A. 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, A. 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. https://etheses.whiterose.ac.uk/id/eprint/21497