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Dr LIN, Chin-Hsi

Dr LIN, Chin-Hsi

林金錫

Associate Professor

Academic Unit of Teacher Education and Learning Leadership


Qualification

M.A. (National Taiwan Normal University), M.A. (University of California, Irvine), Ph.D. (University of California, Irvine)

Email

[javascript protected email address]

Phone

(852) 3917 1512

Location

Room 615, Meng Wah Complex

Research Expertise

  • Chinese Language and Literature Education
  • Learning Sciences
  • Literacies and Languages
  • Motivation
  • Teaching Chinese as a Second/Foreign Language
  • Technology-enhanced Learning

Prospective PhD/ EdD/ MPhil Applications

​I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.

2017 First Place of Journal Article Award: Quantitative Based. Division of Distance Learning, Association for Educational Technology & Communications

 

2015-2016 Michigan Virtual Learning Research Institute Fellow

 

2015 Outstanding paper award, Society for Information Technology & Teacher Education 2015

 

2012 Travel scholarship from The 7th International Conference and Workshops on Technology and Chinese Language Teaching in the 21st Century

 

2011 Graduate Dean’s Dissertation Fellowship Award, University of California, Irvine.

 

2010 Phi Beta Kappa Award for International Scholarship

2021-2022 PI (Co-I: Dr. Sau Yan Hui), Promoting Pre-service Teachers’ Competencies of Teaching Chinese Reading Online. Funding from UGC Initiatives for Virtual Teaching and Learning. 

2021-2022 PI (Co-I: Dr. Sau Yan Hui), Facilitating Peer Review and Reflection through Technology. Funding from HKU Teaching Development Grant. 

2020-2022 Co-I (PI: Drs. Sau Yan Hui and Wai Ming Cheung), Empowerment and Transition – Supporting Teachers to Promote Multicultural Students’ Chinese Learning in Primary and Secondary Schools (賦權授能.銜接向上 ─ 支援中小學教師提升多元文化學生中文學習能力). Funding from Hong Kong Educational Bureau, EDB(SBPS)/NCS/1/5 

2020-2022 Co-I (PI: Dr. Wai Ming Cheung), Provision of School-based Professional Support Services on Enhancing the Learning and Teaching of Chinese for Non-Chinese Speaking Students in Kindergartens and Primary Schools as well as Facilitating Their Non-Chinese Speaking Students Smooth Transition from Kindergarten to Primary Education (Tender Ref: EDB(SBPS)/NCS/1/2)

2020-2023 Co-I (PI: Dr. Zhong Sun), Research on key technology of classroom teaching interactive analysis based on artificial intelligence (基於人工智能的課堂教學交互分析關鍵技術研究). Funding from China National Science Fund  (國家自然科學基金F0701) NSFC61977048 

2018-2020 Co-I (PI: Dr. Zhong Sun), Data-driven Mobile Professional Development for Teachers in Rural Areas (数据驱动的移动互联+农村教师专业发展模式建构与规模化应用研究). Funding from China Social Science Research Funds (教育部人文社会科学研究规划基金) #18YJA880070 

2018-2021 PI (Co-PI: Dr. Doris Law), Technology and Self-regulated Vocabulary Learning. Funding from Seed Fund for Basic Research # 201801159011, The University of Hong Kong 

2018-2020 Co-I (PI: Dr. Chun Lai), Understanding the Relationship of Language Teacher Identity with Their Technology Integration for Instruction. Funding from Seed Fund for Basic Research, The University of Hong Kong 

Books

Zhang, D., & Lin, C. -H. (Eds.). (2017). Chinese as a Second Language Assessment. Singapore: Springer.

 

Lin, C. -H., Zhang, D., & Zheng, B. (Eds.). (2017). Preparing Foreign Language Teachers for Next-Generation Education. Hershey, PA: IGI Global.

 

Shu, J. & Lin, C. -H. (2013). An introduction to Chinese linguistics for teaching Chinese as a second language. Taipei, Taiwan: Sharing.

 

Lin, C.-H., & Lien, Y.-J. (2010). Technology and Chinese language teaching: Theory and practice. Taipei, Taiwan: Sharing.

 

Lin, C.-H., & Shu, J. (2008). A gentle introduction to Chinese linguistics. Taipei, Taiwan: Sharing.

 

Hsin, S. C., Shu, J., Chen, H., Lin, C.-H., & Lin, C.-T. (2007). Modern Chinese correspondence. Taipei, Taiwan: Wunan.

 

Journal Articles

(Note: Graduate Student Co-Authors are Underlined; * indicates the corresponding author)

Deng, L., Shi, C., Lin, C.-H., & Sun, Z. (2021). Analysis of teachers’ practical knowledge based on ENA: Taking the teacher learning community in the mobile social environment as an example (基于 ENA 的教师实践性知识分析* ——以移动社交环境中的教师学习共同体为例). Modern Educational Technology (现代教育技术), 31(4), 65-72.

Huang, X., Lin, C.-H., Sun, M., & Peng, X. (in press). What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2021.103491

Lai, C., Wen Y., Gao, T., & Lin, C.-H. (in press). Mechanisms of the learning impact of teacher-organized online schoolwork sharing among primary school students. Journal of Educational Computing Research. doi: 10.1177/0735633119896874 (SSCI, 2020 impact factor 3.088)

Lv, B., Lai, C., & Lin, C.-H., & Gong, Y., (in press). Comparison studies of typing and handwriting in Chinese language learning: A synthetic review. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2021.101740

Chen, J., Lin, C.-H.*, and Chen, G. (2021). A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy. Computers & Education, 173, 1-15. https://doi.org/10.1016/j.compedu.2021.104322

He, F., & Lin, C.-H.* (2021). Supporting online Chinese narrative writing pedagogy through metacognitive writing process and approach: A design-based research (应用元认知写作过程和方法支持在线华文记叙文写作课程的设计本位研究). Journal of Technology and Chinese Language Teaching, 12, 117-137. http://www.tclt.us/journal/abstractshow.php?id=125

Sun, Z., Lin, C.-H.*, Lv, K., & Song, J. (2021). Knowledge-construction behaviors in a mobile serious game: A lag-sequential analysis of group differences. Educational Technology Research and Development, 69, 533-551. doi: 10.1007/s11423-021-09938-x (SSCI, 2019 impact factor 2.303)

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, 782-796. https://doi.org/10.1111/jcal.12523 (SSCI, 2020 impact factor 3.862).

Zheng, B., Chang, C., Lin, C.-H., & Zhang, Y. (2021). Self-efficacy, academic motivation, and self-regulation: How do they predict academic achievement for medical students? Medical Science Educator, 31, 125-130. https://doi.org/10.1007/s40670-020-01143-4

Chan, S., Cheung, W.M., Huang, Y., Lam, W.I., & Lin, C.-H., (2020). Development and validation of a Chinese character acquisition assessment for second-language kindergarteners. Language Testing, 37, 215-234. doi:10.1177/0265532219876527 (SSCI, 2019 impact factor 1.708)

Huang, X., Lin, C.-H., & Lee, C. K. (2020). Moving beyond classroom teaching: A study of multidimensional teacher self-efficacy effect on job satisfaction and occupational commitment. Teachers and Teaching, 26, 522-542. https://doi.org/10.1080/13540602.2021.1890014  (SSCI, 2019 impact factor 2.345).

Hsu, Y.-Y. & Lin, C.-H*. (2020). Evaluating the effectiveness of a preservice-teacher technology-training module incorporating SQD strategies. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-020-00205-2 (SSCI, 2019 impact factor 2.99).

Zheng, B., Lin, C.-H., & Kwon, J. (2020). The impact of learner-, instructor-, and course-level factors on online learning. Computers & Education. Advanced online publication. https://doi.org/10.1016/j.compedu.2020.103851 (SSCI, 2019 impact factor 5.296)

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, 57-71. doi: 10.1080/1475939X.2019.1694061 (SSCI, 2019 impact factor 1.481)

Zhang, Y. & Lin, C.-H*.(2020). Motivational profiles and their correlates among students in virtual school foreign language courses? British Journal of Educational Technology, 51, 515-530. doi: 10.1111/bjet.12871 (SSCI, 2019 impact factor 2.951)

 

Zhang, D., Lin, C.-H.Zhang, Y., & Choi, Y. (2019). Pinyin or no pinyin: How does access to word pronunciations matter to the assessment of Chinese learners’ vocabulary knowledge? The Language Learning Journal. doi: 10.1080/09571736.2017.1289237 (ESCI)

 

Lin, C.-H.*, Kwon, J., & Zhang, Y. (2019). Online self-paced high-school class size and student achievement. Educational Technology Research and Development, 67, 317-336. doi: 10.1007/s11423-018-9614-x (SSCI, 2018 impact factor 2.115)

Lin, C.-H.*, Zhou, K., & Yang, S. (2018). A survey of mobile apps for learning Chinese vocabulary. Journal of Technology and Chinese Language Teaching, 9, 2, 98-115. (ESCI)

Tseng, M.-F., Lin, C.-H., & Chen, H. (2018). An immersive flipped classroom for learning Mandarin Chinese: Design, implementation, and outcomes. Computer Assisted Language Learning, 31, 714-733. doi: 10.1080/09588221.2018.1440603 (SSCI, 2018 impact factor 1.928)

Choi, Y., Zhang, D., Lin, C.-H., & Zhang, Y. (2018). Self-regulated learning of EFL vocabularyAsian EFL Journal, 20, 54-82

 

Liu, H.Lin, C.-H.*, Zhang, D., & Zheng, B. (2018). Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysisJournal of Educational Computing Research. doi: 10.1177/0735633117708313 (SSCI, 2016 impact factor 0.678).

 

Sun, Z., Lin, C.-H., Wu, M., & Luo, L. (2018). A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learningBritish Journal of Educational Technology. doi: 10.1111/bjet.12571 (SSCI, 2016 impact factor 2.410)

 

Godfroid, A., Lin, C.-H., & Ryu, C. (2017). Hearing and seeing tone through color: An efficacy study of web-based, multimodal Chinese tone perception trainingLanguage Learning, 67, 819-857. doi: 10.1111/lang.12246 (SSCI, 2016 impact factor 2.079).

 

Lin, C.-H., Liu, H., & Hu, Y. (2017). Technology and the education of Chinese-language teachers: Where are we now? Journal of Technology and Chinese Language Teaching, 8(1), 1-15.

 

Lin, C.-H. & Tseng, M. (2017). New waves in technology-enhanced Development for Chinese-language teachersJournal of Technology and Chinese Language Teaching, 8(1), i-iii.

 

Lin, C.-H.Zhang, Y., & Zheng, B. (2017). The role of learning strategies and motivation in online language learning: A structural equation modeling analysisComputers & Education113, 75-85. doi: 10. 1016/ j. compedu. 2017. 05. 014 (SSCI, 2016 impact factor 3.819)

 

Lin, C.-H., Zheng, B., & Zhang, Y. (2017). Interactions and learning outcomes in online language coursesBritish Journal of Educational Technology48, 730-748. doi: 10.1111/bjet.12457. (SSCI, 2016 impact factor 2.410)

 

Liu, H.Lin, C.-H.*, & Zhang, D. (2017). Pedagogical beliefs and attitudes toward information and communication technology: A survey of teachers of English as a foreign language in ChinaComputer Assisted Language Learning, 30, 745-765. doi: 10.1080/09588221.2017.1347572 (SSCI, 2016 impact factor 2.121)

 

Sun, Z., Lin, C.-H., You, J., Shen, H., Qi, S., Luo, L. (2017). Improving English speech skills through mobile social networking. Computer Assisted Language Learning, 30(3-4), 304-324. doi: 10.1080/09588221.2017.1308384 (SSCI, 2016 impact factor 2.121).

 

Zhang, Y., Lin, C.-H.*, Zhang, D., & Choi, Y. (2017). Motivation and learning strategy in foreign language vocabulary learningBritish Journal of Educational Psychology, 87, 57-74 doi: 10.1111/bjep.12135 (SSCI, 2016 impact factor 2.403)

 

Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesesReview of Educational Research, 86, 1052-1084. doi: 10.3102/0034654316628645 (SSCI, 2015 impact factor 5.235)

 

Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and realityLanguage Learning & Technology, 20(1), 124–147. (SSCI, 2015 impact factor 1.38)

 

Lin, C.-H., & Zhang, Y. (2015). The implication of MOOCs for Chinese language education. International Chinese Language Education.

 

Lin, C.-H., & Zheng, B. (2015). Teaching Practices and Teacher Perceptions in Online World Language CoursesJournal of Online Learning Research, 1(3), 275-303.

 

Lin, C.-H., & Warschauer, M. (2015). Online foreign-language education: What are the proficiency outcomesThe Modern Language Journal, 99, 394-397. doi: 10.1111/modl.12234_1 (SSCI, 2015 impact factor 1.188)

 

Zheng, B., Lawrence, J., Warschauer, M., & Lin, C.-H. (2015). Middle school students’ writing and feedback in a cloud-based classroom environmentTechnology, Knowledge, and Learning, 20, 201-229. doi: 10.1007/s10758-014-9239-z.

 

Lin, C.-H., & Zhang, Y. (2014). MOOCs and Chinese language education. Journal of Technology and Chinese Language Teaching, 5(2), 49-65.

 

Lin, C.-H., & Lien, Y.-J., (2012). Teaching and learning Chinese with an iPad. Journal of Technology and Chinese Language Teaching, 3(2), 47-63.

 

Lin, C.-H., & Collins, P. (2012). The effects of L1 and orthographic regularity and consistency in naming Chinese characters. Reading and Writing: An Interdisciplinary Journal, 25, 1747-1767. doi: 10.1007/s11145-011-9340-9 (SSCI, 2015 impact factor 1.308)

 

Lien, Y.-J., Lin, C.-H., & Chiu, G.-F. (2011). Animated teaching: Using cartoons in teaching Chinese as a foreign language. Journal of Technology and Chinese Language Teaching , 2(1), 36-48.

 

Lin, C.-H. (2011). Tools for teaching Chinese through song. Journal of Technology and Chinese Language Teaching, 2(2), 69-83.

 

Lin, C.-H., & Warschauer, M. (2011). Integrative versus instrumental orientation among online language learners. Linguagens e Diálogos.

 

Lin, C.-H. (2011). Tools for teaching Chinese through songJournal of Technology and Chinese Language Teaching.