Dr. Yining Zhang is currently an associate professor in the Department of Foreign Languages and Literatures at Tsinghua University. She held a Ph.D. degree in Educational Psychology and Educational Technology at Michigan State University in 2018. She received her master’s degree in International Comparative Education at Stanford University and bachelor’s degree in Foreign Languages and Literatures at Tsinghua University.

Dr. Zhang’s research interests include online learning, computer-assisted language learning, self-regulated learning, and information technology and teacher education. She is specifically interested in studying the personal and contextual factors that affect one’s language learning in a technology-rich context.

Journal articles:

Zhang, Y.& Lin, C.-H. (accepted). Student interaction and the role of the instructor in a virtual high school: What predicts online learning satisfaction? Technology, Pedagogy, and Education(SSCI, 2017 impact factor 1.580).

Lin, C.-H., Bae, J., &Zhang, Y. (in press). Online self-paced high-school class size and student achievement. Educational Technology Research and Development. doi: 10.1007/s11423-018-9614-x (SSCI, 2017 impact factor 1.728)

Choi, Y., Zhang, D., Lin, C.-H., &Zhang, Y. (2018). Self-regulated learning of vocabulary in English as a foreign language. Asian EFL Journal, 20, 54-82.

Lin, C.-H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75-85. doi:10.1016/j.compedu.2017.05.014 (SSCI, 2016 impact factor 3.819).

Zhang, D., Lin, C.-H., Zhang, Y., & Choi, Y. (2017). Pinyin or no pinyin: Does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge? The Language Learning Journal, 47 (3), 344-353.doi:10.1080/09571736.2017.1289237 (ESCI).

Zhang, Y., Lin, C.-H., Zhang, D., & Choi, Y. (2017). Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study. British Journal of Educational Psychology, 87, 57-74. doi: 10.1111/bjep.12135 (SSCI, 2016 impact factor 2.403).

Lin, C.-H., Zheng, B., &Zhang, Y. (2017). Interactions and learning outcomes in online language courses. British Journal of Educational Technology, 48, 730-748. doi: 10.1111/bjet.12457 (SSCI, 2016 impact factor 2.410).

Lin, C.-H., & Zhang, Y. (2014).MOOCs and Chinese language education. Journal of Technology and Chinese Language Teaching, 5(2), 49-65. (ESCI).

Book chapters:

Zhang, Y., Liu, H., & Lin, C.-H. (2018). Research on class size in K-12 online learning. In K. Kennedy & R. E. Ferdig (Eds.), Handbook of research on K-12 online and blended learning (2^nd ed., pp. 273-283). Pittsburgh, PA: ETC Press.

Zhang, Y., & Deroo, M. (2017). Technology instruction in language teacher education programs. In C.-H. Lin, D. Zhang, & B. Zheng (Eds.), Preparing foreign language teachers for next-generation education (pp. 1-22). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-0483-2.ch001

Email:yiningzhang@tsinghua.edu.cn