Wenying Zhou

OER Chinese Materials:

• Open Educational Resources (OER) textbook: Elementary Chinese I.
• Open Educational Resources (OER) Elementary Chinese I workbook.
• Open Educational Resources (OER) textbook: Elementary Chinese II.
• Open Educational Resources (OER) Elementary Chinese II workbook.

Journal Articles:

• Zhou, W. & Li, X. (2025). Reading story stories to enhance beginning Chinese learners’ reading skills. Reading in a Foreign Language, 37(1), 1-17. https://hdl.handle.net/10125/67483
• Quinn, S., Zhou, W., & Gacs, A. (2024). Interactive video tools: A comparison. The FLTMAG. https://fltmag.com/interactive-video-tools-comparison/
• Zhou, W. (2023). Using Perusall to engage students in collaborative learning. The FLTMAG, https://fltmag.com/perusall-collaborative-learning/
• Zhou, W. & Li, X. (2022). Investigation of a Chinese character writing app: Learners’ perspective. Knowledge Management and e-learning: An International Journal,14(1). https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/500
• Zhou, W. & Li, G. (2021). Chinese dual-language bilingual education teachers’ pedagogical and languaging practices in American immersion schools. Journal of Multilingual and Multicultural Development (special issue), 1-15. DOI: https://doi.org/10.1080/01434632.2021.1996582
• Zhou, W. (2020). Mobile assisted Chinese learning as a foreign language: An overview of publications between 2007 and 2019, Frontiers of Education in China (special issue), 15, 164-181.
• Zhou, W. & Li, G. (2017). The effects of Shared-Singing instruction on young Chinese learners’ spoken vocabulary recall in immersion programs. Frontier of Educational Research, 12(1), 29-51.
• Zhou, W. & Li, G. (2015). Chinese teachers’ expectations and perceptions of American students’ behaviors: Exploring the nexus of cultural differences and classroom management. System, 49, 17-27.

Book Chapters:

• Zhou, W. (2024). Chinese shared reading instruction for American kindergarteners. In Sung, K. (ed), Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations, pp. 3-20. Lexington Books: Lanham, Maryland.
• Zhou, W. (2019). Integrating content and language instruction in a Chinese immersion classroom. In Sung, K. (ed), Teaching and Learning Chinese as a Second or Foreign Language: Emerging Trends, pp. 97-111. Lexington Books: Lanham, Maryland.
• Li, X. & Zhou, W. (2019). Which is more effective: APP game or workbook? An experiment on learning Chinese character writing. In Sung, K. (ed), Teaching and Learning Chinese as a Second or Foreign Language: Emerging Trends, pp. 175-187. Lexington Books: Lanham, Maryland.
• Zhou, W. & Austin, S. (2018). Developing intercultural awareness within teacher preparation program. In Leavitt, L, Sherrie, W., and Kelly, L. (eds), Cultural Awareness and Competency Development in Higher Education, 189-206. Hershey, PA: IGI Global.
• Li, G. & Zhou, W. (2017). Authentic materials. In Abrar-ul-Hassan, S., DelliCarpini, M., & Riopel, J. (Eds.), The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: Wiley-Blackwell.
• Zhou, W. & Li, G. (2016). Chinese language teachers’ pedagogical adjustment and classroom management in cross-cultural contexts.  In Ruan J., Zhang J., Leung C. (eds) Chinese Language Education in the United States, pp. 211-230. Multilingual Education, vol 14. Dordrecht, Netherlands: Springer.
• Zhou, W. & Li, G. (2015). Pedagogical challenges in cross-cultural Chinese language teaching: Perceptions and experiences of Chinese immersion teachers in the U.S. In Smith, P. and Kumi-Yeboah, A. (eds), Handbook of Research on Cross-cultural Approaches to Language and Literacy, 159-183. Hershey, PA: IGI Global.
• Zhou, W. (2013). Chinese sojourn teachers’ perceptions and experiences with K-12 U.S. students: Implications for cross-cultural classroom management. In Zhang, L. and Said, S. B. (eds). Language Teachers and Teaching: Global Perspectives, Local Initiatives, pp. 288-302. Oxon, UK: Routledge.