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Zhang, Y. & Dong, L. (2022). A study of the impacts of motivational regulation and self-regulated second-language writing strategies on college students’ proximal and distal writing enjoyment and anxiety. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.938346(SSCI)
Zhang, Y. &Chieh, Y. (2022). An observation protocol for scaffolding community of inquiry and its exemplary practices in Language MOOCs. International Journal of Computer-Assisted Language Learning and Teaching, 12(1), 1-20.https://doi.org/10.4018/IJCALLT.306652 (ESCI)
Liu, M. & Zhang, Y. (2022). Relations among and predictive effects of Chinese learning motivation, use of Chinese and proficiency in Chinese on international students’ intercultural sensitivity. Journal of International & Intercultural Communication (ESCI). https://doi.org/10.1080/17513057.2022.2086993
Zhang, Y.& Lin, C.-H. (2021). Effects of community of inquiry, learning presence, and mentor presence on k-12 online learning outcomes. Journal of Computer Assisted Learning, 37(3), 782-796. https://doi.org/10.1111/jcal.12523 (SSCI)
Zheng, B. &Zhang, Y. (2020). Self-regulated learning: The effect on medical students’ learning outcomes in a flipped-classroom environment. BMC Medical Education, 20(1), no.100. https://doi.org/10.1186/s12909-020-02023-6 (SSCI)
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Zhang, Y.&Lin, C.-H. (2020). Student interaction and the role of the instructor in a virtual high school: What predicts online learning satisfaction? Technology, Pedagogy, and Education, 29(1), 57-71. (SSCI) https://doi.org/10.1080/1475939X.2019.1694061.
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