Centre for Advancement of Chinese Language Education and Research
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Recent Submissions
Motivational Strategies, Language Learning Strategies, and Literal and Inferential Comprehension in Second Language Chinese Reading: A Structural Equation Modeling Study
From Clueless to Confident: How ChatGPT Transforms Academic Writing in Chinese as a Second Language
Factors influencing reading achievements in Asia: A cross-educational system comparison using PIRLS 2021 data
Will differences in keyboarding method of writing systems impact reading literacy performance: Insights from analyzing constructive response items in digital PIRLS 2021
The role of L1 self-efficacy in L2 reading comprehension: an exploration of L1–L2 cross-linguistic transfer
Extramural ICT factors impact adolescents' academic performance and well-being differently: Types of self-regulated learners also matter
More is not always better? Vocabulary learning strategies instruction in online environment
Editorial: Dynamic roles of anxiety and motivation in second/foreign language acquisition
The design of technology-enhanced vocabulary learning: A systematic review
Adolescents’ self-regulated and affective learning, teacher support and digital reading literacy: A multilevel latent profile approach
Technological affordances in teachers' online professional learning communities: A systematic review
Developing an evaluation framework for vocabulary-learning apps
Applying the Total Physical Response (TPR) Method to Online One-to-one Chinese Vocabulary Instruction to Children
From self-regulation to co-regulation: Refining learner presence in a community of inquiry in interprofessional education
Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study
Reading Assessment in Asia: Network Analysis of PIRLS 2021 Asia ――Singapore, Hong Kong, Macao and Taiwan
Self-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong Kong
The impact of medium of instruction on Hong Kong non-Chinese speaking kindergarten children's learning Chinese
Beyond coding and counting: Exploring teachers’ practical knowledge online through epistemic network analysis
Quantitative Corpus Analysis on Classical Set Texts of Senior Secondary Chinese Language Curriculum
