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Other IDs

Scopus Author ID: 57189303867
ResearcherID: D-3254-2019

Keywords

L2 Writing, Language Teacher Education, Applied Linguistics, Qualitative Methodology

Activities

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Employment (1)

Duke Kunshan University: Kunshan, CN

2023-01-01 to present | Assistant Professor (Language and Culture Center)
Employment
Source: Self-asserted source
Zhenjie Weng

Education and qualifications (3)

The Ohio State University: Columbus, Ohio, US

2017-08-22 to 2022-12-18 | Doctor of Philosophy (PhD) (Department of Teaching and Learning )
Education
Source: Self-asserted source
Zhenjie Weng

Indiana University of Pennsylvania: Indiana, PA, US

2014-08 to 2016-05 | Master of Arts (Department of English )
Education
Source: Self-asserted source
Zhenjie Weng

Arkansas State University: Jonesboro, AR, US

2011-08 to 2013-12 | Bachelor of Arts (Department of English )
Education
Source: Self-asserted source
Zhenjie Weng

Professional activities (3)

TESOL International Association: Alexandria, VA, US

Membership
Source: Self-asserted source
Zhenjie Weng

American Educational Research Association: D.C., D.C., US

Membership
Source: Self-asserted source
Zhenjie Weng

American Council on the Teaching of Foreign Languages: White Plains, New York, US

2022 to present
Membership
Source: Self-asserted source
Zhenjie Weng

Funding (4)

Implementing Teacher-Student Rubric Co-Construction in the EMI Context

2023-10 to 2024-10 | Grant
Center for Teaching and Learning (Kunshan, CN)
Source: Self-asserted source
Zhenjie Weng

Embracing Diversity: Developing Cultural Competence for Inclusive Education with the LGBTQ+ Community

2023-08 to present | Grant
Humanity Research Center (Kunshan, CN)
Source: Self-asserted source
Zhenjie Weng

Exploring Influencing Factors on Language Teacher Agency: Comparing Language Teacher Educators in China and U.S.

2023-05 to 2025-06 | Grant
Center for the Studies of Contemporary China (Kunshan, CN)
Source: Self-asserted source
Zhenjie Weng

Community-based Learning

2023-03 to 2024-03 | Grant
The Office of Undergraduate Student (Kunshan, CN)
Source: Self-asserted source
Zhenjie Weng

Works (25)

A Language Teacher Educator's Identity and Agency Development via Virtual Professional Training: An Autoethnography

TESOL Journal
2025-06 | Journal article
DOI: 10.1002/tesj.70027
Contributors: Zhenjie Weng
Source: check_circle
Crossref

“I felt like I was being judged…”: A duoethnography exploring international language teacher educator identities

TESOL Journal
2025-03 | Journal article
DOI: 10.1002/tesj.884
Contributors: Xinyue Lu; Yuseva Ariyani Iswandari; Zhenjie Weng; Francis John Troyan
Source: check_circle
Crossref

Queering ESL teaching: Co‐constructing student identities through strategic materials selection

TESOL Journal
2024-12 | Journal article
DOI: 10.1002/tesj.859
Contributors: Mark McGuire; Zhenjie Weng
Source: check_circle
Crossref

Teaching an EAP writing class online: A case study of an emerging expert from “identity” and “agency” perspectives

System
2024-08 | Journal article
DOI: 10.1016/j.system.2024.103374
Contributors: Zhenjie Weng
Source: check_circle
Crossref

Examining Language Teacher Identity and Intersectionality Across Instructional Contexts Through the Experience of Perezhivanie

TESOL Quarterly
2024-06 | Journal article
DOI: 10.1002/tesq.3237
Contributors: Zhenjie Weng; Francis John Troyan; Loretta Fernández; Mark McGuire
Source: check_circle
Crossref

Implementing rubric co-construction in ESL writing teaching

ELT Journal
2024-02-03 | Journal article
DOI: 10.1093/elt/ccad033
Contributors: Tong Zhang; Zhenjie Weng
Source: check_circle
Crossref

Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use

Foreign Language Annals
2023-12 | Journal article
DOI: 10.1111/flan.12720
Contributors: Francis John Troyan; Loretta Fernández; Zhenjie Weng; Daniel Scott Ferguson; Yuseva Ariyani Iswandari; Sarah Avdakov
Source: check_circle
Crossref

Identity position and pedagogical agency negotiation in teaching EAP writing: A case study

Language Teaching Research
2023-10-28 | Journal article
DOI: 10.1177/13621688231205095
Contributors: Zhenjie Weng
Source: check_circle
Crossref

Developing language teacher identity through photo‐elicitation in TESOL teacher education

TESOL Journal
2023-09 | Journal article
DOI: 10.1002/tesj.714
Contributors: Zhenjie Weng; Francis John Troyan
Source: check_circle
Crossref

Examining ESL and bilingual teachers’ agency after NCLB: expanding the ecological perspective

International Multilingual Research Journal
2023-04-11 | Journal article
DOI: 10.1080/19313152.2023.2201090
Part of ISSN: 1931-3152
Part of ISSN: 1931-3160
Contributors: Yao Fu; Zhenjie Weng
Source: Self-asserted source
Zhenjie Weng

The Influence of Technology in Educating English Language Learners at-risk or with Disabilities: A Systematic Review

Center for Educational Policy Studies Journal
2022-12-28 | Journal article
DOI: 10.26529/cepsj.1426
Part of ISSN: 2232-2647
Part of ISSN: 1855-9719
Contributors: Yizhe Jiang; Qian Wang; Zhenjie Weng
Source: Self-asserted source
Zhenjie Weng

A Systematic Review on Pedagogical Translanguaging in TESOL

Teaching English as a Second or Foreign Language Journal--TESL-EJ
2022-11-01 | Journal article
DOI: 10.55593/ej.26103a4
Contributors: Grace Jue Yeon Kim; Zhenjie Weng
Source: check_circle
Crossref

Affordances and constraints: Using collaborative autoethnography as a methodology to examine language teacher agency

International Journal of Qualitative Studies in Education
2022-10-10 | Journal article
DOI: 10.1080/09518398.2022.2127011
Part of ISSN: 0951-8398
Part of ISSN: 1366-5898
Contributors: Jingyi Zhu; Grace Jue Yeon Kim; Zhenjie Weng
Source: Self-asserted source
Zhenjie Weng

Collaborative autoethnography in examining online teaching during the pandemic: from a ‘teacher agency’ perspective

Teaching in Higher Education
2022-05-27 | Journal article
DOI: 10.1080/13562517.2022.2078959
Part of ISSN: 1356-2517
Part of ISSN: 1470-1294
Contributors: Grace Jue Yeon Kim; Jingyi Zhu; Zhenjie Weng
Source: Self-asserted source
Zhenjie Weng

Collaborative autoethnography of dissertating students: Providing support and motivation within a virtual workspace during the COVID-19 pandemic

Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education
2022-04 | Book chapter
DOI: 10.4018/978-1-7998-9628-9.ch011
Part of ISSN: 2327-6983
Part of ISSN: 2327-6991
Contributors: Joanne Baltazar Vakil; Zhenjie Weng; Ho-Chieh Lin
Source: Self-asserted source
Zhenjie Weng

Teacher Agency in Creating Multilingual and Multicultural Pedagogies in College Classrooms

Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching
2022-03-11 | Book chapter
DOI: 10.4018/978-1-7998-8888-8.ch011
Part of ISSN: 2327-6983
Part of ISSN: 2327-6991
Contributors: Zhenjie Weng; Susan Ataei
Source: Self-asserted source
Zhenjie Weng

Developing teaching expertise through transnational experience: Implications for TESOL teacher education

Mobility of knowledge, practice and pedagogy in TESOL teacher education: Implications for transnational contexts
2021 | Book chapter
DOI: 10.1007/978-3-030-64140-5
Part of ISBN: 9783030641399
Part of ISBN: 9783030641405
Contributors: Zhenjie Weng; Mark McGuire
Source: Self-asserted source
Zhenjie Weng

Reconsidering Teacher Presence and Community Building in an Online ESOL College Composition Course During the COVID-19 Pandemic

Handbook of Research on Effective Online Language Teaching in a Disruptive Environment
2021 | Book chapter
DOI: 10.4018/978-1-7998-7720-2.ch018
Part of ISSN: 2327-1892
Part of ISSN: 2327-1906
Contributors: Mark A. McGuire; Zhenjie Weng; Karen P. Macbeth
Source: Self-asserted source
Zhenjie Weng

From EFL to ESL: Nonlinear development of teacher identity and expertise across contexts

Advocacy for Social and Linguistic Justice in TESOL
2021-11-09 | Book chapter
DOI: 10.4324/9781003202356-9
Part of ISBN: 9781003202356
Contributors: Zhenjie Weng
Source: Self-asserted source
Zhenjie Weng

Applying culturally responsive pedagogy to engage with cultural differences in an ESL composition course

Contemporary foundations for teaching English as an additional language: Pedagogical approaches and classroom
2020-09-26 | Book chapter
DOI: 10.4324/9780429398612
Part of ISBN: 9780429398612
Contributors: Zhenjie Weng; Mark McGuire; Tamara Roose
Source: Self-asserted source
Zhenjie Weng

English language teacher agency in classroom-based empirical studies: A research synthesis

TESOL International Journal
2019 | Journal article
Contributors: Zhenjie Weng; Zhu, J.Y.; Kim, G.
Source: Self-asserted source
Zhenjie Weng

Factors influencing Chinese international students’ strategic language learning at ten universities in the U.S.: A mixed-method study

Journal of International Students
2018 | Journal article
DOI: 10.5281/zenodo.1471734
EID:

2-s2.0-85059134699
Contributors: Fu, Y.; Machado, C.; Weng, Z.
Source: Self-asserted source
Zhenjie Weng via Scopus - Elsevier

Voices from international Chinese students on varieties of English: A mixed methods study

Asian EFL Journal
2018 | Journal article
EID:

2-s2.0-85050278202
Contributors: Weng, Z.
Source: Self-asserted source
Zhenjie Weng via Scopus - Elsevier

Social identities and multiple selves in foreign language education

Language, Identity, and Education
2017-03-31 | Book review
Source: Self-asserted source
Zhenjie Weng

Social Linguistics and Literacies: Ideology in Discourses<i>(5th Ed.)</i>J. P. Gee. New York, NY: Routledge, 2015.

TESOL Journal
2016-06 | Book review
DOI: 10.1002/tesj.260
Part of ISSN: 1056-7941
Contributors: Zhenjie Weng
Source: Self-asserted source
Zhenjie Weng

Peer review (4 reviews for 3 publications/grants)

Review activity for Foreign language annals. (2)
Review activity for International multilingual research journal. (1)
Review activity for Language, culture and curriculum. (1)
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