Minlin Zou
Biographic Data
| ID | 6175598 |
|---|---|
| NAME | Minlin Zou |
| GIVEN NAMES | Minlin |
| FAMILY NAME | Zou |
| SIGNATURE | ZOU M |
| AFFILIATIONS | University of Exeter |
| ORCID | 0000-0003-4637-0325 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Structural and configurational analyses of GenAI-mediated informal digital learning of Chinese, multicultural personality traits, and willingness to communicate
This study examines how plurilingual international students’ generative AI-mediated informal digital learning of Chinese (GenAI-IDLC) interacts with dimensions of multicultural personality to predict their second language willingness to communicate (L2 WTC). Survey responses were collected from 387 plurilingual international students learning Chinese in China and analyzed using structural equation modeling (SEM) and fuzzy-set qualitative comparat…
Unveiling the Role of L2 Writing Feedback Engagement in ChatGPT‐Mediated Language Learning Environment
The integration of Generative Artificial Intelligence (GenAI) tools such as ChatGPT into English as a Foreign Language (EFL) writing instruction has emerged as a significant focus in pedagogical research. Studies on ChatGPT in EFL writing instruction have predominantly focused on examining its effectiveness in comparison with teacher feedback or peer feedback. However, there is a dearth of research on how EFL students' contextual factors (e.g., t…
A bibliometric analysis of research into the International English Language Testing System (IELTS)
This study provides a bibliometric analysis of International English Language Testing System (IELTS) research from 1989 to 2024, incorporating 641 research documents. Among these, 482 were obtained from five online indices (Web of Science, Scopus, ERIC, EBSCOhost, Google Scholar) and 159 were identified manually (including 146 studies sponsored by the IELTS co-owners). The analysis focuses on patterns and trends in research topics, methodological…
Untangling the Relationship Between AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle ), foreign Language Enjoyment and the Ideal L2 Self
Artificial intelligence‐mediated informal digital learning of English (AI‐IDLE) might strengthen second language (L2) learners' motivational self‐concept (e.g., the ideal L2 self) and enhance their foreign language enjoyment (FLE) by enabling them to build confidence, engagement, and willingness to practice their English skills in a self‐directed, instant feedback, and non‐judgemental learning environment. In our explanatory mixed‐method study, w…
Informal Digital Learning of English (Idle) as Form‐Focused and Meaning‐Focused Activities
Acknowledging the limitations of existing measurement instruments in adequately capturing the distinct cognitive processes (e.g., form‐focused vs. meaning‐focused) involved in informal digital learning of English (IDLE), this paper asserts a pressing need to develop and validate robust instruments that measure form‐focused and meaning‐focused IDLE (FM‐IDLE). It comprises two interrelated studies investigating the measurement and impact of informa…
Beyond Motivation
This study investigates the role of second language (L2) pride—an understudied affective factor—in shaping learners’ language learning motivation and involvement with informal digital learning of English (IDLE). Drawing on questionnaire data from 1388 Chinese university EFL students, the study employs structural equation modeling to examine the relationships between L2 pride, L2 motivational self‐system components (ideal L2 self and ought‐to L2 s…
Modeling the associations between L2 grit, foreign language enjoyment, and student engagement among Chinese EFL English-major learners
Learning a new language is an intricate and long-term endeavor, fraught with numerous possible obstacles, which needs learners' engagement. Concurrent with the positive psychology of language learners, it is crucial to delve into the role of learners' positive personality features and emotions (e.g., grit, positive emotions) in their engagement. However, there is a scarcity of research on the mediating role of foreign language enjoyment (FLE) in …
The contribution of informal digital learning of English (Idle) to achievement emotions and willingness to communicate
Beyond Motivation
This study investigates the role of second language (L2) pride—an understudied affective factor—in shaping learners’ language learning motivation and involvement with informal digital learning of English (IDLE). Drawing on questionnaire data from 1388 Chinese university EFL students, the study employs structural equation modeling to examine the relationships between L2 pride, L2 motivational self‐system components (ideal L2 self and ought‐to L2 s…
Modeling the associations between L2 grit, foreign language enjoyment, and student engagement among Chinese EFL English-major learners
Learning a new language is an intricate and long-term endeavor, fraught with numerous possible obstacles, which needs learners' engagement. Concurrent with the positive psychology of language learners, it is crucial to delve into the role of learners' positive personality features and emotions (e.g., grit, positive emotions) in their engagement. However, there is a scarcity of research on the mediating role of foreign language enjoyment (FLE) in …
Untangling the Relationship Between AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle ), foreign Language Enjoyment and the Ideal L2 Self
Artificial intelligence‐mediated informal digital learning of English (AI‐IDLE) might strengthen second language (L2) learners' motivational self‐concept (e.g., the ideal L2 self) and enhance their foreign language enjoyment (FLE) by enabling them to build confidence, engagement, and willingness to practice their English skills in a self‐directed, instant feedback, and non‐judgemental learning environment. In our explanatory mixed‐method study, w…
Informal Digital Learning of English (Idle) as Form‐Focused and Meaning‐Focused Activities
Acknowledging the limitations of existing measurement instruments in adequately capturing the distinct cognitive processes (e.g., form‐focused vs. meaning‐focused) involved in informal digital learning of English (IDLE), this paper asserts a pressing need to develop and validate robust instruments that measure form‐focused and meaning‐focused IDLE (FM‐IDLE). It comprises two interrelated studies investigating the measurement and impact of informa…
Beyond Motivation
This study investigates the role of second language (L2) pride—an understudied affective factor—in shaping learners’ language learning motivation and involvement with informal digital learning of English (IDLE). Drawing on questionnaire data from 1388 Chinese university EFL students, the study employs structural equation modeling to examine the relationships between L2 pride, L2 motivational self‐system components (ideal L2 self and ought‐to L2 s…
Modeling the associations between L2 grit, foreign language enjoyment, and student engagement among Chinese EFL English-major learners
Learning a new language is an intricate and long-term endeavor, fraught with numerous possible obstacles, which needs learners' engagement. Concurrent with the positive psychology of language learners, it is crucial to delve into the role of learners' positive personality features and emotions (e.g., grit, positive emotions) in their engagement. However, there is a scarcity of research on the mediating role of foreign language enjoyment (FLE) in …
The contribution of informal digital learning of English (Idle) to achievement emotions and willingness to communicate
Structural and configurational analyses of GenAI-mediated informal digital learning of Chinese, multicultural personality traits, and willingness to communicate
This study examines how plurilingual international students’ generative AI-mediated informal digital learning of Chinese (GenAI-IDLC) interacts with dimensions of multicultural personality to predict their second language willingness to communicate (L2 WTC). Survey responses were collected from 387 plurilingual international students learning Chinese in China and analyzed using structural equation modeling (SEM) and fuzzy-set qualitative comparat…
Unveiling the Role of L2 Writing Feedback Engagement in ChatGPT‐Mediated Language Learning Environment
The integration of Generative Artificial Intelligence (GenAI) tools such as ChatGPT into English as a Foreign Language (EFL) writing instruction has emerged as a significant focus in pedagogical research. Studies on ChatGPT in EFL writing instruction have predominantly focused on examining its effectiveness in comparison with teacher feedback or peer feedback. However, there is a dearth of research on how EFL students' contextual factors (e.g., t…
A bibliometric analysis of research into the International English Language Testing System (IELTS)
This study provides a bibliometric analysis of International English Language Testing System (IELTS) research from 1989 to 2024, incorporating 641 research documents. Among these, 482 were obtained from five online indices (Web of Science, Scopus, ERIC, EBSCOhost, Google Scholar) and 159 were identified manually (including 146 studies sponsored by the IELTS co-owners). The analysis focuses on patterns and trends in research topics, methodological…
EFL/ESL Teaching and Learning (6 works) · Psychology (5 works) · Computer Science (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Foreign language (3 works) · Idle (3 works) · Mathematics education (3 works) · Political science (2 works) · Second Language Learning and Teaching (2 works)