2024-01-12T15:28:34+08:00

Affiliation

Faculty of Education

University of Macau

Email

ZhengdongGan@um.edu.mo

Tel

(853) 8822 4643

Fax

(853) 8822 2402

Office

Room 1019, Faculty of Education,

University of Macau, E33,

Av. da Universidade, Taipa, Macau, China

Zhengdong GAN 甘正東

Associate Professor

Faculty of Education, University of Macau

Professional Positions

Sept 2014 –           Associate Professor, Faculty of Education,

University of Macau, Macao

Aug 2016             Visiting scholar, School of Education,

the University of New South Wales, Australia

2007- 2014           Assistant Professor, Department of English, The

Education University of Hong Kong

2006 – 2007           Postdoctoral Fellow, Faculty of Education,

The University of Hong Kong, Hong Kong

Sept 2006           Visiting scholar, Department of Education and

Professional Studies, King’s College,

University of London, UK

2003- 2005           Language Instructor, English Language Centre,

The Hong Kong Polytechnic University

Academic Qualifications

  • PhD, The Hong Kong Polytechnic University, Hong Kong, China, 2003
  • Postgraduate Diploma, Beijing Normal University, China, 1992
  • BA, Anhui Normal University, China, 1990

Research Areas

  • 1 Second Language Learning and Acquisition

Learner Feedback, Academic literacy, Reading, Writing, Speaking, Grammar, Vocabulary, Technology-Based English Learning

  • 2 Second Language Assessment

Classroom Assessment Practices, Second Language Performance Assessment.

  • 3 Second Language Classroom Practices

Classroom Interaction, Teacher Feedback, Task-Based Language Teaching, Teacher Use of Technology in Classrooms.

  • 4 Second Language Teacher Education

Novice ESL/EFL Teacher Learning, Teacher Assessment Literacy

Teaching Areas

  • Second Language Learning Theories (Postgraduate course)
  • Written and Spoken Discourse for ELT(Postgraduate course)
  • Teaching Practice (Undergraduate)

Research Grants

  • Language output in English academic writing tasks among students of different first language backgrounds: An assessment perspective. (Funding from Faculty of Communication Dean’s Fund: The Hong Kong Polytechnic University). (2004-2005). HK $20,000.
  • Test preparation course and students test performance (Funded by the English Language Centre, the Hong Kong Polytechnic University, principal investigator). (2005-2006). HK$20,000
  • Discourse analysis and group oral assessment: A case study of EFL students in Hong Kong. (Faculty Research Funding, The University of Hong Kong). PI. (2006), HK $50,000
  • Performance in the group oral assessment: The roles of language proficiency, willingness to communicate, and personality. (Faculty Research Funding. The University of Hong Kong). PI. (2006-2007). HK $50,000
  • Aligning assessment with curriculum reform in junior secondary English language teaching. Quality Education Fund, the University of Hong Kong. Co-I (2006-2008). HK$2,359,000.
  • An investigation of student discourse variation in two oral assessment tasks. (Departmental Research and Development Funding, The Education University of Hong Kong). (2007-2008). HK$20,000
  • Effects of language aptitude and personality in linguistic performance in a second language. (Funded by the Research Centre into Language Education in Multilingual Societies, The Education University of Hong Kong). PI. (2008-2009). HK $50,000.
  • An investigation into score gains on the IELTS, and their impact on academic acculturation. (Internal Research Grant, The Education University of Hong Kong). PI. (2011-2012). HK $100,000
  • Assessing the influence of university supervisor and school supporting teacher in the preservice ESL student teachers’ practicum: Insights from supervision discourse. (Departmental Research and Development Funding, The Education University of Hong Kong). PI. (2013-2014). HK $100,000
  • Understanding university students’ experience of the assessment environment and their learning responses: An investigation of four Asian populations. (Start-up Research Grant, The University of Macau). PI. (2014-2016).MOP 150,000.
  • Investigating EFL teacher/student conceptions of assessment, classroom AfL practices and their impact on students’ learning in mainland Chinese and Macao secondary schools. (Multi-Year Research Grant, The University of Macau). PI. (2016-2019). MOP 970,000.

Selected Publications

  • Gan, Z., & Wang, X. (2024). Perceived Teacher Feedback Practices, Student Feedback Motivation and Engagement in English learning: A Survey of Chinese University Students. (In press). Applied Linguistics Review
  • Li, H., Wang, C., Gan, Z., & Hoi, C. (2023). Reading Motivation and Learning Strategies among Chinese EFL learners. (Forthcoming). Psychology in the Schools.
  • Luo, S., & Gan, Z. (2023). Use of Motivational Regulation Strategies and Its Relations to Motivational Beliefs in a College English Course Context. (Accepted for publication). Language Teaching Research
  • Ho, S., & Gan, Z. (2023) Instructional Practices and Students’ Reading Performance: A Cross-Cultural Comparative Study of 10 Top Performing Regions in PISA 2018. (forthcoming). Language Testing in Asia.
  • Gan, Z., Yuan, Z., & Schumacker, R. (2023). Examining the Psychometric Properties of the Motivational Scale of MSLQ for English Learning among Chinese Secondary Students. (forthcoming). Journal of Psychoeducational Assessment
  • Gan, Z., Liu, F., Nang, H. (2023). The Role of Self-Efficacy, Task Value, Intrinsic and Extrinsic Motivation in Students’ Feedback Engagement in English Learning. Behav.Sci.,13, 428. https:// doi.org/10.3390/bs13050428
  • An, Z., Lai, C., Gan, Z. (2023). Motivation in Self-Directed Use of Technology for English Learning among High, Average, and Low Achievers. (Forthcoming). System.
  • Li, H., & Gan, Z. (2022). Reading Motivation, Self-Regulated Reading Strategies and English Vocabulary Knowledge: Which Most Predicted Students’ English Reading Comprehension? (Forthcoming). Frontiers in Psychology
  • Gan, Z., Fulton, C., & Li, S.(Forthcoming).  Pre-service EFL teachers’ motivational beliefs about instructional use of technology: Development and validation of a scale. Computer Assisted Language Learning.
  • Luo, S., & Gan., Z (2022). Validation of a Measure of Flipped English Learning Readiness and Examination of Its Relationships With Instructional Practices, Learning Self-Efficacy, and Learning Beliefs. Front. Psychol. 13:846781. doi: 10.3389/fpsyg.2022.846781
  • Gan, Z., He, J., Zhang, L.J.,& Schumacker, R.  (2022). Examining the Relationships between Feedback Practices and Learning Motivation Measurement: Interdisciplinary Research and Perspectives, 20. doi.org/10.1080/15366367.2022.2061236.
  • Li, H., Gan, Z., Leung, S., & An, Z. (2022). The Impact of Reading Strategy Instruction on Reading Comprehension, Strategy Use, Motivation, and Self-efficacy in Chinese University EFL Students. Sage Open. DOI: 10.1177/21582440221086659.
  • Gan, Z., Yan, Z., &An, Z. (2022). Development and Validation of an EFL Speaking Self-Efficacy Scale in the Self-Regulated Learning Context. The Journal of Asia TEFL, 19(1), 35-49.
  • Gan, Z., An, Z., & Liu, F. (2021). Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?Frontiers in Psychology, 12:697045. doi: 10.3389/fpsyg.2021.697045
  • An, Z., Wang, C., Li, S., Gan, Z., & Li, H. (2021) Technology-Assisted Self-Regulated English Language Learning: Associations with English Language Self-efficacy, English Enjoyment, and Learning Outcomes. Frontiers in Psychology, 11:558466. doi: 10.3389/fpsyg.2020.558466 .
  • An, Z., & Gan, Z. (2021). Self-Directed Technology Use for English Learning among Chinese University Students: Contribution of Motivational Beliefs and Strategies to Learning Achievement. In Lu. Z., Liu, M., Zhang, W. (Eds.), Teaching and Researching Chinese EFL/ESL Learners in Higher Education in the 21st Century. Routledge Press.
  • Gan, Z., Hu, G., Wang, W., Nang, H., & An, Z. (2020). Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy. Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2020.1810628 .
  • An, Z., Gan, Z., & Wang, C. (2020). Profiling Chinese EFL students’ technology-based self-regulated English learning strategies. PLoS ONE 15(10): e0240094.
  • Wang, W., & Gan, Z. (2021). Development and Validation of the Reading Motivation Questionnaire in an English as a Foreign Language Context. Psychology in the schools. DOI:10.1002/pits.22494.
  • Gan, Z. (2020). How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL students. . Frontiers in Psychology, 11:496. doi: 10.3389/fpsyg.2020.00496
  • Gan, Z., He, J., Liu, F., & X., Q. (2020). Understanding What Feedback Practices Best Contribute to Students’ Learning Motivation: Experiences of English as a Foreign Language (EFL) Students. Applied Language Learning, 30(1):18-34
  • Yang, R., & Gan, Z. (2020). Flipping Academic English Language Learning: Experiences from an American University. [Review of the book Flipping Academic English Language Learning: Experiences from an American University, by Erik Voss & Ilka Kostka]. (Forthcoming). Journal of English for Academic Purposes.
  • Wallace, M., & Gan, Z. (2020). Noticing Oral Corrective Feedback in the Second Language Classroom: Background and Evidence. [Review of the book Noticing Oral Corrective Feedback in the Second Language Classroom: Background and Evidence, by Eva Kartchava]. Applied Linguistics, doi:10.1093/applin/amaa013
  • Gan, Z., Liu, F., &Yang, R. (2020). Student teachers’ self-efficacy for instructing self-regulated learning in the classroom. Journal of Education for Teaching, doi.org/10.1080/02607476.2019.1708632
  • Gan, Z., & Leung, C. (2020). Illustrating formative assessment in task-based language teaching in the ESL classroom.  ELT Journal, doi.org/10.1093/elt/ccz048
  • Gan, Z., & He, J., & Liu, F. (2019). Understanding Classroom Assessment Practices and Learning Motivation in Secondary EFL Students. (Forthcoming). The Journal of Asia TEFL.
  • Pan, X., & Gan, Z. (2019). Perceiving technology-based teacher professional development practices: Accounts from English as a foreign language (EFL) teachers in China. Under review. International Journal of Computer-Assisted Language Learning and Teaching, 10 (2), 40-58.
  • Gan, Z., & He, J., & Mu, K. (2019). Development and Validation of the Assessment for Learning Inventory in the Chinese context. Asia Pacific Education Researcher
  • Gan, Z., Leung, C., He, J., Nang, H. (2019). Classroom Assessment Practices and Learning Motivation: A Case Study of Chinese EFL Students. TESOL Quarterly, 53(2), 514-529
  • Gan, Z., Nang, H.H., &Mu, K.J. (2018) Trainee teachers’ experiences of classroom feedback practices and their motivation to learn. Journal of Education for Teaching, 44:4, 505-510 DOI: 10.1080/02607476.2018.1450956
  • Gan, Z., Ieong, S., Su, Y., He, J. (2018). Understanding Chinese EFL teachers’ conceptions and practices of assessment: implications for teacher assessment literacy development. Australian Review of Applied Linguistics 41(1), 4-28.
  • Gan, Z., Ho, C., & Schumacker, R. (2018). Forthcoming.  Investigating Influence of Assessment for Learning Practice on Student Learning Approaches in Chinese Higher Education. Measurement: Interdisciplinary Research and Perspectives
  • Gan, Z., & Yang, C.C.R (2018).  How prepared are pre-service ESL student teachers to teach. THE JOURNAL OF ASIA TEFL Vol. 15, No. 1, Spring 2018, 99-117.
  • Gan, Z. (2018).  Success and failure in first-year teaching: Mainland Chinese ESL teachers in Hong Kong schools. Cogent Education, 5: 1-13.
  • Gan, Z., Oon, P.T.E., &Davison, C. (2017).  ESL students’ oral performance in English language school-based assessment: results of an empirical study. Language Testing in Asia, 7:19, 1-21.
  • Gan, Z., Liu, F., & Yang, C.C.R. (2017). Assessment for Learning in the Chinese Context:  Prospective EFL Teachers’ Perceptions and Their Relations to Learning Approach. Journal of Language Teaching and Research, 8 (6): 1126-1134
  • Gan, Z., & Lee, F.K.J. (2016). Understanding ESL student teachers’ learning of classroom practices in the practicum: a case study in Hong Kong. The Asia-Pacific Education Researcher. DOI 10.1007/s40299-015-0258-x
  • Gan, Z. (2016). Understanding oral proficiency task difficulty: An activity theory perspective. In Banerjee, J. & Tsa, D (Eds.), Contemporary Second Language Assessment. Continuum.
  • Gan, Z. (2015). Struggling with EFL speaking: The experience of mainland Chinese students in a Bachelor of Education programme in Hong Kong.  Language Education and Acquisition Research Network (LEARN) Journal Volume 8, Issue 2.
  • Gan, Z., Stapleton, P., and Yang, C. (2015). What happens to students’ English after one year of English-medium course study at university?  Applied Language Learning, 25:1, 71-91.
  • Gan, Z. (2014). Learning from interpersonal interactions during the practicum: A case study of non-native ESL student teachers. Journal of Education for Teaching, 40：2, 128–139.
  • Gan, Z. (2013). Task type and students’ linguistic performance in school-based assessment. Linguistics and Education. 24:4, 535-544.
  • Gan, Z. (2013). Understanding English speaking difficulties: An investigation of two Chinese populations. Journal of Multilingual and Multicultural Development, 34:3, 231-248.
  • Gan, Z. (2013). Learning to Teach English Language in the Practicum: What Challenges do Non-Native ESL Student Teachers Face? Australian Journal of Teacher Education: 38:3, 92-108.
  • Gan, Z. (2012). Complexity Measures, Task Type, and Analytic Evaluations of Speaking Proficiency in a School-Based Assessment Context. Language Assessment Quarterly, 9:2, 133-151.
  • Gan, Z (2012): Test-task Authenticity: The Multiple Perspectives. Changing English: Studies in Culture and Education, 19:2, 237-247.
  • Gan, Z. (2011). Understanding L2 Speaking Problems: Implications for ESL Curriculum Development in a Teacher Training Institution in Hong Kong. Australian Journal of Teacher Education 37 (1), 43-59.
  • Gan, Z. (2011). An investigation of personality and L2 oral performance. Journal of Language Teaching and Research 2 (6), 1259-1267.
  • Gan, Z. (2011). Second language task difficulty: Reflections on the current psycholinguistic models. Theory and Practice in Language Studies, 1(8), 921-927.
  • Gan, Z. (2011). L2 learner individual differences: An integrative and contextualist perspective.  Reflections on English Language Teaching, 10 (1), 67–88.
  • Gan, Z., & Davison, C. (2011). Gestural behavior in group oral assessment: A case study of higher- and lower-scoring students. International Journal of Applied Linguistics, 21 (1), 94-120.
  • Gan, Z. (2010). Task type and complexity of language performance: The case of individual presentation and group interaction. In L. Li, D. D. Qian (eds.): English Language Education in Asian Universities: Classroom practices and research issues (pp.106-114). The Hong Kong Polytechnic University.
  • Gan, Z. (2010). Interaction in group oral assessment: A case study of higher- and lower-scoring students. Language Testing, 27 (4) 585-602.
  • Gan, Z., Davison, C., & Hamp-Lyons, L. (2009). Topic negotiation in peer group oral assessment situations: A conversation analytic approach. Applied Linguistics, 30: 315-334.
  • Gan, Z (2009). IELTS preparation course and student IELTS performance: A case study in Hong Kong. RELC Journal, 40:1, 23-41.
  • Gan, Z. (2009) ‘Asian learners’ re-examined: an empirical study of language learning attitudes, strategies and motivation among mainland Chinese and Hong Kong students. Journal of Multilingual and Multicultural Development, 30:1, 41 – 58.
  • Gan, Z. (2008). Extroversion and group oral performance: A mixed quantitative and discourse analysis approach. Prospect: An Australian Journal of TESOL, 23:3, 24-42.
  • Gan, Z. (2008). Examining negotiation in peer group oral assessment: What are the implications? Australian Review of Applied Linguistics, 31 (1), pp1-20.
  • Gan, Z., Humphreys, G., & Hamp-Lyons, L. (2004). Understanding successful and unsuccessful EFL students in Chinese universities. Modern Language Journal, 88, 229-244.
  • Gan, Z. (2004). Attitudes and strategies as predictors of self-directed language learning in an EFL context. International Journal of Applied Linguistics, 14, 389-411.
  • Gan, Z. (2000). Reflective teaching: An effective approach to enhancing EFL teachers’ professional competence. Journal of the Foreign Languages World, 80, 12-16. 外語界,第80期，頁12-16]
  • Gan, Z. (1999). Using Internet resources in the teaching and learning of English. Teaching English in China, 33, 69-72.
  • Gan, Z. (1999). An initial inquiry into the reform of listening teaching of College English. Education and Modernization, 50, 37-39.
  • Gan, Z. (1994). Texts for intensive reading in China: An analysis. Teaching English in China, 26, 76-80.

  • Gan, Z. (2000). Attitudes towards and behaviors in self-directed language learning among Mainland China and Hong Kong students. Paper presented at International Language in Education Conference 2000, the University of Hong Kong.
  • Gan, Z. (2001). Attitude, strategy use and motivation in self-directed language learning between successful and unsuccessful students. Paper presented at InternationalLanguage in Education Conference 2001, Hong Kong Institute of Education, Hong Kong.
  • Gan, Z. (2002). Learner self-directedness and English language attainment. Paper presented at the 36th Annual TESOL Convention held in Salt Lake City, USA, in April 2002.
  • Gan, Z., & Humphreys, G. (2004). Cultural influences revisited. Paper presented at the International Conference on Tertiary/College English Teaching, in May, 2004, the Chinese University of Hong Kong.
  • Gan, Z, & Fitzgerald, S. (2004). Test preparation course and test performance. Paper presented at the 18th International Language in Education Conference 2004, the Hong Kong Institute of Education.
  • Gan, Z. (2005). “Asian Learner” reassessed. Paper presented at the first International Conference on Enhancing Teaching and Learning, June 2005, the Hong Kong Polytechnic University.
  • Gan, Z. (2006). What makes a good group interaction in the HKCE English language school-based assessment? Paper presented at the Teacher-Oriented Conference on Enhancing Effective English Language Assessment in Secondary Schools, April 2006, the University of Hong Kong.
  • Gan, Z. (2006). Conversational interaction in the oral assessment task. Paper presented at the 7th International Symposium on Applied Linguistics and Language Teaching, August,2006, the Hong Kong Polytechnic University.
  • Davison, C, Gan, Z., & Hamp-Lyons, L. (2006). Creating “natural” interaction in oral school-based English language assessments in Hong Kong. Paper presented at BAAL/IRAAL Conference 2006, September, University College, Cork, Ireland.
  • Gan, Z. (2006). Towards a framework of analysis of peer group interaction in school-based assessment context. Paper presented at the International conference on Language Testing, December, 2006, Guangdong Universities for Foreign Studies, Guangzhou, China.
  • Gan, Z., & Davison, C. (2007). Personality and group oral performance: A discourse analysis perspective. Paper presented at the AAAL 2007 Annual Conference held in Costa Mesa, California, USA.
  • Gan, Z. (2009). Quality of language and type of task: grammatical complexity of learners’ language in two oral assessment tasks. Invited School-Based Assessment Seminar Series, Faculty of Education, the University of Hong Kong.
  • Gan, Z. (2009). Task type and learners’ linguistic performance: The case of monologic oral production and group oral discussion. Key Research Areas’ Seminar Series, the Hong Kong Institute of Education.
  • Gan, Z. (2009). Task type and complexity of language performance: The case of individual presentation and group interaction. Paper presented at the 5th International Symposium on Teaching English at the Tertiary Level held in the Hong Kong Polytechnic University.
  • Gan, Z. (2010).Complexity measures and their relation to task type and teacher assessor judgments of students’ speaking proficiency. Paper presented at the AAAL 2010 Conference in Atlanta, Georgia, USA, March 6 – 9.
  • Gan, Z. (2010). Does personality matter in group oral performance? Paper presented at the Language of Education: The Chinese context Conference. The Hong Kong Institute of Education.
  • Gan, (2011). Personality and group oral discourse. Paper presented at the16th World Congress of Applied Linguistics. Beijing Foreign Studies University.
  • Gan, (2011). Task type and discourse variance: An assessment perspective. Paper presented at the Sixth International Conference on Discourse, Communication and the Enterprise. The Hong Kong Polytechnic University.
  • Gan, (2011). English speaking difficulties of pre-service ESL teachers from a non-English speaking background. Paper presented at the 7th International Symposium on Teaching English at Tertiary Level. The Hong Kong Polytechnic University.
  • Gan, Z. (2013). What happens to students’ English after one year subject-matter learning in an English-medium context at a university in Hong Kong? Invited guest seminar in the English language Centre. The Baptist University of Hong Kong.
  • Gan, Z. (2017). How Prepared are the Non-Native Preservice ESL Teachers to Teach: Insight from University Supervisor Feedback. Paper presented at the Applied Linguistics Conference held in Auckland, New Zealand, 25 Nov 2017 to 01 Dec 2017