| Understanding successful and unsuccessful EFL students in Chinese universities Z Gan, G Humphreys, L Hamp‐Lyons The modern language journal 88 (2), 229-244, 2004 | 528 | 2004 |
| Understanding L2 speaking problems: Implications for ESL curriculum development in a teacher training institution in Hong Kong Z Gan Australian Journal of Teacher Education (Online) 37 (1), 43-59, 2012 | 331 | 2012 |
| 反思性教学：外语教师自身发展的有效途径 甘正东 外语界, 5, 2000 | 323 | 2000 |
| ‘Asian learners’ re-examined: an empirical study of language learning attitudes, strategies and motivation among mainland Chinese and Hong Kong students Z Gan Journal of Multilingual and Multicultural Development 30 (1), 41-58, 2009 | 187 | 2009 |
| Learning to teach English language in the practicum: What challenges do non-native ESL student teachers face? Z Gan Australian Journal of Teacher Education (Online) 38 (3), 92-108, 2013 | 178 | 2013 |
| Interaction in group oral assessment: A case study of higher-and lower-scoring students Z Gan Language Testing 27 (4), 585-602, 2010 | 169 | 2010 |
| Attitudes and strategies as predictors of self‐directed language learning in an EFL context Z Gan International Journal of Applied Linguistics 14 (3), 389-411, 2004 | 164 | 2004 |
| Topic negotiation in peer group oral assessment situations: A conversation analytic approach Z Gan, C Davison, L Hamp-Lyons Applied Linguistics 30 (3), 315-334, 2009 | 156 | 2009 |
| Understanding English speaking difficulties: An investigation of two Chinese populations Z Gan Journal of Multilingual and Multicultural Development 34 (3), 231-248, 2013 | 111 | 2013 |
| Technology-assisted self-regulated English language learning: Associations with English language self-efficacy, English enjoyment, and learning outcomes Z An, C Wang, S Li, Z Gan, H Li Frontiers in psychology 11, 558466, 2021 | 97 | 2021 |
| IELTS preparation course and student IELTS performance: A case study in Hong Kong G Zhengdong RELC journal 40 (1), 23-41, 2009 | 77 | 2009 |
| Learning from interpersonal interactions during the practicum: A case study of non-native ESL student teachers Z Gan Journal of Education for Teaching 40 (2), 128-139, 2014 | 72 | 2014 |
| Illustrating formative assessment in task-based language teaching Z Gan, C Leung ELT Journal 74 (1), 10-19, 2020 | 63 | 2020 |
| Teacher feedback practices, student feedback motivation, and feedback behavior: how are they associated with learning outcomes? Z Gan, Z An, F Liu Frontiers in psychology 12, 697045, 2021 | 59 | 2021 |
| Student-teachers’ self-efficacy for instructing self-regulated learning in the classroom Z Gan, F Liu, CCR Yang Journal of Education for Teaching 46 (1), 120-123, 2020 | 46 | 2020 |
| How learning motivation influences feedback experience and preference in Chinese university EFL students Z Gan Frontiers in Psychology 11, 496, 2020 | 45 | 2020 |
| Trainee teachers’ experiences of classroom feedback practices and their motivation to learn Z Gan, H Nang, K Mu Journal of Education for Teaching 44 (4), 505-510, 2018 | 45 | 2018 |
| Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy Z Gan, G Hu, W Wang, H Nang, Z An Assessment & Evaluation in Higher Education 46 (5), 740-755, 2021 | 40 | 2021 |
| The impact of reading strategy instruction on reading comprehension, strategy use, motivation, and self-efficacy in Chinese university EFL students H Li, Z Gan, SO Leung, Z An Sage Open 12 (1), 21582440221086659, 2022 | 38 | 2022 |
| Understanding ESL student teachers’ learning of classroom practices in the practicum: A case study in Hong Kong Z Gan, FKJ Lee The Asia-Pacific Education Researcher 25, 251-266, 2016 | 38 | 2016 |
