Shuqiong Luo
Biographic Data
| ID | 6504120 |
|---|---|
| NAME | Shuqiong Luo |
| GIVEN NAMES | Shuqiong |
| FAMILY NAME | Luo |
| SIGNATURE | LUO S |
| AFFILIATIONS | College of Foreign Studies Jinan University Guangzhou Guangdong China |
| ORCID | 0000-0002-8895-8605 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
English digital reading achievement for East Asian students
Students’ digital reading literacy has attracted increasing attention in the current digital era; however, few studies have been conducted to explore how factors at different levels influence students’ digital reading achievement. Grounded by socio-ecological theory, the current comprehensively explored the relative importance of 24 individual, microsystem, and mesosystem variables in predicting English digital reading achievement through the mac…
K‐12 English Teachers' ChatGPT ‐Based Digital Literacy
Recent research underscores the vital role of English teachers in AI‐assisted English teaching, yet elementary and secondary school English teachers' digital literacy using ChatGPT for instruction remains largely unexplored. This present research attempted to construct and validate a measurement to evaluate K‐12 English teachers' ChatGPT‐based digital literacy (ETCDL), addressing the lack of instruments that consider the unique features of Englis…
University Learners' Readiness for ChatGPT ‐Assisted English Learning
Recent AI‐based language learning research highlights learners' crucial role, yet university learner readiness in ChatGPT‐based English learning remains unexplored. Accordingly, this current research attempted to develop and validate a tool to evaluate university learner readiness for ChatGPT‐assisted English learning (LRCEL) to address the research gap that the prior instruments for language learners' readiness have not taken into account the fe…
A systematic review of research on technological, pedagogical, and content knowledge (TPACK) for online teaching in the humanities
K-12 teacher readiness for flipped foreign language teaching
Although studies investigating online learning and teaching have proliferated recently, one area that has been underexplored is foreign language teachers’ readiness to incorporate the flipped classroom into their repertoire at the K-12 level. Accordingly, the present study aims to provide an instrument to assess K-12 foreign language teachers’ teaching readiness to flip their classes. The study draws on data from 489 pre-service and in-service K-…
English teachers’ professional identity incorporated with perceived anxiety in the context of flipped teaching
Research examining teachers’ professional identity in the online context has recently increased; however, there have been few attempts (if any) to design a scale to assess foreign language teachers’ professional identity integrated with technology use in the flipped context. There have also been no extensions to the professional teacher identity model for flipped language teaching incorporated with psycho‐emotional factors. The current study firs…
The influence of ICT competencies on English digital reading achievement
A systematic review of research on technological, pedagogical, and content knowledge (TPACK) for online teaching in the humanities
K-12 teacher readiness for flipped foreign language teaching
Although studies investigating online learning and teaching have proliferated recently, one area that has been underexplored is foreign language teachers’ readiness to incorporate the flipped classroom into their repertoire at the K-12 level. Accordingly, the present study aims to provide an instrument to assess K-12 foreign language teachers’ teaching readiness to flip their classes. The study draws on data from 489 pre-service and in-service K-…
English teachers’ professional identity incorporated with perceived anxiety in the context of flipped teaching
Research examining teachers’ professional identity in the online context has recently increased; however, there have been few attempts (if any) to design a scale to assess foreign language teachers’ professional identity integrated with technology use in the flipped context. There have also been no extensions to the professional teacher identity model for flipped language teaching incorporated with psycho‐emotional factors. The current study firs…
The influence of ICT competencies on English digital reading achievement
K‐12 English Teachers' ChatGPT ‐Based Digital Literacy
Recent research underscores the vital role of English teachers in AI‐assisted English teaching, yet elementary and secondary school English teachers' digital literacy using ChatGPT for instruction remains largely unexplored. This present research attempted to construct and validate a measurement to evaluate K‐12 English teachers' ChatGPT‐based digital literacy (ETCDL), addressing the lack of instruments that consider the unique features of Englis…
University Learners' Readiness for ChatGPT ‐Assisted English Learning
Recent AI‐based language learning research highlights learners' crucial role, yet university learner readiness in ChatGPT‐based English learning remains unexplored. Accordingly, this current research attempted to develop and validate a tool to evaluate university learner readiness for ChatGPT‐assisted English learning (LRCEL) to address the research gap that the prior instruments for language learners' readiness have not taken into account the fe…
English digital reading achievement for East Asian students
Students’ digital reading literacy has attracted increasing attention in the current digital era; however, few studies have been conducted to explore how factors at different levels influence students’ digital reading achievement. Grounded by socio-ecological theory, the current comprehensively explored the relative importance of 24 individual, microsystem, and mesosystem variables in predicting English digital reading achievement through the mac…
Computer Science (5 works) · Psychology (5 works) · Mathematics education (4 works) · Online Learning and Analytics (3 works) · Pedagogy (3 works) · Artificial Intelligence in Healthcare and Education (2 works) · Confirmatory factor analysis (2 works) · Digital literacy in education (2 works) · Educational Methods and Media Use (2 works) · Innovative Teaching Methods (2 works)