| 2026-08 |
Human and GenAI collaboration in teacher reflection: Roles of educator, peer, and GenAI feedback in technology-integrated teaching |
article |
說明頁(29) |
| 2026-07 |
A parent–child storytelling model with generative AI for emotion learning |
article |
說明頁(12) |
| 2026-06 |
Optimizing artificial intelligence for academic writing: Shaping student revisions |
conference |
說明頁(12) |
| 2026-06 |
Storytelling with GenAI for Emotion Learning |
conference |
說明頁(12) |
| 2026-04 |
Enhancing preservice teachers’ TPACK through generative AI feedback: A comparative study using lesson planning as an evaluation instrument. |
conference |
說明頁(7) |
| 2026-04 |
Context-aware GenAI feedback for fostering student feedback literacy and informing revision decisions in social science writing |
article |
說明頁(80) |
| 2026-02 |
The influence of teachers’ beliefs and experience on effective instructional practices in online learning environments |
article |
說明頁(124) |
| 2025-04 |
Impact of metacognitive strategies on engagement and professional knowledge in an online gamified teacher community |
conference |
說明頁(3) |
| 2024-07 |
Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education |
article |
說明頁(301) |
| 2024-04 |
Guest editorial: Developing learner agency in smart environments |
article |
說明頁(326) |
| 2024-04 |
Maximizing the impact of dialogic peer feedback on student engagement: The role of regulation support |
article |
說明頁(357) |
| 2023-06 |
Low English proficiency teachers’ challenges in bilingual Instruction |
article |
說明頁(262) |
| 2022-03 |
Enhancing EFL Students’ intracultural learning through virtual reality |
article |
說明頁(292) |
| 2021-02 |
The influence of teacher annotations on student learning engagement and video watching behaviors |
article |
說明頁(322) |
| 2020-08 |
Exploring the impact of video making on students’ writing skills |
article |
說明頁(281) |
| 2020-06 |
Using concept mapping activities to enhance students’ critical thinking skills at a high school in Taiwan |
article |
說明頁(250) |
| 2020-02 |
Enhancing multimodal literacy using augmented reality |
article |
說明頁(299) |
| 2019-07 |
Using the ADDIE model to nurture the development of teachers’ CALL professional knowledge |
article |
說明頁(324) |
| 2019-06 |
The impact of video and written feedback on student preferences of English speaking practice |
article |
說明頁(275) |
| 2019-01 |
Using online peer feedback through blogs to promote speaking performance |
article |
說明頁(299) |
| 2019-01 |
Fostering EFL teachers’ CALL competencies through project-based learning |
article |
說明頁(277) |
| 2018-01 |
Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students’ English reading comprehension |
article |
說明頁(291) |
| 2015-10 |
Concept-mapping tools and the development of students' critical-thinking skills |
article |
說明頁(276) |
| 2015-01 |
Promoting different reading comprehension levels through online annotations |
article |
說明頁(398) |
