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期刊論文 Journal Papers

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研討會論文 Conference Papers

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專書章節 Book Chapters

2021~2025

  • Chen, C.-H., & Yeh, H.-C.* (2025). Advancing English for specific purposes (ESP) pedagogy in engineering education: Infusing generative learning strategies into AR game design for enhanced vocabulary acquisition and critical thinking. Computer Assisted Language Learning. (IF: 6.0). (SSCI, 1/297 in Linguistics, Q1). (Accepted).

  • Jao, C.-Y., Fu, J.-S., & Yeh, H.-C.* (2025). Exploring students’ perceived benefits of multimodal content creation with social robots in language learning. Interactive Learning Environments. Advance online publication. (IF: 3.7). (SSCI, 45/756 in Education and Educational Research, Q1).

  • Yeh, H.-C., & Fu, J.-S.* (2025). Promoting intracultural understanding and language proficiency through video creation: A schema activation perspective. Journal of Research on Technology in Education, 57(2), 310-324. https://doi.org/10.1080/15391523.2023.2228941 (IF: 4.5). (SSCI, 24/756 in Education and Educational Research, Q1). 

  • Lan, Y.-J., Grant, S., & Yeh, H.-C.* (2025). The use of virtual chatbots to support Chinese as a foreign language learners’
    communication skills through scaffolded self-directed learning. Educational Technology & Society, 28(2), 434-452.
    https://doi.org/10.30191/ETS.202504_28(2).SP04

  • Wu, Y.-J. & Yeh, H.-C.* (2025). Using corpora to enhance learners’ synonymous verb collocations. Educational Technology & Society, 28(1), 144-160. https://doi.org/10.30191/ETS.202501_28(1).RP08 (IF: 4.6). (SSCI, 22/756 in Education and Educational Research, Q1).

  • Chen, C.-H., & Yeh, H.-C.* (2025). Scripted synergy: elevating EFL writing and creativity through collaborative digital storytelling. Technology, Pedagogy and Education, 34(1), 91-104. https://doi.org/10.1080/1475939X.2024.2382970 (IF: 3.4). (SSCI, 60/756 in Education and Educational Research, Q1).

  • Yeh, H.-C. (2025). The synergy of generative AI and inquiry-based learning: Transforming the landscape of English teaching and learning. Interactive Learning Environments, 33(1), 88-102. https://doi.org/10.1080/10494820.2024.2335491 (IF: 3.7). (SSCI, 45/756 in Education and Educational Research, Q1).

  • You, H.-J., Yeh, H.-C., & Qi, G.-Y. (2025). Fostering intercultural sensitivity in language
    learning: Quality talk in telecollaboration. Language Learning & Technology, 29(1), 1-26. ion. Language Learning & Technology, 29(1), 1–26. https://hdl.handle.net/10125/73624 (IF: 3.5). (SSCI, 15/297 in Linguistics, Q1).

  • Kao, G. Y.-M., Yeh, H.-C.*, Su, S.-W., Chiang, X.-Z., & Sun, C.-T. (2025). Advancing a practical inquiry model with multi-perspective role-playing to foster critical thinking behavior in e-book reading. Computers & Education, 225, 105185. https://doi.org/10.1016/j.compedu.2024.105185 (IF: 8.9). (SSCI, 3/756 in Education and Educational Research, Q1).

  • Hu, Y.-H., Fu, J.-S., & Yeh, H.-C.* (2024). Developing an early-warning system through robotic process automation: Are intelligent tutoring robots as effective as human teachers? Interactive Learning Environments, 32(6), 2803–2816. https://doi.org/10.1080/10494820.2022.2160467 (IF: 3.7). (SSCI, 45/756 in Education and Educational Research, Q1).

  • Jao, C.-Y., Chen, C.-H., & Yeh, H.-C.* (2024). Exploring the effects of cross-cultural collaborating on bilingual digital storytelling on students’ intercultural learning. Interactive Learning Environments, 32(10), 6815–6832. https://doi.org/10.1080/10494820.2023.2286386 (IF: 3.7). (SSCI, 45/756 in Education and Educational Research, Q1).

  • Chang, C., & Yeh, H.-C.* (2024). Effects of video-dubbing creations (using peer instruction approaches) on learning achievement, willingness to communicate, and learning anxiety. The EuroCALL Review, 31(2), 17–33. https://doi.org/10.4995/eurocall.2024.21585

  • Heng, L. & Yeh, H.-C.* (2024). Internationalisation at home: Creating an equitable virtual space for language learning. Innovations in Education and Teaching International. (IF: 1.9). (SSCI, 212/756 in Education and Educational Research, Q2). (Accepted).

  • Ben-Said, S., Fu, J.-S., & Yeh, H.-C.* (2024). “It’s like a guessing game”: Implementation of multiple sign systems in EFL reading curriculum for undergraduates in Taiwan. Journal of Adolescent & Adult Literacy. (IF: 0.9). (SSCI, 457/756 in Education and Educational Research, Q3). (Accepted).

  • Jao, C.-Y., Yeh, H.-C.*, Huang, W.-R., & Chen, N.-S. (2024). Using video dubbing to foster college students' English-speaking ability. Computer Assisted Language Learning, 37(4), 585-607. https://doi.org/10.1080/09588221.2022.2049824 (IF: 6.0). (SSCI, 1/297 in Linguistics, Q1).

  • Jao, C.-Y., Yeh, H.-C., & Hung, H.-T.* (2024). Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing. Computer Assisted Language Learning, 1–29. https://doi.org/10.1080/09588221.2023.2300972 (Online available). (IF: 6.0). (SSCI, 1/297 in Linguistics, Q1).

  • Yeh, H.-C. (2024). Revolutionizing language learning: Integrating generative AI for enhanced language proficiency. Educational Technology & Society, 27(3), 335-353. https://doi.org/10.30191/ETS.202407_27(3).TP01 (IF: 4.6). (SSCI, 22/756 in Education and Educational Research, Q1). 

  • Heng, L., & Yeh, H.-C.* (2024). How can a task-based project enhance students’ transferable skills? An investigation. Educational Research, 66(2), 139–154. https://doi.org/10.1080/00131881.2024.2309887

  • Yeh, H.-C., Qi, G.-Y., Lin, M.-Y. & Chen, N.-S.* (2024). Oral translanguaging in telecollaboration: Effects on EFL learner intercultural awareness, learning and communicative competence. System, 124, 103357. https://doi.org/10.1016/j.system.2024.103357 (IF: 4.9). (SSCI, 3/297 in Linguistics, Q1).

  • Li, W.-Y., Yeh, J.-C., Cheng, C.-C., Huang, S.-H., Yeh, H.-C., Cheng, B.-W., Lin, J.-W., & Yang, F.-J.* (2024). Digital health interventions to promote healthy lifestyle in hemodialysis patients: An interventional pilot study. Scientific Reports, 14, Article 2849. https://doi.org/10.1038/s41598-024-53259-x (IF: 3.8). (SCIE, 25/134 in Multidisciplinary Sciences, Q1).

  • Yeh, H.-C., Qi, G., & Yang, S.-H.* (2024). Beyond Borders: Telecollaboration for internationalization at home in tertiary education. Distance Education, 45(2), 334-355. https://doi.org/10.1080/01587919.2024.2338713 (IF: 3.7). (SSCI, 45/756 in Education and Educational Research, Q1). 

  • Yeh, H.-C., Yang, S.-H., Fu, J.-S.*, & Shih, Y.-C. (2023). Developing college students’ critical thinking through reflective writing. Higher Education Research & Development, 42(1), 244–259. https://doi.org/10.1080/07294360.2022.2043247

  • Hsieh, W.-M., Yeh, H.-C.* & Chen, N.-S. (2023). Impact of a robot and tangible object (R&T). integrated learning system on elementary EFL learners' English pronunciation and willingness to communicate. Computer Assisted Language Learning, 1-22. https://doi.org/10.1080/09588221.2023.2228357 (IF: 6.0). (SSCI, 1/297 in Linguistics, Q1). (Online available).

  • Yeh, H.-C., & Heng, L.* (2023). Creating a virtual “third space” in a telecollaborative project to promote English as a Foreign Language (EFL). learners’ language proficiency and intercultural awareness. Interactive Learning Environments, 31(10), 6667–6677. https://doi.org/10.1080/10494820.2022.2043384 (IF: 3.7). (SSCI, 45/756 in Education and Educational Research, Q1).

  • Hung, H.-T., & Yeh, H.-C.* (2023). Augmented-Reality-enhanced game-based learning in flipped English classrooms: Effects on students’ creative thinking and vocabulary acquisition. Journal of Computer Assisted Learning, 39(6), 1786-1800. https://doi.org/10.1111/jcal.12839 (IF: 5.1). (SSCI, 13/756 in Education and Educational Research, Q1).

  • Yeh, H.-C., Yang, S.-H., Fu, J.-S.* & Shih, Y.-C. (2023). Developing college students’ critical thinking through reflective writing. Higher Education Research & Development, 42(1), 244-259. https://doi.org/10.1080/07294360.2022.2043247 (IF: 2.6). (SSCI, 120/756 in Education and Educational Research, Q1).

  • Hu, C.-C., Yeh, H.-C., & Chen, N.-S.* (2023). Teacher development in robot and IoT knowledge, skills, and attitudes with the use of a TPACK-based Support-Stimulate-Seek approach. Interactive Learning Environments, 31(9), 5811-5830. https://doi.org/10.1080/10494820.2021.2019058 (IF: 3.7). (SSCI, 45/756 in Education and Educational Research, Q1).

  • Liu, P.-L., Ginting, A. M. G., Chen, C.-J., & Yeh, H.-C. (2022). Students’ performance and perceptions of Wiki-based collaborative Writing for Learners of English as a Foreign Language. SAGE Open, 12(4), 215824402211449. https://doi.org/10.1177/21582440221144953

  • Lin, V., Yeh, H.-C., Huang, H.-H., & Chen, N.-S.* (2022). Enhancing EFL vocabulary learning with multimodal cues supported by an educational robot and an IoT-Based 3D book. System, 104, 102691. https://doi.org/10.1016/j.system.2021.102691 (IF: 4.9). (SSCI, 3/297 in Linguistics, Q1).

  • Lin, V., Yeh, H.-C., & Chen, N.-S.* (2022). A systematic review on oral interactions in robot-assisted language learning. Electronics, 11(2), 290. https://doi.org/10.3390/electronics11020290 (IF: 2.6). (SCIE, 81/179 in Physics, Applied, Q2).

  • Heng, L., & Yeh, H.-C.* (2022). Interweaving local cultural knowledge with global competencies in one higher education course: an internationalisation perspective. Language, Culture, and Curriculum, 35(2). 151-166. https://doi.org/10.1080/07908318.2021.1958832 (IF: 2.4). (SSCI, 31/297 in Linguistics, Q1).

  • Yeh, H.-C., & Heng, L.* (2022). Rethinking the purposes of teacher education: an exploratory study of Aotearoa New Zealand and Taiwan. Oxford Review of Education, 48(2), 201-217. https://doi.org/10.1080/03054985.2021.1950665 (IF: 2.3). (SSCI, 156/756 in Education and Educational Research, Q1).

  • Hsu, F.-H., Lin, I.-H., Yeh, H.-C., & Chen, N.-S.* (2022). Effect of Socratic Reflection Prompts via video-based learning system on elementary school students' critical thinking skills. Computers & Education, 183, 104497. https://doi.org/10.1016/j.compedu.2022.104497 (IF: 8.9). (SSCI, 3/756 in Education and Educational Research, Q1).

  • Fu, J.-S., Yang, S.-H., & Yeh, H.-C.* (2022). Exploring the impacts of digital storytelling on English as a foreign language learners’ speaking competence. Journal of Research on Technology in Education, 54(5), 679–694. https://doi.org/10.1080/15391523.2021.1911008 (IF: 4.5). (SSCI, 24/756 in Education and Educational Research, Q1). 

  • Yeh, H.-C., Tseng, S.-S.*, & Heng, L. (2022). Enhancing EFL students’ intracultural learning through virtual reality. Interactive Learning Environments, 30(9), 1609-1618. https://doi.org/10.1080/10494820.2020.1734625 (IF: 3.7). (SSCI, 45/756 in Education and Educational Research, Q1).

  • Yeh, H.-C., & Heng, L., & Tseng, S.-S.* (2021). Exploring the impact of a video-making project on students’ writing skills. Journal of Research on Technology in Education, 53(4), 446-456. https://doi.org/10.1080/15391523.2020.1795955 (IF: 4.5). (SSCI, 24/756 in Education and Educational Research, Q1).

  • Fu, J.-S., Yeh, H.-C.*, Liang, P.-C., & Heng, L. (2021). Exploring adult learners’ perceptions towards learning English via mobile applications. International Journal of Learning Technology, 16(3), 181-196. https://doi.org/10.1504/IJLT.2021.119471 (IF: 0.4). (SSCI, 606/756 in Education and Educational Research, Q4). (Scopus).

  • Yang, S.-H., & Yeh, H.-C.* (2021). Enhancing EFL learners’ intracultural development as cultural communicators through YouTube video-making. Technology, Pedagogy, and Education, 30(4), 557-572. https://doi.org/10.1080/1475939X.2021.1925336 (IF: 3.4). (SSCI, 60/756 in Education and Educational Research, Q1).

  • Chen, C.-H., Hung, H.-T., & Yeh, H.-C.* (2021). Virtual reality in problem-based learning contexts: Effects on the problem-solving performance, vocabulary acquisition, and motivation of English language learners. Journal of Computer Assisted Learning, 37(3), 851-860. https://doi.org/10.1111/jcal.12528 (IF: 5.1). (SSCI, 13/756 in Education and Educational Research, Q1).

  • Jao, C.-Y., & Yeh, H.-C.* (2021). The influences of robot-assisted language learning on language teachers and learners. Taiwan Education Review, 730, 13-28.

  • Yeh, H.-C., Chang, W.-Y.*, Chen, H.-Y., & Heng, L.-C. (2021). Effects of podcast-making on Taiwanese students’ English speaking skills in higher education. Educational Technology Research & Development (ETR&D), 69, 2845–2867. https://doi.org/10.1007/s11423-021-10026-3 (IF: 5.0). (SSCI, 23/269 in Education and Educational Research, Q1).

  • Fang, W.-C., Yeh, H.-C., Luo, B.-R., & Chen, N.-S.* (2021). Effects of mobile-supported task-based language teaching (TBLT). on EFL students’ linguistic achievement and conversational interactions in a large class. ReCALL, 33(1), 71-87. https://doi.org/10.1017/S0958344020000208 (IF: 4.6). (SSCI, 5/297 in Linguistics, Q1).

2017~2020

  • Yeh, H.-C., & Tseng, S.-S.* (2020). Enhancing multimodal literacy using augmented reality. Language Learning & Technology, 24(1), 27-37. https://doi.org/10125/44706 (IF: 3.5). (SSCI, 15/297 in Linguistics, Q1). (MOST107-2511-H-224 -005 -MY2).

  • Yeh, H.-C., Yang, S.-H.*, & Chen, G.-L. (2020). Exploring students' integrated reading and summary writing processes through an online system. English Teaching & Learning, 44, 21-43. https://doi.org/10.1007/s42321-019-00026-1 (IF: 1.2). (SSCI, 106/297 in Linguistics, Q2). (Scopus).

  • Hu, C.-C., Yeh, H.-C., & Chen, N.-S.* (2020). Enhancing STEM competence by making electronic musical pencil for non-engineering students. Computers & Education, 150, 103840. https://doi.org/10.1016/j.compedu.2020.103840 (IF: 8.9). (SSCI, 3/756 in Education and Educational Research, Q1).

  • Mays, B. R., Yeh, H.-C.*, & Chen, N.-S. (2020). The effects of using audience response systems incorporating student-generated questions on EFL students’ reading comprehension. The Asia-Pacific Education Researcher, 29, 553–566. https://doi.org/10.1007/s40299-020-00506-0 (IF: 3.6). (SSCI, 48/756 in Education and Educational Research, Q1). (MOST 106-2628-S-224-001-MY3).

  • Li, W.-Y., Chiu, F.-C., Zheng, J.-K., Li, Y.-W., Huang, S.-H., Yeh, H.-C., Cheng, B.-W., & Yang, F.-J.* (2020). A mobile health application with social media to support self-management in chronic kidney disease: a 3-month cohort study. Journal of Medical Internet Research, 22(12), 1-15. https://doi.org/10.2196/19452 (IF: 5.8). (SCI, Rank 1 in Medical Informatics, Q1).

  • Tseng, S.-S., & Yeh, H.-C.* (2019). The impact of video and written feedback on student preferences of English speaking practice. Language Learning & Technology, 23(2), 145–158. (IF: 3.5). (SSCI, 15/297 in Linguistics, Q1). (MOST 106-2628-S-224-001-MY3).

  • Tseng, S.-S., & Yeh, H.-C.* (2019). Fostering EFL teachers’ CALL competencies through project-based learning. Journal of Educational Technology & Society, 22(1), 94-105. (IF: 4.6). (SSCI, 22/756 in Education and Educational Research, Q1). (MOST 104-2511-S-224-002-MY3).

  • Yeh, H.-C.* & Lai, W.-Y. (2019). Speaking progress and meaning negotiation processes in synchronous online tutoring. System, 81, 179-191. https://doi.org/10.1016/j.system.2019.01.001 (IF: 4.9). (SSCI, 3/297 in Linguistics, Q1).

  • Chen, C.-H., & Yeh, H.-C.* (2019). Effects of integrating a questioning strategy to game-based learning on students’ language learning performances in flipped classrooms. Technology, Pedagogy, and Education, 28(3), 347-361. https://doi.org/10.1080/1475939X.2019.1618901 (IF: 3.4). (SSCI, 60/756 in Education and Educational Research, Q1).

  • Yeh, H.-C., Tseng, S.-S.*, & Chen, Y.-S. (2019). Using online peer feedback through Blogs to promote speaking performance. Educational Technology & Society, 22(1), 1-14. (IF: 4.6). (SSCI, 22/756 in Education and Educational Research, Q1). (MOST 104-2410-H-224 -032 -MY2).

  • Yeh, H.-C., & Tseng, S.-S.* (2019). Using the ADDIE Model to nurture the development of teachers’ CALL professional knowledge. Educational Technology & Society, 22(3), 88-100. (IF: 4.6). (SSCI, 22/756 in Education and Educational Research, Q1). (MOST 104-2511-S-224-002-MY3).

  • Tseng, S.-S., & Yeh, H.-C.* (2018). Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students' English reading comprehension. Interactive Learning Environments, 26(6), 789-802. https://doi.org/10.1080/10494820.2017.1412989 (IF: 3.7). (SSCI, 45/756 in Education and Educational Research, Q1). (MOST 103-2410-H-224-013).

  • Yeh, H.-C. (2018). Exploring the perceived benefits of the process of multimodal video making in developing multiliteracies. Language Learning & Technology, 22(2), 28-37. https://doi.org/10125/44642 (IF: 3.5). (SSCI, 15/297 in Linguistics, Q1). (MOST 104-2410-H-224 -032 -MY2). (106-2628-S-224-001-MY3).

  • Yeh, H.-C., Liu, P.-L.*, & Chang, F.-C. (2018). Exploring student's multiple reading strategies using an online reading system. International Journal on Digital Learning Technology, 10(4), 1-29. https://doi.org/10.3966/2071260X2018101004001 (TSSCI)

  • Shen, Y.-C., & Yeh, H.-C.* (2018). Exploring EFL elementary students' language learning experience in Livemocha. NPUST Humanities and Social Sciences Research, 12(2), 1-30. https://doi.org/10.6618/HSSRP.201806_12(2).1

  • Yeh, H.-C., Hung, H.-T.*, & Chiang, Y.-H. (2017). The use of online annotations in reading instruction and its impact on students' reading progress and processes. ReCALL, 29(1), 22-38. https://doi.org/10.1017/S0958344016000021 (IF: 4.6). (SSCI, 5/297 in Linguistics, Q1). (MOST 103-2410-H-224-013)

2011~2015

  • Yeh, H.-C. (2015). Facilitating metacognitive processes of academic genre-based writing using an online writing system. Computer Assisted Language Learning, 28(6), 479-498. https://doi.org/10.1080/09588221.2014.881384 (IF: 6.0). (SSCI, 1/297 in Linguistics, Q1).

  • Tseng, S.-S., Yeh, H.-C.* & Yang, S.-H. (2015). Promoting different reading comprehension levels through online annotations. Computer Assisted Language Learning, 28(1), 41-57. https://doi.org/10.1080/09588221.2014.927366 (IF: 6.0). (SSCI, 1/297 in Linguistics, Q1).

  • Yeh, H.-C. (2014). Exploring how collaborative dialogues facilitate synchronous collaborative writing. Language Learning & Technology, 18(1), 23-37. https://dx.doi.org/10125/44348 (IF: 3.5). (SSCI, 15/297 in Linguistics, Q1).

  • Yeh, H.-C. (2014). English curriculum redesign through an EFL teacher study group. Taiwan Journal of TESOL, 10(1), 1-35. https://doi.org/10.30397/TJTESOL.201409_10(1).0001 (Scopus). (ESCI). (THCI Core-Level 2). (TCI-HSS). (THCI). (NSC 96-2411-H-224-015)

  • Yeh, H.-C. (2013). Fostering teacher community development: a collaboration between local elementary teachers, prospective teachers, and a teacher educator. SPECTRUM, 11, 1-20.

  • Hung, H.-T., & Yeh, H.-C.* (2013). Forming a change environment to encourage professional development through a teacher study group. Teaching and Teacher Education, 36, 153-165. https://doi.org/10.1016/j.tate.2013.07.009 (IF: 4.0). (SSCI, 33/756 in Education and Educational Research, Q1).

  • Yang, Y.-F.*, Wong, W.-K., & Yeh, H.-C. (2013). Learning to construct English (L2) sentences in a bilingual corpus-based system. System, 41(3), 677-690. https://doi.org/10.1016/j.system.2013.07.014 (IF: 4.9). (SSCI, 3/297 in Linguistics, Q1).

  • Hung, H.-T., Chiu, Y.-C. J., & Yeh, H.-C.* (2013). Multimodal text assessment of and for learning: A theory-driven design rubric. British Journal of Educational Technology, 44(3), 400-409. https://doi.org/10.1111/j.1467-8535.2012.01337.x (IF: 6.7). (SSCI, 6/756 in Education and Educational Research, Q1).

  • Yeh, H.-C., Hung, H.-T.*, & Chen Y.-P. (2012). The roles of a university professor in a teacher study group. Asia Pacific Education Review, 13, 435-447. https://doi.org/10.1007/s12564-012-9213-1 (IF: 2.3). (SSCI, 156/756 in Education and Educational Research, Q1).

  • Yeh, H.-C., & Lai, P.-Y. (2012). Implementing online question generation to foster reading comprehension. Australasian Journal of Educational Technology, 28(7), 1152-1175. https://doi.org/10.14742/ajet.794 (IF: 3.3). (SSCI, 64/756 in Education and Educational Research, Q1).

  • Yeh, H.-C., & Yang, S.-H. (2012). Facilitating the revision of whole language in EFL contexts through the inquiry cycle. Asia-Pacific Education Researcher, 21(2), 267-278. (IF: 3.6). (SSCI, 48/756 in Education and Educational Research, Q1).

  • Yeh, H.-C.* & Yang, S.-H. (2011). School-based English curriculum design at the Elementary School Level. Studies in English Language and Literature, 27, 187-193.

  • Yeh, H.-C.* & Yang, Y.-F. (2011). Prospective teachers' insights towards scaffolding students' writing processes through teacher-student role reversal in an online system. Educational Technology Research & Development (ETR&D), 59, 351-368. https://doi.org/10.1007/s11423-010-9170-5 (IF: 3.3). (SSCI, 64/756 in Education and Educational Research, Q1).

  • Yeh, H.-C.* & Yang, Y.-F. (2011). Metacognitive process in online text construction. Educational Technology & Society, 14(3), 82-101. (IF: 4.6). (SSCI, 22/756 in Education and Educational Research, Q1).

  • Yeh, H.-C. (2011). EFL teachers' challenges and dilemmas in transferring theories and practices cross-culturally. Asia Pacific Education Review, 12, 97-104. https://doi.org/10.1007/s12564-010-9084-2 (IF: 2.3). (SSCI, 156/756 in Education and Educational Research, Q1).

2006~2010

  • Yang, Y.-F.*, Wong, W.-K., & Yeh, H.-C. (2010). The influence of social interaction on meaning construction in a virtual community. British Journal of Educational Technology, 41(2), 287-306. https://doi.org/10.1111/j.1467-8535.2009.00934.x (IF: 6.7). (SSCI, 6/756 in Education and Educational Research, Q1).

  • Yeh, H.-C.*, Yang, Y.-F., & Wong, W.-K. (2010). Interaction chain patterns of online text construction with lexical cohesion. Educational Technology & Society, 13(1), 55-68. (IF: 4.6). (SSCI, 22/756 in Education and Educational Research, Q1).

  • Yang, Y.-F.*, Wong, W.-K., & Yeh, H.-C. (2009). Investigating readers' mental maps of referential resolutions in an online system. Computers & Education, 53, 788-808. https://doi.org/10.1016/j.compedu.2009.04.016 (IF: 8.9). (SSCI, 3/756 in Education and Educational Research, Q1).

  • Yang, Y.-F., Wong, W.-K., & Yeh, H.-C. (2008). A computer system of referential resolution to assess students' reading comprehension. Educational Technology & Society, 11(4), 173-189. (IF: 4.6). (SSCI, 22/756 in Education and Educational Research, Q1).

  • Yang, Y.-F., Yeh, H.-C.*, & Wong, W.-K. (2008). Constructing mental representation of reference by feedback in a computer system. Computers in Human Behavior, 24(5), 1959-1976. https://doi.org/10.1016/j.chb.2007.08.002 (IF: 9.0). (SSCI, 9/218 in Psychology, Multidisciplinary, Q1). (NSC 96-2411-H-224-014).

  • Yeh, H.-C. (2007). When EFL teachers inquire in a teacher study group. The English Teacher, 36(1), 47-65.

  • Yeh, H.-C. (2007). Multiple communication systems. English Teaching Professional, 50, 12-14.

  • Yeh, H.-C. (2007). Investigating EFL elementary school teachers' professional development avenues and their effectiveness. Taiwan Journal of TESOL, 4(2), 1-23. https://doi.org/10.30397/TJTESOL.200712_4(2).0001 (Scopus). (ESCI). (THCI Core-Level 2). (TCI-HSS). (THCI). (NSC 94-2411-H-224-009)

  • Wong, W.-K., Lee, J.-H., Yang, Y.-F., Yeh, H.-C., Chiao, C.-P., & Hsu, S.-C. (2006). A computer-assisted environment on referential understanding to enhance academic reading comprehension. In Q. Yang & G. Webb (Eds.), PRICAI 2006: Trends in Artificial Intelligence, Lecture Notes in Computer Science, Vol. 4099 (pp. 1119-1124). (SCI). (NSC 94-2524-S-224-001; NSC 94-2520-S-224-001).

  • 招靜琪、 駱藝瑄 、葉惠菁（2006）。由《英語教學》看英語師資教育實務與研究三十年派典演變。國立師範大學英語教學期刊。Special Issues 26 (2)，111-132. (Scopus). (ESCI). (THCI). (AHCI). (TCI-HSS). (THCI).

  • 葉惠菁（2006 年 06 月）。建構網路資源分享平台，提升英語能力。英語教育電子月刊，22。Yeh, H.-C. (2006). Building an online resource-sharing platform to enhance English proficiency. English Education Electronic Monthly, 22.

2002~2005

  • Yeh, H.-C. (2005). Teacher study group as a vehicle to strengthen EFL teachers' professional identity and voice. Asian EFL Journal, 7(4), 50-73. (Scopus).

  • Yang, S.-H., & Yeh, H.-C. (2002). Becoming bilingual: Parental involvement in early bilingual learning. The English Teacher: An International Journal, 5(3), 283-292. (ACI).

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