Miaomiao Zuo
Biographic Data
| ID | 6806025 |
|---|---|
| NAME | Miaomiao Zuo |
| GIVEN NAMES | Miaomiao |
| FAMILY NAME | Zuo |
| SIGNATURE | ZUO M |
| AFFILIATIONS | Huizhou University |
| ORCID | 0000-0003-1031-7303 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Translanguaging in an L1-medium journalism classroom in a Chinese university setting
Talking work, fatigue, and fatigue-management practices into being
Platform-mediated gig work has been widely studied for its impact on workers’ fatigue and health, using interviews as a key tool for accessing workers’ accounts. However, student-led or course-assignment interviews are rarely examined as interactional events. This study addresses this gap by examining interviews between a Chinese student and ride-hailing drivers in China. Drawing on conversation analysis–informed membership categorization analysi…
Exploring female “aphasia” in Frankenstein through corpus-based analysis
Group dynamics in Chinese EFL curriculum development discussions
While group dynamics have been widely studied in student interaction in EFL education, little is known about how it operates among teachers. Likewise, transpositioning, with its “trans-prefix” reconceptualizing positioning as a processual and iterative activity across linguistic, spatial, and relational dimensions, remains underutilized for examining teacher professional interaction. This study therefore investigates how transpositioning shapes g…
Exploring the Transpositioning‐Translanguaging‐Co‐Learning Approach as a Motivational Driver in Learning Japanese as a Third Language
Existing research highlights the role of translanguaging in multilingual education and its contribution to learner engagement, L2 motivation and identity formation. However, little is known about how translanguaging and transpositioning, when jointly mobilised to create a co‐learning space, contribute to learners’ motivation in third‐language (L3) learning. This study, drawing on a translanguaging learning experience perspective, addresses this g…
The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials
Translanguaging is an integral part of e-Classroom interactional competence that can expand our understanding of the required competencies for online teachers to effectively scaffold L2 teaching and learning processes. • Online L2 teachers should enhance their pedagogical repertoire by recognizing the potential of diverse multilingual, multimodal, multi-semiotic, and multi-sensory resources to effectively facilitate the teaching and learning proc…
No prominent works on this page.
The development of an ESL teacher's ability in constructing a virtual translanguaging space in synchronous online language tutorials
Translanguaging is an integral part of e-Classroom interactional competence that can expand our understanding of the required competencies for online teachers to effectively scaffold L2 teaching and learning processes. • Online L2 teachers should enhance their pedagogical repertoire by recognizing the potential of diverse multilingual, multimodal, multi-semiotic, and multi-sensory resources to effectively facilitate the teaching and learning proc…
Translanguaging in an L1-medium journalism classroom in a Chinese university setting
Talking work, fatigue, and fatigue-management practices into being
Platform-mediated gig work has been widely studied for its impact on workers’ fatigue and health, using interviews as a key tool for accessing workers’ accounts. However, student-led or course-assignment interviews are rarely examined as interactional events. This study addresses this gap by examining interviews between a Chinese student and ride-hailing drivers in China. Drawing on conversation analysis–informed membership categorization analysi…
Exploring female “aphasia” in Frankenstein through corpus-based analysis
Group dynamics in Chinese EFL curriculum development discussions
While group dynamics have been widely studied in student interaction in EFL education, little is known about how it operates among teachers. Likewise, transpositioning, with its “trans-prefix” reconceptualizing positioning as a processual and iterative activity across linguistic, spatial, and relational dimensions, remains underutilized for examining teacher professional interaction. This study therefore investigates how transpositioning shapes g…
Exploring the Transpositioning‐Translanguaging‐Co‐Learning Approach as a Motivational Driver in Learning Japanese as a Third Language
Existing research highlights the role of translanguaging in multilingual education and its contribution to learner engagement, L2 motivation and identity formation. However, little is known about how translanguaging and transpositioning, when jointly mobilised to create a co‐learning space, contribute to learners’ motivation in third‐language (L3) learning. This study, drawing on a translanguaging learning experience perspective, addresses this g…
EFL/ESL Teaching and Learning (3 works) · Language, Discourse, Communication Strategies (3 works) · Conversation (2 works) · Conversation analysis (2 works) · Discourse Analysis in Language Studies (2 works) · Multilingual Education and Policy (2 works) · Second Language Learning and Teaching (2 works) · Translanguaging (2 works) · Artificial Intelligence (1 work) · Code-switching (1 work)