Chenghao Wang
Biographic Data
| ID | 6479493 |
|---|---|
| NAME | Chenghao Wang |
| GIVEN NAMES | Chenghao |
| FAMILY NAME | Wang |
| SIGNATURE | WANG C |
| AFFILIATIONS | Xi’an Jiaotong-Liverpool University |
| ORCID | 0009-0009-5655-3740 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 23 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Exploring psychological pathways to pedagogical AI overreliance among chinese teachers through cognitive–affective–conative framework
Vocal and visual design features in multimodal GenAI agents
The integration of multimodal input channels, including text, voice, image interaction, and human-like representations, within Generative AI (GenAI) agents enables immersive speaking experiences by providing linguistic scaffolding and emotional support. Despite their growing use in English as a Foreign Language (EFL) speaking instruction, limited research has examined how vocal and visual design features shape learners’ experiences and outcomes. …
Comparing AI-Generated Feedback Modes in EFL Speaking
Was this person being ironic? The role of emojis in irony comprehension and memory in computer-mediated communication
Examines how emojis influence irony comprehension and memory in computer-mediated communication. • Employs a three-phase recognition memory task with participants from the UK and China. • Finds irony is harder to comprehend but more memorable than literal statements. • Identifies culture-specific effects: smiling emojis aid Chinese participants, winking emojis aid UK participants. • Advances theoretical understanding of irony, memory, and multimo…
Are Teachers Addicted to AI ? Analysing Factors Influencing Dependence on Generative AI Through the I‐ Pace Model
Disciplinary and Educational Level Differences in AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle )
Characterizing causal urban climate networks of major cities in China
Acceptance and Engagement in Artificial Intelligence–Supported Reading Among Primary School Learners of English as a Foreign Language
Artificial intelligence (AI) is increasingly used to support language learning, yet little is known about how younger learners accept and engage with AI‐assisted reading. This study investigates primary school students’ acceptance of and engagement with an AI‐supported adaptive reading application for English as a Foreign Language (EFL). Guided by the Motivational Technology Acceptance and Engagement Model (MTAEM), which integrates the Technology…
Understanding EFL teachers’ affective and cognitive responses to ChatGPT in higher education
Directed causal coupling between urban heat and air pollution in U.S. cities
Urban air quality and temperature are closely linked through coupled physical and chemical processes. However, most existing evidence relies on correlation-based associations lacking directionality, or process-based models whose causal pathways depend on model structure and parameterizations. Here we apply a nonlinear causal inference method to quantify directed coupling between near-surface air temperature and three major air pollutants (PM 2.5 …
Interactivity and signaling in Immersive Virtual Reality
Revisiting Integrated Model of Technology Acceptance Among the Generative AI ‐Powered Foreign Language Speaking Practice
Research on the factors influencing the acceptance of GenAI in language learning has expanded widely; however, few studies have focused on the role of language learning emotions. To enhance the effectiveness of GenAI‐powered English‐speaking instruction and the learning experience, this study expands on the Integrated Model of Technology Acceptance (IMTA) by investigating the role of various emotions and willingness to communicate in different co…
AI versus teachers and peers
While online language education is widely accepted for its convenience, it often leads to a relatively isolated learning experience. In response to positive psychology’s emphasis on learner engagement and well-being, this study investigated how an instructional AI chatbot and an AI-based speaking assessment system, introduced midway through the course, could enhance instruction and support speaking practice. Utilizing three-round speaking tests a…
Personalizing AI tools for second language speaking
This research bridges critical gaps by linking neurodiversity and gender to technology acceptance, advancing the field's understanding of individual differences in AI-based language learning. It underscores the importance of designing personalized and adaptive educational tools that address diverse learner needs, promoting inclusivity and effectiveness in L2 practice
Heavy metal imprints in Antarctic snow from research and tourism
Learners’ Acceptance and Use of Multimodal Artificial Intelligence (AI)‐Generated Content in AI‐Mediated Informal Digital Learning of English
In the context of rapidly advancing generative artificial intelligence (GenAI), this explanatory sequential mixed‐methods study applies the Integrated Model of Technology Acceptance (IMTA) to investigate how Chinese EFL learners accept and use multimodal AI‐generated content (AIGC) in AI‐mediated informal digital English learning (AI‐IDLE). The analysis of survey data ( N = 706) reveals that perceived enjoyment significantly influences learners’ …
Cooling efficacy of trees across cities is determined by background climate, urban morphology, and tree trait
Urban planners and other stakeholders often view trees as the ultimate panacea for mitigating urban heat stress; however, their cooling efficacy varies globally and is influenced by three primary factors: tree traits, urban morphology, and climate conditions. This study analyzes 182 studies on the cooling effects of urban trees across 17 climates in 110 global cities or regions. Tree implementation reduces peak monthly temperatures to below 26 °C…
Exploring English as a Foreign Language Learners’ Adoption and Utilisation of ChatGPT for Speaking Practice Through an Extended Technology Acceptance Model
ChatGPT has garnered significant interest for its potential educational benefits, particularly in aiding English as a foreign language (EFL) learners to develop language skills. This study aims to explore how various internal and external factors, as outlined in the proposed extended technology acceptance model (TAM), influence EFL learners’ acceptance and use of ChatGPT to enhance their oral English. Drawing on the extended TAM questionnaires fr…
The impact of different conversational generative AI chatbots on EFL learners
Black carbon in the Southern Andean snowpack
The Andean snowpack is an important source of water for many communities. As other snow-covered regions around the world, the Andes are sensitive to black carbon (BC) deposition from fossil fuel and biomass combustion. BC darkens the snow surface, reduces the albedo, and accelerates melting. Here, we report on measurements of the BC content conducted by using the meltwater filtration (MF) technique in snow samples collected across a transect of m…
Perceptions of urban heat island mitigation and implementation strategies
Emergence of urban clustering among U.S. cities under environmental stressors
Projecting population growth as a dynamic measure of regional urban warming
The impact of different conversational generative AI chatbots on EFL learners
Exploring English as a Foreign Language Learners’ Adoption and Utilisation of ChatGPT for Speaking Practice Through an Extended Technology Acceptance Model
ChatGPT has garnered significant interest for its potential educational benefits, particularly in aiding English as a foreign language (EFL) learners to develop language skills. This study aims to explore how various internal and external factors, as outlined in the proposed extended technology acceptance model (TAM), influence EFL learners’ acceptance and use of ChatGPT to enhance their oral English. Drawing on the extended TAM questionnaires fr…
Learners’ Acceptance and Use of Multimodal Artificial Intelligence (AI)‐Generated Content in AI‐Mediated Informal Digital Learning of English
In the context of rapidly advancing generative artificial intelligence (GenAI), this explanatory sequential mixed‐methods study applies the Integrated Model of Technology Acceptance (IMTA) to investigate how Chinese EFL learners accept and use multimodal AI‐generated content (AIGC) in AI‐mediated informal digital English learning (AI‐IDLE). The analysis of survey data ( N = 706) reveals that perceived enjoyment significantly influences learners’ …
Projecting population growth as a dynamic measure of regional urban warming
Emergence of urban clustering among U.S. cities under environmental stressors
Perceptions of urban heat island mitigation and implementation strategies
Black carbon in the Southern Andean snowpack
The Andean snowpack is an important source of water for many communities. As other snow-covered regions around the world, the Andes are sensitive to black carbon (BC) deposition from fossil fuel and biomass combustion. BC darkens the snow surface, reduces the albedo, and accelerates melting. Here, we report on measurements of the BC content conducted by using the meltwater filtration (MF) technique in snow samples collected across a transect of m…
Cooling efficacy of trees across cities is determined by background climate, urban morphology, and tree trait
Urban planners and other stakeholders often view trees as the ultimate panacea for mitigating urban heat stress; however, their cooling efficacy varies globally and is influenced by three primary factors: tree traits, urban morphology, and climate conditions. This study analyzes 182 studies on the cooling effects of urban trees across 17 climates in 110 global cities or regions. Tree implementation reduces peak monthly temperatures to below 26 °C…
Exploring English as a Foreign Language Learners’ Adoption and Utilisation of ChatGPT for Speaking Practice Through an Extended Technology Acceptance Model
ChatGPT has garnered significant interest for its potential educational benefits, particularly in aiding English as a foreign language (EFL) learners to develop language skills. This study aims to explore how various internal and external factors, as outlined in the proposed extended technology acceptance model (TAM), influence EFL learners’ acceptance and use of ChatGPT to enhance their oral English. Drawing on the extended TAM questionnaires fr…
The impact of different conversational generative AI chatbots on EFL learners
Interactivity and signaling in Immersive Virtual Reality
Revisiting Integrated Model of Technology Acceptance Among the Generative AI ‐Powered Foreign Language Speaking Practice
Research on the factors influencing the acceptance of GenAI in language learning has expanded widely; however, few studies have focused on the role of language learning emotions. To enhance the effectiveness of GenAI‐powered English‐speaking instruction and the learning experience, this study expands on the Integrated Model of Technology Acceptance (IMTA) by investigating the role of various emotions and willingness to communicate in different co…
AI versus teachers and peers
While online language education is widely accepted for its convenience, it often leads to a relatively isolated learning experience. In response to positive psychology’s emphasis on learner engagement and well-being, this study investigated how an instructional AI chatbot and an AI-based speaking assessment system, introduced midway through the course, could enhance instruction and support speaking practice. Utilizing three-round speaking tests a…
Personalizing AI tools for second language speaking
This research bridges critical gaps by linking neurodiversity and gender to technology acceptance, advancing the field's understanding of individual differences in AI-based language learning. It underscores the importance of designing personalized and adaptive educational tools that address diverse learner needs, promoting inclusivity and effectiveness in L2 practice
Heavy metal imprints in Antarctic snow from research and tourism
Learners’ Acceptance and Use of Multimodal Artificial Intelligence (AI)‐Generated Content in AI‐Mediated Informal Digital Learning of English
In the context of rapidly advancing generative artificial intelligence (GenAI), this explanatory sequential mixed‐methods study applies the Integrated Model of Technology Acceptance (IMTA) to investigate how Chinese EFL learners accept and use multimodal AI‐generated content (AIGC) in AI‐mediated informal digital English learning (AI‐IDLE). The analysis of survey data ( N = 706) reveals that perceived enjoyment significantly influences learners’ …
Exploring psychological pathways to pedagogical AI overreliance among chinese teachers through cognitive–affective–conative framework
Vocal and visual design features in multimodal GenAI agents
The integration of multimodal input channels, including text, voice, image interaction, and human-like representations, within Generative AI (GenAI) agents enables immersive speaking experiences by providing linguistic scaffolding and emotional support. Despite their growing use in English as a Foreign Language (EFL) speaking instruction, limited research has examined how vocal and visual design features shape learners’ experiences and outcomes. …
Comparing AI-Generated Feedback Modes in EFL Speaking
Was this person being ironic? The role of emojis in irony comprehension and memory in computer-mediated communication
Examines how emojis influence irony comprehension and memory in computer-mediated communication. • Employs a three-phase recognition memory task with participants from the UK and China. • Finds irony is harder to comprehend but more memorable than literal statements. • Identifies culture-specific effects: smiling emojis aid Chinese participants, winking emojis aid UK participants. • Advances theoretical understanding of irony, memory, and multimo…
Are Teachers Addicted to AI ? Analysing Factors Influencing Dependence on Generative AI Through the I‐ Pace Model
Disciplinary and Educational Level Differences in AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle )
Characterizing causal urban climate networks of major cities in China
Acceptance and Engagement in Artificial Intelligence–Supported Reading Among Primary School Learners of English as a Foreign Language
Artificial intelligence (AI) is increasingly used to support language learning, yet little is known about how younger learners accept and engage with AI‐assisted reading. This study investigates primary school students’ acceptance of and engagement with an AI‐supported adaptive reading application for English as a Foreign Language (EFL). Guided by the Motivational Technology Acceptance and Engagement Model (MTAEM), which integrates the Technology…
Understanding EFL teachers’ affective and cognitive responses to ChatGPT in higher education
Directed causal coupling between urban heat and air pollution in U.S. cities
Urban air quality and temperature are closely linked through coupled physical and chemical processes. However, most existing evidence relies on correlation-based associations lacking directionality, or process-based models whose causal pathways depend on model structure and parameterizations. Here we apply a nonlinear causal inference method to quantify directed coupling between near-surface air temperature and three major air pollutants (PM 2.5 …
AI in Service Interactions (8 works) · Psychology (7 works) · Environmental Science (6 works) · Geography (6 works) · Urban Heat Island Mitigation (6 works) · Computer Science (5 works) · Foreign language (5 works) · Pedagogy (4 works) · Physical geography (4 works) · Social Psychology (4 works)