Yeu‐Ting Liu
Biographic Data
| ID | 5434492 |
|---|---|
| NAME | Yeu‐Ting Liu |
| GIVEN NAMES | Yeu‐Ting |
| FAMILY NAME | Liu |
| SIGNATURE | LIU Y T |
| AFFILIATIONS | National Taiwan Normal University |
| ORCID | 0000-0001-8055-0587 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Listening in Digital Contexts
Listening in a second language increasingly takes place in digital and multimodal environments, raising questions about how learners adapt their strategies across modalities and proficiency levels. This study investigates how Taiwanese undergraduates ( N = 24) reported their use of cognitive and metacognitive listening strategies in audio‐only versus audiovisual online tasks in semi‐guided digital settings where materials were teacher‐selected an…
Bridging bilingual boundaries
Taiwan’s nationwide bilingual education initiative aims to integrate English into primary and secondary education while maintaining subject integrity. However, large-scale implementation presents challenges related to administrative constraints, teacher engagement, and balancing content mastery with language development. This study investigates how Taiwan’s bilingual education model navigates these challenges and adapts strategies for effective i…
Seeing beyond the words
The early the better? Or, the more the merrier? The relative effects of onset age and exposure hours on EFL learners’ implicit and explicit grammatical attainment
Drawing on methodological insights from psycholinguistic research protocols, the present study employed a structural equation modelling approach to examine whether explicit and implicit grammatical knowledge of English language learners would be influenced by their onset age of language learning and hours of exposure to language instruction; and if so, in what way? The present study further examined how the hypothesized causal effects might be me…
Seeing to understand better? The interplay between cognitive traits and nonverbal visual cues in L2 video comprehension
Learning by designing or learning by playing? A comparative study of the effects of game-based learning on learning motivation and on short-term and long-term conversational gains
In the language learning literature, games often deal with foreign language vocabulary, but rarely with learning sentences, and barely with conversations. This study set out to examine the effects of game-based learning on foreign language learners’ learning of sentences and discourse-level forms in the following settings: “learning with game playing,” “learning with game designing,” and “learning without games.” Analysis of the participants’ dat…
Optimal implementation setting for computerized visualization cues in assisting L2 intonation production
Dual‐Modality Input in Repeated Reading for Foreign Language Learners With Different Learning Styles
Research into dual‐modality theory has long rested on the assumption that presenting input in two modalities leads to better learning outcomes. However, this may not always hold true. This study explored the possible advantages of using dual modality in repeated reading—a pedagogy often used to enhance reading development—for two literacy purposes, second language (L2) reading comprehension and vocabulary development. Furthermore, the study probe…
Dual‐Modality Input in Repeated Reading for Foreign Language Learners With Different Learning Styles
Research into dual‐modality theory has long rested on the assumption that presenting input in two modalities leads to better learning outcomes. However, this may not always hold true. This study explored the possible advantages of using dual modality in repeated reading—a pedagogy often used to enhance reading development—for two literacy purposes, second language (L2) reading comprehension and vocabulary development. Furthermore, the study probe…
Optimal implementation setting for computerized visualization cues in assisting L2 intonation production
Learning by designing or learning by playing? A comparative study of the effects of game-based learning on learning motivation and on short-term and long-term conversational gains
In the language learning literature, games often deal with foreign language vocabulary, but rarely with learning sentences, and barely with conversations. This study set out to examine the effects of game-based learning on foreign language learners’ learning of sentences and discourse-level forms in the following settings: “learning with game playing,” “learning with game designing,” and “learning without games.” Analysis of the participants’ dat…
The early the better? Or, the more the merrier? The relative effects of onset age and exposure hours on EFL learners’ implicit and explicit grammatical attainment
Drawing on methodological insights from psycholinguistic research protocols, the present study employed a structural equation modelling approach to examine whether explicit and implicit grammatical knowledge of English language learners would be influenced by their onset age of language learning and hours of exposure to language instruction; and if so, in what way? The present study further examined how the hypothesized causal effects might be me…
Seeing to understand better? The interplay between cognitive traits and nonverbal visual cues in L2 video comprehension
Bridging bilingual boundaries
Taiwan’s nationwide bilingual education initiative aims to integrate English into primary and secondary education while maintaining subject integrity. However, large-scale implementation presents challenges related to administrative constraints, teacher engagement, and balancing content mastery with language development. This study investigates how Taiwan’s bilingual education model navigates these challenges and adapts strategies for effective i…
Seeing beyond the words
Listening in Digital Contexts
Listening in a second language increasingly takes place in digital and multimodal environments, raising questions about how learners adapt their strategies across modalities and proficiency levels. This study investigates how Taiwanese undergraduates ( N = 24) reported their use of cognitive and metacognitive listening strategies in audio‐only versus audiovisual online tasks in semi‐guided digital settings where materials were teacher‐selected an…
Computer Science (6 works) · EFL/ESL Teaching and Learning (6 works) · Linguistics (5 works) · Psychology (5 works) · Artificial Intelligence (4 works) · Cognitive psychology (4 works) · Cognition (3 works) · Foreign language (3 works) · Mathematics education (3 works) · Modality (human–computer interaction (3 works)