| Dimensionality reduction by UMAP reinforces sample heterogeneity analysis in bulk transcriptomic data Y Yang, H Sun, Y Zhang, T Zhang, J Gong, YWYG Duan, M Shu, Y Yang, ... Cell Reports 36 (4), 2021 | 79 | 2021 |
| EFL Students' Preferences for Written Corrective Feedback: Do Error Types, Language Proficiency, and Foreign Language Enjoyment Matter? T Zhang, C Xuemei, J Hu, P Ketwan Frontier in Psychology 12, 2021 | 53 | 2021 |
| Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles X Chen, JM Dewaele, T Zhang Sustainability 14 (1), 396, 2021 | 47 | 2021 |
| The effect of highly focused versus mid-focused written corrective feedback on EFL learners’ explicit and implicit knowledge development T Zhang System 99, 2021 | 35 | 2021 |
| ‘EMI is like a durian’: Chinese students’ perspectives on an ideal English-medium instruction classroom in higher education R Yuan, T Zhang, M Li Language and Education 37 (4), 529-545, 2023 | 12 | 2023 |
| The emotional landscape of English medium instruction (EMI) in higher education S Hillman, W Li, C Green-Eneix, PI De Costa Linguistics and Education 75, 101178, 2023 | 11 | 2023 |
| Exploring the development of student feedback literacy in the second language writing classroom T Zhang, Z Mao Assessing Writing 55, 100697, 2023 | 10 | 2023 |
| “Physically I was there, but my mind had gone somewhere else”: Probing the emotional side of English-medium instruction R Yuan, M Li, T Zhang Linguistics and Education 75, 101163, 2023 | 7 | 2023 |
| The beliefs practicum students bring to their classes regarding language teaching T Zhang Asian Journal of Literature, Culture and Society 6 (1), 2012 | 7 | 2012 |
| Forum on “The emotional landscape of English medium instruction (EMI) in higher education” S Hillman, W Li, Ö Şahan, K Sahan, I Liyanage, T Zhang, R Yuan, ... Linguistics and Education 75, 101181, 2023 | 5 | 2023 |
| Students’ attitudes toward language learning and use in English-medium instruction (EMI) environments: a mixed methods study R Yuan, X Qiu, C Wang, T Zhang Journal of Multilingual and Multicultural Development, 1-18, 2023 | 5 | 2023 |
| Engaging with multiple sources of feedback in academic writing: postgraduate students’ perspectives L Xu, T Zhang Assessment & Evaluation in Higher Education 48 (7), 995-1008, 2023 | 4 | 2023 |
| Applying big ideas to facilitate reading-writing integration in language classrooms T Zhang, R Yuan Journal of Second Language Writing, 2022 | 3 | 2022 |
| UNFOCUSED WRITTEN CORRECTIVE FEEDBACK AND L2 LEARNERS’WRITING ACCURACY: RELATIONSHIP BETWEEN FEEDBACK TYPE AND LEARNER BELIEF MS Muhammad, MSM Kaur, Z Tiefu, A Nisar, P Rakesh Journal of Language and Education 8 (4 (32)), 137-152, 2022 | 1 | 2022 |
| Model text as corrective feedback in L2 writing: the role of working memory and vocabulary size SM Mujtaba, T Zhang, S Mao, N Ahmed International Review of Applied Linguistics in Language Teaching, 2024 | | 2024 |
| Unleashing the Potential of Big Ideas in Language Education: What and How? R Yuan, T Zhang, Q Wang TESOL Quarterly, 2024 | | 2024 |
| Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college X Qiu, T Zhang, S Dong System 120, 103188, 2024 | | 2024 |
| A structural model of job satisfaction among EMI teachers: the role of self-efficacy, burnout, and classroom language proficiency T Zhang, L Zhu, J Hu Journal of Multilingual and Multicultural Development, 1-20, 2023 | | 2023 |
| Individual variations in British humour appreciation among Chinese–English bilinguals: Role of socialisation and acculturation X Chen, T Zhang International Journal of Bilingualism 27 (1), 3-21, 2023 | | 2023 |
| EFL Students' Preferences for Written Corrective Feedback: Do Error Types, Language Proficiency, and Foreign Language Enjoyment Matter? T Zhang, X Chen, J Hu, P Ketwan Frontiers in Psychology 12, 660564, 2021 | | 2021 |
Rui (Eric) YuanFaculty of Education, University of Macau在 um.edu.mo 的电子邮件经过验证
