Articles

 

REFEREED ARTICLES

Huang, L.-S. (2019). Analysing open-ended questions and semi-structured interviews on language-learning needs of Syrian refugees. Sage Research Methods Datasets. DOI: 10.4135/9781526483843

Huang, L.-S. (2018). A call for critical dialogue: EAP assessment from the practitioner’s perspective in Canada. Journal of English for Academic Purposes, 35, 70-84. DOI: 10.1016/j.jeap.2018.07.005

Zhou, C., & Huang, L.-S. (2018). An exploration of strategies used by Chinese graduate students in electrical engineering and education: Integrating questionnaire, task performance, and post-task recall data. Asian-Pacific Journal of Second and Foreign Language Education. Springer. DOI: 10.1186/s40862-018-0054-2

Guo, X., & Huang, L.-S. (2018). Are L1 and L2 strategies transferable? An exploration of the L1 and L2 writing strategies of Chinese graduate students. The Language Learning Journal. DOI: 10.1080/09571736.2018.1435710 

Huang, L.-S. (2018). Taking stock of corpus-based instruction in teaching English as an international language. RELC Journal. 49(3), 381-401.

Huang, L.-S. (2017). Has corpus-based instruction reached a tipping point?: Practical applications and pointers for English-as-an-additional-language teachers. TESOL Journal, 8(2). 295-313.

 

Huang, L.-S. (2014). Video-stimulated verbal recall: A method for researching cognitive processes and strategic behaviours. Sage Cases in Methodology. Pp. 16.

 

Huang, L.-S. (2013). Academic English is no one’s mother tongue: Graduate and undergraduate students‘ academic English language-learning needs from students‘ and instructors‘ perspectives. Journal of Perspectives in Applied Academic Practice, 1(2), 17-29. 

 

Huang, L.-S. (2012). A forest of forests: Constructing a centre usage profile as a source of outcomes assessment. Canadian Journal of Education/Revue canadienne de l'éducation, 35(4), 199-224.

 

Huang, L.-S. (2012). Use of oral reflection in facilitating graduate EAL students’ oral language production and strategy use: An empirical action research. International Journal for the Scholarship of Teaching and Learning (Ij-SoTL), 6(2), 1-22.

 

Huang, L.-S. (2011). Are we having the effect we want? Implementing outcomes assessment in an academic English language-support unit using a multi-component approach. WPA Journal (Writing Program Administration: Journal of the Council of Writing Program Administrators), 35(1), 11-45. 

 

Huang, L.-S. (2011). Corpus-aided language learning. ELT Journal, 65(4), 481-484. doi: 10.1093/elt/ccr031.

 

Huang, L.-S. (2010). A model for teaching academic listening and responding. Currents in Teaching and Learning, 3(1), 4-13.

 

Huang, L.-S. (2010). Seeing eye to eye? The academic writing needs of graduate and undergraduate students from students’ and instructors’ perspectives. Language Teaching Research, 14(4), 517-539.

 

Huang, L.-S. (2010). Do different modalities of reflection matter? An exploration of adult second-language learners’ reported strategy use and oral language production. System: An International Journal of Educational Technology and Applied Linguistics, 38(2), 245-261. 

 

Huang, L.-S. (2010). Potential L1 (Chinese) transfer influencing L2 (English) communication. ELT (English Language Teaching) Journal, 64(2), 155-164. First published on June 23, 2009, doi: 10.1093/elt/ccp03

 

Huang, L.-S. (2008). Using guided, corpus-aided discovery learning to generate active learning. English Teaching Forum, 46(4), 20-27.

 

Huang, L.-S. (2007). Practicing speaking for academic purposes using Aristotle’s topics. Communication Teacher, 21(2), 62-67.

 

Huang, L.-S. (2005). Fine-tuning the craft of teaching by discussion. Business Communication Quarterly, 68(4), 492-500.

 

Huang, L.-S. (2004). Focus on the learner: Language learning strategies for fostering self-regulated learning. Contact (Special Research Symposium Issue), 30(2), 37-54.

 

Huang, L.-S. (2003). Ten pointers for enhancing learners’ motivation. Business Communication Quarterly, 66(4), 88-95.

 

Huang, L.-S. (2002). English for academic purposes: Pathway to participating in academic discussion through informal debate. TESOL Journal, 11(4), 30-31.

 

Huang, L.-S. (2002). Learners of advanced oral proficiency and their instructors’ approaches to lexical learning and instruction. The Journal of the Chinese Language Teachers Association, 37(3), 113-142.

 

 

OTHER ARTICLES

 

Huang, L.-S. (2018). A word from the guest editor. Special Issue: The Shifting Landscape of Professional Self-Development for ELT Practitioners. TESL Canada Journal, 35(2), v-xv,

Huang, L.-S. (2018). Students riding on coattails during group work: Five simple ideas to try. Faculty Focus. [featured article from the top 14 articles of 2014]

Huang, L.-S. (2017). Three ideas for implementing learner reflection for the less inclined. Faculty Focus

Huang, L.-S. (2017). Students' use of their own language: Breaking down barriers and points to consider. Faculty Focus.

Huang, L.-S. (2015). Getting the horses to drink: Three+ field-tested Ideas for promoting student ownership of reading. Faculty Focus.

 

Huang, L.-S. (2015, Fall). Professional self-development for teachers: Have a plan, a clear intent, and a way to sustain. BC-TEAL News: The Association of B.C. Teachers of English as an Additional Language, 5-8. [Invited]

 

Huang, L.-S. (2015). Press time! A simple task to improve student confidence in asking questions. SHARE: TESL Canada’s eMagazine for ESL Teachers, 4-8.

 

Huang, L.-S. (2014). Students riding on coattails during group work: Five simple ideas to try. Faculty Focus.

 

Huang, L.-S., & Guo, X. (2014, Summer). Three immigrant women: Inspiring stories of English language learning. Here! Magazine, 25-27.

 

Huang, L.-S. (2014). Key concepts and theories in TEAL: Cognitive validity. SHARE: TESL Canada’s eMagazine for ESL Teachers. [Featured article]

 

Huang, L.-S. (2014, Winter). Should non-academic L2 reading instruction involve authentic or simplified material? TEAL News: The Association of B.C. Teachers of English as an Additional Language, 7-12.

 

Huang, L.-S. (2014, January). Lessons learned from team-facilitation in ELT: Strategies for navigating the challenges and making it work. IATEFL ES(O)L Newsletter, 13-17.

 

Huang, L.-S. (2013). Using a Reflection App – iLanguaging – to Mediate the Development of Oral Communication Skills. Contact TESL Ontario Magazine, 39(4), 7-13.

 

Huang, L.-S. (2013). Lessons learned from running a student-led EAP program. IATEFL ES(O)L Newsletter. 

 

Huang, L.-S. (2013). Key concepts and theories in TEAL: Cognitive validity. TEAL News: The Association of B.C. Teachers of English as an Additional Language, 12-16. 

 

Huang, L.-S. (2013). Action research. SHARE: TESL Canada’s eMagazine for ESL Teachers, 4, pp. 5-9. 

 

Huang, L.-S. (2012). Field-tested strategies for teaching small talk to graduate students. As We Speak (SPLIS Newsletter), TESOL Organization. [Invited]

 

Huang, L.-S. (2012, Summer). Key concepts and theories in TEAL: Language transfer. WAESOL World Quarterly. [Exchange article]

 

Huang, L.-S. (2012, Spring). Key concepts and theories in TEAL: Action research. TEAL News: The Association of B.C. Teachers of English as an Additional Language, 13-17. 

 

Huang, L.-S. (2012, Winter). Key concepts and theories in TEAL: Language transfer. TEAL News: The Association of B.C. Teachers of English as an Additional Language, 12-16. 

 

Huang, L.-S. (2012). Language-learning needs assessment. SHARE: TESL Canada’s eMagazine for ESL Teachers, 2, 5-8. [Featured article]

 

Huang, L.-S. (2011, Fall). Key concepts and theories in TEAL: Reflective learning. TEAL News: The Association of B.C. Teachers of English as an Additional Language, 9-13. 

 

Huang, L.-S. (2011, Spring). Key concepts and theories in TEAL: Task-based instruction. TEAL News: The Association of B.C. Teachers of English as an Additional Language, 9-13.

 

Huang, L.-S. (2011). Key concepts and theories in TEAL: Language learner strategies. SHARE: TESL Canada’s eMagazine for ESL Teachers, 1, 7-9. [Exchange article]

 

Huang, L.-S. (2011, Winter). Key concepts and theories in TEAL: Language-learning needs assessment. TEAL News: The Association of B.C. Teachers of English as an Additional Language, 15-19.

 

Huang, L.-S. (2010, Fall). Key concepts and theories in TEAL: Corpus-aided discovery learning. TEAL News: The Association of B.C. Teachers of English as an Additional Language, 29-32.

 

Huang, L.-S. (2010, Spring). Key concepts and theories in TEAL: Language learner strategies. TEAL News: The Association of B.C. Teachers of English as an Additional Language, 18-20. 

 

 

BOOK REVIEWS

 

Huang, L.-S. (2010). [Review of the book Success in English teaching.] Canadian Journal of Applied Linguistics, 13(2).

 

Huang, L.-S. (2009). [Review of the book Writing myths: Applying second language research to classroom teaching.] TESL-EJ, 13(1).

 

Huang, L.-S. (2008). [Review of the book Goals for academic writing: ESL students and their instructors.] The Modern Language Journal, 92(1), 153-155. (Invited)

 

Huang, L.-S. (2005). [Review of the book Writing better English.] Canadian Modern Language Review, 61(4), 594-596. [Invited]

 

 

 

JEAP 2018