Chenze Wu
Biographic Data
| ID | 3914559 |
|---|---|
| NAME | Chenze Wu |
| GIVEN NAMES | Chenze |
| FAMILY NAME | Wu |
| SIGNATURE | WU C |
| AFFILIATIONS | Hong Kong Baptist University |
| ORCID | 0009-0007-1290-513X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Using DeepSeek’s reasoning-based AI model to support written feedback practices
Business English Students’ Experiences and Perceptions of English-Medium Instruction in China: Benefits, Challenges, and Corresponding Support
English Medium Instruction (EMI) has experienced rapid expansion in recent decades. Previous research has explored the perceived advantages and challenges of EMI courses among students in some contexts. However, the specific English language experiences of Chinese students in EMI courses, especially those enrolled in Business English programs, remain underexplored. Despite the provision of English for Academic Purposes (EAP) courses to help addre…
Emerging conventions in GenAI disclosure: How applied linguistics scholars disclose AI use
This study examines how applied linguistics authors report the use of generative AI (GenAI) in published research, addressing the ongoing ambiguity around acceptable practices, required disclosure, and informational sufficiency. Only 4.2 % of the articles included any AI-related disclosure: 2.8 % declared use and 1.4 % declared non-use, with reporting concentrated in a minority of journals, indicating policy-driven effects. When present, disclosu…
Comparing the Effects of Collaborative and Independent Writing on EFL Learners’ Individual Writing Performance: An Intervention Study
Collaborative writing has attracted increasing attention in English as a Foreign Language (EFL) instruction due to its potential to enhance learners’ writing competence. However, few studies have examined the comparative effects of collaborative versus independent writing on EFL learners’ individual performance, especially in higher‐order writing skills such as content development and organization. This intervention study scrutinized the impacts …
Exploring PhD students’ utilization of generative AI in academic writing for publication purposes: Insights for EAP
The use of Generative Artificial Intelligence (GenAI) is creating new innovative processes and approaches to writing for publication that have implications for EAP. Given that the appropriate utilization of GenAI tools is under researched, existing EAP curricula might inadequately prepare students to appropriately incorporate GenAI tools into their academic writing practices for publication. The current study explored L2 PhD students’ understandi…
The Effect of Production-Oriented Approach on Chinese University Students’ Foreign Language Writing Anxiety and English Writing Performance: Evidence From a Longitudinal Study
Many researchers have acknowledged the benefits of the production-oriented approach (POA) in teaching English as a Foreign Language (EFL) writing. However, the impacts of POA on students’ foreign language writing anxiety and English writing performance were still under-researched. Therefore, this longitudinal quasi-experimental study investigated the effect of POA on foreign language writing anxiety and English writing performance among 128 Chine…
Generative AI tools and empowerment in L2 academic writing
Generative Artificial Intelligence (GenAI) developments have ignited interest in how they will impact L2 writers’ agency over their academic writing processes. At the same time, higher education (HE) institutions have responded to GenAI by devising policies on their use. Recognizing that L2 writers’ processes can be shaped by GenAI, as well as their institutions and instructors’ policies, there is a need to understand how L2 writers engage with G…
University students’ perceptions of using generative AI in translation practices
The rising application of Generative Artificial Intelligence (GenAI) tools like ChatGPT, Bing Chat, and Bard in language teaching and learning heralds a transformative era. Yet, the experiences and perspectives of university students on integrating these tools into their translation studies remain underexplored. This qualitative study, conducted in a research-intensive, Sino-foreign cooperative university in southern China, explored university st…
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course
Generative AI tools and empowerment in L2 academic writing
Generative Artificial Intelligence (GenAI) developments have ignited interest in how they will impact L2 writers’ agency over their academic writing processes. At the same time, higher education (HE) institutions have responded to GenAI by devising policies on their use. Recognizing that L2 writers’ processes can be shaped by GenAI, as well as their institutions and instructors’ policies, there is a need to understand how L2 writers engage with G…
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course
The Effect of Production-Oriented Approach on Chinese University Students’ Foreign Language Writing Anxiety and English Writing Performance: Evidence From a Longitudinal Study
Many researchers have acknowledged the benefits of the production-oriented approach (POA) in teaching English as a Foreign Language (EFL) writing. However, the impacts of POA on students’ foreign language writing anxiety and English writing performance were still under-researched. Therefore, this longitudinal quasi-experimental study investigated the effect of POA on foreign language writing anxiety and English writing performance among 128 Chine…
Generative AI tools and empowerment in L2 academic writing
Generative Artificial Intelligence (GenAI) developments have ignited interest in how they will impact L2 writers’ agency over their academic writing processes. At the same time, higher education (HE) institutions have responded to GenAI by devising policies on their use. Recognizing that L2 writers’ processes can be shaped by GenAI, as well as their institutions and instructors’ policies, there is a need to understand how L2 writers engage with G…
University students’ perceptions of using generative AI in translation practices
The rising application of Generative Artificial Intelligence (GenAI) tools like ChatGPT, Bing Chat, and Bard in language teaching and learning heralds a transformative era. Yet, the experiences and perspectives of university students on integrating these tools into their translation studies remain underexplored. This qualitative study, conducted in a research-intensive, Sino-foreign cooperative university in southern China, explored university st…
Using DeepSeek’s reasoning-based AI model to support written feedback practices
Business English Students’ Experiences and Perceptions of English-Medium Instruction in China: Benefits, Challenges, and Corresponding Support
English Medium Instruction (EMI) has experienced rapid expansion in recent decades. Previous research has explored the perceived advantages and challenges of EMI courses among students in some contexts. However, the specific English language experiences of Chinese students in EMI courses, especially those enrolled in Business English programs, remain underexplored. Despite the provision of English for Academic Purposes (EAP) courses to help addre…
Emerging conventions in GenAI disclosure: How applied linguistics scholars disclose AI use
This study examines how applied linguistics authors report the use of generative AI (GenAI) in published research, addressing the ongoing ambiguity around acceptable practices, required disclosure, and informational sufficiency. Only 4.2 % of the articles included any AI-related disclosure: 2.8 % declared use and 1.4 % declared non-use, with reporting concentrated in a minority of journals, indicating policy-driven effects. When present, disclosu…
Comparing the Effects of Collaborative and Independent Writing on EFL Learners’ Individual Writing Performance: An Intervention Study
Collaborative writing has attracted increasing attention in English as a Foreign Language (EFL) instruction due to its potential to enhance learners’ writing competence. However, few studies have examined the comparative effects of collaborative versus independent writing on EFL learners’ individual performance, especially in higher‐order writing skills such as content development and organization. This intervention study scrutinized the impacts …
Exploring PhD students’ utilization of generative AI in academic writing for publication purposes: Insights for EAP
The use of Generative Artificial Intelligence (GenAI) is creating new innovative processes and approaches to writing for publication that have implications for EAP. Given that the appropriate utilization of GenAI tools is under researched, existing EAP curricula might inadequately prepare students to appropriately incorporate GenAI tools into their academic writing practices for publication. The current study explored L2 PhD students’ understandi…
Generative grammar (5 works) · Mathematics education (4 works) · Perception (4 works) · Psychology (4 works) · AI in Service Interactions (3 works) · Artificial Intelligence (3 works) · Computer Science (3 works) · Innovative Teaching and Learning Methods (3 works) · Linguistics (3 works) · Writing and Handwriting Education (3 works)