Mu‐hsuan Chou
Biographic Data
| ID | 5971710 |
|---|---|
| NAME | Mu‐hsuan Chou |
| GIVEN NAMES | Mu‐hsuan |
| FAMILY NAME | Chou |
| SIGNATURE | CHOU M H |
| AFFILIATIONS | Wenzao Ursuline University of Languages |
| ORCID | 0000-0002-8458-4386 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Linking L2 mindsets, achievement emotions, and engagement to accomplishment
With the rise of positive psychology, increasing attention has been directed toward the role of positive emotions in fostering personal growth and well-being in second and foreign language learning. Although the PERMA and PERMA+4 frameworks offer valuable perspectives on well-being, they primarily emphasize positive constructs, leaving negative emotions and fixed mindsets largely unexplored. This gap is significant, as both positive and negative …
Exploring English proficiency, listening strategies, and self-efficacy in a workplace English course
In the domain of English for Specific Purposes, English for Business Purposes (EBP) courses in higher education aim to enhance students’ subject-specific language proficiency and communicative competence in professional business contexts. Listening ability and strategies are critical for comprehending subject-specific content, while self-efficacy influences the relationship between English proficiency and strategy use. This study investigates the…
Growth Mindset, Teacher Efficacy, and Intelligent‐TPACK Among Pre‐Service EFL Teachers
With the rise of generative artificial intelligence (GenAI), AI‐based tools are reshaping educational practices and raising important questions about teachers’ competence in AI‐enhanced environments. Drawing on the intelligent Technological Pedagogical Content Knowledge (intelligent‐TPACK) framework, this study examined the effects of pre‐service EFL teachers’ growth mindset on intelligent‐TPACK (AI‐TPACK), with AI‐related teacher efficacy as a m…
Language Mindsets and Strategic Approaches to Studying
Language mindsets influence learners' behavior, motivation, and strategic approaches to studying a language. These mindsets impact how learners perceive control and value in achievement activities, which, in turn, affect their achievement emotions and ultimately their learning strategies and academic performance. This study investigates the effects of growth and fixed language mindsets on strategic approaches to studying English, with perceived a…
The Roles of Subjective Task Values, Private Tutoring, and Emotions in Predicting Primary School Students’ English Achievement
Learners’ English proficiency can be shaped by social environments, motivational factors, and emotions. According to situated expectancy-value theory, students’ expectations of success and subjective task values (STVs) influence academic performance. Achievement emotions, which refer to emotions directly related to learning activities or outcomes, also play a crucial role. This study examines the roles of STVs, duration of private English tutorin…
Pressure to perform as a mediator between social and emotional competence, academic buoyancy, and emotional well-being
Communication Strategies, Difficulties, and Speaking Tasks in Foreign Language Learning
This study explored the communication strategies of college students majoring in one of five modern foreign languages (i.e., English, French, German, Japanese, and Spanish) and their relation to communication confidence. It also explored the association between their strategy use and the difficulty regarding the speaking components, and students’ feedback on pedagogical tasks to improve their speaking ability. A questionnaire survey of communicat…
Strategies for interactive listening in modern foreign language learning
In two-way interactive listening, listeners are expected to use interactional skills or strategies to understand meaning, recognize interlocutors’ intentions, make responses, and establish common ground. However, strategy use can be affected by learner differences and affective factors. The present study investigated the effects of group difference (students majoring in five modern foreign languages) and an affective factor (self-perceived commun…
Modeling the relations among task value, strategies, social factors, and English achievement
Task value has a considerable effect on one’s interest, motivation, and strategies in learning. Additionally, the social contexts in which a learner studies, such as subject specialization and gender, may potentially influence how successfully one learns. The purpose of this quantitative study is to examine the relationship between task value and social factors, which were mediated by three types of learning strategy, and students’ test performan…
Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts
In recent years, Taiwan and other East Asian countries have begun to promote English‐medium instruction ( EMI ) at the tertiary level. Communicating through English in EMI classrooms is a basic requirement for English as a foreign language ( EFL ) learners, but it can be a challenge. Speaking a foreign language is a complex process that involves linguistic competence, speaking skills, and strategy use. Speaking strategies have been viewed as firs…
Impacts of the Test of English Listening Comprehension on students' English learning expectations in Taiwan
In Taiwan, English language learning in senior high school has predominantly focused on reading, with a heavy emphasis on memorising vocabulary and grammar rules. English listening has been marginalised and is not officially taught until the first year of university. In 2012, the Joint Board of College Recruitment Commission in Taiwan passed legislation that made the new Test of English Listening Comprehension (TELC) a requirement for university …
Strategy Use for Reading English for General and Specific Academic Purposes in Testing and Nontesting Contexts
Language‐use strategies are considered potentially effective approaches that learners select to accomplish a second‐ or foreign‐language task. In the past three decades, there has been a proliferation of research concerned with learners' strategy use at different levels of language ability and the influence of L1 learner strategies on L2 language learning. The present study, however, looked at an underresearched topic: what strategies EFL learner…
Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts
In recent years, Taiwan and other East Asian countries have begun to promote English‐medium instruction ( EMI ) at the tertiary level. Communicating through English in EMI classrooms is a basic requirement for English as a foreign language ( EFL ) learners, but it can be a challenge. Speaking a foreign language is a complex process that involves linguistic competence, speaking skills, and strategy use. Speaking strategies have been viewed as firs…
Impacts of the Test of English Listening Comprehension on students' English learning expectations in Taiwan
In Taiwan, English language learning in senior high school has predominantly focused on reading, with a heavy emphasis on memorising vocabulary and grammar rules. English listening has been marginalised and is not officially taught until the first year of university. In 2012, the Joint Board of College Recruitment Commission in Taiwan passed legislation that made the new Test of English Listening Comprehension (TELC) a requirement for university …
Strategy Use for Reading English for General and Specific Academic Purposes in Testing and Nontesting Contexts
Language‐use strategies are considered potentially effective approaches that learners select to accomplish a second‐ or foreign‐language task. In the past three decades, there has been a proliferation of research concerned with learners' strategy use at different levels of language ability and the influence of L1 learner strategies on L2 language learning. The present study, however, looked at an underresearched topic: what strategies EFL learner…
Strategy Use for Reading English for General and Specific Academic Purposes in Testing and Nontesting Contexts
Language‐use strategies are considered potentially effective approaches that learners select to accomplish a second‐ or foreign‐language task. In the past three decades, there has been a proliferation of research concerned with learners' strategy use at different levels of language ability and the influence of L1 learner strategies on L2 language learning. The present study, however, looked at an underresearched topic: what strategies EFL learner…
Impacts of the Test of English Listening Comprehension on students' English learning expectations in Taiwan
In Taiwan, English language learning in senior high school has predominantly focused on reading, with a heavy emphasis on memorising vocabulary and grammar rules. English listening has been marginalised and is not officially taught until the first year of university. In 2012, the Joint Board of College Recruitment Commission in Taiwan passed legislation that made the new Test of English Listening Comprehension (TELC) a requirement for university …
Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts
In recent years, Taiwan and other East Asian countries have begun to promote English‐medium instruction ( EMI ) at the tertiary level. Communicating through English in EMI classrooms is a basic requirement for English as a foreign language ( EFL ) learners, but it can be a challenge. Speaking a foreign language is a complex process that involves linguistic competence, speaking skills, and strategy use. Speaking strategies have been viewed as firs…
Modeling the relations among task value, strategies, social factors, and English achievement
Task value has a considerable effect on one’s interest, motivation, and strategies in learning. Additionally, the social contexts in which a learner studies, such as subject specialization and gender, may potentially influence how successfully one learns. The purpose of this quantitative study is to examine the relationship between task value and social factors, which were mediated by three types of learning strategy, and students’ test performan…
Strategies for interactive listening in modern foreign language learning
In two-way interactive listening, listeners are expected to use interactional skills or strategies to understand meaning, recognize interlocutors’ intentions, make responses, and establish common ground. However, strategy use can be affected by learner differences and affective factors. The present study investigated the effects of group difference (students majoring in five modern foreign languages) and an affective factor (self-perceived commun…
Communication Strategies, Difficulties, and Speaking Tasks in Foreign Language Learning
This study explored the communication strategies of college students majoring in one of five modern foreign languages (i.e., English, French, German, Japanese, and Spanish) and their relation to communication confidence. It also explored the association between their strategy use and the difficulty regarding the speaking components, and students’ feedback on pedagogical tasks to improve their speaking ability. A questionnaire survey of communicat…
Language Mindsets and Strategic Approaches to Studying
Language mindsets influence learners' behavior, motivation, and strategic approaches to studying a language. These mindsets impact how learners perceive control and value in achievement activities, which, in turn, affect their achievement emotions and ultimately their learning strategies and academic performance. This study investigates the effects of growth and fixed language mindsets on strategic approaches to studying English, with perceived a…
The Roles of Subjective Task Values, Private Tutoring, and Emotions in Predicting Primary School Students’ English Achievement
Learners’ English proficiency can be shaped by social environments, motivational factors, and emotions. According to situated expectancy-value theory, students’ expectations of success and subjective task values (STVs) influence academic performance. Achievement emotions, which refer to emotions directly related to learning activities or outcomes, also play a crucial role. This study examines the roles of STVs, duration of private English tutorin…
Pressure to perform as a mediator between social and emotional competence, academic buoyancy, and emotional well-being
Linking L2 mindsets, achievement emotions, and engagement to accomplishment
With the rise of positive psychology, increasing attention has been directed toward the role of positive emotions in fostering personal growth and well-being in second and foreign language learning. Although the PERMA and PERMA+4 frameworks offer valuable perspectives on well-being, they primarily emphasize positive constructs, leaving negative emotions and fixed mindsets largely unexplored. This gap is significant, as both positive and negative …
Exploring English proficiency, listening strategies, and self-efficacy in a workplace English course
In the domain of English for Specific Purposes, English for Business Purposes (EBP) courses in higher education aim to enhance students’ subject-specific language proficiency and communicative competence in professional business contexts. Listening ability and strategies are critical for comprehending subject-specific content, while self-efficacy influences the relationship between English proficiency and strategy use. This study investigates the…
Growth Mindset, Teacher Efficacy, and Intelligent‐TPACK Among Pre‐Service EFL Teachers
With the rise of generative artificial intelligence (GenAI), AI‐based tools are reshaping educational practices and raising important questions about teachers’ competence in AI‐enhanced environments. Drawing on the intelligent Technological Pedagogical Content Knowledge (intelligent‐TPACK) framework, this study examined the effects of pre‐service EFL teachers’ growth mindset on intelligent‐TPACK (AI‐TPACK), with AI‐related teacher efficacy as a m…
Psychology (9 works) · EFL/ESL Teaching and Learning (8 works) · Mathematics education (8 works) · Second Language Learning and Teaching (6 works) · Foreign language (4 works) · Linguistics (4 works) · Pedagogy (4 works) · Second Language Acquisition and Learning (4 works) · Social Psychology (4 works) · Active listening (3 works)