Faculty Profile

Xian Zhang

Title
Associate Professor
Department
Linguistics
College
College of Information

    

Education

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

Current Scheduled Teaching*

LING 5070.001, Research Design in Linguistics, Fall 2024
LING 4950.001, Senior Capstone Field Experience and Methods, Fall 2024

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

INFO 6950.735, Doctoral Dissertation, Spring 2024
LING 5075.801, Quantitative Research Methods in Linguistics, Spring 2024 SPOT
LING 5060.801, Second Language Acquisition, Spring 2024 SPOT
LING 5550.001, Corpus Linguistics, Fall 2023 SPOT
LING 5550.600, Corpus Linguistics, Fall 2023 SPOT
INFO 6950.047, Doctoral Dissertation, Fall 2023
LING 5070.001, Research Design in Linguistics, Fall 2023 SPOT
LING 6900.002, Special Problems, Fall 2023
INFO 6950.727, Doctoral Dissertation, Spring 2023
LING 5950.701, Master's Thesis, Spring 2023
LING 5075.801, Quantitative Research Methods in Linguistics, Spring 2023 SPOT
LING 5060.801, Second Language Acquisition, Spring 2023 SPOT
INFO 6660.042, Readings in Information Science, Fall 2022
LING 5075.001, Quantitative Research Methods in Linguistics, Spring 2022 SPOT
LING 5060.801, Second Language Acquisition, Spring 2022 SPOT
INFO 6900.719, Special Problems, Spring 2022
LING 4900.002, Special Problems, Spring 2022
LING 6900.001, Special Problems, Spring 2022
LING 5550.001, Corpus Linguistics, Fall 2021 SPOT
LING 5070.001, Research Design in Linguistics, Fall 2021 SPOT
INFO 6900.705, Special Problems, Fall 2021
LING 4900.702, Special Problems, Fall 2021
LING 5075.001, Quantitative Research Methods in Linguistics, Spring 2021 SPOT
LING 5060.001, Second Language Acquisition, Spring 2021 SPOT
LING 5900.719, Special Problems, Spring 2021
LING 3060.001, Principles of Language Study, Fall 2020 Syllabus SPOT
LING 5070.001, Research Design in Linguistics, Fall 2020 SPOT
LING 5900.703, Special Problems, Summer 5W1 2020
LING 3060.801, Principles of Language Study, Spring 2020 Syllabus
LING 3060.802, Principles of Language Study, Spring 2020 Syllabus
LING 5075.001, Quantitative Research Methods in Linguistics, Spring 2020
LING 5060.001, Second Language Acquisition, Spring 2020
LING 5070.001, Research Design in Linguistics, Fall 2019 SPOT
LING 5075.001, Quantitative Research Methods in Linguistics, Spring 2019 SPOT
LING 5060.001, Second Language Acquisition, Spring 2019 SPOT
LING 6900.001, Special Problems, Spring 2019
LING 5550.001, Corpus Linguistics, Fall 2018 SPOT
LING 5950.734, Master's Thesis, Fall 2018
LING 5070.001, Research Design in Linguistics, Fall 2018 SPOT
LING 5950.701, Master's Thesis, Spring 2018
LING 3060.802, Principles of Language Study, Spring 2018 Syllabus SPOT
LING 3060.900, Principles of Language Study, Spring 2018 SPOT
LING 5060.001, Second Language Acquisition, Spring 2018 SPOT
LING 5070.001, Bibliography and Methods of Research in Linguistics/ESL., Fall 2017 SPOT
LING 5950.734, Master's Thesis, Fall 2017
LING 3060.806, Principles of Language Study, Fall 2017 Syllabus SPOT
LING 6800.001, Topics in Linguistics, Fall 2017 SPOT
LING 5550.001, Corpus Linguistics, Spring 2017 SPOT
LING 5950.701, Master's Thesis, Spring 2017
LING 3060.802, Principles of Language Study, Spring 2017 Syllabus SPOT
LING 5070.001, Bibliography and Methods of Research in Linguistics/ESL., Fall 2016 SPOT
LING 5390.001, Psycholinguistics., Fall 2016 SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

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

Awarded Grants

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. (February 24, 2023 – Present).
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. (April 2020 – Present).
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. (September 2021August 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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