Publications

Zhong, Q.M. (2023). The effect of online learning task design on the trajectory of learner autonomy: A case study in a New Zealand context. EduLearn23, the 15th International Conference on Education and New Learning Technologies, Palma, Spain.

Zhong, Q., & Norton, H. (2022). Two research projects investigating the asynchronous online discussion board. Teacher Development Day of the Department of Language Studies, Unitec, Auckland.

Zhong, Q.M. (2022). 14. Learner beliefs. Li, S., Hiver, P. & Papi, M. New York, NY (Vol. 1).

Zhong, Q.M. (2021). Fostering group autonomy through collaborative learning in an online environment. Studies in Self-Access Learning Journal (Vol. 12 (1)).

Zhong, Q., & Norton, H. (2021). How do L2 student moderators facilitate a peer-led discussion forum? The 17th National Conference for Community Languages and ESOL (CLESOL), Auckland.

Zhong, Q., & Norton, H. (2019). Exploring the Roles and Facilitation Strategies of Online Peer Moderators. Studies in Self-Access Learning Journal (Vol. 10 (4)).

Zhong, Q. (2018). An overview of second language acquisition theories and classroom practices. International college, Shandong University of Finance and Economics, Shandong, China.

Zhong, Q., & Norton, H. (2018). Educational affordances of an asynchronous online discussion forum for language learners. TESL-EJ (Vol. 22(3)).

Zhong, Q. (2018). The evolution of learner autonomy in online environments: A case study in a New Zealand context. Studies in Self-Access Learning Journal (Vol. 9(1)).

Zhong, Q., & Norton, H. (2018). Language learning in an online environment: The role of online discussion forums. The 16th Annual Hawaii international conference on education, Honolulu, Hawaii, USA.

Zhong, Q. (2016). Investigating the evolution of learners' beliefs and learning strategy use and the effects of these factors on their language achievements. The Asian Conference on Language Learning, Kobe, Japan.

Zhong, Q. (2015). The nature of language learners' beliefs: A half-told story. International Journal of English Studies (Vol. 15 (2)).
https://hdl.handle.net/10652/3447

Zhong, Q. (2015). Changes in two migrant learners' beliefs, learning strategy use and language achievements in a New Zealand context. System (Vol. 53).
https://hdl.handle.net/10652/3075

Zhong, Q. (2015). Investigating the dual nature of language learners' beliefs. The Applied Linguistics Association of New Zealand (ALAA/ALANZ/ALTAANZ) Conference :Learning in a multilingual world, University of South Australia, Australia.

Zhong, Q. (2015). A qualitative inquiry of changes in migrant language learners' beliefs. 4th International Conference on Language, Education and Diversity, University of Auckland, Auckland, New Zealand.

Zhong, Q. (2014). Understanding changes in Chinese immigrant language learners' beliefs in New Zealand. TESL-EJ, 1072---4303 (Vol. 17(4)).
https://hdl.handle.net/10652/3065

Zhong, Q. (2013). Investigating factors affecting learners' willingness to communicate in a New Zealand classroom: drawing on the theory of planned behaviour. 3rd combined ALANZ & ALAA conference 2013,Wellington New Zealand.

Zhong, Q. (2013). Understanding Chinese Learners' Willingness to Communicate in a New Zealand ESL Classroom: A Multiple Case Study Drawing on the Theory of Planned Behavior. System (Vol. 41(3)).
https://hdl.handle.net/10652/2626

Zhong, Q. (2013). Learner Beliefs and Learner Autonomy: A Case Study of Two Chinese Migrant Learners in New Zealand. In May, S. (Ed.) (2013). LED2011: Refereed conference proceedings of the 3rd International Conference on Language, Education and Diversity. Auckland, New Zealand: The University of Auckland.
https://hdl.handle.net/10652/2773

Zhong, Q. (2013). A naturalistic inquiry of the relationship between learner beliefs and learner autonomy. In M. Hobbs and K. Doffs (Eds), ILAC Selections: Autonomy in a Networked World, 5th Independent Learning Association Conference 2012. Independent Learning Association: Christchurch, New Zealand.
https://hdl.handle.net/10652/2772

Zhong, Q. (2012). Why Are They Reticent: Understanding Learners' Willingness to Communicate in a New Zealand Classroom. 13th National Conference for Community Languages and ESOL, IPC Tertiary Institute, Palmerston North, New Zealand.

Zhong, Q. (2012). Understanding Chinese Learners' Oral Participation in a New Zealand Classroom. CLESOL Retold Symposium, Unitec, Auckland, New Zealand.

Zhong, Q. (2012). Chinese ESL Learners' Beliefs and the Implications for their Autonomous Learning. Unitec.

Zhong, Q. (2012). The Beliefs and Learner Strategy Use of Low-proficiency Chinese Learners and Their Impact on Learning English in a New Zealand Context. Auckland University.

Zhong, Q. (2012). Chinese ESL Learners in New Zealand: The Beliefs and Learner Strategies of Low-proficiency Chinese ESL Learners and Their Impact on Learning English. LAP Lambert Academic Publishing, ISBN 978-3-659-16208-4.

Zhong, Q. (2012). A Naturalistic Inquiry of the Relationship between Learners' Beliefs and Their Levels of Autonomy. 5th Independent Learning Association Conference, Victoria University, Wellington, New Zealand.

Zhong, Q. (2012). Understanding English Teaching and Learning Context in China. Global Education Review, ISSN 2220-1599 (Vol. Volume 1, Number 2).
https://hdl.handle.net/10652/3074

Zhong, Q. (2011). What do Chinese learners' beliefs Inform us of their autonomous learning? 2011 Language, Education & Diversity Conference, The University of Auckland.

Zhong, Q. (2010). The Effect of Chinese ESL Learners' Beliefs on Their Authonomous Learning. Studies in Self-Access Learning Journal, ISSN: 2185-3762 (Vol. 1 (3)).
https://hdl.handle.net/10652/1769

Zhong, Q. (2008). Learner Beliefs, Learning Strategies and Language Proficiency: A Case Study of Two Chinese Learners. CLESOL 2009: Language and Identity: Building Communities of Learning.

Zhong, Q. (2007). Language learner beliefs about language learning and their language proficiency in a New Zealand context. Advancing Knowledge in Applied Linguistics: ALANZ Auckland/Waikato Regional Seminar.