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Xian Zhang

Title: Associate Professor

Department: Linguistics

College: College of Information

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Penn State University, 2014
    Major: Applied Linguistics
  • MA, Columbia University, 2003
    Major: Education

Current Scheduled Teaching

LING 5060.401Second Language AcquisitionSpring 2025
LING 4950.001Senior Capstone Field Experience and MethodsSpring 2025
INFO 6950.035Doctoral DissertationFall 2024
LING 5070.001Research Design in LinguisticsFall 2024
LING 4950.001Senior Capstone Field Experience and MethodsFall 2024

Previous Scheduled Teaching

INFO 6950.735Doctoral DissertationSpring 2024
LING 5075.801Quantitative Research Methods in LinguisticsSpring 2024 SPOT
LING 5060.801Second Language AcquisitionSpring 2024 SPOT
LING 5550.001Corpus LinguisticsFall 2023 SPOT
LING 5550.600Corpus LinguisticsFall 2023 SPOT
INFO 6950.047Doctoral DissertationFall 2023
LING 5070.001Research Design in LinguisticsFall 2023 SPOT
LING 6900.002Special ProblemsFall 2023
INFO 6950.727Doctoral DissertationSpring 2023
LING 5950.701Master's ThesisSpring 2023
LING 5075.801Quantitative Research Methods in LinguisticsSpring 2023 SPOT
LING 5060.801Second Language AcquisitionSpring 2023 SPOT
INFO 6660.042Readings in Information ScienceFall 2022
LING 5075.001Quantitative Research Methods in LinguisticsSpring 2022 SPOT
LING 5060.801Second Language AcquisitionSpring 2022 SPOT
INFO 6900.719Special ProblemsSpring 2022
LING 4900.002Special ProblemsSpring 2022
LING 6900.001Special ProblemsSpring 2022
LING 5550.001Corpus LinguisticsFall 2021 SPOT
LING 5070.001Research Design in LinguisticsFall 2021 SPOT
INFO 6900.705Special ProblemsFall 2021
LING 4900.702Special ProblemsFall 2021
LING 5075.001Quantitative Research Methods in LinguisticsSpring 2021 SPOT
LING 5060.001Second Language AcquisitionSpring 2021 SPOT
LING 5900.719Special ProblemsSpring 2021
LING 3060.001Principles of Language StudyFall 2020 Syllabus SPOT
LING 5070.001Research Design in LinguisticsFall 2020 SPOT
LING 5900.703Special ProblemsSummer 5W1 2020
LING 3060.801Principles of Language StudySpring 2020 Syllabus
LING 3060.802Principles of Language StudySpring 2020 Syllabus
LING 5075.001Quantitative Research Methods in LinguisticsSpring 2020
LING 5060.001Second Language AcquisitionSpring 2020
LING 5070.001Research Design in LinguisticsFall 2019 SPOT
LING 5075.001Quantitative Research Methods in LinguisticsSpring 2019 SPOT
LING 5060.001Second Language AcquisitionSpring 2019 SPOT
LING 6900.001Special ProblemsSpring 2019
LING 5550.001Corpus LinguisticsFall 2018 SPOT
LING 5950.734Master's ThesisFall 2018
LING 5070.001Research Design in LinguisticsFall 2018 SPOT
LING 5950.701Master's ThesisSpring 2018
LING 3060.802Principles of Language StudySpring 2018 Syllabus SPOT
LING 3060.900Principles of Language StudySpring 2018 SPOT
LING 5060.001Second Language AcquisitionSpring 2018 SPOT
LING 5070.001Bibliography and Methods of Research in Linguistics/ESL.Fall 2017 SPOT
LING 5950.734Master's ThesisFall 2017
LING 3060.806Principles of Language StudyFall 2017 Syllabus SPOT
LING 6800.001Topics in LinguisticsFall 2017 SPOT
LING 5550.001Corpus LinguisticsSpring 2017 SPOT
LING 5950.701Master's ThesisSpring 2017
LING 3060.802Principles of Language StudySpring 2017 Syllabus SPOT
LING 5070.001Bibliography and Methods of Research in Linguistics/ESL.Fall 2016 SPOT
LING 5390.001Psycholinguistics.Fall 2016 SPOT

Published Intellectual Contributions

    Book Chapter

  • Zhang, X. (2018). Concept-based instruction of Chinese as a Second Language. 192-210.
  • Zhang, X. (2017). Concept-based instruction: Promoting L2 development through principles of Sociocultural theory.
  • Conference Proceeding

  • Smith, D.L., Zhang, X., Tyler-Wood, T.L. (2022). Preparing Librarians with the Skills Necessary to Educate English Languae Learners in the U.S.. EduLearn Proceedings, 14th International Conference on Education and New Learning Technologies. 2198-2203. Valencia, International Academy of Technology, Education and Development (IATED).
  • Journal Article

  • Wang, Z., Peng, S., Chen, J., Zhang, X., Chen, H. (2023). ICAD-MI: Interdisciplinary concept association discovery from the perspective of metaphor interpretation. Knowledge-Based Systems. 275 110695. Elsevier BV. http://dx.doi.org/10.1016/j.knosys.2023.110695
  • Lam, P., Zhang, X. (2023). Children’s likelihood to perform adult-like in word association test: Effects of distributional properties of word relationships and bilingualism. Bilingualism: Language and Cognition. 26 78-94.
  • Zhang, S., Zhang, X. (2022). The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis. Other. 136216882091399. SAGE Publications. http://dx.doi.org/10.1177/1362168820913998
  • Li, M., Zhang, X. (2021). A meta-analysis of self-assessment and language performance in language testing and assessment. Language Testing. 38 (2) 189-218.
  • Hu, X., Zhang, X., McGeown, S. (2021). Foreign language anxiety and achievement: A study of primary school students learning English in China. Language Teaching Research.
  • Zhang, S., Xu, H., Zhang, X. (2021). THE EFFECTS OF DICTIONARY USE ON SECOND LANGUAGE VOCABULARY ACQUISITION: A META-ANALYSIS. Other. 34 (1) 1-38.
  • Zhang, X. (2021). Testing the Topic Hypothesis: A Concept-based Teaching Study.
  • Zhang, X. (2020). A BIBLIOMETRIC ANALYSIS OF SECOND LANGUAGE ACQUISITION BETWEEN 1997 AND 2018. Studies in Second Language Acquisition. 1--24. Cambridge University Press.
  • Zhang, X., Yang, J., Wang, R., Li, P. (2020). A neuroimaging study of semantic representation in first and second languages. Other.
  • Li, L., Xu, H., Zhang, X. (2020). Exploring the role of phraseological knowledge and syntactic knowledge in L2 listening comprehension. Lingua. 102957. Elsevier BV. http://dx.doi.org/10.1016/j.lingua.2020.102957
  • Zhang, X. (2019). Mediation-based developmental mechanism of foreign language teachers’ research ability.
  • Zhang, X. (2019). Pseudowords and guessing in the Yes/No format vocabulary test.
  • Zhang, X., Li, Y. (2019). A Structural Equation Model towards L2 Listening Comprehension and L2 Vocabulary Knowledge.
  • Zhang, X. (2018). Corpus-based instruction: Learning and teaching the temporal connective JIU. New York, John Banjimin.
  • Zhang, X., Lu, X. (2015). The relationship between vocabulary learning strategies and breadth and depth of vocabulary knowledge. Modern Language Journal. Wiley.
  • Zhang, X. (2015). Natural or artificial: Is the route of L2 development teachable?.
  • Zhang, X. (2015). Response to Pienemann’s critique of Zhang and Lantolf.
  • Zhang, X., Wang, R.W., Wu, H.B., Xu, B. (2014). Automated measurements of fiber diameters in melt-blown nonwovens. Journal of industrial Textiles. 43 (4) 593-605.
  • Zhang, X., Lu, X. (2014). A longitudinal study of receptive vocabulary breadth knowledge growth and vocabulary fluency development. Applied Linguistics. 35 283–304.
  • Zhang, X. (2013). Foreign language listening anxiety and foreign language academic listening proficiency: Conceptualization and causal relations. System. 41 164–177.
  • Zhang, X. (2013). The “I don’t know” option in the vocabulary size test. Other. 47 790–811.
  • Poster

  • Smith, D.L., Wood, T.L., Zhang, X., Kaz-Onyeakazi, I. (2022). Building the Capacity of School Librarians to Facilitate the Success of English Language Learners. Proceedings of the Association for Library and Information Science Education Annual Conference. 2. Westford, MA, Association for Library and Information Science Education (ALISE). https://iopn.library.illinois.edu/journals/aliseacp/article/view/1100
  • Smith, D.L., Wood, T.L., Zhang, X. (2022). National Discussion for Facilitating the Success of English Language Learners with School Library Programming. 1. Chicago, IL, American Library Association (ALA).
  • Research Archive for IAFOR

  • Tyler-Wood, T.L., Smith, D.L., Zhang, X. (2023). Providing Accessible Learning Materials for the Diverse Learner: Equitable Learning Opportunities Provided Through School Libraries. The International Academic Forum (IAFOR).
  • White Paper

  • , Smith, D.L., Tyler-Wood, T., Zhang, X. (2022). School Librarians Facilitating the Success of English Language Learners Evaluation Report. University of North Texas

Contracts, Grants and Sponsored Research

    Grant - Research

  • Kaplan-Rakowski, R. (Principal), Zhang, X. (Co-Principal), "Implementing biometric measures as a novel approach to assess foreign language anxiety," sponsored by Division of Research and Innovation, University of North Texas, $9477 Funded. (2023).
  • Panbamrung, J., Chelliah, S., Zhang, X., An, Y., "English Language Learners - Learning in Immersive Environments (ELLLIE)," sponsored by University of North Texas, University of North Texas, $5000 Funded. (2020).
  • Smith, D.L. (Principal), Tyler-Wood, T.L. (Co-Principal), Zhang, X. (Co-Principal), Kuon, T.A. (Supporting), Evans, S.A. (Supporting), Schultz-Jones, B.A. (Supporting), Moore, J. (Supporting), "School librarians facilitating the success of English language learners," sponsored by Institute for Museum and Library Science (IMLS), Federal, $132893 Funded. (2021 - 2023).
  • Zhang, X. (Principal), "Conference on Standards for Interlinear Glossed Texts in Related Languages," sponsored by National Science Foundation, FED, Funded. (2020 - 2022).
  • Grant - Service

  • Smith, D.L. (Principal), Tyler-Wood, T.L. (Co-Principal), Zhang, X. (Co-Principal), "School Librarians Facilitating the Success of English Language Learners," sponsored by Institute of Museum and Library Services, FED, Funded. (2021 - 2023).
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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