Journal Publications
Guan, L., Zhang, Y., & Gu, M. M. Y. (2025). Pre-service teachers preparedness for AI-integrated education: An investigation from perceptions, capabilities, and teachers’ identity changes. Computers and Education: Artificial Intelligence, 8, Article 100341. https://doi.org/10.1016/j.caeai.2024.100341 Lin, Z., & Zhang, Y. (2025). Second-Language Selves, Predictors, and L2 Learning Experience: An Explanatory Mixed-Method Study of Chinese STEM Students' English Learning Motivation. Journal of English and Applied Linguistics, 4(1), Article 4. https://doi.org/10.59588/2961-3094.1143 You, Y., & Zhang, Y. (2025). Developing AI Literacies and Negotiating Professional Identities: A Study of Pre-service English Teachers in a ChatGPT-facilitated Pedagogy. Journal of China Computer-Assisted Language Learning, Online, Article Online. https://doi.org/10.1515/jccall-2025-0007 Zhang, Y., & Darvin, R. (2025). Negotiating Gender Ideologies and Investing in Teacher Identities: The Motivation and Investment of EFL Pre-service Teachers. System, 133, Article 103669. https://doi.org/10.1016/j.system.2025.103669 Zhang, Y., Lai, C., & Gu, M.M.Y. (2025). Becoming a Teacher in the Era of AI: A Multiple-case Study of Pre-service Teachers' Investment in AI-facilitated Learning-to-teach Practices. System, 133, Article 103746. https://doi.org/10.1016/j.system.2025.103746 Gonzales, W.D.W., & Zhang, Y. (2025). Reshaping Language Learners’ Languaging Habitus: A World-Englishes-Informed Critical Pedagogy. RELC Journal, OnlineFirst, Article Online. https://doi.org/10.1177/00336882251313702 Zhang, Y. (2024). Investing in and divesting from learning-to-teach practices: A critical ethnography of a teacher of English in China. Asia-Pacific Journal of Teacher Education, Online First, 1-15. https://doi.org/10.1080/1359866X.2024.2431021 Zhang, Y., & Gonzales, W. D. W. (2024). World Englishes pedagogy: constructing learner identity. ELT Journal, ccae053, 1-12. https://doi.org/10.1093/elt/ccae053 Guan, L., Zhang, Y., & Gu, M. M. (2024). Examining generative AI–mediated informal digital learning of English practices with social cognitive theory: A mixed-methods study. ReCALL. https://doi.org/10.1017/S0958344024000259 Zhang, Y. (2024). Researching L2 investment in EMI courses: Techno-reflective narrative interviews. Research Methods in Applied Linguistics, 3(2), 1-15. https://doi.org/10.1016/j.rmal.2024.100115 Zhang, Y., & Huang, J. (2024). Learner identity and investment in EFL, EMI, and ESL contexts: A longitudinal case study of one pre-service teacher. Journal of Language, Identity and Education, 1- 14. https://doi.org/10.1080/15348458.2024.2318423 Liu, G., Zhang, Y., & Zhang, R. (2023). Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study. ReCALL, 36(1), 72-88. https://doi.org/10.1017/S0958344023000204 Zhang, Y., & Liu, G. (2023). Examining the impacts of learner backgrounds, proficiency level, and the use of digital devices on informal digital learning of English: An explanatory mixed-method study. Computer Assisted Language Learning, 1- 30. https://doi.org/10.1080/09588221.2023.2267627 Darvin, R., & Zhang, Y. (2023). Words that don’t translate: Investing in decolonizing practices through translanguaging. Language Awareness, 32(4), 645-661. https://doi.org/10.1080/09658416.2023.2238595 Liu, G., Zhang, Y., & Zhang, R. (2023). Bridging imagination and informal digital learning of English: A mixed-method investigation. Journal of Multilingual and Multicultural Development, 1- 21. https://doi.org/10.1080/01434632.2023.2173214 Zhang, Y. (2023). L2 investment and techno-reflective narrative interviews. TESOL Quarterly, 58(2), 991-1006. https://doi.org/10.1002/tesq.3211 Zhang, Y., & Liu, G. (2022). Revisiting informal digital learning of English (IDLE): A structural equation modeling approach in a university EFL context. Computer Assisted Language Learning, 1- 33. https://doi.org/10.1080/09588221.2022.2134424
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Conference Papers
Zhang, Y. (2025, May). Critical Use of Generative AI in Second Language Teacher Education: Identity and AI Literacies. [Paper presentation]. Association of Hong Kong Language Centres (AHKLC) Symposium 2025: Repositioning Language Education in the Age of AI, Hong Kong. https://events.polyu.edu.hk/ahklc2025/programme Zhang, Y. (2025, May). Developing GAI Literacies: A Case Study of Two Pre-service Teachers' Investment in Learning-to-teach Practices Involving GAI. [Paper presentation]. Harvard-EdUHK-Stanford Joint Symposium Emerging Technologies and Future Talents, Hong Kong. https://harvardces.eduhk.hk/2025/symposium/introduction Sah, P.K., Zhang, Y., & Gonzales, W.D.W.D. (2025, March). Race and Ideology in Text-to-image GenAI: Teacher Candidates' Critical Analysis and Reflection. [Paper presentation]. American Association For Applied Linguistics (AAAL) 2025 Conference, Denver, Colorado, US. https://www.aaal.org/events/aaal-2025-conference---denver-colorado#programschedule Zhang, Y., & Gonzales, W.D.W.D. (2025, March). Investing in Critical Digital Literacies: A Case Study of University Students in Hong Kong. [Paper presentation]. American Association For Applied Linguistics (AAAL) 2025 Conference, Denver, Colorado, US. https://www.aaal.org/events/aaal-2025-conference---denver-colorado#programschedule Zhang, Y., & Gonzales, W. (2024, August). Critical pedagogy meets world Englishes: The role of a decolonized curriculum in learner investment over time. The 21st AILA World Congress 2024, Malaysia. Zhang, Y. (2024, July). Navigating a Metaverse Conference: Experiences and L2 Investment of Novice Scholars. Global English Education China Assembly, Beijing Normal University. Zhang, Y., & Gonzales, W. (2024, July). A Corpus-based and Project-based Pedagogy: World Englishes, Decolonization, and Learner Investment. International Conference on Technology-enhanced Language Learning and Teaching & International Conference on Corpus-based Language Learning and Teaching (TeLLT&CoLLT2024), The Education University of Hong Kong. Zhang, Y. (2024, April). Language Learning in the Classroom and Informal Digital Contexts. Postgraduate and Undergraduate Partnership, Shanghai International Studies University. Zhang, Y. (2024, March). Formal Empowering Language Learners and Decolonizing English Classrooms: The Role of Mother Tongue and Local Culture. MAILE Program, The Hong Kong University of Science and Technology. Zhang, Y. (2024, March). Navigating academia: The narrative of a novice researcher. The 2nd Hong Kong Postgraduate Roundtable in Applied Linguistics, The Chinese University of Hong Kong. 張越 (2024，1). 正式数字英语学习与外语投资：中国香港及内地课程比较。京港联盟合作项目系列讲座，北京。 Zhang, Y., & Fan, R. (2023, December). A structural equation model of using ChatGPT in EFL learning: Understanding, affection, and ethics. The 3rd International Conference on Language Teaching and Learning 2023, The Education University of Hong Kong. Zhang, Y., & Gonzales, W. (2023, December). A critical World Englishes pedagogy: Investing in learner and Hong Kong English user identities. HKERA & APERA 2024, The Chinese University of Hong Kong. 張越 (2023，12). 英語教師學術寫作：體裁，行動研究與實際應用。深圳教育研究院英語在職教師係列講座，深圳。 Zhang, Y. (2023, July). Researching L2 learner investment: Using techno-reflective narrative interviews in Mainland China and Hong Kong. The 8th HAAL Conference 2023, The Chinese University of Hong Kong. Zhang, Y. (2023, June). Negotiating L2 selves in English as a foreign language learning motivational dialogues: The story of an English major in China. The 25th Warwick International Conference in Applied Linguistics, The University of Warwick. Liu, G., Zhang, Y., & Ma, C. (2023, May). Can imagination contribute to informal digital learning of English? A mixed-method investigation. The 2nd APSCE International Conference on Future Language Learning (ICFULL 2023), Beijing Normal University. Zhang, Y. (2023, May). A Linguistic Ethnographical Approach to Critical Teacher Education: Motivation, Investment, EFL Pre-service teachers. 2023 American Educational Research Association (AERA) Annual Meeting, America. Zhang, Y., & Liu, G. (2023, May). Predicting informal digital learning of English: Multiple regression analyses of learner backgrounds, proficiency level, and the use of digital devices. The 2nd APSCE International Conference on Future Language Learning (ICFULL 2023), Beijing Normal University. Zhang, Y. (2022, December). A Linguistic Ethnographical Approach to Critical Teacher Education: Motivation, Investment, EFL Pre-service teachers. 第六届中国语用学专题论坛 (The 6th Chinese Pragmatics Symposium), Beihang University. Zhang, Y. (2022, December). Decolonizing EMI Contexts and Researching L2 Learner Investment: Techno-Reflective Narrative Interviews. International Congress on English Language Education and Applied Linguistics, The Education University of Hong Kong. Zhang, Y. (2022, November). Critical EFL Teacher Preparation: Investment, Identity, Chinese Pre-service teachers. SALA-36 and the 43rd LSN Conference, Nepal. Zhang, Y. (2022, November). Informal Digital Learning of English (IDLE) Investment: A Linguistic Ethnography of Chinese EFL Pre-service Teachers. International Conference on CALL, Xian Dianzi University. Zhang, Y. (2022, October). Critical Genre-based Language Pedagogy—Critical Multilingual Awareness and Foreign Language as L2 Investment. 第七届中国教育语言学高端论坛 (The 7th China Summit on Educational Linguistics), Peking University. Zhang, Y. (2022, July). An Ethnographical Approach to Critical Teacher Preparation: Investment, Identity, Chinese EFL Pre-service teachers. 第七届语言研究青年学者海上论坛暨首届教育语言学国际论坛 (The 7th Shanghai Forum for Emerging Researchers in Applied Linguistics and The First Summit on Educational Linguistics), Fudan University. Zhang, Y. (2022, June). Understanding Language Learning Motivation and Investment: A case study of EFL Pre-service Teachers in China. The 24th Warwick International Conference in Applied Linguistics, The University of Warwick. Zhang, Y. (2021, December). A Critical Genre-based Approach to ESP Lecture Design on English Language Teachers’ Classroom Discourse at Tertiary Level. The 3rd Annual Conference of Asia ESP & the 8th Chinese National Symposium on ESP, Chongqing University. Zhang, Y., & Huang, J. (2021, December). From EFL, through EMI, to ESL A Longitudinal Case Study of a Pre-service ESL Teacher’s Investment. The 9th International Symposium on Second Language Acquisition Research in China, Shanghai International Studies University. Zhang, Y. (2019, November). A Critical Genre-based Approach to ESP Lecture Design on English Language Teachers’ Classroom Discourse at Tertiary Level. The 3rd Annual Conference of Asia ESP & the 8th Chinese National Symposium on ESP, Southeast University. Zhang, Y. (2019, July). From CMI to EMI: The English Learning Motivational Trajectories of First-year Mainland Chinese Engineering Majors. Inaugural Conference on Language Teaching and Learning: Cognition and Identity, The Education University of Hong Kong. Zhang, Y. (2019, July). From EMI to ESL: A Case Study of English Language Reflexive Identities in the Narratives of Two Mainland Chinese Postgraduate Students. 2019 Global English Education China Assembly, China. Zhang, Y. (2018, November). Curriculum Design for Education Concentration from the Perspective of Needs Analysis: Practice and Students’ Perceptions. The 2nd Annual Conference of Asia ESP & the 7th Chinese National Symposium on ESP, Southeast University.
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