https://orcid.org/0000-0001-8435-9739
Citations (33)
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Hsieh-Jun Chen. (2023) Multimodal digital storytelling presentations in EFL contexts: learning outcomes, positive/negative affects, and perception between high-/low-achieving learners. Innovation in Language Learning and Teaching 0:0, pages 1-16.
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Saeed Khazaie & Saman Ebadi. (2023) Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes. Computer Assisted Language Learning 0:0, pages 1-34.
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Ruofei Zhang & Di Zou. (2022) A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning. Computer Assisted Language Learning 35:9, pages 2790-2816.
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Ruofei Zhang & Di Zou. (2022) Types, features, and effectiveness of technologies in collaborative writing for second language learning. Computer Assisted Language Learning 35:9, pages 2391-2422.
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Di Zou, Shuqiong Luo, Haoran Xie & Gwo-Jen Hwang. (2022) A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning 35:8, pages 1811-1837.
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Renzhong Peng & Qiqin Hu. (2022) Expanding global horizons through technology enhanced language learning. Irish Educational Studies 0:0, pages 1-4.
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Nazanin Adhami & Mahboubeh Taghizadeh. (2022) Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering. Computer Assisted Language Learning 0:0, pages 1-37.
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Tzu-Yu Tai & Howard Hao-Jan Chen. (2022) The impact of intelligent personal assistants on adolescent EFL learners’ speaking proficiency. Computer Assisted Language Learning 0:0, pages 1-28.
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Ruofei Zhang & Di Zou. (2022) Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications. Computer Assisted Language Learning 0:0, pages 1-38.
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Tzu-Yu Tai & Howard Hao-Jan Chen. (2022) The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension. Computer Assisted Language Learning 0:0, pages 1-28.
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Qing-Ke Fu, Di Zou, Haoran Xie & Gary Cheng. (2022) A review of AWE feedback: types, learning outcomes, and implications. Computer Assisted Language Learning 0:0, pages 1-43.
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Sima Khezrlou. (2022) Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge. Computer Assisted Language Learning 0:0, pages 1-36.
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Soraya García-Sánchez. (2022) ESP intralinguistic mediation and professional knowledge building through collaborative CALL. Computer Assisted Language Learning 0:0, pages 1-23.
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Articles from other publishers (20)
Ruofei Zhang & Di Zou. (2022) A review of research on technology-enhanced peer feedback for second language writing based on the activity theory framework. Education and Information Technologies 28:6, pages 6727-6753.
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Malissa Maria Mahmud, Tehreem Fatima, Tahira Anwar Lashari & Zahra Waheed. (2023) Exploring the Impact of Web 2.0 Tools on 21st Century Skills of EFL Learners in Pakistan. Education Sciences 13:4, pages 384.
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Carolyne Nekesa Obonyo. 2023. Innovative Digital Practices and Globalization in Higher Education. Innovative Digital Practices and Globalization in Higher Education
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Carolyne Nekesa Obonyo. 2023. Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies. Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies
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Jia Li, Lillian Mak, Bill Hunter & Todd Cunningham. (2022) Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool. Language Teaching Research, pages 136216882211422.
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Fan Su, Di Zou & Haoran Xie. (2022) Integrating Different Group Patterns into Collaborative Argumentative Writing in the Shimo Platform. Technology, Knowledge and Learning.
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Farzaneh Khodabandeh. (2022) Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners’ paragraph writing. International Journal of Educational Technology in Higher Education 19:1.
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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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Kashif Ishaq, Fadhilah Rosdi, Nor Azan Mat Zin & Adnan Abid. (2022) Serious game design model for language learning in the cultural context. Education and Information Technologies 27:7, pages 9317-9355.
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Ruofei Zhang, Di Zou, Gary Cheng & Haoran Xie. (2022) Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges. Education and Information Technologies 27:6, pages 8041-8069.
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Yining Zhang & YuanTzu Chieh. (2022) An Observation Protocol for Scaffolding Community of Inquiry and Its Exemplary Practices in Language MOOCs. International Journal of Computer-Assisted Language Learning and Teaching 12:1, pages 1-22.
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Seyyed Mohammad Ali Soozandehfar & Marzieh Souzandehfar. (2022) A Socioculturally Microgenetic Scrutiny on the Mediational Role of Teacher/Peer Scaffolding via Dialogic Collaboration in EFL Speaking Development. Iranian Evolutionary and Educational Psychology 4:1, pages 156-177.
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Di Zou, Haoran Xie & Fu Lee Wang. 2022. Blended Learning: Engaging Students in the New Normal Era. Blended Learning: Engaging Students in the New Normal Era
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Fan Su, Di Zou, Haoran Xie & Fu Lee Wang. (2021) A Comparative Review of Mobile and Non-Mobile Games for Language Learning. SAGE Open 11:4, pages 215824402110672.
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Suthanit Wetcho & Jaitip Na-Songkhla. (2021) Fostering Pre-Service Teachers’ Reflection in Self-Regulatory Process Through Socio-Emotional Collaborative Note-Taking in the mCSCL Environment. Contemporary Educational Technology 13:4, pages ep319.
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Fan Su & Di Zou. (2021) Shimo-based collaborative argumentative writing: Do grouping patterns matter?. Shimo-based collaborative argumentative writing: Do grouping patterns matter?.
Hui Helen Li & Lawrence Jun Zhang. (2021) Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students’ individual writing: A quasi-experimental study. PLOS ONE 16:5, pages e0251569.
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Di Zou & Haoran Xie. (2021) Vocabulary Learning Based on Learner-Generated Pictorial Annotations: Using Big Data as Learning Resources. Sustainability 13:11, pages 5767.
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Benazir Quadir, Maiga Chang & Jie Chi Yang. (2021) Categorizing learning analytics models according to their goals and identifying their relevant components: A review of the learning analytics literature from 2011 to 2019. Computers and Education: Artificial Intelligence 2, pages 100034.
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Di Zou, Haoran Xie & Fu Lee Wang. 2021. Blended Learning: Re-thinking and Re-defining the Learning Process.. Blended Learning: Re-thinking and Re-defining the Learning Process.
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