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[27] Kohnke, L., Zou, D., & Zhang, R. (2023). Zoom supported emergency remote teaching and learning in teacher education: A case study from Hong Kong. Knowledge Management and E-Learning, 15(2),192-213. http://doi.org/10.34105/j.kmel.2023.15.011
[26] Zhang, R., Zou, D., & Cheng, G. (2023). A review of chatbot-assisted learning: Pedagogical approaches, implementations, factors leading to effectiveness, theories, and future directions. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2202704 [SSCI, IF = 4.965, 5-Year IF = 4.491]
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[24] Zhang, R., Zou, D., & Cheng, G. (2023). A systematic review of technology-enhanced L2 listening development since 2000. Language Learning & Technology, 27(3), 41–64. https://hdl.handle.net/10125/73531 [SSCI, IF = 4.694, 5-Year IF = 5.239]
[23] Zhang, R., Zou, D., & Cheng, G. (2023). Concepts, affordances, and theoretical frameworks of Mixed Reality enhanced language learning. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2187421 [SSCI, IF = 4.965, 5-Year IF = 4.491]
[22] Zhang, R., & Zou, D. (2022). A review of research on technology-enhanced peer feedback for second language writing based on the activity theory framework. Education and Information Technologies, 1-27. https://doi.org/10.1007/s10639-022-11469-8 [SSCI, IF = 2.917, 5-Year IF = 2.953]
[21] Kohnke, L., Zou, D., & Zhang, R. (2022). Pre-Service teachers’ beliefs about EAP Instruction in China – A case study. International Journal of Educational Research Open, 3. https://doi.org/10.1016/j.ijedro.2022.100179
[20] Zhang, R., & Zou, D. (2022). Self-regulated second language learning: A review of types and benefits of strategies, modes of teacher support, and pedagogical implications. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2055081. [SSCI, Q1, IF=2.642, 5-Year IF = 2.484]
[19] Zhang, R., Zou, D., Cheng, G., & Xie, H. (2022). Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges. Education and Information Technologies, 1-29. https://doi.org/10.1007/s10639-022-10941-9 [SSCI, IF = 2.917, 5-Year IF = 2.953]
[18] Zhang, R., Zou, D., Cheng, G., Xie, H., & Wang, F. L. (2022). Supportiveness of language MOOCs for self-regulated learning: A review of commercial language MOOCs on the market. International Journal of Mobile Learning and Organisation. https://doi.org/10.1504/IJMLO.2022.124181
[17] Wang, F. L., Zhang, R., Zou, D., Au, O. T. S., Xie, H., & Wong, L. P. (2021). A review of vocabulary learning applications: From the aspects of cognitive approaches, multimedia input, learning materials, and game elements. Knowledge Management & E-Learning: An International Journal, 13(3), 250-272. https://doi.org/10.34105/j.kmel.2021.13.014
[16] Kohnke, L., Zou, D., & Zhang, R. (2021). Pre-Service teachers’ perceptions of emotions and self-regulatory learning in emergency remote learning. Sustainability, 13, 7111. https://doi.org/10.3390/su13137111 [SSCI, IF = 3.251, 5-Year IF = 3.473]
[15] Zhang, R., Zou, D., Cheng, G., Xie, H., Wang, F. L., & Au, O. T. S. (2021). Target languages, types of activities, engagement, and effectiveness of extramural language learning. PloS one, 16(6), e0253431. https://doi.org/10.1371/journal.pone.0253431 [SCI, Q2, IF=2.776, 5-Year IF= 3.337]
[14] Zhang, R., & Zou, D. (2021). A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.1896555. [SSCI, Q1, IF=2.642, 5-Year IF = 2.484]
[13] Zhang, R., & Zou, D. (2021). Spaced repetition for authentic mobile-assisted word learning: nature, learner perceptions, and factors leading to positive perceptions. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.1888752. [SSCI, Q1, IF=2.642, 5-Year IF = 2.484]
[12] Zhang, R., & Zou, D. (2021). Types, features, and effectiveness of technologies in collaborative writing for second language learning. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.1880441 [SSCI, Q1, IF=2.642, 5-Year IF = 2.484]
[11] Zou, D., Zhang, R., Xie, H., & Wang, F. (2021). Digital game-based learning of information literacy: effects of gameplay modes on university students’ learning performance, motivation, self-efficacy, and flow experiences. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.6682 [SSCI, IF= 2.914, 5-Year IF= 1.540]
[10] Zhang, R., Cheng, G., & Chen, X. (2020). Game-based self-regulated language learning: Theoretical analysis and bibliometrics. PloS one, 15(12), e0243827. https://doi.org/10.1371/journal.pone.0243827 [SCI, Q2, IF=2.776, 5-Year IF= 3.337]
[9] Zou, D., & Zhang, R. (2021). Flipped primary EFL classroom: Impact, feasibility and potential. ELT Journal. http://doi.org/10.1093/elt/ccab017 [SSCI, IF=1.314, 5-Year IF=1.750]
[8] Tu, Y., Zou, D., & Zhang, R. (2020). A Comprehensive Framework for Designing and Evaluation Vocabulary Learning Apps -- from Multiple Perspective. International Journal of Mobile Learning and Organisation, 14(3), 370 - 397. https://doi.org/10.1504/IJMLO.2020.108199.
[7] Zhang, R., & Zou, D. (2020). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 1-47. https://doi.org/10.1080/09588221.2020.1744666 [SSCI, Q1, IF=2.642, 5-Year IF=2.484]
[6] Zhang, R., & Zou, D. (2020). Influential Factors of Working Adults’ Perceptions of Mobile-assisted Vocabulary Learning with Multimedia Annotations. International Journal of Mobile Learning and Organisation, 14(4), 533-548. https://doi.org/10.1504/IJMLO.2020.110798
[5] Zhang, R., Zou, D., Xie, H., Au, T., & Wang, F. (2020). A systematic review of research on e-book-based language learning. Knowledge Management & E-Learning, 12(1), 153-169. https://doi.org/10.34105/j.kmel.2020.12.006
[4] Kohnke, L., Zou, D., & Zhang, R. (2020). Exploring discipline-specific vocabulary retention in L2 through App design: Implications for Higher Education Students. RELC Journal, Article 0033688219899740. https://doi.org/10.1177/0033688219899740 [SSCI, IF=0.630, 5-Year IF=0.706]
[3] Kohnke, L., Zhang, R., & Zou, D. (2019). Using mobile vocabulary learning Apps as aids to knowledge retention: Business vocabulary acquisition. The Journal of AsiaTEFL, 16(2), 683-690. https://doi.org/10.18823/asiatefl.2019.16.2.16.683
[2] Xie, H., Zou, D., Zhang, R., Wang, M., & Kwan, R. (2019). Personalized word learning for university students: a profile-based method for e-learning systems. Journal of Computing in Higher Education, 31, 273–289. https://doi.org/10.1007/s12528-019-09215-0 [SSCI, IF=2.271, 5-Year IF=2.673]
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[2] Zhang, R., Zou, D., & Xie, H. (2019, August). Multimedia annotations for contextualized vocabulary learning: from working adults’ perspective. Presented at World Education Research Association (WERA) 2019 Focal Meeting, Tokyo, Japan.
[1] Wang, F. L., Zhang, R., Zou, D., Au, O., & Xie, H. (2019, July). On Hong Kong Primary School English Teachers' Acceptance of Technology-Enhanced Language Learning and Teaching. In 2019 International Symposium on Educational Technology (ISET) (pp. 233-235). IEEE. https://doi.org/10.1109/ISET.2019.00055