Dr GUO, Kai

• RGC Junior Research Fellow Scheme [Awarded by Research Grants Council, 2025–2027]
• Dissertation Year Fellowship [Awarded by Graduate School, The University of Hong Kong, 2024–2025]
• HKU Foundation Publication Award for Research Postgraduate Students [Awarded by Graduate School, The University of Hong Kong; 2024]
• Research Postgraduate Student Publication Award [Awarded by Faculty of Education, The University of Hong Kong; 2024]
• Research Postgraduate Student Innovation Award [Awarded by Graduate School, The University of Hong Kong; 2023]
• University Postgraduate Fellowship [Awarded by The University of Hong Kong; 2020–2024]

• Principal Investigator. Using ChatGPT-Empowered Chatbots to Support Students’ Peer Feedback Provision in English as a Foreign Language Writing. Dissertation Year Fellowship, The University of Hong Kong, 2024–2025, Grant: HKD330,000.
• Principal Investigator. Chatbot-Assisted Gamified Learning Environment for Developing Argumentation Competence: Integrating Artificial and Human Intelligence. Research Postgraduate Student Innovation Award, The University of Hong Kong, 2023–2024, Grant: HKD50,000.

2025

• Xiao, Y., Li, D., & Guo, K.* (2025). Generative AI-powered non-player characters in digital storyline-based learning: An innovative approach to EFL writing. Innovation in Language Learning and Teaching, 1–15. https://doi.org/10.1080/17501229.2025.2545397 [SSCI, Q1 in Linguistics; *corresponding author]
• Pan, M., Lai, C., & Guo, K. (2025). AI chatbots as reading companions in self-directed out-of-class reading: A self-determination theory perspective. British Journal of Educational Technology, 1–29. https://doi.org/10.1111/bjet.70002 [SSCI, Q1 in Education]
• Xiao, Y., Li, D., & Guo, K.* (2025). Using ChatGPT to bring non-player characters to life: Effects on students’ storyline-driven game-based writing learning. Computers & Education. https://doi.org/10.1016/j.compedu.2025.105414 [SSCI, Q1 in Education; *corresponding author]
• Li, D., Xia, S., & Guo, K.* (2025). Using AI to enhance digital multimodal composing: EFL learners’ semiotic decision-making, self-efficacy, enjoyment, and continuance intention. Language Learning & Technology, 29(1), 1–15. https://doi.org/10.64152/10125/73636 [SSCI, Q1 in Education; *corresponding author]
• Woo, D. J., Wang, D., & Guo, K. (2025). Comparing Hong Kong secondary school students’ perceptions of ChatGPT-assisted EFL writing. The Journal of Educational Research, 1–21. https://doi.org/10.1080/00220671.2025.2525243 [SSCI, Q2 in Education]
• Woo, D. J., Guo, K., & Susanto, H. (2025). EFL secondary students’ use of ChatGPT for writing task completion pathways. The Journal of Educational Research, 1–14. https://doi.org/10.1080/00220671.2025.2510382 [SSCI, Q2 in Education]
• Guo, K., Li, D., Wang, J., & Chu, S. K. W. (2025). From retrieval to generative models: A design-based research approach to developing a chatbot for argumentative writing. Innovation in Language Learning and Teaching, 1–15. https://doi.org/10.1080/17501229.2025.2511273 [SSCI, Q1 in Linguistics]
• Pan, M., Lai, C., & Guo, K. (2025). Technology-enhanced self-regulated second language learning interventions: A systematic review. System, 131, 103675. https://doi.org/10.1016/j.system.2025.103675 [SSCI, Q1 in Education]
• Li, D., Xia, S., & Guo, K.* (2025). Investigating L2 learners’ text-to-video resemiotisation in AI-enhanced digital multimodal composing. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2025.2481402 [SSCI, Q1 in Education; *corresponding author]
• Zou, S., Guo, K., Wang, J., & Liu, Y. (2025). Investigating students’ uptake of teacher- and ChatGPT-generated feedback in EFL writing: A comparison study. Computer Assisted Language Learning, 1–30. https://doi.org/10.1080/09588221.2024.2447279 [SSCI, Q1 in Education]

2024

• Guo, K., Pan, M., Li, Y., & Lai, C. (2024). Effects of an AI-supported approach to peer feedback on university EFL students’ feedback quality and writing ability. The Internet and Higher Education, 63, 100962. https://doi.org/10.1016/j.iheduc.2024.100962 [SSCI, Q1 in Education]
• Guo, K., Zhang, D., Li, D., & Yu, S. (2024). Using AI-supported peer review to enhance feedback literacy: An investigation of students’ revision of feedback on peers’ essays. British Journal of Educational Technology, 56(4), 1612–1639. https://doi.org/10.1111/bjet.13540 [SSCI, Q1 in Education]
• Guo, K. (2024). EvaluMate: Using AI to support students’ feedback provision in peer assessment for writing. Assessing Writing, 61, 100864. https://doi.org/10.1016/j.asw.2024.100864 [SSCI, Q1 in Education]
• Guo, K. & Li, D. (2024). Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study. System, 124, 103362. https://doi.org/10.1016/j.system.2024.103362 [SSCI, Q1 in Education]
• Guo, K., Zhong, Y., Qin, J., & Chu, S. K. W. (2024). Investigating EFL teachers’ lesson planning for chatbot-assisted learning of argumentative writing: A TPACK perspective. Interactive Learning Environments, 1–22. https://doi.org/10.1080/10494820.2024.2372646 [SSCI, Q1 in Education]
• Guo, K., Li, Y.-K., Li, Y., & Chu, S. K. W. (2024). Understanding EFL students’ chatbot-assisted argumentative writing: An activity theory perspective. Education and Information Technologies, 29, 1–20. https://doi.org/10.1007/s10639-023-12230-5  [SSCI, Q1 in Education]
• Guo, K., & Wang, D. (2024). To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies, 29, 8435–8463. https://doi.org/10.1007/s10639-023-12146-0 [SSCI, Q1 in Education]
• Guo, K., Li, Y., & Chu, S. K. W. (2024). Game on: Enhancing argumentative writing with digital gamification. Innovation in Language Learning and Teaching, 1–13. https://doi.org/10.1080/17501229.2024.2374347 [SSCI, Q1 in Linguistics]
• Pan, M., Lai, C., & Guo, K. (2024). Effects of GenAl-empowered interactive support on university EFL students’ self-regulated strategy use and engagement in reading. The Internet and Higher Education. https://doi.org/10.1016/j.iheduc.2024.100991 [SSCI, Q1 in Education]
• Pan, M., Guo, K., & Lai, C. (2024). Using artificial intelligence chatbots to support English-as-a-foreign language students’ self-regulated reading. RELC Journal. https://doi.org/10.1177/00336882241264030 [SSCI, Q1 in Linguistics]
• Woo, D. J., Guo, K., & Salas‐Pilco, S. Z. (2024). Writing creative stories with AI: Learning designs for secondary school students. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2024.2384884 [SSCI, Q1 in Linguistics]
• Woo, D. J., Guo, K., & Susanto, H. (2024). Exploring EFL students’ prompt engineering in human-AI story writing: An activity theory perspective. Interactive Learning Environments, 1–20. https://doi.org/10.1080/10494820.2024.2361381 [SSCI, Q1 in Education]
• Woo, D. J., Wang, D., Guo, K., & Susanto, H. (2024). Teaching EFL students to write with ChatGPT: Students’ motivation to learn, cognitive load, and satisfaction with the learning process. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12819-4 [SSCI, Q1 in Education]
• Woo, D. J., Susanto, H., Yeung, C. H., Guo, K., & Fung, A. K. Y. (2024). Exploring AI-generated text in student writing: How does AI help? Language Learning & Technology, 28(2), 183–209. https://hdl.handle.net/10125/73577 [SSCI, Q1 in Education]
• Zhong, Y., Guo, K., Fryer, L. K., Chu, S. K. W, & Deng, H. (2024). More than just fun: Investigating students’ perceptions towards the potential of leveraging esports for promoting the acquisition of 21st century skills. Education and Information Technologies, 1–33. https://doi.org/10.1007/s10639-024-13146-4 [SSCI, Q1 in Education]
• Zhong, Y., Guo, K., & Chu, S. K. W. (2024). Affordances and constraints of integrating esports into higher education from the perspectives of students and teachers: An ecological systems approach. Education and Information Technologies, 1–35. https://doi.org/10.1007/s10639-024-12482-9 [SSCI, Q1 in Education]
• Yin, S., Guo, K.*, & Li, D. (2024). To assign a topic or not: Examining critical thinking in English as a foreign language speaking. RELC Journal, 1–14. https://doi.org/10.1177/00336882231222651 [SSCI, Q1 in Linguistics; *corresponding author]
• Fang, X., Guo, K.*, & Ng, D. T. K. (2024). Sudowrite: Co-writing creative stories with artificial intelligence. RELC Journal, 1–5. https://doi.org/10.1177/00336882241250109 [SSCI, Q1 in Linguistics; *corresponding author]

2023

• Guo, K., Zhong, Y., Li, D., & Chu, S. K. W. (2023). Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation. Computers & Education, 203, 104862. https://doi.org/10.1016/j.compedu.2023.104862 [SSCI, Q1 in Education]
• Guo, K., Zhong, Y., Li, D., & Chu, S. K. W. (2023). Investigating students’ engagement in chatbot-supported classroom debates. Interactive Learning Environments, 1–17. https://doi.org/10.1080/10494820.2023.2207181 [SSCI, Q1 in Education]
• Guo, K., Zhong, Y., Zainuddin, Z., & Chu, S. K. W. (2023). Applying game-related methods in the writing classroom: A scoping review. Education and Information Technologies, 29(4), 4481–4504. https://doi.org/10.1007/s10639-023-11998-w [SSCI, Q1 in Education]
• Woo, D. J., Wang, Y., Susanto, H., & Guo, K. (2023). Understanding English as a foreign language students’ idea generation strategies for creative writing with natural language generation tools. Journal of Educational Computing Research, 61(7), 1464–1482. https://doi.org/10.1177/07356331231175999 [SSCI, Q1 in Education]
• Su, J., Guo, K., Chen, X., & Chu, S. K. W. (2023). Teaching artificial intelligence in K–12 classrooms: A scoping review. Interactive Learning Environments, 1–20. https://doi.org/10.1080/10494820.2023.2212706 [SSCI, Q1 in Education]

2022 and before

• Guo, K., Wang, J., & Chu, S. K. W. (2022). Using chatbots to scaffold EFL students’ argumentative writing. Assessing Writing, 54, 100666. https://doi.org/10.1016/j.asw.2022.100666 [SSCI, Q1 in Education]
• Guo, K., Chen, X., & Qiao, S. (2022). Exploring a collaborative approach to peer feedback in EFL writing: How do students participate? RELC Journal, 1–15. https://doi.org/10.1177/00336882221143192 [SSCI, Q1 in Linguistics]
• Zhong, Y., Guo, K., Su, J., & Chu, S. K. W. (2022). The impact of esports participation on the development of 21st century skills in youth: A systematic review. Computers & Education, 191, 104640. https://doi.org/10.1016/j.compedu.2022.104640 [SSCI, Q1 in Education]
• Guo, K., Gu, M., & Jin, T. (2021). Evaluating sources of evidence for argumentative writing: A collaborative learning design. TESOL Quarterly, 55(3), 1060–1070. https://doi.org/10.1002/tesq.3025 [SSCI, Q1 in Linguistics]
• Jin, T., Duan, H., Lu, X., Ni, J., & Guo, K.* (2021). Do research articles with more readable abstracts receive higher online attention? Evidence from Science. Scientometrics, 126(10), 8471–8490. https://doi.org/10.1007/s11192-021-04112-9 [SSCI, Q2 in Information Science; *corresponding author]

External reviewer for the following SSCI journals:

2021–Present
Studies in Educational Evaluation and Asia-Pacific Education Researcher

2023–Present
TESOL Quarterly, Journal of Second Language Writing, Educational Technology Research and Development, Education and Information Technologies, Journal of Educational Computing Research, Journal of Research on Technology in Education, Humanities & Social Sciences Communications, Scientometrics, Library Hi Tech, and International Journal of Human-Computer Interaction

2024–Present
Computers & Education, The Internet and Higher Education, System, Language Learning and Technology, Journal of English for Academic Purposes, Assessing Writing, RELC Journal, Behaviour & Information Technology, International Journal of Applied Linguistics, npj Science of Learning, and International Journal of Artificial Intelligence in Education

2025–Present
International Journal of Educational Technology in Higher Education, The Journal of Educational Research, Computer Assisted Language Learning, Thinking Skills and Creativity, Interactive Learning Environments, Language Teaching, and International Review of Applied Linguistics in Language Teaching