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Cheng, X., Yin, L., & Zhang, H. M. (2025). Morphological awareness and vocabulary knowledge in monolingual and bilingual learners: A meta-analysis. International Journal of Bilingualism.

Lin, J. X., Zhang, H. S., & Lin, X. Y. (2025). Crosslinguistic transfer of suprasegmental and segmental phonology in L2 reading comprehension: testing mediation through bilingual decoding. Educational Psychology, 45(5), 602-622. 

Sáez, G. J. M., Han, Y. T., Sun, J., & Zhang, H. M. (2025). Cross-linguistic input experience in third language Spanish reading acquisition: an exploration of Chinese learners of Spanish. International Journal of Multilingualism. 

Wang, T. X., & Zhang, H. M. (2025). Reciprocal effects of vocabulary breadth, vocabulary depth, and reading comprehension: a cross-lagged panel analysis in Chinese-speaking EFL learners. Humanities & Social Sciences Communications, 12(1). 

Zhang, X., Xu, H. M., & Zhang, H. M. (2025). Orthographic knowledge in second language vocabulary knowledge: Examining mediation of morphological awareness. Journal of Experimental Child Psychology, 256.

Zheng, L. W., Chen, S. P., Zhang, H. M., Feng, Y. Y., & Gu, X. Q. (2025). Evolving knowledge structures in technology integration: Tracking changes embedded in teaching artifacts. Teaching and Teacher Education, 162. 

Zheng, L. W., He, A. N., Qi, C. Y., Zhang, H. M., & Gu, X. Q. (2025). Cognitive Echo: Enhancing think-aloud protocols with LLM-based simulated students. British Journal of Educational Technology.

Zheng, L. W., Jiang, F., Gu, X. Q., Li, Y. Y., Wang, G., & Zhang, H. M. (2025). Teaching via LLM-enhanced simulations: Authenticity and barriers to suspension of disbelief. Internet and Higher Education, 65.

Li, Y., Xu, W., Liu, X., Situ, J., Ng, K. C., Ma, H., & Xie, Q. (2025). Can Macau University students speak? A critical study of voice and subjectivities in local higher education. Higher Education, 1-22. 

Chen, W., Xu, W., Shi, Q., & Liu, Z. (2025). Factors influencing cross-cultural adaptation and life satisfaction in multilingual contexts: the mediating role of cultural intelligence. Journal of Multilingual and Multicultural Development, 1-19. 

Ni, F., & Xu, W. (2025). How do English Proficiency and learning motivation shape EFL students’ emotions toward written corrective feedback? System, 131, 103681. 

Yin, K., & Zhou, L. (2025). The relative importance of peace of mind, grit, and classroom environment in predicting willingness to communicate among learners in multi-ethnic regions: a latent dominance analysis. BMC psychology, 13(1), 1-17. 

Xi, Y., Zhou, L., & Wang, H. (2025). Ambidextrous leadership and innovation: a process perspective and an experimental approach. Humanities and Social Sciences Communications, 12(1), 1-11. 

Zhou, L., & Zhang, X. (2025). The longitudinal relationship between repeating patterning and second language English reading in Chinese preschool children: A random-intercept cross-lagged panel model. Journal of Educational Psychology. 

Zhou, L., Lochtman, K., & Xi, Y. (2024). Understanding cultural specificity of positive emotions in SLA: The antecedents of foreign language enjoyment and peace of mind in the Chinese context. Studies in Second Language Learning and Teaching, 14(4), 791-813. 

Hou, J., Lee, J. F., & Doherty, S. (2025). State‐of‐the‐Art of Eye Tracking in Mobile‐Assisted Learning Studies: A Review of Twenty Years of Empirical Studies. Journal of Computer Assisted Learning, 41(1), e13118. 

Peng, J. E., & Liang, W. J. (2025). Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners' perceived acceptance and chat output. Computer Assisted Language Learning. 

Janfada, M., Lin, A. M., Lim, F. V., & Liu, J. E. (2025). Emotional (dis/un) entanglement in becoming an academic in the neoliberal era: Dialogising transnational accounts of being, thinking and feeling. International Journal of Applied Linguistics. 

Qiu, Z., & Cooper, R. (2025). From Perception to Communication: A Theory of Types for Action and Meaning. Journal of Pragmatics, 235, 112-114. doi:10.1016/j.pragma.2024.11.007

Gill, A., Irwin, D., Sun, L., Towey, D., Zhang, G., & Zhang, Y. (2025). Microlearning in Immersive Virtual Reality: A User-Centered Analysis of Learning Interfaces. IEEE Transactions on Learning Technologies. 

Ren, B., & Pan, X. (2025). Understanding EFL teacher identity and identity tensions in a Chinese university context. International Journal of Applied Linguistics, 35(1), 363-379. 

Hu, X., Zhang, Y., & Hennebry-Leung, M. (2025). Conceptualising the actual L2 self into the L2 motivational self system. System, 130, 103620. 

Dai, K., Li, X., & Mu, G. M. (2025). A Bourdieusian exploration of international students’ WeChatting experiences in China: a habitus of digital learning. Studies in Higher Education, 1-14. 

Huang, X. (2025). Responsibilization of weight management: a multimodal critical discourse analysis of losing weight articles in Chinese official WeChat posts. Critical Discourse Studies.

Butler, Y. G., & Liu, Y. (2025). Developmental trajectories of discourse features by age and learning environment. International Review of Applied Linguistics in Language Teaching. 

Ruane, C. (2025). Ideological tensions between the English language teaching system and cosmopolitan aspirations in the South Korean context: reflections from a group of bilingual Koreans. Asian Englishes, 27(2), 330-350. 

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Xu, W., Huang, C., & Shen, K. (2025). Mapping the Landscape of TPACK in English Language Learning: A Comprehensive Visualization and Analysis Using VOSviewer and CitNetExplorer. International Journal of Web-Based Learning and Teaching Technologies, 20(1), 1-18. 

Huang, X., Xu, W., & Liu, R. (2025). Effects of Intelligent Tutoring Systems on Educational Outcomes: Evidence From a Comprehensive Analysis. International Journal of Distance Education Technologies (IJDET), 23(1), 1-25. 

Xu, W. (2025). Empowering multilingual classrooms: approaches and trends in English as an additional language education. Contemporary Research in Education and English Language Teaching, 7(2), 27-33. 

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Dou, A., Xu, W., & Xu, L. (2025). Interactive Learning Environments: A Systematic Review of Mobile Instant Messaging's Impact, Challenges, and Future Trajectories. International Journal of e-Collaboration (IJeC), 21(1), 1-16. 

Kang, M. C., Jin, T., Lu, X. F., & Zhang, H. M. (2024). Exploring the differences in syntactic complexity between lay summaries and abstracts: A case study of The New England Journal of Medicine. Journal of English for Academic Purposes, 72. 

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Xu, W. (2025). [Review of the book: Black Women and Public Health: Strategies to Name, Locate, and Change Systems of PowerBy Stephanie Y. Evans, Sarita K. Davis and Leslie R. Hinkson (eds.), US: State University of New York Press, 2022. 326 pp. $36.95 (paperback). ISBN: 978-1438487328]. Wiley Online Library, https://onlinelibrary.wiley.com/doi/abs/10.1111/gwao.70000

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Jin, X. L. (2024). Appraisal analysis of the vague expressions in academic lectures using English as an academic lingua franca in an EMI university. International Journal of Applied Linguistics, 34(4), 1462-1478.

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Solak, E. (2024). Exploring the Efficiency of ChatGPT and Artificial Intelligence in Advancing Academic Writing Pedagogy. International Journal of Education in Mathematics, Science and Technology, 12(6), 1525-1537. 

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Liu, Z., & Xu, W. (2024). Unveiling the power of social interactions: A systematic review of student experiences in informal learning space. Environment and Social Psychology. 9(1), 1867. doi: 10.54517/esp.v9i1.1867

Jin, L., & Zhu, H. (2023). Developing standardized speech and language assessment tools in Mandarin Chinese: A context for improving reading and writing. Journal of Chinese Writing Systems, 7(3), 150-160. doi:10.1177/25138502231195119

Jin, X. L., & Ruan, Z. L. (2023). University Students' Perceptions of Their Lecturer's Use of Evaluative Language in Oral Feedback. LINGUISTICS AND EDUCATION, 78. doi:10.1016/j.linged.2023.101233

Liu, Jiajia Eve, Lo, Yuen Yi, & Yang, Miao. (2023). A critical examination of the interaction between translanguaging pedagogy and students’ beliefs and practices of translanguaging in learning EAP. Critical Inquiry in Language Studies, 20(3), 214-236. doi:10.1080/15427587.2023.2258538

Wei, L., English, A. S., Talhelm, T., Li, X., Zhang, X., & Wang, S. (2023). People in tight cultures and tight situations wear masks more: Evidence from three large-scale studies in China. Personality and Social Psychology Bulletin. doi: 10.1177/01461672231210451

Dai, K., Mok, K. H., & Li, X. (2023). Mapping the historical development and landscape of transnational higher education research: A scientometric analysis from comparative and international perspectives. Compare: A Journal of Comparative and International Education. doi: 10.1080/03057925.2023.2292517

Li, X., Dai, K., & Zhang, X. (2023). Transnational higher education in China: Policies, practices, and development in a (post-)pandemic era. Higher Education Policy. doi: 10.1057/s41307-023-00328-x

Kong, Y., & Xu, W. (2023). Book Review: Trends in Second Language Acquisition (Hamed Bargested et al., Society Publishing, Canada, 2022, pp. 276, ISBN 978-1-77469-090-1 (Hardback): $155). US-China Education Review B. 13(5), 305–308. doi:10.17265/2161-6248/2023.05.006

Yu-Ming, Ma, He-min, Du, & Hao, Yao. (2023). On innovative design of traditional Chinese patterns based on aesthetic experience to product features space mapping. Cogent Arts & Humanities, 10(2), 2286732. doi:10.1080/23311983.2023.2286732

Zhang, Z., & Hyland, K. (2023). The role of digital literacy in student engagement with automated writing evaluation (AWE) feedback on second language writing. COMPUTER ASSISTED LANGUAGE LEARNING. doi:10.1080/09588221.2023.2256815

Zhang, Z., & Hyland, K. (2023). Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices. ASSESSING WRITING, 58. doi:10.1016/j.asw.2023.100784

Geng, Y., & Jin, L. (2023). Anxiety and enjoyment of older learners of English in Chinese Universities of the third age. Educational Gerontology, 49(6), 507-526. doi:10.1080/03601277.2022.2127699

Geng, Y., & Jin, L. (2023). Researching older adults’ motivation to learn English in the Chinese universities of the third age: An elicited metaphor analysis. System, 114, 103032. doi:https://doi.org/10.1016/j.system.2023.103032

Li, Y., Wu, Y., & Xiao, M. (2023). A Corpus‐Based Discourse Analysis of Liberal Studies Textbooks in Hong Kong: Legitimatizing Populism. Politics and Governance, 11(2), 261-271. doi:10.17645/pag.v11i2.6550

Liu, Z., ; Xu, W. (2023). Self-Study with Online Platforms:A Comparative Analysis. Annals of Social Sciences & Management Studies, 9(1). 

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Shao, J., Wu, Y., Zeng, S., & Huang, R. (2023). The role of feedback type and language anxiety in the effectiveness of written corrective feedback for L2 learning. Language Learning Journal. doi:10.1080/09571736.2023.2166976

Liu, J. E., Lo, Y. Y., & Xin, J. J. (2023). CLIL teacher assessment literacy: A scoping review. Teaching and Teacher Education, 129, 104150. doi:https://doi.org/10.1016/j.tate.2023.104150

Snow, D., & Liu, J. E. (2023). The language of Chaozhou songbooks. Global Chinese, 9(1), 49-68. doi:10.1515/glochi-2023-0015

Xu, W., ; Ferreira Martins Cheang, A. M. (2023). Teaching English for Tourism: Bridging research and praxis (a review). Training, Language and Culture, 7(1), 131-133. doi:10.22363/2521-442X-2023-7-1-131-133

Yu, L., Xu, W., Sukjairungwattana, P., & Yu, Z. (2023). A Meta-Analysis of Facebook-Assisted Learning Outcomes in Different Countries or Regions. International Journal of Information Technology and Web Engineering, 18(1). doi:10.4018/IJITWE.319312

Yu, Z., Sukjairungwattana, P., & Xu, W. (2023). Bibliometric analyses of social media for educational purposes over four decades. Frontiers in Psychology, 13. doi:10.3389/fpsyg.2022.1061989

Yu, Z., Xu, W., & Sukjairungwattana, P. (2023). Motivation, Learning Strategies, and Outcomes in Mobile English Language Learning. Asia-Pacific Education Researcher, 32(4), 545-560. doi:10.1007/s40299-022-00675-0

Hu, X. Y., Zhou, J., Jin, L. X., Liu, H. P., & Li, Z. (2022). Metaphor analysis: a comparative study of Chinese pre-school children's attitude towards English learning in Shanghai and Mudanjiang. Cogent Education, 9(1). doi:10.1080/2331186X.2022.2120692

Li, Y., & Wu, Y. (2022). Why Are the Liberal Studies Textbooks That Stigmatized China Spread in Hong Kong? A Textual Analysis from Foucauldian Order of Discourse. International Critical Thought, 12(1), 116-132. doi:10.1080/21598282.2022.2027805

Van Maele, J., & Jin, L. X. (2022). Intercultural teaching and learning in Chinese higher education: integrating practices and perspectives. Language and Intercultural Communication, 22(5), 493-502. doi:10.1080/14708477.2022.2131134

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Xu, W., & Sukjairungwattana, P. (2022). The Study of Macau's Higher Education 1999–2019. Frontiers in Education, 7. doi:10.3389/feduc.2022.898238

Xu, W., Zhang, H., Sukjairungwattana, P., & Wang, T. (2022). The roles of motivation, anxiety and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language. Frontiers in Psychology, 13. doi:10.3389/fpsyg.2022.962492

Yu, Z., & Xu, W. (2022). A meta-analysis and systematic review of the effect of virtual reality technology on users' learning outcomes. Computer Applications in Engineering Education, 30(5), 1470-1484. doi:10.1002/cae.22532

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