Shelly Xueting Ye
Biographic Data
| ID | 6175677 |
|---|---|
| NAME | Shelly Xueting Ye |
| GIVEN NAMES | Shelly Xueting |
| FAMILY NAME | Ye |
| SIGNATURE | YE S X |
| AFFILIATIONS | City University of Macau |
| ORCID | 0000-0002-3798-1944 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The effect of input modality on incidental vocabulary learning through pop songs
Incidental vocabulary acquisition can occur through various input materials, including audio, text, video, and text plus audio. Dual modality refers to the simultaneous presentation of information via two modes, typically spoken and written. Although dual modality input is posited to enhance incidental vocabulary learning, research comparing its effects with those of single modality input has yielded inconsistent findings. Moreover, few studies h…
Translanguaged practice in listening assessment
Listening recall tasks, where test takers write L2 responses based on audio content, often inadvertently measure L2 writing skills, potentially compromising the accuracy of listening assessment. To address this concern, the present study draws inspiration from translanguaging, and employs a mixed-methods approach to investigate the potential of using L1 responses into recall tasks to mitigate the impact of L2 writing proficiency on task outcomes,…
Individual Differences Factors and Listening Comprehension
Individual differences (IDs) factors have been found to affect listening comprehension, yet the interplay and relative contributions of these factors remain underexplored. The study examined three ID factors, i.e., receptive and productive aural vocabulary knowledge as core factors and foreign language listening anxiety as a peripheral factor, in relation to listening comprehension. Data collected from 157 Chinese university students were analyze…
No prominent works on this page.
Individual Differences Factors and Listening Comprehension
Individual differences (IDs) factors have been found to affect listening comprehension, yet the interplay and relative contributions of these factors remain underexplored. The study examined three ID factors, i.e., receptive and productive aural vocabulary knowledge as core factors and foreign language listening anxiety as a peripheral factor, in relation to listening comprehension. Data collected from 157 Chinese university students were analyze…
The effect of input modality on incidental vocabulary learning through pop songs
Incidental vocabulary acquisition can occur through various input materials, including audio, text, video, and text plus audio. Dual modality refers to the simultaneous presentation of information via two modes, typically spoken and written. Although dual modality input is posited to enhance incidental vocabulary learning, research comparing its effects with those of single modality input has yielded inconsistent findings. Moreover, few studies h…
Translanguaged practice in listening assessment
Listening recall tasks, where test takers write L2 responses based on audio content, often inadvertently measure L2 writing skills, potentially compromising the accuracy of listening assessment. To address this concern, the present study draws inspiration from translanguaging, and employs a mixed-methods approach to investigate the potential of using L1 responses into recall tasks to mitigate the impact of L2 writing proficiency on task outcomes,…
Active listening (2 works) · Cognitive psychology (2 works) · Communication (2 works) · Communication (2 works) · EFL/ESL Teaching and Learning (2 works) · Psychology (2 works) · Second Language Acquisition and Learning (2 works) · Vocabulary (2 works) · Anxiety (1 work) · Comprehension (1 work)