https://orcid.org/0000-0003-2514-9488
Citations (24)
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Keng-Chih Hsu & Gi-Zen Liu. (2023) A systematic review of mobile-assisted oral communication development from selected papers published between 2010 and 2019. Interactive Learning Environments 31:6, pages 3851-3867.
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Shan Chen & Jiayi Wang. (2023) Virtual Reality Human–Computer Interactive English Education Experience System Based on Mobile Terminal. International Journal of Human–Computer Interaction 0:0, pages 1-10.
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Danyang Zhang, Sara Hennessy & Pascual Pérez-Paredes. (2023) An investigation of Chinese EFL learners’ acceptance of mobile dictionaries in English language learning. Computer Assisted Language Learning 0:0, pages 1-25.
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Neil E. Barrett, Gi-Zen Liu & Hei-Chia Wang. (2022) Student perceptions of a mobile learning application for English Oral Presentations: the case of EOPA. Computer Assisted Language Learning 35:9, pages 2476-2501.
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Shuxia Yang, Rui Wang & Bing Mei. (2022) Understanding Chinese secondary school students’ perceptions of mobile-assisted language learning. Interactive Learning Environments 0:0, pages 1-14.
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Yue Zhang & Guangxiang Liu. (2022) Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context. Computer Assisted Language Learning 0:0, pages 1-33.
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Jingjing Zhu, Xi Zhang & Jian Li. (2022) Using AR filters in L2 pronunciation training: practice, perfection, and willingness to share. Computer Assisted Language Learning 0:0, pages 1-30.
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Articles from other publishers (17)
Amirul Mukminin, Akhmad Habibi, Muhaimin Muhaimin & Marzul Hidayat. (2023) Social media use for English writing (SMU-EW): Preservice English teachers. Ampersand 10, pages 100112.
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Cuiying Zou, Ping Li & Li Jin. (2022) Integrating smartphones in EFL classrooms: students’ satisfaction and perceived learning performance. Education and Information Technologies 27:9, pages 12667-12688.
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Fengping Guo, Yuhan Zhang & Zhixin Wu. (2022) Mobile-assisted vocabulary learning through the Shanbay App outside the classroom: Effects of self-regulation and peer scaffolding. Frontiers in Psychology 13.
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Wei Wei, Yi Yu & Ge Gao. (2022) Investigating Learners’ Changing Expectations on Learning Experience in a MOOC of Professional Translation and Interpreter Training. SAGE Open 12:4, pages 215824402211345.
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Muhammad Mooneeb Ali. 2022. Mobile and Sensor-Based Technologies in Higher Education. Mobile and Sensor-Based Technologies in Higher Education
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Chunyan Teng, Tahereh Heydarnejad, Md. Kamrul Hasan, Abdulfattah Omar & Leeda Sarabani. (2022) Mobile assisted language learning in learning English through social networking tools: An account of Instagram feed-based tasks on learning grammar and attitude among English as a foreign language learners. Frontiers in Psychology 13.
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Aitao Lu, Ruchen Deng, Yingshi Huang, Tianhua Song, Yunhong Shen, Zhiling Fan & Jijia Zhang. (2022) The roles of mobile app perceived usefulness and perceived ease of use in app-based Chinese and English learning flow and satisfaction. Education and Information Technologies 27:7, pages 10349-10370.
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Fan Li, Si Fan & Yanjun Wang. (2022) Mobile-assisted language learning in Chinese higher education context: a systematic review from the perspective of the situated learning theory. Education and Information Technologies 27:7, pages 9665-9688.
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Yuzhi Lai, Nadira Saab & Wilfried Admiraal. (2022) Learning Strategies in Self-directed Language Learning Using Mobile Technology in Higher Education: A Systematic Scoping Review. Education and Information Technologies 27:6, pages 7749-7780.
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Kun Zhang & Haoxian Wu. (2022) Synchronous Online Learning During COVID-19: Chinese University EFL Students’ Perspectives. SAGE Open 12:2, pages 215824402210948.
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Meng-Lin Chen. (2022) The Impact of Mobile Learning on the Effectiveness of English Teaching and Learning—A Meta-Analysis. IEEE Access 10, pages 38324-38334.
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Zhiqiang Wang, Yu Guo, Yan Wang, Yun-Fang Tu & Chenchen Liu. (2021) Technological Solutions for Sustainable Development: Effects of a Visual Prompt Scaffolding-Based Virtual Reality Approach on EFL Learners’ Reading Comprehension, Learning Attitude, Motivation, and Anxiety. Sustainability 13:24, pages 13977.
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Yuhong Jiang, Yingying Chen, Jiasheng Lu & Yiqing Wang. (2021) The Effect of the Online and Offline Blended Teaching Mode on English as a Foreign Language Learners’ Listening Performance in a Chinese Context. Frontiers in Psychology 12.
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Mohsen Mortazavi, Mahyuddin K. M. Nasution, Foad Abdolahzadeh, Mojtaba Behroozi & Afshin Davarpanah. (2021) Sustainable Learning Environment by Mobile-Assisted Language Learning Methods on the Improvement of Productive and Receptive Foreign Language Skills: A Comparative Study for Asian Universities. Sustainability 13:11, pages 6328.
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Kashif Ishaq, Nor Azan Mat Zin, Fadhilah Rosdi, Muhammad Jehanghir, Samia Ishaq & Adnan Abid. (2021) Mobile-assisted and gamification-based language learning: a systematic literature review. PeerJ Computer Science 7, pages e496.
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Saman Ebadi & Saba Bashir. (2020) An exploration into EFL learners’ writing skills via mobile-based dynamic assessment. Education and Information Technologies 26:2, pages 1995-2016.
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Danyang Zhang & Pascual Pérez-Paredes. 2021. Language Learning with Technology. Language Learning with Technology
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