Lin, J. (2023). The structural relationships among L2 motivation, out-of-class informal learning, and oral proficiency: A multiple-group structural equation modeling study. Language Teaching Research, (online first). https://doi.org/10.1177/13621688231189030
Lin, J. (2023). ACTFL Chinese reading proficiency guidelines: Verifying the difficulty hierarchy. Foreign Language Annals. https://doi.org/10.1111/flan.12680
Lin, J. (2023). Assessing the dimensionality of Chinese as a second language reading: a confirmatory factor analysis approach. Chinese as a Second Language Research, 12(2), 173-204. https://doi.org/10.1515/caslar-2023-2001
Lin, J., Gao, G., & Huang, T. (2023). Strategies-based Chinese as a second language reading instruction: effects and learners’ perceptions. Reading in a Foreign Language, 35(1), 1–29. https://hdl.handle.net/10125/67436
Lin, J. & Gao, G. (2023). Advanced-level learners’ use of connectives in L2 Chinese writing: An error analysis approach. In L. Yang & L. Valentín-Rivera (Eds.), Developing Writing Competence in L2 Chinese Classrooms: Research and Application. Multilingual Matters.
Huang, T., Chen, S., Lin, J., & Cun, A. (2023). Marginalized, silenced, and struggling: Understanding the plights of Chinese graduate teaching assistants. International Journal of Chinese Education, 12(1). https://doi.org/10.1177/2212585X231156996