張家維 助理教授

學歷

2018　語言教育博士, 謝菲爾德大學, 英國

2003　應用語言學碩士, 謝菲爾德大學, 英國

2000　小學英語教育學士, 南京曉莊學院, 中國

現任

澳門城市大學教育學院助理教授

研究方向

形成性評價 (Formative assessment/Assessment for Learning)

語言教学 (Language Education)

學習情緒與動機 (Emotions and Motivation in Teaching and Learning)

技術輔助教學 (Technology-assisted Teaching and Learning)

教師專業發展 (Teachers’ Professional Development)

研究及出版

Journal Articles

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(04), 22-27.

Wright, C.*, Lu, Y., Zhang, A. J., & Zhang, L. (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, A. J. (2021). The Impact of HSK Test Structure on the Scores of Level 1-3 Examinees: A Case Study of Native English Speakers. International Chinese Language Education. 6(03), 50-59.

Ji, X*, Zhang, A. J. (Under review). An In-Depth Exploration of Demotivation in English Learning among Medical Students through the lens of Situated Expectancy‑Value Theory. Learning and Motivation

Zhang, A. J. (Under review). Mandarin as the First Language in Multilingual Classrooms in Macau's Higher Education: Usage and Student Attitudes. In J. Simões, F. Leandro, V. Borges, & C. Ruane (Eds) Crossroads of Language and Society in Post-handover Macau. Springer

Zhang, A. J.*, Ji, X, & Wei, J. (Under review). The Impact of Co-constructed Rubric on Peer Assessment and Academic Performance in University English Learning. Studies in Educational Evaluation

Gong, Z, Zhang, A. J.* (2024). The Impact of AI Chatbot on EFL learners’ Speaking Performance via Flow Experience. [Unpublished manuscript]

Huang, J, Zhang, A. J.* (2024). The Role of Peace of Mind and Self-Acceptance in Motivating Chinese Pilots' Aviation English Learning. [Unpublished manuscript]

Zhang, A. J. (2024). Interplay between Personality Traits, Vocabulary Learning Strategy, and Achievement in Chinese EFL Classes. [Unpublished manuscript]

Zhang, A. J.*, Chung, J. (2024). Adapting to Generative Artificial Intelligence in Language Assessment: Educator and Learner Perspectives in English Major. [Unpublished manuscript]

Conference presentations

Zhang, A. J., & Zong, L. (2024, September). Interplay between Personality Traits, Vocabulary Learning Strategy, and Achievement in Chinese EFL Classes. BERA Conference 2024, Manchester, UK

Zhang, A. J. (2024, March). Impact of Co-constructed Rubrics within EFL and Peer Assessment in Chinese Higher Education. 58th RELC International Conference, Singapore

Zhang, A. J. (2024, Febuary). Will Co-Constructed Rubrics Improve Academic Performance for EFL Learners? The 4th Southeast Asian Conference on Education, Chiang Mai, Thailand

Zhang, A. J. (2023, July). Co-constructed Rubrics and Peer Assessment in EFL in Higher Education: Preliminary Findings. Cambridge China Education Forum, Cambridge, UK

Zhang, A. J. (2018, November). Motivation and Achievement: Exploring Formative Assessment Strategies for Young Chinese English Learners. Language Testing Forum 2018 Conference, Bedfordshire, UK

Zhang, A. J. (2018, October). Enhancing English Learning: The Role of Formative Assessment in Motivating Young Chinese Learners. The 5th Annual International AALA Conference, Shanghai, China

Zhang, A. J. (2018, October). The Impact of Formative Assessment on Young Chinese Learners’ Motivation and Achievement in English Learning. Annual Conference of China English Language Education Association, Beijing, China

Zhang, A. J. (2016, April). The Impact of Formative Assessment on Young Chinese Learners’ Motivation and Achievement in English Learning: Preliminary Findings (Poster Presentation). Georgetown University Round Table: Useful Assessment and Evaluation in Language Education, Washington D.C., USA

Zhang, A. J. (2015, November). If You Are Happy and You Know It, Clap Your Hands: Formative Assessment in Primary School English Classes. 1st International Conference on Language Testing and Assessment, Guangzhou, China

Funded Projects

Zhang, A. J. (2022). Implementation and Implication of Co-creating Rubric and Peer Assessment in EFL Courses. [Funded project: FRG-22-062-UIC]. Macau University of Science and Technology Foundation

Bai, W., & Zhang, A. J. (2019). The impact of formative assessment in trainee teacher training. [Funded project: 4128007]. Nanjing Xiaozhuang University

專業屬會

British Educational Research Association (BERA)

Asian Association for Language Assessment (AALA)

International Language Testing Association (ILTA)

UK Association for Language Testing and Assessment (UKALTA)

China Association for Language Testing and Assessment (CALTA)