个人简介
学历
密歇根州立大学教育学博士
斯坦福大学教育学硕士
清华大学文学学士
工作经历
清华大学外文系准聘副教授 2021年12月至今
清华大学外文系助理教授 2018年12月 – 2021年12月
清华大学终身教育处副处长（挂职） 2020年5月- 2021年4月
讲授课程
本科生：写作与思辨、综合论文训练
研究生：教学理论与教学法
参加或主持的项目
主持2021年度清华大学本科生教改项目 电子写作档案袋在英语学术写作中的评价方式及成效：以外文系英语专业基础课《写作与思辨》为例 (ZY01_01)
主持2021年度北京市教育科学“十四五”规划青年基金《同步在线课堂以即时评论为中介的教学交互机制研究》(BHCA211)
参与2021年度教育部基础学科拔尖学生培养计划2.0 研究重点课题《基于学习者因素的拔尖学生外语能力与国际化能力研究》，主持人吴霞，（20211008）
2020年度教育部人文社会科学研究青年基金项目 “基于慕课学习平台的探究社区模型重构及分析应用研究” 20YJC880126 8万元，在研，主持
清华大学在线教育办公室重点课题 “信息化教育教学改革的实践与研究” ，在研，参加
美国密歇根远程教学研究所，试析密歇根中小学在线学习的影响因素 ——基于优化的探索社区理论模型的探讨，2016-2017，2000美元，已结题，主持
Dr. Delia Koo Global Faculty Endowment，美国大学生中文学习动机与策略，2014-2015，2700美元，已结题，参与
美国密歇根州立大学教育学院，在线语言课程成功因素探究，2013-2015，25000美元，已结题，参与
美国密歇根州立大学教育学院，中国大学生英语学习中的生态链条与教育技术运用，2013，5000美元，已结题，主持
学术服务
期刊客座编辑
Fronters in Psychology
Education Sciences
期刊匿名评审人
Language Teaching Research
Frontiers in Psychology
Computers & Education
System
Journal of Computer Assisted Learning
Education and Information Technologies
Educational Psychology
Studies in Educational Evaluation
Reading and Writing
Current Issues in Personality Psychology
研究领域
外语学习者个性差异研究、在线外语教学研究、外语教学中的数据挖掘和学习分析技术应用研究
近期论文
查看导师新发文章
（温馨提示：请注意重名现象，建议点开原文通过作者单位确认）
英文期刊
Zhang, Y. & Sun, R. (In press). LMOOC research 2014 to 2021: What have we done and where are we going next? ReCall(SSCI).
Zhang, Y. & Dong, L. (2022). A study of the impacts of motivational regulation and self-regulated second-language writing strategies on college students’ proximal and distal writing enjoyment and anxiety. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.938346(SSCI)
Zhang, Y. &Chieh, Y. (2022). An observation protocol for scaffolding community of inquiry and its exemplary practices in Language MOOCs. International Journal of Computer-Assisted Language Learning and Teaching, 12(1), 1-20.https://doi.org/10.4018/IJCALLT.306652 (ESCI)
Liu, M. & Zhang, Y. (2022). Relations among and predictive effects of Chinese learning motivation, use of Chinese and proficiency in Chinese on international students’ intercultural sensitivity. Journal of International & Intercultural Communication (ESCI). https://doi.org/10.1080/17513057.2022.2086993
Zhang, Y.& Lin, C.-H. (2021). Effects of community of inquiry, learning presence, and mentor presence on k-12 online learning outcomes. Journal of Computer Assisted Learning, 37(3), 782-796. https://doi.org/10.1111/jcal.12523 (SSCI)
Zheng, B. &Zhang, Y. (2020). Self-regulated learning: The effect on medical students’ learning outcomes in a flipped-classroom environment. BMC Medical Education, 20(1), no.100. https://doi.org/10.1186/s12909-020-02023-6 (SSCI)
Zhang, Y.& Lin, C.-H. (2020). Motivational profiles, learning satisfaction, and perceived learning outcomes for K-12 virtual school students: A person-centered study. British Journal of Educational Technology. (SSCI)https://doi.org/10.1111/bjet.12871
Zhang, Y.&Lin, C.-H. (2020). Student interaction and the role of the instructor in a virtual high school: What predicts online learning satisfaction? Technology, Pedagogy, and Education, 29(1), 57-71. (SSCI) https://doi.org/10.1080/1475939X.2019.1694061.
Lin, C.-H., Bae, J., &Zhang, Y. (2019). Online self-paced high-school class size and student achievement. Educational Technology Research and Development,67(2),317-336. doi: 10.1007/s11423-018-9614-x (SSCI, 2017 impact factor 1.728)
Choi, Y., Zhang, D., Lin, C.-H., &Zhang, Y. (2018). Self-regulated learning of vocabulary in English as a foreign language.Asian EFL Journal, 20, 54-82.
Lin, C.-H., Zhang, Y., &Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75-85.doi:10.1016/j.compedu.2017.05.014 (SSCI, 2016 impact factor 3.819).
Zhang, D., Lin, C.-H., Zhang, Y., & Choi, Y. (2017). Pinyin or no pinyin: Does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge? The Language Learning Journal.doi:10.1080/09571736.2017.1289237 (ESCI).
Zhang, Y., Lin, C.-H., Zhang, D., & Choi, Y. (2017). Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study. British Journal of Educational Psychology, 87, 57-74.doi: 10.1111/bjep.12135 (SSCI, 2016 impact factor 2.403).
Lin, C.-H., Zheng, B., &Zhang, Y. (2017). Interactions and learning outcomes in online language courses.British Journal of Educational Technology, 48, 730-748.doi: 10.1111/bjet.12457 (SSCI, 2016 impact factor 2.410).
Lin, C.-H., & Zhang, Y. (2014).MOOCs and Chinese language education.Journal of Technology and Chinese Language Teaching, 5(2), 49-65. (ESCI).
英文专著章节
Zhang, Y. (2021).The effects of expectancy and task values on Chinese doctoral students’ anxiety about using English for academic oral communication. In Z. Lu, M. Liu, & W. Zhang (Eds.), Teaching and researching Chinese EFL/ESL learners in higher education (pp. 150-168). Routledge.
Zhang, Y., Liu, H., & Lin, C.-H. (2018). Research on class size in K-12 online learning. In K. Kennedy & R. E. Ferdig (Eds.), Handbook of research on K-12 online and blended learning (2nd ed., pp. 273-283). Pittsburgh, PA: ETC Press.
Zhang, Y., & Deroo, M. (2017). Technology instruction in language teacher education programs. In C.-H. Lin, D. Zhang, & B. Zheng (Eds.), Preparing foreign language teachers for next-generation education (pp. 1-22). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-0483-2.ch001
中文期刊与专著章节
林金锡&张亦凝. (出版中). 慕课对对外汉语教学的启示。收录于赵金铭总主编、郑艳群主编《汉语作为第二语言教学的教学技术研究》，商务印书馆。
林金锡&张亦凝. (2015). 慕课对对外汉语教学的启示。《国际汉语教育》, 44(1), 131-143.
编著会议论文集
Guo, Q., Zhang, Y., & Yan, Y. (Eds.) (2020). International & interdisciplinary: New trends and perspectives in English language teaching at tertiary level. The Hong Kong Polytechnic University.
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