B Zou
Biographic Data
| ID | 25379 |
|---|---|
| NAME | B Zou |
| GIVEN NAMES | B |
| FAMILY NAME | Zou |
| SIGNATURE | ZOU B |
| AFFILIATIONS | Xi’an Jiaotong-Liverpool University |
| ORCID | 0000-0002-4863-0998 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Exploring the impact of diverse feedback sources on learners’ performance, motivation, and preference in a translation course: Tutor, peer, and GPT insight
Exploring psychological pathways to pedagogical AI overreliance among chinese teachers through cognitive–affective–conative framework
Vocal and visual design features in multimodal GenAI agents: Effects on EFL speaking performance, affect and interaction experience
The integration of multimodal input channels, including text, voice, image interaction, and human-like representations, within Generative AI (GenAI) agents enables immersive speaking experiences by providing linguistic scaffolding and emotional support. Despite their growing use in English as a Foreign Language (EFL) speaking instruction, limited research has examined how vocal and visual design features shape learners’ experiences and outcomes. …
Comparing AI-Generated Feedback Modes in EFL Speaking: The Role of Interactivity and Embedded Teacher Expertise
Was this person being ironic? The role of emojis in irony comprehension and memory in computer-mediated communication: Insights from the UK and China
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
Disciplinary and Educational Level Differences in AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle ): A Qualitative Epistemic Network Analysis
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…
Research on risk factors of human stampede in mass gathering activities considering organizational patterns
Introduction: Mass gathering activities are often accompanied by safety risks especially overcrowding, since the characteristics of risk factors may differ under various organizational patterns. However, this issue has not been sufficiently studied, which could lead to cognitive biases in understanding the risks associated with various mass gathering activities, thereby affecting the effectiveness of preventive measures. Methods: This study inves…
Interactivity and signaling in Immersive Virtual Reality: Effects on EFL learning experiences and outcomes
Revisiting Integrated Model of Technology Acceptance Among the Generative AI ‐Powered Foreign Language Speaking Practice: Through the Lens of Positive Psychology and Intrinsic Motivation
Research on the factors influencing the acceptance of GenAI in language learning has expanded widely; however, few studies have focused on the role of language learning emotions. To enhance the effectiveness of GenAI‐powered English‐speaking instruction and the learning experience, this study expands on the Integrated Model of Technology Acceptance (IMTA) by investigating the role of various emotions and willingness to communicate in different co…
AI versus teachers and peers: A comparative study on speaking performance, willingness to communicate, self-perceived communicative competence and foreign language anxiety
While online language education is widely accepted for its convenience, it often leads to a relatively isolated learning experience. In response to positive psychology’s emphasis on learner engagement and well-being, this study investigated how an instructional AI chatbot and an AI-based speaking assessment system, introduced midway through the course, could enhance instruction and support speaking practice. Utilizing three-round speaking tests a…
AI partner or peer partner? Exploring AI-mediated interaction in EFL pronunciation from a socio-cultural perspective
This sequential explanatory mixed-methods study examines the effects of AI-mediated pronunciation interaction on the pronunciation skills of English as a Foreign Language (EFL) learners, as well as its influence on foreign language anxiety and enjoyment, framed within Vygotsky's sociocultural theory. Learners' attitudes toward AI-mediated pronunciation activities were also qualitatively explored. Participants ( N = 100) were divided into an exper…
Investigating the Differentiated Instruction of International EFL Teachers in Chinese Bilingual Primary Schools
In the context of globally integrated education, the last decade has seen a significant rise in bilingual primary schools across China. This development has led to the recruitment of an increasingly diverse group of international teachers to deliver English as a Foreign Language (EFL) education. These EFL teachers introduce a wide array of cultural perspectives, educational beliefs and values into the Chinese EFL teaching environment, transformin…
Personalizing AI tools for second language speaking: The role of gender and autistic traits
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’ …
Evaluating an AI speaking assessment tool: Score accuracy, perceived validity, and oral peer feedback as feedback enhancement
Artificial Intelligence (AI) has significantly transformed language learning approaches and outcomes. However, research on AI-assisted English for Academic Purposes (EAP) speaking classrooms remains sparse. This study evaluates "EAP Talk", an AI-assisted speaking assessment tool, examining its effectiveness in two contexts: controlled tasks (Reading Aloud) that elicit non-spontaneous speech, and uncontrolled tasks (Presentation) that generate spo…
English speaking with artificial intelligence (AI): The roles of enjoyment, willingness to communicate with AI, and innovativeness
Gancao decoction attenuates hepatic necroptosis via activating caspase 8 in cholestatic liver injury
Exploring English as a Foreign Language Learners’ Adoption and Utilisation of ChatGPT for Speaking Practice Through an Extended Technology Acceptance Model
ChatGPT has garnered significant interest for its potential educational benefits, particularly in aiding English as a foreign language (EFL) learners to develop language skills. This study aims to explore how various internal and external factors, as outlined in the proposed extended technology acceptance model (TAM), influence EFL learners’ acceptance and use of ChatGPT to enhance their oral English. Drawing on the extended TAM questionnaires fr…
The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence
Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice
Yinchen decoction protects against cholic acid diet-induced cholestatic liver injury in mice through liver and ileal FXR signaling
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…
Developing subject knowledge co-construction and specific language use in a technology-enhanced CLIL programme: Effectiveness and productive patterns
This study investigated Chinese bilingual learners’ subject knowledge co-construction and business English language use in a Technology-enhanced Content and Language Integrated Learning (TECLIL) programe. Four intact classes of Year One University business-major students were exposed to two different learning environments – a TECLIL project-based learning environment using Knowledge Forum (KF), and a CLIL project-based learning environment. Data …
The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence
Exploring English as a Foreign Language Learners’ Adoption and Utilisation of ChatGPT for Speaking Practice Through an Extended Technology Acceptance Model
ChatGPT has garnered significant interest for its potential educational benefits, particularly in aiding English as a foreign language (EFL) learners to develop language skills. This study aims to explore how various internal and external factors, as outlined in the proposed extended technology acceptance model (TAM), influence EFL learners’ acceptance and use of ChatGPT to enhance their oral English. Drawing on the extended TAM questionnaires fr…
Students' perception of a wiki platform and the impact of wiki engagement on intercultural communication
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’ …
Evaluating an AI speaking assessment tool: Score accuracy, perceived validity, and oral peer feedback as feedback enhancement
Artificial Intelligence (AI) has significantly transformed language learning approaches and outcomes. However, research on AI-assisted English for Academic Purposes (EAP) speaking classrooms remains sparse. This study evaluates "EAP Talk", an AI-assisted speaking assessment tool, examining its effectiveness in two contexts: controlled tasks (Reading Aloud) that elicit non-spontaneous speech, and uncontrolled tasks (Presentation) that generate spo…
Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice
Evaluation of the effectiveness of EFL online teaching during the Covid-19 pandemic
Online teaching has been massively conducted during the novel coronavirus period all over the world. How to evaluate online teaching has been increasingly researched recently. This study looked at how English as a foreign language (EFL) teaching was delivered online by university teachers during the COVID-19 pandemic. We investigated university teachers and students' perception of effective EFL online teaching and learning based on several evalua…
The Introduction of Non-Teacher Education Courses in Tertiary Teacher Institutions
Controversy has long surrounded the question of how specialized tertiary teacher institutions should be. With the constant change in the social demand for talent and the establishment of the socialist market economy, tertiary teacher institutions, no longer confined by purely theoretical considerations, took the initiative in turning toward the market. Breaking through the traditional mode of single-purpose institution, they successively set up s…
A relative spatial access assessment approach for analyzing potential spatial access to colorectal cancer services in Texas
A three-step floating catchment area method for analyzing spatial access to health services
Gravity-based spatial access models have been widely used to estimate spatial access to healthcare services in an attempt to capture the interaction of various factors. However, these models are inadequate in informing health resource allocation work due to their inappropriate assumption of healthcare demand. For the purpose of effective healthcare resource planning, this article proposes a three-step floating catchment area (3SFCA) method to min…
Students' perception of a wiki platform and the impact of wiki engagement on intercultural communication
Healthier routes planning: A new method and online implementation for minimizing air pollution exposure risk
Evaluation of the effectiveness of EFL online teaching during the Covid-19 pandemic
Online teaching has been massively conducted during the novel coronavirus period all over the world. How to evaluate online teaching has been increasingly researched recently. This study looked at how English as a foreign language (EFL) teaching was delivered online by university teachers during the COVID-19 pandemic. We investigated university teachers and students' perception of effective EFL online teaching and learning based on several evalua…
Developing subject knowledge co-construction and specific language use in a technology-enhanced CLIL programme: Effectiveness and productive patterns
This study investigated Chinese bilingual learners’ subject knowledge co-construction and business English language use in a Technology-enhanced Content and Language Integrated Learning (TECLIL) programe. Four intact classes of Year One University business-major students were exposed to two different learning environments – a TECLIL project-based learning environment using Knowledge Forum (KF), and a CLIL project-based learning environment. Data …
Yinchen decoction protects against cholic acid diet-induced cholestatic liver injury in mice through liver and ileal FXR signaling
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…
English speaking with artificial intelligence (AI): The roles of enjoyment, willingness to communicate with AI, and innovativeness
Gancao decoction attenuates hepatic necroptosis via activating caspase 8 in cholestatic liver injury
Exploring English as a Foreign Language Learners’ Adoption and Utilisation of ChatGPT for Speaking Practice Through an Extended Technology Acceptance Model
ChatGPT has garnered significant interest for its potential educational benefits, particularly in aiding English as a foreign language (EFL) learners to develop language skills. This study aims to explore how various internal and external factors, as outlined in the proposed extended technology acceptance model (TAM), influence EFL learners’ acceptance and use of ChatGPT to enhance their oral English. Drawing on the extended TAM questionnaires fr…
The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence
Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice
Research on risk factors of human stampede in mass gathering activities considering organizational patterns
Introduction: Mass gathering activities are often accompanied by safety risks especially overcrowding, since the characteristics of risk factors may differ under various organizational patterns. However, this issue has not been sufficiently studied, which could lead to cognitive biases in understanding the risks associated with various mass gathering activities, thereby affecting the effectiveness of preventive measures. Methods: This study inves…
Interactivity and signaling in Immersive Virtual Reality: Effects on EFL learning experiences and outcomes
Revisiting Integrated Model of Technology Acceptance Among the Generative AI ‐Powered Foreign Language Speaking Practice: Through the Lens of Positive Psychology and Intrinsic Motivation
Research on the factors influencing the acceptance of GenAI in language learning has expanded widely; however, few studies have focused on the role of language learning emotions. To enhance the effectiveness of GenAI‐powered English‐speaking instruction and the learning experience, this study expands on the Integrated Model of Technology Acceptance (IMTA) by investigating the role of various emotions and willingness to communicate in different co…
AI versus teachers and peers: A comparative study on speaking performance, willingness to communicate, self-perceived communicative competence and foreign language anxiety
While online language education is widely accepted for its convenience, it often leads to a relatively isolated learning experience. In response to positive psychology’s emphasis on learner engagement and well-being, this study investigated how an instructional AI chatbot and an AI-based speaking assessment system, introduced midway through the course, could enhance instruction and support speaking practice. Utilizing three-round speaking tests a…
AI partner or peer partner? Exploring AI-mediated interaction in EFL pronunciation from a socio-cultural perspective
This sequential explanatory mixed-methods study examines the effects of AI-mediated pronunciation interaction on the pronunciation skills of English as a Foreign Language (EFL) learners, as well as its influence on foreign language anxiety and enjoyment, framed within Vygotsky's sociocultural theory. Learners' attitudes toward AI-mediated pronunciation activities were also qualitatively explored. Participants ( N = 100) were divided into an exper…
Investigating the Differentiated Instruction of International EFL Teachers in Chinese Bilingual Primary Schools
In the context of globally integrated education, the last decade has seen a significant rise in bilingual primary schools across China. This development has led to the recruitment of an increasingly diverse group of international teachers to deliver English as a Foreign Language (EFL) education. These EFL teachers introduce a wide array of cultural perspectives, educational beliefs and values into the Chinese EFL teaching environment, transformin…
Personalizing AI tools for second language speaking: The role of gender and autistic traits
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’ …
Evaluating an AI speaking assessment tool: Score accuracy, perceived validity, and oral peer feedback as feedback enhancement
Artificial Intelligence (AI) has significantly transformed language learning approaches and outcomes. However, research on AI-assisted English for Academic Purposes (EAP) speaking classrooms remains sparse. This study evaluates "EAP Talk", an AI-assisted speaking assessment tool, examining its effectiveness in two contexts: controlled tasks (Reading Aloud) that elicit non-spontaneous speech, and uncontrolled tasks (Presentation) that generate spo…
Exploring the impact of diverse feedback sources on learners’ performance, motivation, and preference in a translation course: Tutor, peer, and GPT insight
Exploring psychological pathways to pedagogical AI overreliance among chinese teachers through cognitive–affective–conative framework
Psychology (15 works) · Computer Science (14 works) · Mathematics education (10 works) · Pedagogy (8 works) · AI in Service Interactions (7 works) · Foreign language (7 works) · Social Psychology (6 works) · EFL/ESL Teaching and Learning (5 works) · Linguistics (5 works) · Medicine (5 works)