Contacts

☎ +853-85902295
✉ hmzhang@cityu.edu.mo
⌨ T210

 

Academic Qualifications:

Ph.D. in Second Language Acquisition, Carnegie Mellon University, Pittsburgh, PA, U.S.

Master of Science in Education, University of Pennsylvania, Philadelphia, PA, U.S.

Bachelor of Economics, Shanghai Jiao Tong University, Shanghai, China

 

Professional Memberships:

 

Professional membership:

中國英漢語比較研究會語言教育與國際傳播專業委員會第一届理事

上海市外文學會理事

華東師範大學第十二届學位評定委員會委員

Member, American Association for Applied Linguistics

Member, International Association of Chinese Linguistics

Member, International Literacy Association

Member, Linguistic Society of America

Member, Society for the Scientific Studies of Reading

Member, Teaching English to Speakers of Other Languages

 

Editorial board:

Journal of Educational Psychology

Language and Education

 

SCI/SSCI Ad-hoc reviewer:

Applied Artificial Intelligence, Applied Psycholinguistics, Asia Pacific Education Researcher, British Journal of Educational Psychology, Contemporary Educational Psychology, Foreign Language Annals, Frontiers in Psychology, International Journal of Applied Linguistics, International Journal of Bilingual Education and Bilingualism, Journal of Educational Psychology, Journal of Experimental Child Psychology, Journal of Psycholinguistic Research, Journal of Research in Reading, Modern Language Journal, Language Learning, Learning and Individual Differences, PloS One, Psychological Science, Reading and Writing, Second Language Research, Scientific Studies of Reading, System, TESOL Quarterly

 

 

Academic Experience:

 

2024-now, Professor, Faculty of Humanities and Social Sciences, City University of Macau

2024-now, Program Coordinator of MA and Ph.D. in Applied Linguistics, City University of Macau

2021-2024, Professor, School of Foreign Languages, East China Normal University

2021-2023, Associate Dean for Research and Graduate Studies, School of Foreign Languages, East China Normal University

2020-2021, Associate Dean, The Academy of Humanities and Social Sciences, East China Normal University

2017-2021, Zijiang Young Scholar Research Professor, School of Foreign Languages, East China Normal University

 

 

Courses Taught :

Graduate courses

Research Methods and Practices in Applied Linguistics, Ph.D. course, FHSS, City University of Macau

Analyzing Research Data, Ph.D. course, FHSS, City University of Macau

Assessment in English Language Teaching, MA course, FHSS, City University of Macau

Second Language Acquisition Research, MA and Ph.D. course, School of Foreign Languages, East China Normal University

Bilingual Reading Development: Theory and Practice, MA and Ph.D. course, School of Foreign Languages, East China Normal University

Psycholinguistics and Foreign Language Teaching, M.Ed. course, School of Foreign Languages, East China Normal University

 

Undergraduate courses

Language and Cognition: An Introduction to Psycholinguistics, School of Foreign Languages, East China Normal University

Introduction to Linguistics, School of Foreign Languages, East China Normal University

Language and Food: Food Linguistics, School of Foreign Languages, East China Normal University

 

 

 

Research Area / Research Interests:

Second language acquisition

Psycholinguistics

Bilingualism and biliteracy

Reading psychology

 

Specific areas of interest: cognitive, linguistic and behavioral factors in language and literacy development among typically developing and dyslexic children; crosslinguistic influence in multilingual reading acquisition; leveled reading assessment and its computerized application

 

 

 

Recent Major Publications (recent 5 years):

1. Ma, X., & Zhang, H.* (2024). The predictive ability of Duolingo English Mock Test for Chinese college-level EFLs: Using assessment use argument. Frontiers in Education (*corresponding author)
2. Zhang, H., Jiang, Y., & Xu, Z. (2023). Teacher-assessed linguistic and social abilities in Chinese children’s reading acquisition: A longitudinal study. Journal of Genetic Psychology. doi: 10.1080/00221325.2023.2284924
3. Zhang, H., Hu, Z., Wang, T., & Sun, J. (2023). Sustaining linguistic heritage: An exploration of early Chinese input and biliteracy acquisition among Chinese heritage language students. Language and Education. doi: 10.1080/09500782.2023.2288638
4. Sun, J., Zhao, J., Peng, Y., Chen, S., Li, J., & Zhang, H.* (2023). Can L2- L3 cognates affect L3 vocabulary knowledge and reading comprehension? – Evidence from Chinese learners of L3 French. Journal of Multilingual and Multicultural Development. doi: 10.1080/01434632.2023.2281390 (*corresponding author)
5. Zhang, H., Xu, Z., & Xu, X. (2023). Morphological awareness in arithmetic word-problem solving among Chinese early adolescent students. Humanities & Social Sciences Communications.
6. Zhang, X., Xu, H., Zhang, H.*, Wang, C., Sun, J., & Pei, Z.* (2023). Early reading profiles of L2 English learners: How orthographic knowledge predicts reading comprehension. Journal of Cognitive Psychology. doi:10.1080/20445911.2023.2247610 (*corresponding author)
7. Wang, T., & Zhang, H.* (2023). Examining the dimensionality of morphological knowledge and morphological awareness and their effects on second language vocabulary knowledge. Frontiers in Psychology, 14, 1207854. doi:10.3389/fpsyg.2023.1207854 (*corresponding author)
8. Achugar, M., Zhang, H., & Martín Sáez, G. (forthcoming). Reading development in Spanish as a heritage language. In K. Koda & R. Miller (Eds.), The Rout- ledge handbook of second language acquisition and reading (pp. XX-XX). New York: Routledge.
9. Lin, J., & Zhang, H.* (2023). How phonological and orthographic decoding com- plicates the simple view of reading in Chinese: Examining mediation through listening comprehension. Cognitive Processing. doi:10.1007/s10339-023-01143- 3 (*corresponding author)
10. Zhang, H., Lin, J., Cheng, X., Wang, C., & Wei, X. (2023). Concurrent and longitudinal contributions of phonological awareness to early adolescent Chinese reading acquisition. The Journal of General Psychology, 150(3), 278-294. doi:10.1080/00221309.2022.2047003
11. Peng, Y., Sun, J., Quan, J., Wang, Y., Lü, C., & Zhang, H.* (2023). Predicting Chinese EFL learners’ human-rated writing quality in argumentative writing through multidimensional computational indices of lexical complexity. Assessing Writing, 56, 100722. doi:10.1016/j.asw.2023.100722 (*corresponding author)
12. Zhang, H., Cheng, X., & Lin, J. (2023). Early home and community support in later Chinese heritage language literacy development. In D. Zhang & R. Miller (Eds.), Crossing boundaries in researching, understanding, and improving language education (pp. 103-120). Berlin, Germany: Springer.
13. Hu, Z., & Zhang, H.* (2023). Non-selective language activation in L2 lexical inference and text comprehension: Comparing skilled and less-skilled readers. Heliyon, 9(1), e12818. doi:10.1016/j.heliyon.2023.e12818 (*corresponding author)
14. Zhang, H.*, Sun, J., Han, Y., & Yin, S.* (2022). Morphological and cognate awareness in L2 Japanese reading acquisition: Evidence from Chinese-speaking learners. International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2022.2157203 (*corresponding author)
15. Lin, J., Zhang, H.*, & Lin, X. (2022).Prosodic transfer in English literacy skills among Chinese elementary-age students: Controlling for non-verbal intelligence. Journal of Intelligence, 10, 114. doi:10.3390/jintelligence10040114 (*corresponding author)
16. Cheng, X., & Zhang, H.* (2022). Contributions of metalinguistic awareness and lexical inference to reading comprehension in upper-elementary Chinese students. Journal of Research in Reading. doi:10.1111/1467-9817.12415 (*corresponding author)