Dr. Meixiu Zhang
Assistant Professor of Applied Linguistics
Ph.D., Northern Arizona University, 2018
Meixiu Zhang is Assistant Professor of Applied Linguistics in the Department of Classical and Modern Languages and Literatures at Texas Tech University. Dr. Zhang is also the director of the Japanese and Korean programs in the department.
Dr. Zhang's main research areas include Corpus Linguistics, Second Language Writing, and Second Language Pedagogy. Her work has mainly focused on understanding the potential of collaborative writing and multimodal writing in foreign language teaching, exploring language use through corpus methods, and investigating the role of learners' L1 in language learning. Dr. Zhang regularly employs a wide range of research methodologies in her work, including qualitative methods (e.g., stimulated recall interview), statistical analyses, corpus analyses, and research synthesis methods (e.g., meta-analysis, scoping review). Her work has appeared in journals such as Language Teaching, Modern Language Journal, Journal of Second Language Writing, Computer Assisted Language Learning, Language Teaching Research, Foreign Language Annals, Corpora, System, Language Awareness, and Register Studies. Dr. Zhang currently serves on the editorial board of the Journal of Second Language Writing.
At TTU, she teaches courses such as Corpus Linguistics for Research and Teaching,Collaborative Tasks in L2 Classrooms, Introduction to Language and Culture, and Language Learning Myths and Realities. Prior to joining TTU, Dr. Zhang taught at Syracuse University and Northern Arizona University.
Li, M., & Zhang, M (Eds. under contract). L2 collaborative writing in diverse learning contexts. Amsterdam/Philadelphia: John Benjamins.
Zhang, M. & Liu, Q (forthcoming). Synchronous and asynchronous online collaborative writing: a study on Chinese language learners. Foreign Language Annals.
Zhang, M., Lan, Ge., & Yang, K. (2023). Grammatical complexity: Insights from English for academic purposes teachers. Journal of Second Language Writing.
Chen, W. & Zhang, M. (2023). Understanding an assessment approach in computer-mediated collaborative writing: Learner perceptions and interactions. Language Awareness.
Li, M. & Zhang, M. (2023). Collaborative writing in L2 classrooms: A research agenda. Language Teaching.
Zhang, M. & Chen, W. (2022). Assessing collaborative writing in the digital age: An exploratory study. Journal of Second Language Writing.
Zhang, M. (2022a). Exploring task complexity in collaborative writing: A study on adolescent EFL learners. International Review of Applied Linguistics in Language Teaching.
Zhang, M. (2022b). A re-examination of the relationship between pair dynamics and L2 learning opportunities in collaborative writing. Language Teaching Research.
Brown, D., Chan, M., Derrick, D., Ghanem, R., Gutiérrez Arvizu, M. N., Isbell, D., Schnur, E., Zhang, M. & Plonsky, L. (2022). Misconduct and questionable research practices: The ethics of quantitative data handling and reporting in applied linguistics. Modern Language Journal.
Zhang, M. Gibbons, J., & Li, M. (2021). Empirical research in computer-mediated collaborative writing: A systematic review. Journal of Second Language Writing.
Zhang, M. & Crawford, W. (2021). Attention to form in collaborative tasks: Language-related episodes in L1 and L2 use conditions. Language Awareness.
Crawford, W. & Zhang, M. (2021). How can register analysis inform task-based language teaching? Register Studies.
Zhang, M., Akoto, M., & Li, M. (2021). Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape. Computer Assisted Language Learning, 1-28.
Zhang, M. (2021). Understanding L1 and L2 interaction in collaborative writing: A lexico-grammatical analysis. Language Teaching Research.
Zhang, M. & Plonsky, L. (2020). Collaborative writing in face-to-face settings: A substantive and methodological review. Journal of Second Language Writing. [Honorable Mention Recipient for 2020 Best Article Award]
Zhang, M. (2019). Using a lexical bundle approach to examine learner texts in a classroom-based study. Corpus Linguistics Research, 5, 1-27.
Zhang, M. (2019). Towards a quantitative model of understanding the dynamics of collaboration in collaborative writing. Journal of Second Language Writing, 45, 16-30.
Zhang, M. (2018). Collaborative writing in the EFL classroom: The effects of L1 and L2 use. System, 76, 1-12.
Biber, D. & Zhang, M. (2018). Expressing evaluation without grammatical stance: Informational persuasion on the web. Corpora, 13(1), 97-123. DOI: 10.3366/cor.2018.0137.
Biber, D., Egbert, J., & Zhang, M. (2018). Lexis and grammar as complementary discourse systems for expressing stance and evaluation. In J. L. Mackenzie, & M. Á. Gómez-González (Eds). The construction of discourse as verbal interaction (pp.197-222). Amsterdam, John Benjamins.
Biber, D., Egbert, J., & Zhang, M. (2017). Using corpus-based analysis to study register and dialect variation on the searchable web. In E. Friginal (Ed.). Corpus-based sociolinguistics (pp.99-127). New York, NY: Routledge.
Zhang, M. (2015). Introduction to instructed second language acquisition. Language and Education, 29(4), 378-380.
Classical & Modern Languages & Literatures
AddressCMLL Building, 2906 18th St, Lubbock, TX 79409