2025-02-14T14:31:37+08:00

Affiliation

Faculty of Education
University of Macau

Accepting applications from PhD/EdD students

Email

dongbozhang@um.edu.mo

 

Tel

(853) 8822 8374

 

Fax

(853) 8822 2402

Office

Room 2026, Faculty of Education,

University of Macau, E33

Av. da Universidade, Taipa, Macau, China

Dongbo ZHANG 張東波

Professor of Language and Literacy Education
Faculty of Education, University of Macau

Academic Qualifications

  • PhD in Second Language Acquisition, Department of Modern Languages, Carnegie Mellon University, 2010
  • MA in Linguistics and Applied Linguistics, Jilin University, 1999
  • BA in English for Business Purposes, Jilin University (formerly Jilin University of Technology), 1995

Previous Appointments

  • Professor of Language Education, School of Education, University of Exeter, the United Kingdom
  • Assistant Professor of Second Language Education, Department of Teacher Education, Michigan State University, USA
  • Research Scientist, National Institute of Education, Nanyang Technological University, Singapore

Teaching Area

  • Language and literacy
  • Bi/multilingualism
  • Language teacher education

Research Area

  • Cross-linguistic study of reading
  • Vocabulary
  • Bi/multilingualism and literacy
  • Language assessment

Books

  • Ke, S., Zhang, D., & Koda, K. (2023). Metalinguistic Awareness in Second Language Reading Development. Cambridge University Press.
  • Zhang, D., & Miller, R. T. (Eds.). (2023). Crossing boundaries in researching, understanding, and improving language education: Essays in honor of G. Richard Tucker. Springer (Educational Linguistics Series No. 58).
  • Liu, L., & Zhang, D. (Eds.). (2022). Reading in Chinese as an Additional Language: Learners’ Development, instruction and assessment. Routledge.
  • Zhang, D., & Lin, C.-H. (Eds.). (2017). Chinese as a Second Language assessment. Springer.

Journal Articles (* indicating master’s/PhD student co-authors)

  • *Liu, Y., & Zhang, D. (2025). Contribution of different vocabulary depth knowledge to reading comprehension in advanced English L2 readers. Reading in a Foreign Language.
  • Zhang, D., Ke, S., Yang, J., & Anglin-Jaffe, H. (2024). Sign language in d/Deaf students’ spoken/written language development: A research synthesis and meta-analysis of cross-linguistic correlation coefficients. Review of Education, 12(3). https://doi.org/10.1002/rev3.70016
  • Chen, T., & Zhang, D. (2024). Lexical ability in L2 Chinese reading comprehension: Comparing stronger and weaker readers. International Journal of Bilingual Education and Bilingualism, 27(1), 144-158. https://doi.org/10.1080/13670050.2022.2162332
  • Zhang, D., Ke, S., Anglin-Jaffe, H., & Yang, J. (2023). Morphological awareness and DHH students’ reading-related abilities: A meta-analysis of correlations. Journal of Deaf Studies and Deaf Education, 28(4), 333-349. https://doi.org/10.1093/deafed/enad024
  • Zhang, D., Ke, S., & Mo, Y. (2023). Morphology in English reading comprehension in monolingual and bilingual readers: A synthesis and meta-analytic structural equation modeling study. Journal of Educational Psychology, 115(5), 683–699. https://doi.org/10.1037/edu0000797
  • Chen, T., & Zhang, D. (2023). Aspects of vocabulary depth knowledge in L2 reading comprehension. Foreign Language Annals, 56(3), 786-806. https://doi.org/10.1111/flan.12687
  • *Alshehri, M., & Zhang, D. (2022). The lexical basis of second language (L2) reading comprehension: From lexical knowledge to processing efficiency. Language Learning, 72(2), 325-364. https://doi.org/10.1111/lang.12478
  • Ke, S., Miller, R., Zhang, D., & Koda, K. (2021). Cross-linguistic sharing of morphological awareness in biliteracy development: A systematic review and meta-analysis of correlation coefficients. Language Learning, 71(1), 8-54. https://doi.org/10.1111/lang.12429
  • *Choi, Y., & Zhang, D. (2021). The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: A systematic review of literature. International Review of Applied Linguistics in Language Teaching (IRAL), 59(1), 1-30. https://doi.org/10.1515/iral-2017-0033
  • Zhang, D., & Ke, S. (2020). The simple view of reading made complex by morphological decoding fluency in bilingual fourth-grade readers of English. Reading Research Quarterly, 55(2), 311-329. https://doi.org/10.1002/rrq.287
  • Zhang, D., Lin, C.H., *Zhang, Y., & *Choi, Y. (2019). Pinyin or no pinyin: Does access to word pronunciation matter to the assessment of Chinese learners’ vocabulary knowledge? Language Learning Journal, 47(3), 344-353. https://doi.org/10.1080/09571736.2017.1289237
  • Leong, C. K., Shun, M. S. K., Tai, C. P., Ki, W. W., & Zhang, D. (2019). Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a Second Language. Reading and Writing: An Interdisciplinary Journal, 32(2), 439-466. https://doi.org/10.1007/s11145-018-9873-2
  • Zhang, D., Koda, K., Leong, C. K., & Pang, E. (2019). Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context. Journal of Research in Reading, 42(1), 58-79. https://doi.org/10.1111/1467-9817.12135
  • Zhang, D. (2017). Derivational morphology in reading comprehension of Chinese-speaking learners of English. Applied Linguistics, 38(6), 871-895. https://doi.org/10.1093/applin/amv072
  • Zhang, D. (2017). Multidimensionality of morphological awareness and reading comprehension among young Chinese readers in a multilingual context. Learning and Individual Differences, 53, 13-23. https://doi.org/10.1016/j.lindif.2017.04.009
  • Zhang, D. (2017). Word reading in L1 and L2 Chinese learners: Commonalities and differences. Modern Language Journal, 101(2), 391-411. https://doi.org/10.1111/modl.12392
  • Zhang, D., *Chin, C.-F., & Li, L. (2017). Metalinguistic awareness Malay-English bilingual children’s word reading: A cross-lagged panel study on transfer facilitation. Applied Psycholinguistics, 38(2), 395-426. https://doi.org/10.1017/S0142716416000278
  • Zhang, D., & *Yang, X. (2016). Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension. Foreign Language Annals, 49(4), 699-715. https://doi.org/10.1111/flan.12225
  • Zhang, D., Koda, K., & Leong, C. K. (2016). Morphological awareness and bilingual word learning: A longitudinal Structural Equation Modeling study. Reading and Writing: An Interdisciplinary Journal, 29, 383-407. https://doi.org/10.1007/s11145-015-9603-y
  • Zhang, D., & Koda, K. (2014). Awareness of derivation and compounding in Chinese-English biliteracy acquisition. International Journal of Bilingual Education and Bilingualism, 17, 55-73. https://doi.org/10.1080/13670050.2012.736949
  • Zhang, D. (2013). Linguistic distance effect on cross-linguistic transfer of morphological awareness. Applied Psycholinguistics, 34, 917-942. https://doi.org/10.1017/S0142716412000070
  • Zhang, D., & Koda, K. (2012). Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension: Testing direct and indirect effects. Reading and Writing: An Interdisciplinary Journal, 25, 1195-1215. https://doi.org/10.1007/s11145-011-9313-z
  • Zhang, D. (2012). Vocabulary and grammatical knowledge in L2 reading comprehension: A structural equation modeling study. Modern Language Journal, 96, 554-571. https://doi.org/10.1111/j.1540-4781.2012.01398.x

Book Chapters (* indicating master’s/PhD student co-authors)

  • Zhang, D., Zhao, S., & Sun, X. (2023). Evaluating the Chinese Modular Curriculum in Singapore: Insights from students and teachers. In D. Zhang & R. T. Miller (Eds.), Crossing boundaries in researching, understanding, and improving language education: Essays in honor of G. Richard Tucker. Springer.
  • Zhang, D., & Sun, X. (2023). Developmental interdependence between word decoding, vocabulary knowledge, and reading comprehension in young L2 readers of Chinese. In L. Liu & D. Zhang (Eds.), Reading in Chinese as an Additional Language. Routledge.
  • *Gu, Z., *Teng, Y., *Yang, X., & Zhang, D. (2019). Teachers’ perceptions and practices of portfolio assessment in K-12 Chinese language classrooms. In F. Yuan & S. Li (Eds.), Research on classrooms of Chinese as a Second Language (pp. 239-258). Routledge.
  • Zhang, D., *Yang, X., Lin, C.-H., & *Gu, Z. (2017). Developing a Word Associates Test for assessing the vocabulary depth of Chinese L2 learners. In D. Zhang & C.-H. Lin (Eds.), Assessing Chinese as a Second Language (pp. 115-140). Singapore: Springer.
  • Zhang, D. (2017). Developments in testing Chinese as a Second Language: An overview of research. In D. Zhang & C.-H. Lin (Eds.), Assessing Chinese as a Second Language (pp. 67-87). Singapore: Springer.
  • Zhang, D., & Li, L. (2016). Teaching of derivational morphology and Singaporean children’s English word learning. In R. E. Silver & W. D. BokHorst-Heng (Eds.), Quadrilingual education in Singapore: Pedagogical innovation in language education (pp. 199-218). Singapore: Springer.
  • Zhao, S., & Zhang, D. (2014). Conflicting goals of Language-in-Education Planning in Singapore: Chinese Character (Hanzi) education as a case. In X. L. Curdt-Christiansen & A. Hancock (Eds.), Learning Chinese in diasporic communities: Many pathways to becoming Chinese (pp. 159-179). Philadelphia, PA: John Benjamins.
  • Koda, K., Lu, C., & Zhang, D. (2014). L1-Induced Facilitation in Biliteracy Development in Chinese and English. In X. Chen, Q. Wang, & Y. C. Luo (Eds.), Reading development and difficulties in monolingual and bilingual Chinese children (pp. 141-169). New York: Springer.
  • Zhang, D. (2012). Chinese primary school EFL curriculum reform. In C. Leung & J. Ruan (Eds.), Perspectives on teaching and learning English literacy in China (pp. 71-88). Dordrecht, Netherlands: Springer.

  • (2024) Lexical quality and reading in Chinese as a global language. First International Workshop on the Research of Reading Chinese as a Global Language (RCGL1). The Hong Kong Polytechnic University
  • (2023). Multidimensionality of word knowledge and reading comprehension. University of Chinese Academy of Sciences.
  • (2022) Vocabulary Learning and Development: From Exposure to Engagement. College of Foreign Languages, East Chinese Normal University.
  • (2022) Experimental and quasi-experimental designs for language education research. College of Foreign Language Education, Jilin University.
  • (2022) L2 vocabulary learning, teaching, and assessment: What can we learn from Chinese? Annual meeting of the Vocabulary SIG of British Association of Applied Linguistics (BAAL).
  • (2021) Vocabulary knowledge and reading in a second language: A lexical quality perspective on their reciprocity. Ninth International Symposium on Second Language Acquisition Research in China.
  • (2021) Research methods in Chinese as a Second Language education: State-of-the-art and future directions. Second International Conference on Research Methods in Chinese as a Second Language Education, Minzu University of China.

Co-Editor

 

Editorial Board

  • Research Synthesis in Applied Linguistics
  • Education Sciences
  • Asia Pacific Journal of Developmental Differences
  • Studies in Chinese Learning and Teaching
  • Language and Education (2019-2023)
  • TESOL Journal (2019-2022)
  • TESOL Quarterly (2019-2022)
  • The Reading Teacher (Volumes 75 & 76)

  • University of Cambridge, UCL, University of Queensland, University of Canterbury, University of Hong Kong, Nanyang Technological University

  • American Association of Applied Linguistics (AAAL)
  • British Association for Applied Linguistics (BAAL)
  • British Educational Research Association (BERA)
  • Society for the Scientific Study of Reading (SSSR)