Dongbo Zhang

TL;DR: In this article, the direct and indirect effects of morphological awareness and lexical inferencing ability on L2 vocabulary knowledge and reading comprehension among advanced Chinese EFL readers in a university in China were investigated.

TL;DR: This paper examined the contribution of vocabulary and grammatical knowledge to second language reading comprehension among 190 advanced Chinese English as a foreign language learners, and found that learners' implicit knowledge of grammar had a stronger relationship to reading comprehension than explicit knowledge, over and above the effect of vocabulary size.

TL;DR: These findings were discussed in light of the joint effects of L2 lexical exposure and first language morphological experience on L2 morphological competence, and the importance of morphological awareness to English reading comprehension.

TL;DR: In this paper, the authors examined how teachers' constructivist and/or transmissive pedagogical beliefs influence four key constructs of the TAM: perceived usefulness, perceived ease of use, attitude toward use, and intention to use.

TL;DR: This article examined transfer facilitation effect of first language morphological awareness on second language lexical inference ability among grade 6 Chinese-speaking English as a foreign language learners in China and found that the contribution of Chinese morphology awareness to English morphology awareness was larger for compound words than for derived words.