Di Zou
Datos Biográficos
| ID | 1241648 |
|---|---|
| NOMBRE | Di Zou |
| APELLIDO | Di Zou |
| FIRMA | DI ZOU |
| AFILIACIONES | Hong Kong Polytechnic University |
| ORCID | 0000-0001-8435-9739 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 55 |
| TOTAL DE CITAS | 12 |
| TOTAL COMO AUTOR | 55 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
To play or not to play? Investigating Chinese EFL undergraduates’ intention to use digital games for English learning using PLS-SEM and fsQCA
Digital game-based language learning (DGBLL) has transitioned from a pedagogical novelty to a credible instructional approach in L2 education, encompassing both educational games and commercial games used for language learning. Despite mounting evidence that DGBLL can enhance language learning outcomes, learner engagement, and motivation, its uptake remains limited, and little is known about the learner beliefs and contextual factors that conditi…
Integrated feedback as networked activity
In English as a second or foreign language (ESL/EFL) instruction, feedback plays a crucial role in students’ writing development. In authentic classroom settings, students often receive simultaneous feedback from multiple sources, such as teachers, peers, and machines, each offering its own advantages and challenges. Thoughtful integration of these diverse feedback mechanisms can enhance writing skills; however, there is still limited understandi…
AI as a collaborator
This study examines pre-service English teachers’ lived experiences of using generative artificial intelligence (GenAI) for multimodal lesson planning. Conducted within a six-week, technology-enhanced pedagogy course in a postgraduate teacher education programme in Hong Kong, the study employed interpretive phenomenological analysis drawing on classroom observations, AI-generated artefacts, and reflective interviews. The findings portray a develo…
WeChat-based collaborative self-regulated learning program
In technology-enhanced language learning (TELL), self-regulated language learning (SRLL) strategies are essential for supporting English as a foreign language (EFL) learners’ writing development. As collaborative learning becomes increasingly prominent in TELL, SRLL has expanded from individual regulation to collaborative contexts. However, limited research has compared how individual and collaborative SRLL contexts influence learners’ strategy u…
Effects of Task-Induced Involvement Load and Motivation on L2 Vocabulary Learning
This study explores the effects of involvement load, L2 motivation, and their association with L2 vocabulary learning. Non-English majors from a northern China university ( N = 114) were randomly assigned to three experimental groups and one control group. The three experimental groups participated in three tasks with different involvement load indices. Two types of word knowledge (word recognition and word recall) were measured to examine the tr…
Learning-by-doing in a professional learning community
Exploring Cognitive Presence in Online Collaborative Knowledge-Building
Collaborative knowledge-building is an important mode of learning in which students’ cognitive presence has a significant impact on learning outcomes. To better understand how cognitive presence influences collaborative learning, this study applied three complementary analytic approaches: epistemic network analysis, which maps how ideas are connected in discussions; sequential pattern mining, which identifies temporal sequences; and social networ…
Generative AI technology and language learning
Generative AI technology has great potential for language learning and teaching. Since the launch of ChatGPT at the end of 2022, its digital affordance on language learners remains to be determined. This sequential mixed-method study aimed to detect the emotions in language users’ self-reflection of their learning experiences with ChatGPT. This study analysed commentary data (n = 1088) from 19 most widely discussed YouTube videos on using ChatGPT…
ChatGPT-enhanced self-regulated learning in programming education
ChatGPT shows potential for enhancing self-regulated learning (SRL) in education. This study examined its role in programming instruction through a seven-week intervention with 83 sophomores. Students were assigned to a control group receiving traditional instruction (N = 27), an experimental group using ChatGPT (N = 30), or a group combining ChatGPT with SRL strategies (N = 26). Two-way ANCOVA results indicate that ChatGPT-supported groups repor…
Generative AI (GenAI) in the language classroom
Teachers’ doings in the AI era
Robot-assisted speaking practice (Rasp)
Robots are increasingly utilised in language education to physically accompany learners, simulate natural communication through verbal and non-verbal cues, and thereby engage students in various academic tasks, demonstrating potential in improving learner affection, engagement, and language proficiency. So far, research on using robots specifically for developing English as a Foreign Language (EFL) speaking skill, along with associated learner af…
Effects of a human-robot collaborative teaching approach on preschoolers’ social-emotional competence and learning behaviors
From Pedagogy to Practice
This teaching article explores how microlearning can support TESOL educators in developing the pedagogical and emotional capacities needed to use generative artificial intelligence (GenAI) tools to design and evaluate digital multimodal compositions (DMC). Grounded in sociocultural theory and teacher development literature, it proposes microlearning as a flexible, scalable and emotionally responsive professional development (PD) model. Short, foc…
Pre-service teachers’ TPACK application in the context of interactive whiteboard-supported collaborative microteaching
The advent of educational technologies requires teachers to develop technological, pedagogical, and content knowledge (TPACK), particularly pre-service teachers (PSTs) who are the main force in the digital era. The current study organizes one-semester TPACK development program for 70 PSTs, grouped into 22 teams. The program aims to enhance PSTs’ TPCK through hands-on experience with Seewo-supported collaborative microteaching and reflections on t…
Automatic Classification of Online Learner Reviews Via Fine-Tuned Berts
Massive open online courses (MOOCs) offer rich opportunities to comprehend learners’ learning experiences by examining their self-generated course evaluation content. This study investigated the effectiveness of fine-tuned BERT models for the automated classification of topics in online course reviews and explored the variations of these topics across different disciplines and course rating groups. Based on 364,660 course review sentences across …
Educational chatbot research
Chatbots have received increasing attention in education due to their ability to converse in natural language and provide personalised support. The present work provided a comprehensive overview of this area, focusing on (1) publication trends, publication sources, countries/regions, and institutions; (2) scientific collaborations; and (3) research themes and their evolution. To achieve this, we combined bibliometric indicators, social network an…
Metacognition research in education
Metacognition, which involves the deliberate awareness and analysis of one’s own learning and thought processes, has gained significant traction among educational researchers. The burgeoning volume of metacognition studies underscores the importance of examining its current status and evolving trends. Leveraging topic modeling and bibliometrics on a dataset comprising 2568 papers spanning from 2000 to 2023, this study seeks to address questions l…
Flow in ChatGPT-based logic learning and its influences on logic and self-efficacy in English argumentative writing
In search of adequate models of pedagogy
K‐12 English Teachers' ChatGPT ‐Based Digital Literacy
Recent research underscores the vital role of English teachers in AI‐assisted English teaching, yet elementary and secondary school English teachers' digital literacy using ChatGPT for instruction remains largely unexplored. This present research attempted to construct and validate a measurement to evaluate K‐12 English teachers' ChatGPT‐based digital literacy (ETCDL), addressing the lack of instruments that consider the unique features of Englis…
Navigating the Future
As artificial intelligence (AI) rapidly transforms educational practices, educators worldwide face an urgent need to develop pedagogic competencies that align with AI's evolving capabilities, yet existing frameworks lack systematic guidance for AI‐specific skill development. This article introduces a pioneering framework designed to refine educators' pedagogic competencies in the rapidly evolving landscape of AI. Drawing inspiration from esteemed…
University Learners' Readiness for ChatGPT ‐Assisted English Learning
Recent AI‐based language learning research highlights learners' crucial role, yet university learner readiness in ChatGPT‐based English learning remains unexplored. Accordingly, this current research attempted to develop and validate a tool to evaluate university learner readiness for ChatGPT‐assisted English learning (LRCEL) to address the research gap that the prior instruments for language learners' readiness have not taken into account the fe…
Artificial Intelligence in English Language Education
Cultivating resilience through a community of inquiry
202601 bcjz
Artificial Intelligence Integration in Tesol Teacher Education
As generative artificial intelligence (GenAI) transforms language education, teacher educators are uniquely positioned to equip teachers with the skills to engage with artificial intelligence (AI) tools. Although AI offers opportunities for automating tasks and personalizing learning, educators must ensure these tools align with pedagogical integrity, equity, and social justice. This Teaching Issue article explores AI integration in TESOL teacher…
Learner engagement in digital game-based vocabulary learning and its effects on EFL vocabulary development
ChatGPT affordance for logic learning strategies and its usefulness for developing knowledge and quality of logic in English argumentative writing
Artificial Intelligence in English Language Education
Group concept mapping strategies for collaborative continuation tasks
The continuation task, which involves reading an unfinished story and completing its ending, offers good potential for language learning. To enhance students' story‐ending writing abilities, this study proposes two types of concept mapping strategies: group filling‐in‐the‐blanks of a teacher‐constructed guided map and group concept mapping, both of which are meant to help students clarify storylines by visualizing a story onto a concept map. A qu…
Effects of tasks and multimedia annotations on vocabulary learning
This research examines the interaction effect and main effects of time, tasks, and annotations on annotation-supported vocabulary learning using multimedia. Three task types (reading comprehension, cloze exercises, and sentence writing) and four annotation types (text, picture, graphics interchange format (GIF), and video annotations) were investigated. A total of 360 working adults in Hong Kong participated in the project and were randomly assig…
Application and theory gaps during the rise of Artificial Intelligence in Education
Considering the increasing importance of Artificial Intelligence in Education (AIEd) and the absence of a comprehensive review on it, this research aims to conduct a comprehensive and systematic review of influential AIEd studies. We analyzed 45 articles in terms of annual distribution, leading journals, institutions, countries/regions, the most frequently used terms, as well as theories and technologies adopted. We also evaluated definitions of …
Detecting latent topics and trends in educational technologies over four decades using structural topic modeling
Computers & Education has been leading the field of computers in education for over 40 years, during which time it has developed into a well-known journal with significant influences on the educational technology research community. Questions such as “in what research topics were the academic community of Computers & Education interested?” “how did such research topics evolve over time?” and “what were the main research concerns of its major cont…
Effects of a multi-level concept mapping-based question-posing approach on students’ ubiquitous learning performance and perceptions
Balancing cognitive complexity and gaming level
Fifty years of British Journal of Educational Technology
The British Journal of Educational Technology (BJET) has been active in the field of educational technology since 1970. To celebrate its 50th anniversary and to demonstrate a comprehensive overview of the field, we conducted a bibliometric analysis of the 3710 publications in this journal from 1971 to 2018 as indexed in the Web of Science with full bibliographic information. This study aimed to (1) identify the publication and citation trends, (2…
Flipped learning with Wikipedia in higher education
This project investigated how Wikipedia can be integrated into flipped learning in higher education through the project-based learning approach. It proposed a flipped learning model where Wikipedia was involved in creating a collaborative learning environment. Two groups of students participated in the research and were asked to complete group projects of creating Wikipedia entries, one of which learned in the flipped classroom, the other in the …
Digital game-based vocabulary learning
Given the importance of word knowledge for second language acquisition, there is always a need for effective word-learning approaches from language learners. With the rapid development of educational technologies, game-based learning is emerging into a field with considerable potential, within which, digital game-based vocabulary learning has accrued increasing attention from language learners, educators and researchers. The present research revi…
A bibliometric review on latent topics and trends of the empirical Mooc literature (2008–2019)
Massive Open Online Courses (MOOCs) have become a popular learning mode in recent years, especially since the outbreak of COVID-19 in late 2019, which had resulted in a significant increase in associated research. This paper presents a bibliometric review of 1078 peer-reviewed MOOC studies between 2008 and 2019. These papers are extracted from three influential databases, the Web of Science (WOS), Scopus, and the Education Resources Information C…
A comparative study on linguistic theories for modeling EFL learners
Personalized learning has become an important and powerful paradigm catering for various needs, styles, preferences, and modes of learning. Several methods including task recommendations and path planning have recently emerged to effectively implement personalized learning using e-learning systems. The literature shows that the use of task recommendations in e-learning systems is a very effective way to facilitate personalized vocabulary learning…
Digital game-based learning of information literacy
Information literacy (IL) is important for university students. In this research, we developed a digital role-playing game to enhance students’ learning of IL and investigated the effects of gameplay modes on their learning performance, motivation, self-efficacy and flow experiences. A total of 90 students participated in the study and played the game in collaborative, competitive and solo modes. Their IL knowledge was measured through a post-tes…
A Comparative Review of Mobile and Non-Mobile Games for Language Learning
Recent studies have increasingly investigated the effectiveness of both mobile and non-mobile digital game-based language learning. To gain an in-depth understanding of the differences in the effectiveness of mobile and non-mobile games, we compared studies from January 2000 to August 2020 investigating mobile game-based language learning (MGBLL) and non-mobile game-based language learning (NMGBLL). Sixty-four articles were analyzed from four asp…
Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning
Digital technologies have been widely used to enhance language learning, the effectiveness of which has been acknowledged in the literature. With the rapid development of digital devices and technologies, increasing technologies have been used in the most recent several years, leading to more diversified approaches to language education. This exceptional advance over the past few years calls for a summary of state-of-the-art technologies that hav…
ChatGPT for Language Teaching and Learning
In this technology review, we explore the affordances of the generative AI chatbot ChatGPT for language teaching and learning. In addition to this, we also present debates and drawbacks of ChatGPT. Finally, we present the digital competencies teachers and learners require to use this chatbot ethically and effectively to support language learning.
Facilitating EFL learners’ active behaviors in speaking
Speaking is a challenge for most English learners owing to the lack of practicing environments and partners. The virtual reality (VR) technology has changed this situation by providing learners with rich opportunities for practice. In VR-based practicing environments, peer tutoring is a common strategy for promoting peer assistance. However, in conventional VR-based learning, students may merely follow the guidelines and content provided by the t…
Learning by storytelling and critiquing
Primary pre-service teachers’ beliefs about developing future-ready learners
This study explores the readiness of pre-service primary school teachers in Hong Kong to develop future-ready learners. Societal advances require the education sector to continuously update curricula to prepare young people for the future. Schools must equip students with the flexibility to use technologies that have not yet been invented and solve unanticipated problems. In this qualitative study, we analysed the perceptions of 15 pre-service pr…
Effects of flipped language classrooms on learning outcomes in higher education
Despite accumulated evidence demonstrating the effectiveness of flipped language classrooms in higher education, there is no quantitative examination of the extant empirical studies to draw a general conclusion. Based on Bayesian methodologies and 26 effect sizes, this study quantitatively examines empirical studies that investigated flipped language classrooms’ effects on learning outcomes in higher education. Our results indicate a large overal…
Learner engagement in digital game-based vocabulary learning and its effects on EFL vocabulary development
Effects of tasks and multimedia annotations on vocabulary learning
This research examines the interaction effect and main effects of time, tasks, and annotations on annotation-supported vocabulary learning using multimedia. Three task types (reading comprehension, cloze exercises, and sentence writing) and four annotation types (text, picture, graphics interchange format (GIF), and video annotations) were investigated. A total of 360 working adults in Hong Kong participated in the project and were randomly assig…
A systematic review of research on technological, pedagogical, and content knowledge (TPACK) for online teaching in the humanities
K-12 teacher readiness for flipped foreign language teaching
Although studies investigating online learning and teaching have proliferated recently, one area that has been underexplored is foreign language teachers’ readiness to incorporate the flipped classroom into their repertoire at the K-12 level. Accordingly, the present study aims to provide an instrument to assess K-12 foreign language teachers’ teaching readiness to flip their classes. The study draws on data from 489 pre-service and in-service K-…
A systematic review of SVVR in language education in terms of the Addie model
A review of chatbot-assisted learning
The chatbot has been increasingly applied and investigated in education, along with many review studies from different aspects. However, few reviews have been conducted on chatbot-assisted learning from the pedagogical and implementational aspects, which may provide implications for future application and investigation of educational chatbots. To fill in the gaps, we reviewed relevant studies from the pedagogical and implementational aspects. For…
Chatbot-based learning of logical fallacies in EFL writing
Chatbots have been increasingly applied for EFL education and demonstrated overall usefulness in improving knowledge and motivation, while this technology has yet to be used for learning logical fallacies (i.e. errors in reasoning) in EFL writing. However, knowledge of logical fallacies is essential, with which learners can avoid fallacies in EFL writing and have enhanced writing quality. To fill in the gap, this study investigated the perceived …
Concepts, affordances, and theoretical frameworks of mixed reality enhanced language learning
The application and investigation of various virtual world experiences in language learning have been on the rise. However, mixed reality (MR) has received limited attention due to its ambiguous concepts, unclear affordances, and insufficient incorporation of theoretical frameworks.To promote the investigation and implementation of MR-enhanced language learning, we aimed to explore its concepts, affordances, and theoretical frameworks by reviewin…
Computer Science (34 obras) · Psychology (33 obras) · Mathematics education (25 obras) · Online Learning and Analytics (16 obras) · Educational technology (12 obras) · Innovative Teaching and Learning Methods (12 obras) · Pedagogy (12 obras) · Linguistics (11 obras) · AI in Service Interactions (10 obras) · Artificial Intelligence (9 obras)