Training the socially-conscious educators of the future. Programs span early childhood, primary and secondary education.
Doctor of Philosophy University of Ballarat
Master of Philosophy University of Reading
Bachelor of Arts Fujian Teachers University
Excludes commercial-in-confidence projects.
Research since 2008 is shown below. To see earlier years visit Scopus
Open access indicates that an output is open access.
Lin, Z 2017, 'Catalysing learning with placed English resources: an issue of TEFL in early childhood education', in S Nichols & C Snowden (eds), Languages and literacies as mobile and placed resources, Routledge, US, ch. 10 , pp. 138 -152.
Lin, Z 2015, 'In-service professional development in an online environment: what are South Australian English as an additional language or dialect teachers' views?', Professional Development in Education, vol. 41, no. 3, pp. 527-545.
Lin, Z 2012, 'Language teachers' attitudes, beliefs, professional knowledge, and views on professional development: an exploratory study at a preschool TEFL setting', TESOL Journal, vol. 4, no. 1, pp. 55-82.
Lin, Z 2010, 'Interactive dynamic assessment with children learning EFL in kindergarten', Early Childhood Education Journal.
Supervisions from 2010 shown
|Thesis title||Student status|
|An investigation of the ways in which cultural factors influence Australian Aboriginal students' reading performance: A case study of three young Aboriginal students in the Early Years in a regional school in the Northern Territory||Current|
|Developing a situated-learning-based evaluation model for measuring the quality and effectiveness of free esl learning websites||Current|
|International students' perceptions of the impact of socio-cultural and settlement services on their academic performance||Current|
|Second language acquisitionteachers' challenges on effective instructional strategies and their instructional practice in Chinese immersion classrooms in Australian schools||Current|
|The effects of semi-circle seating arrangement on learning process in English remedial classes||Current|
|The relationship between EQ and IQ and performance of ESL learners on different Reading Comprehension Test Format||Current|
|Uptake and retention of (re)source-rich feedback on academic writing for learners of English||Current|
|Willingness to communicate in English among Chinese postgraduate students in Australia - a longitudinal study||Current|
|An exploratory inquiry of Taiwanese non-native speaking and native-speaking English teachers' conceptions and perceptions of professionalism, TEFL practices and professional relationships in higher education in Kaohsiung, Taiwan||Completed|
|An investigation of newly-arrived Chinese international students' perceptions of the factors that have shaped their English learning in South Australian public high schools||Completed|
|An investigation of the meaning of international education and Chinese students' schooling experiences in South Australian government schools||Completed|
|Developing English language proficiency among migrant and refugee teenagers: mediation through mobile devices.||Completed|
|Language teacher as language learner: a diary study of a language learner's perspective of independent learning of German||Completed|
|Mediated beliefs and classroom practices in the teaching of English speaking to Thai university students||Completed|
|Mediating Thai tertiary student learning of listening comprehension through listening strategies and group work||Completed|
|Speaking in a Korean university General English class: a sociocultural perspective||Completed|
|Teachers' knowledge and beliefs about the teaching and learning of English in primary schools in Indonesia||Completed|
|The impact of presentation formats on English listening comprehension at tertiary education||Completed|
|The relationship between intercultural sensitivity and English language teaching practices in a Saudi Arabian university||Completed|