Yiran Du
Biographic Data
| ID | 1201079 |
|---|---|
| NAME | Yiran Du |
| GIVEN NAMES | Yiran |
| FAMILY NAME | Du |
| SIGNATURE | DU Y |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0002-6576-0073 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Epistemic dependence in AI-mediated learning
Artificial intelligence (AI) systems increasingly mediate how learners obtain explanations, synthesise sources, receive feedback and judge the quality of academic work. This critical-integrative review argues that the central educational question is not whether learners rely on AI, but whether that reliance preserves or displaces the epistemic work through which judgement develops. The review purposively bridges artificial intelligence in educati…
Exploring psychological pathways to pedagogical AI overreliance among chinese teachers through cognitive–affective–conative framework
Effects and moderators of dialogic reading on children’s reading literacy
Dialogic reading (DR) interventions affect children’s literacy development. • We report DR’s large effect on decoding and comprehension. • Child and methodological factors, age, and measurement type were robust moderators. • Effects were greater for researcher-developed measures and school-age children. • Developmental readiness and assessment sensitivity are key sources of variation. Dialogic reading (DR) is a well-established reading interventi…
Was this person being ironic? The role of emojis in irony comprehension and memory in computer-mediated communication
Examines how emojis influence irony comprehension and memory in computer-mediated communication. • Employs a three-phase recognition memory task with participants from the UK and China. • Finds irony is harder to comprehend but more memorable than literal statements. • Identifies culture-specific effects: smiling emojis aid Chinese participants, winking emojis aid UK participants. • Advances theoretical understanding of irony, memory, and multimo…
Are Teachers Addicted to AI ? Analysing Factors Influencing Dependence on Generative AI Through the I‐ Pace Model
Acceptance and Engagement in Artificial Intelligence–Supported Reading Among Primary School Learners of English as a Foreign Language
Artificial intelligence (AI) is increasingly used to support language learning, yet little is known about how younger learners accept and engage with AI‐assisted reading. This study investigates primary school students’ acceptance of and engagement with an AI‐supported adaptive reading application for English as a Foreign Language (EFL). Guided by the Motivational Technology Acceptance and Engagement Model (MTAEM), which integrates the Technology…
From rents to results
Understanding EFL teachers’ affective and cognitive responses to ChatGPT in higher education
Xiaozheng Anshen Formula alleviates podocyte injury in diabetic kidney disease by restoring autophagy flux via inhibiting TRPC6-mediated calcium signaling
Depression severity and chronic disease risk
Introduction: Mental health problems, particularly depression, are intricately linked to chronic diseases and significantly impact overall health outcomes. This study aims to investigate the dose-response relationship between depression severity and risks of heart disease, stroke, and other mental disorders, and to examine the interactive effects of depression and chronic conditions (hypertension and diabetes) on cognitive function, life satisfac…
Personalizing AI tools for second language speaking
This research bridges critical gaps by linking neurodiversity and gender to technology acceptance, advancing the field's understanding of individual differences in AI-based language learning. It underscores the importance of designing personalized and adaptive educational tools that address diverse learner needs, promoting inclusivity and effectiveness in L2 practice
Learners’ Acceptance and Use of Multimodal Artificial Intelligence (AI)‐Generated Content in AI‐Mediated Informal Digital Learning of English
In the context of rapidly advancing generative artificial intelligence (GenAI), this explanatory sequential mixed‐methods study applies the Integrated Model of Technology Acceptance (IMTA) to investigate how Chinese EFL learners accept and use multimodal AI‐generated content (AIGC) in AI‐mediated informal digital English learning (AI‐IDLE). The analysis of survey data ( N = 706) reveals that perceived enjoyment significantly influences learners’ …
The impact of different conversational generative AI chatbots on EFL learners
Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice
An Investigation Into Artificial Intelligence Speech Evaluation Programs With Automatic Feedback for Developing EFL Learners' Speaking Skills
The development of artificial intelligence (AI) technology has enhanced the use of automated speech evaluation systems for language learners to practice speaking skills. This study investigated whether various automatic feedback offered by AI speech evaluation programs can help English as a foreign language (EFL) learners develop speaking skills. Forty EFL learners in China participated in this study. Data collection included qualitative and quan…
The impact of different conversational generative AI chatbots on EFL learners
Learners’ Acceptance and Use of Multimodal Artificial Intelligence (AI)‐Generated Content in AI‐Mediated Informal Digital Learning of English
In the context of rapidly advancing generative artificial intelligence (GenAI), this explanatory sequential mixed‐methods study applies the Integrated Model of Technology Acceptance (IMTA) to investigate how Chinese EFL learners accept and use multimodal AI‐generated content (AIGC) in AI‐mediated informal digital English learning (AI‐IDLE). The analysis of survey data ( N = 706) reveals that perceived enjoyment significantly influences learners’ …
Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice
An Investigation Into Artificial Intelligence Speech Evaluation Programs With Automatic Feedback for Developing EFL Learners' Speaking Skills
The development of artificial intelligence (AI) technology has enhanced the use of automated speech evaluation systems for language learners to practice speaking skills. This study investigated whether various automatic feedback offered by AI speech evaluation programs can help English as a foreign language (EFL) learners develop speaking skills. Forty EFL learners in China participated in this study. Data collection included qualitative and quan…
The impact of different conversational generative AI chatbots on EFL learners
Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice
Depression severity and chronic disease risk
Introduction: Mental health problems, particularly depression, are intricately linked to chronic diseases and significantly impact overall health outcomes. This study aims to investigate the dose-response relationship between depression severity and risks of heart disease, stroke, and other mental disorders, and to examine the interactive effects of depression and chronic conditions (hypertension and diabetes) on cognitive function, life satisfac…
Personalizing AI tools for second language speaking
This research bridges critical gaps by linking neurodiversity and gender to technology acceptance, advancing the field's understanding of individual differences in AI-based language learning. It underscores the importance of designing personalized and adaptive educational tools that address diverse learner needs, promoting inclusivity and effectiveness in L2 practice
Learners’ Acceptance and Use of Multimodal Artificial Intelligence (AI)‐Generated Content in AI‐Mediated Informal Digital Learning of English
In the context of rapidly advancing generative artificial intelligence (GenAI), this explanatory sequential mixed‐methods study applies the Integrated Model of Technology Acceptance (IMTA) to investigate how Chinese EFL learners accept and use multimodal AI‐generated content (AIGC) in AI‐mediated informal digital English learning (AI‐IDLE). The analysis of survey data ( N = 706) reveals that perceived enjoyment significantly influences learners’ …
Epistemic dependence in AI-mediated learning
Artificial intelligence (AI) systems increasingly mediate how learners obtain explanations, synthesise sources, receive feedback and judge the quality of academic work. This critical-integrative review argues that the central educational question is not whether learners rely on AI, but whether that reliance preserves or displaces the epistemic work through which judgement develops. The review purposively bridges artificial intelligence in educati…
Exploring psychological pathways to pedagogical AI overreliance among chinese teachers through cognitive–affective–conative framework
Effects and moderators of dialogic reading on children’s reading literacy
Dialogic reading (DR) interventions affect children’s literacy development. • We report DR’s large effect on decoding and comprehension. • Child and methodological factors, age, and measurement type were robust moderators. • Effects were greater for researcher-developed measures and school-age children. • Developmental readiness and assessment sensitivity are key sources of variation. Dialogic reading (DR) is a well-established reading interventi…
Was this person being ironic? The role of emojis in irony comprehension and memory in computer-mediated communication
Examines how emojis influence irony comprehension and memory in computer-mediated communication. • Employs a three-phase recognition memory task with participants from the UK and China. • Finds irony is harder to comprehend but more memorable than literal statements. • Identifies culture-specific effects: smiling emojis aid Chinese participants, winking emojis aid UK participants. • Advances theoretical understanding of irony, memory, and multimo…
Are Teachers Addicted to AI ? Analysing Factors Influencing Dependence on Generative AI Through the I‐ Pace Model
Acceptance and Engagement in Artificial Intelligence–Supported Reading Among Primary School Learners of English as a Foreign Language
Artificial intelligence (AI) is increasingly used to support language learning, yet little is known about how younger learners accept and engage with AI‐assisted reading. This study investigates primary school students’ acceptance of and engagement with an AI‐supported adaptive reading application for English as a Foreign Language (EFL). Guided by the Motivational Technology Acceptance and Engagement Model (MTAEM), which integrates the Technology…
From rents to results
Understanding EFL teachers’ affective and cognitive responses to ChatGPT in higher education
Xiaozheng Anshen Formula alleviates podocyte injury in diabetic kidney disease by restoring autophagy flux via inhibiting TRPC6-mediated calcium signaling
Psychology (6 works) · AI in Service Interactions (4 works) · Cognition (3 works) · Computer Science (3 works) · Foreign language (3 works) · Linguistics (3 works) · Artificial Intelligence (2 works) · Artificial Intelligence in Healthcare and Education (2 works) · English as a foreign language (2 works) · Generative grammar (2 works)