| Multimodal composing as a learning activity in English classrooms: Inquiring into the sources of its motivational capacity L Jiang, J Luk System 59, 1-11, 2016 | 128 | 2016 |
| Digital multimodal composing and investment change in learners' writing in English as a foreign language L Jiang Journal of Second Language Writing 40, 60-72, 2018 | 118 | 2018 |
| The affordances of digital multimodal composing for EFL learning L Jiang Elt Journal 71 (4), 413-422, 2017 | 109 | 2017 |
| Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study S Yu, L Jiang, N Zhou Assessing Writing 44, 100451, 2020 | 101 | 2020 |
| Chinese ethnic minority students’ investment in English learning empowered by digital multimodal composing L Jiang, M Yang, S Yu Tesol Quarterly 54 (4), 954-979, 2020 | 67 | 2020 |
| Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers L Jiang, S Yu Computer Assisted Language Learning 35 (7), 1329-1353, 2022 | 55 | 2022 |
| Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective L Jiang, S Yu, C Wang System 93, 102302, 2020 | 52 | 2020 |
| Smartphone use motivation and problematic smartphone use in a national representative sample of Chinese adolescents: The mediating roles of smartphone use time for various … H Meng, H Cao, R Hao, N Zhou, Y Liang, L Wu, L Jiang, R Ma, B Li, ... Journal of Behavioral Addictions 9 (1), 163-174, 2020 | 51 | 2020 |
| Teacher engagement with digital multimodal composing in a Chinese tertiary EFL curriculum L Jiang, S Yu, Y Zhao Language Teaching Research 25 (4), 613-632, 2021 | 50 | 2021 |
| Understanding changes in EFL teachers’ feedback practice during COVID-19: Implications for teacher feedback literacy at a time of crisis L Jiang, S Yu The Asia-Pacific Education Researcher 30 (6), 509-518, 2021 | 47 | 2021 |
| Understanding Macau novice secondary teachers’ beliefs and practices of EFL writing instruction: A complexity theory perspective S Yu, H Xu, L Jiang, IKI Chan Journal of Second Language Writing 48, 100728, 2020 | 45 | 2020 |
| Chinese preschool teachers’ emotional labor and regulation strategies L Zhang, S Yu, L Jiang Teaching and Teacher Education 92, 103024, 2020 | 38 | 2020 |
| Digital multimodal composing in L2 learning: Ideologies and impact L Jiang, W Ren Journal of Language, Identity & Education 20 (3), 167-182, 2021 | 37 | 2021 |
| The impact of L2 writing instructional approaches on student writing motivation and engagement S Yu, L Jiang, N Zhou Language Teaching Research 27 (4), 958-973, 2023 | 36 | 2023 |
| “I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing S Yu, Y Zheng, L Jiang, C Liu, Y Xu Assessing Writing 48, 100528, 2021 | 35 | 2021 |
| English teachers’ intention to use flipped teaching: Interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support L Jiang, N Zang, N Zhou, H Cao Computer Assisted Language Learning 35 (8), 1890-1919, 2022 | 33 | 2022 |
| Fostering EFL learners’ digital empathy through multimodal composing L Jiang, J Gao RELC journal 51 (1), 70-85, 2020 | 31 | 2020 |
| Job load, job stress, and job exhaustion among Chinese junior middle school teachers: Job satisfaction as a mediator and teacher’s role as a moderator N Zang, H Cao, N Zhou, L Jiang, B Li Social Psychology of Education 25 (5), 1003-1030, 2022 | 30 | 2022 |
| Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice L Jiang, S Yu, I Lee Journal of Second Language Writing 57, 100869, 2022 | 30 | 2022 |
| Authentic assessment in Chinese secondary English classrooms: teachers’ perception and practice R Huang, L Jiang Educational Studies 47 (6), 633-646, 2021 | 28 | 2021 |
