Dr JIANG, Lianjiang George
Dr JIANG, Lianjiang George
Assistant ProfessorAcademic Unit of Teacher Education and Learning Leadership
Qualification
BA&MA(CQU),PhD(HKU),Postdoc(UM)
[javascript protected email address]
Phone
(852) 3917 5729
Location
Room 656, Meng Wah Complex
Prospective PhD/ EdD/ MPhil Applications
I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.
Areas of Expertise
Teaching areas:
Second language acqusition, Digital literacies in the language curriculum, Qualitative research methods, Sociolinguistics and English language education
Research interests:
Digital multimodal composing, bi/multilinguals' digital literacies, technology-supported L2 writing and feedback, multimodal feedback literacy, flipped teaching/learning in TESOL, L2 teacher identity, emotion, investmentand teacher learning
Awards
“National Quality Online Open Course”Award, Ministry of Education, PRC.
Macao Talent Program Postdoctoral Fellowship, Macau SAR, China.
University Outstanding Research Paper, 2018
Projects
1. Youths' online civic participation through digital multimodal composing: A virtual ethnography, Faculty Research Fund, HKU, 2021-2023.
2. Investigating the impact of feedback practices on the English writing motivation and writing performance of university students in the Greater Bay Area, Specialized Subsidy Scheme for Macao Higher Education Institutions in the Area of Research in Humanities and Social Sciences of Higher Education Fund, 2020, Co-I
3. National Online Open Course Project Public Speaking in English, granted by Ministry of Education, China. 2018, RMB136,000. PI. (completed)
4. Outcome-based reform practice and research in public English education, Two-year project funded by Department of Education, Fujian, China. 2019, PI (completed)
5. A blended approach to curricular innovation: A case of public speaking in English, Two-year project funded by Department of Education, Fujian province, China. 2019, PI. (completed)
6. MOOC-mediated English teaching team building, Three-year project funded by Department of Education, Fujian province, China. 2019, PI. (completed)
7. English teachers’ strategies of employing multimodal resources in EFL teaching, Two-year project funded by Fujian 13th Five-Year Plan in Educational Science Research, Fujian, China. 2018, PI. (completed)
Publications
Wei, C. , Gu, M. & Jiang, L. (Forthcoming).Exploring family language policymaking of internal migrant families in contemporary China: negotiating habitus, capital and the social field,Current Issues in Language Planning
Jiang, L., Yu, S., & Zhao, Y. (2021). Incorporating digital multimodal composing through collaborative action research: Challenges and coping strategies, Technology, Pedagogy and Education.
https://doi.org/10.1080/**X.2021.**
Wang, W. & Jiang, L*. (2021).Writing on WeChat Moments: Impact on writing performance and learner autonomy. Computer Assisted Language Learning.[*Corresponding author]
https://doi.org/10.1080/**.2021.**
Huang, E., Jiang, L.*, & Yang, M.(2021).The affordances of a technology-aided formative assessment platform for the assessment and teaching of English as a foreign language: An ecological perspective, Educational Technology Research and Development.https://doi.org/10.1007/s11423-021-10047-y [*Corresponding author]
Jiang, L. (2021). Facilitating EFL students’ civic participation through digital multimodal composing, Language, Culture and Curriculum. Online advance,
https://doi.org/10.1080/**.2021.**
Jiang, L. Meng, H. & Zhou, N. (2021) English learners' readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support, Language Teaching Research. Online advance, https://doi.org/10.1177/**027459
Ma. J. Yu, S., Reynolds, B, & Jiang, L. (2021). A qualitative investigation of Chinese students’ willingness to communicate in English in the graduate school classroom, English Language Teaching. Online advance, DOI:10.1007/s42321-021-00087-1
Wang, X., Jiang, L., Fang, F., & Elyas, T. (2021). Toward Critical Intercultural Literacy Enhancement of University Students in China From the Perspective of English as a Lingua Franca. SAGE Open. 10.1177/2**27544
Jiang, L. & Yu, S. (2021). Understanding changes in EFL teachers’ feedback practice during COVID-19: Implications for teacher feedback literacy at a time of crisis, The Asia Pacific Education Researcher. Online advance, DOI:10.1007/s40299-021-00583-9
Yu, S., & Jiang, L*. (2021). Chinese university students’ motivational self system in EFL writing: A sociocultural inquiry, Applied Linguistics Review, 000010**0. DOI: 10.1515/applirev-2020-0110 [*Corresponding author]
Yu, S., Zheng, Y. Jiang, L.*, Liu, C. & Xu, Y. (2021). “I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing. Assessing Writing. DOI: 10.1016/j.asw.2021.100528 [*Corresponding author]
Gu, M., Li, Z. & Jiang, L. (2021). Navigating the instructional settings of English as a medium of instruction (EMI): A spatial perspective on Chinese university teachers’ experiences. Journal of Multilingual and Multicultural Development. Online advance, DOI: 10.1080/**.2021.**
Jiang, L., Yu, S., Zhou, N. & Xu, Y. (2021). English writing instructional approaches in students’ experiences: A latent profile analysis, RELC Journal.https://doi.org/10.1016/j.system.2021.102633
Jiang, L., Zang, N., Zhou, N. & Cao. H. (2021). English Teachers’ Intention to Use Flipped Teaching: Interrelationships with Competence Need Satisfaction, Motivation, Self-efficacy, Belief, and Support. Computer Assisted Language Learning. Online Advance
https://doi.org/10.1080/**.2020.**
Jiang, L., Yuan, K. & Yu, S. (2021). Transitioning from pre-service to novice: A study on Macau EFL teachers’ identity change, The Asia-Pacific Education Researcher, 30, 11-21, http://dx.doi.org/10.1007/s40299-020-00510-4 Online advance.
Yu, S., Jiang, L*. (2021) Early career English teachers’ professional commitment change: a Macau study, Asia-Pacific Journal of Teacher Education, 49(3), 319-333,
https://doi.org/10.1080/**X.2020.**
[*Corresponding author]
Jiang, L., & Yu, S. (2020). Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers, Computer Assisted Language Learning. Online Advance
https://doi.org/10.1080/**.2020.**
Yu, S., Jiang, L., Zhou, N. (2020). The impact of L2 writing instructional approaches on student writing motivation and engagement, Language Teaching Research.https://doi.org/10.1177/**57024
Yu, S., & Jiang, L.* (2020). Doctoral students’ engagement with journal reviewers’ feedback on academic writing, Studies in Continuing Education. Online advance. DOI: 10.1080/**X.2020.** [*Corresponding author]
Jiang, L., Yu, S. & Wang, C. (2020). Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective, System. Online advancehttps://doi.org/10.1016/j.system.2020.102302
Yu, S., Wang, Y., Jiang, L*., Wang, B., & Zhang, Y. (2020). Understanding Mainland Chinese students’ strategies for learning with English medium instruction in a Macau university, Innovations in education and teaching international. Online advance. [*Corresponding author]
Yu, S., Xu, H., Jiang, L., & Chan, I. (2020). Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective, Journal of Second Language Writing, 48, 100728
Cao, H., Liang, Y., Li, X., Zhu, L., Wu, L., Liu, H.,
Jiang, L., Zhou, N., * & Zhang, J. * (2020). Childhood maltreatment and affective symptoms and severity of drug addiction among Chinese male drug users: Variable-centered and person-centered analyses in Chinese male drug users. Journal of Aggression, Maltreatment, & Trauma. Online advance.
Yu, S., Jiang, L., Zhou, N. (2020). Investigating what feedback practices contribute to students' writing motivation and engagement in Chinese EFL context: A large scale study, Assessing Writing, 44, 100451
Zhang, L., Yu, S. & Jiang, L*. (2020). Chinese preschool teachers’ emotional labor and regulation strategies, Teaching and Teacher Education, 92, 103024 [*Corresponding author]
Jiang, L.*, & Gao, J. (2020). Fostering EFL students’ digital empathy through digital multimodal composing. RELC Journal, 51(1),70-85. [*Corresponding author]
Jiang, L., Yu, S., & Zhao, Y. (2020). An EFL teacher’s investment in digital multimodal composing, ELT Journal. Online advance.
Jiang, L. & Ren, W. (2020). Digital multimodal composing in L2 learning: Ideologies and impact, Journal of Language, Identity, and Education. Online advance.
Meng, H., Cao, H., Hao, R., Zhou, N., Liang, Y., Wu,
L., Jiang, L., Ma, R., Li, B., Deng, L., Lin, Z., Lin, X., & Zhang, J. (2020). Mobile use motivations, use time, and problematic mobile phone use among Chinese adolescents: A national representative study. Journal of Behavioral Addictions, 9(1), 163-174.
Jiang, L., Yang, M. & Yu, S. (2020). Chinese ethnic minority students’ investment in English learning empowered by digital multimodal composing, TESOL Quarterly. Online advance.
Huang, R. & Jiang, L*. (2020). Authentic assessment in Chinese secondary English classrooms: Teachers’ perception and practice, Educational Studies. Online advance. [*Corresponding author]
Jiang, L., Yu, S., Zhao, Y. (2019). Teacher engagement with digital multimodal composing in a Chinese tertiary EFL curriculum, Language Teaching Research. Online advance.
Jiang, L. (2018). Digital multimodal composing and investment change in learners’ writing in English as a foreign language. Journal of Second Language Writing, 40, 60-72.
Tsang, K. K., & Jiang, L. (2018). Positive emotional experiences in teaching, teacher identity, and student behaviors: A symbolic interactionist perspective. Schools: Studies in Education, 15(2), 228-246.
Jiang, L. (2017). The affordances of digital multimodal composing for EFL learning, ELT Journal, 71(4), 413-422.
Jiang, L.* & Luk. J. (2016). Multimodal composing as a learning activity in English classrooms: Inquiring into the sources of its motivational capacity, System, 59: 1-11. [*Corresponding author]
Jiang, L., He, C. & Zhao, Y. (2020). A narrative inquiry of teachers’ practice in using visual resources in textbooks. Global Education. 04, 68-84. [CSSCI, in Chinese]
Zhao, Y., Jiang, L. * & Huang, R. (2018). Investigating graded teaching reform from College English teachers' and students' experiences and perceptions, Higher Education Development and Evaluation, 34(6), 98-108. [CSSCI, in Chinese] [*Corresponding author]
Zhao, Y., & Jiang L. * (2018). Analyzing the instructional efficacy of MOOC-and-Cloud-class mediated flipped classroom: A case of English public speaking course, Journal of Jimei University, 6, 83-89. [in Chinese] [*Corresponding author]
Zhao, Y., & Jiang, L.* (2017). An experimental study on a lexical chunk approach to English major students’ timed writing ability, Journal of Inner Mongolia Normal University, 7, 127-133. [in Chinese] [*Corresponding author]
Jiang, L., & Zhao, Y. (2012). Analysis of discourse relations in CET writings based on Treebank, Journal of Jimei University, 2, 115-120. [in Chinese]
Yu, W., & Jiang, L. (2005). Children's Cognitive Understanding of Metaphors, Journal of Chongqing University, 6, 142-145 [in Chinese, CSSCI]
List of Book Reviews
Zhong, J. & Jiang, L. (2021). Professional Development of CLIL Teachers [book review], System.Jiang, L. & Zhong, J. (2020). Re-positioning accent attitude in the global Englishes paradigm [book review], Applied Linguistics.
Jiang, L. (2020). English for research publication purposes: Critical plurilingual pedagogies [book review], Journal of English for Academic Purposes, 43, 1-3.
Jiang, L. (2019). English in the disciplines: A multidimensional model for ESP course design [book review], Journal of Second Language Writing, 44, 88-90.
Jiang, L. (2018). Discourse and identity on Facebook [book review], Discourse and Communication, 12(2), 212-214.
Jiang, L. (2018). Autonomous language learning with technology beyond the classroom [book review], System, 75, 107-113.
List of Book Chapters
Tsang, K., Jiang, L., & Qin, Q. (2020). Teachers’ positive emotions and student-related matters. In J. Jaworski (Eds), Advances in Sociology Research, (pp.65-93). New York: Nova Science Publishers, Inc.Jiang, L. (2019). Conducting collaborative action research: Challenges and coping strategies. In K. K. Tsang, D. Liu, & Y. Hong (Eds.), Challenges and opportunities in qualitative research (pp. 111-123). Singapore: Springer.
Fang, F., & Jiang, L. (2019). Critical investigation of intercultural communication instruction: Building Mainland Chinese university students' critical language awareness and intercultural literacy. In B. L. Reynolds & M. F. Teng (Eds.), English literacy instruction for Chinese speakers (pp. 211-227). Singapore: Palgrave Macmillan.
Tsang, K. K., & Jiang, L. (2018). Sociological understandings of teachers' emotions in second language classrooms in the context of education/curricular reforms: Directions for future research. In J. D. M. Agudo (Ed.), Emotions in second language teaching: Theory, research and teacher education (pp. 73-89). Switzerland: Springer.
Textbooks/Books:
Jiang, L., Zhao, Y., & Lin, Y. (2019). (eds). English grammar and sentence writing. Beijing: China Renmin University Press. (in Chinese)Professional Community Services
Review editor, Frontiers in Psychology, Educational Psychology
Co-guest editor for the special issue on teacher emotions across greater China, Beijing International Review of Education
External examiner, UMOOCs blended teaching and learning: Exemplar cases selection, China University Foreign Language MOOC Alliance, December, 2020
External examiner, National Quality Courses Selection, Ministry of Education, PRC., July-August, 2020
Ad-hoc Anonymous Reviewer for: TESOL Quarterly, TESOL Journal, Journal of Second Language Writing; Assessing Writing; Language Teaching Research; System; The Asia-Pacific Education Researcher; Innovations in Language Learning and Teaching; Computer Assisted Language Learning; Journal of English for Academic Purposes; Journal of Language, Identity and Education; Computer-assisted Foreign Language Education (Chinese); Global Education (Chinese), Asia Pacific Journal of Education, Critical Inquiries in Language studies, Journal of Research on Technology in Education, RELC Journal, etc.
Others
Invited Scholarly keynotes/Seminars/talks/Presentations
Jiang, L. (2021). From automated feedback to automated feedback research: A sociocultural perspective, invited talk, Xiamen Medical College, July, 2021Jiang, L. (2020). Multimodal text production in language teaching. English School Foundation, Hong Kong Symposium on Multimodality and Language teaching, invited talk, October, 2020
Jiang, L. (2020). Automated feedback in L2 writing, Invited speech, International Symposium on
Classroom Second Language Acquisition Research in China，China Second Language Acquisition Association，Shanghai Foreign Language Education Press；Shanghai，October, 2020
Jiang, L. (2020). Becoming a researcher: Challenges and advice for novice researchers and postgraduate research students, invited talk, Chongqing University, September, 2020
Jiang, L. (2020). Blended instructional reform and pedagogic design: A case study of National Online Open Course, invited speech, Service Training (Beijing) Education Technology Academy, October, 2020
Jiang, L. (2020). National Quality Courses in English language teaching, invited speech, Xiamen University of Technology, July, October
Jiang, L. (2020). MOOC- and SPOC-mediated pedagogic design and implementation, invited speech, Foreign Language Teaching and Research Press, Beijing, May, 2020
Jiang, L. (2018). A new literacy approach to critical reading in secondary English classrooms. Presented for Xiamen Xiang’an Educational Bureau, July, 2018.
Jiang, L. (2018). Online course development and the building of online learning community. Presented for Teacher Development Center, Jimei University, December, 2018.
Jiang, L. (2018). Conducting qualitative research: Five major approaches. Workshop Series for Reprinted Information Center for Social Science of Renmin University, November, 2018.
Jiang, L. (2018). An EFL teacher’s engagement with MOOC: Challenges and coping strategies. Presented for FLTRP at the National Foreign Language Education Forum, March, 2018.
Jiang, L. (2017). Digital multimodal composing in English language education: Theory and practice. Presented for Teacher Development Center, Chongqing University, September, 2017.
Conference Presentations
Jiang, L. (2021). Chinese netizens’ digital multimodal composing during the pandemics: Implications for civic engagement education, 6th International Conference Asia-Pacific LSP & Professional Communication Association, City University of Hong Kong, Hong Kong, June, 2021Jiang, L. (2021). A multimodal composing approach to language teaching: What, why, and how, Public Lecture Series, Education University of Hong Kong, Hong Kong. January, 2021
Jiang, L. (2020). Qualitative data analysis: Problems and strategies, Invited talk, Faculty of Education, Beijing Normal University, December, 2020
Jiang, L. (2020). Deep learning in blended and flipped teaching: Pedagogic design and improvement, invited speech, North Minzu University, Ningxia, China, December, 2020
Jiang, L. (2020). Automated feedback in second language writing: Sociocultural perspective, Invited speech, Jimei University, Xiamen, China, December, 2020
Jiang, L. (2019). The impact of automated feedback upon L2 writing instructors’ feedback practice. National Symposium of Foreign Language Education, Xiamen, China.
Jiang, L. (2018). EFL Teachers’ engagement with digital multimodal composing in EFL classrooms. Asia TEFL 2018, Macau, China.
Jiang, L. (2018). The affordances of multimodal composing for students’ identity and investment in EFL writing. International Conference on Teaching and Researching EFL Writing in China (CEFLW), Nanjing, China.
Jiang, L. (2017). Teacher engagement with MOOC in language teaching. ELT symposium by FLTRP, Beijing, China.
Jiang. L. (2016). The challenges of using multimodal composing to facilitate learner investment. 2016 American Association of Applied Linguistics [AAAL] Annual Conference. Orland, USA.
L. (2014). Mediating EFL students’ English learning investment through multimodal composing in China. 17th World Congress of the International Association of Applied Linguistics (AILA), Brisbane, Australia.
Jiang, L. (2014). Learner investment and multimodal composing. Doctoral school summer conference, Institute of Education, University of London, London, UK.
Jiang, L. (2014). Affordances and challenges of using multimodal composing for learner investment in English learning: Chinese EFL learners' perceptions. The 5th Annual Conference of Hong Kong Association for Applied Linguistics, HK.
Jiang, L. (2014). Affordances and challenges of using multimodal composing for learner investment: Chinese College English teachers' perceptions. The 7th International Conference on Multimodality, Hong Kong Polytechnic University, HK.
Jiang, L. (2012). Beyond language: The role of multimodality in English language education, Postgraduate Research Conference, Faculty of Education, HKU, HK
