Professor LIN, Chin-Hsi

• 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

Awards and Recognition of Supervised Students

• 2026 — Lanfang Sun: Finalist, Best Journal Article Award for Greater Bay Area Novice Scholar, Hong Kong Association for Applied Linguistics.
• 2025 — Fangzhou Jin: HKU Foundation Publication Award for Research Postgraduate Students.
• 2024 — Fangzhou Jin: Research Postgraduate Student Publication Award.
• 2022 — Tracey Chen: Research Postgraduate Student Publication Award.

• 2026–2028 | Co-I — Teaching by Examples and Learning by Doing for Hands-on Activities in Engineering Education. PI: Prof. Runyang Ray Zhong. Funded by the HKU Teaching Development Grant (Project No. 1160).

• 2024–2026 | Co-I — Pioneering Question-driven Learning with AI: A Large Language Model Approach for Automated Question Generation. PI: Dr. Jun Ma. Funded by the HKU Teaching Development Grant.
• 2024–2025 | Co-I — Implementing Hybrid Dynamic Assessment of Chinese Morphological Awareness for Chinese-Speaking and Non-Chinese-Speaking Grade One Children in Hong Kong: A Multiphase Mixed-Method Study. PI: Dr. Sihui Ke. Funded by the General Research Fund.
• 2023–2025 | Co-I — Collaborating with Generative Artificial Intelligence (AI) to Transform Learning and Teaching. PI: Dr. Chun Lai. Funded by the UGC Fund for Innovative Technology-in-Education.
• 2022–2025 | PI — Empowerment and Transition: Supporting Teachers to Promote Multicultural Students’ Chinese Learning in Primary and Secondary Schools. Co-Is: Dr. Wai Ming Cheung, Dr. Chung-pui Tai, and Prof. Hector Tsang. Funded by the Quality Education Fund Thematic Networks (EDB/QEF/76/17).
• 2023–2024 | Co-I — Enriching the Context of Prosodic Training: A Study of Cantonese Speakers’ Perception and Production of Mandarin Tone Sandhi and Focus Prosody. PI: Dr. Yu-yin Hsu. Funded by the General Research Fund.
• 2023–2024 | Co-I — Fostering Collaborative Knowledge Construction in Blended Problem-Based Learning: A Mixed-Method Study. PI: Prof. Pui Yin Jason Cheung. Funded by the General Research Fund.
• 2022–2023 | PI — Developing Pre-service Teachers’ Classroom-talk Competency through Video Visualisation. Co-Is: Dr. Sau Yan Hui, Dr. Gaowei Chen, and Louisa Yen. Funded by the HKU Teaching Development Grant.
• 2021–2022 | PI — Promoting Pre-service Teachers’ Competencies of Teaching Chinese Reading Online. Co-I: Dr. Sau Yan Hui. Funded by UGC Initiatives for Virtual Teaching and Learning.
• 2021–2022 | PI — Facilitating Peer Review and Reflection through Technology. Co-I: Dr. Sau Yan Hui. Funded by the HKU Teaching Development Grant.
• 2021–2022 | Co-I — Empowerment and Transition: Supporting Teachers to Promote Multicultural Students’ Chinese Learning in Primary and Secondary Schools. PIs: Dr. Sau Yan Hui and Dr. Wai Ming Cheung; Prof. Hector Tsang is also listed in the CV’s PI field. Funded by the Hong Kong Education Bureau (EDB(SBPS)/NCS/1/5).
• 2020–2022 | Co-I — 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 Smooth Transition from Kindergarten to Primary Education. PI: Dr. Wai Ming Cheung. Hong Kong Education Bureau tender EDB(SBPS)/NCS/1/2.
• 2020–2023 | Co-I — Research on Key Technology of Classroom Teaching Interactive Analysis Based on Artificial Intelligence. PI: Dr. Zhong Sun. Funded by the National Natural Science Foundation of China (NSFC61977048).
• 2018–2020 | Co-I — Data-driven Mobile Professional Development for Teachers in Rural Areas. PI: Dr. Zhong Sun. Funded by the China Social Science Research Funds (#18YJA880070).
• 2018–2021 | PI — Technology and Self-regulated Vocabulary Learning. Co-PI: Dr. Doris Law. Funded by the University of Hong Kong Seed Fund for Basic Research (#201801159011).
• 2018–2020 | Co-I — Understanding the Relationship of Language Teacher Identity with Their Technology Integration for Instruction. PI: Dr. Chun Lai. Funded by the University of Hong Kong Seed Fund for Basic Research.
• 2015–2016 | PI — Technology Use in Chinese Language Teaching. Co-PI: Dr. Dongbo Zhang. Funded by the Dr. Delia Koo Global Faculty Endowment, Asian Studies Center, Michigan State University.
• 2015 | PI — Technology Acceptance among Chinese Language Teachers in Taiwan. Co-PI: Dr. Dongbo Zhang. Funded by the Taiwanese Economic and Cultural Center.
• 2014–2015 | Co-PI — Toward Developing Game-Centered Chinese Language Proficiency. PI: Dr. Catherine Ryu. Funded by Michigan State University Technologies.
• 2014–2015 | Co-PI — American Learners’ Motivation and Strategies for Learning Chinese Characters. PI: Dr. Dongbo Zhang. Funded by the Dr. Delia Koo Global Faculty Endowment, Asian Studies Center, Michigan State University.
• 2013–2015 | PI — Predicting Students’ Success for Online Language Courses. Funded by the College of Education, Michigan State University.

Books

1. Zhang, D., & Lin, C.-H. (Eds.). (2017). Assessing Chinese as a Second Language. Singapore: Springer.
2. Lin, C.-H., Zhang, D., & Zheng, B. (Eds.). (2017). Preparing Foreign Language Teachers for Next-Generation Education. Hershey, PA: IGI Global.
3. Shu, J., & Lin, C.-H. (2016). An introduction to Chinese linguistics for teaching Chinese as a second language: Revised and expanded edition. Taipei, Taiwan: Sharing. (in Chinese)
4. Shu, J., & Lin, C.-H. (2013). An introduction to Chinese linguistics for teaching Chinese as a second language. Taipei, Taiwan: Sharing. (in Chinese)
5. Lin, C.-H., & Lien, Y.-J. (2010). Technology and Chinese language teaching: Theory and practice. Taipei, Taiwan: Sharing. (in Chinese)
6. Lin, C.-H., & Shu, J. (2008). A gentle introduction to Chinese linguistics. Taipei, Taiwan: Sharing. (in Chinese)
7. Hsin, S. C., Shu, J., Chen, H., Lin, C.-H., & Lin, C.-T. (2007). Modern Chinese correspondence. Taipei, Taiwan: Wunan. (in Chinese)

Journal Articles and Book Chapters

* Corresponding author.

Generative AI in Learning and Teaching

1. Jin, F., Lin, C.-H.*, & Lai, C. (2026). Profiles of ESL postgraduate students’ use of artificial intelligence in writing: Antecedents and outcomes. Computers & Education, 253, 105689. https://doi.org/10.1016/j.compedu.2026.105689
2. Lai, C., Qin, J., Jiang, L., Gu, M., & Lin, C.-H.* (2026). Preservice language teachers’ agency in self-directed informal learning with GenAI. Computers & Education, 251, 105589. https://doi.org/10.1016/j.compedu.2026.105589
3. Song, Z., Lai, C., Huang, X., & Lin, C.-H.* (2026). What teachers discuss and how they perceive and feel: Topic modeling and sentiment analysis of a generative artificial intelligence learning group on Facebook. Computers & Education, 251, 105654. https://doi.org/10.1016/j.compedu.2026.105654
4. Sun, L., Jin, F., Zhou, K., Cheung, W. M., & Lin, C.-H.* (2026). From clueless to confident: How ChatGPT transforms academic writing in Chinese as a second language. International Journal of Applied Linguistics, 36(2), 1235–1251. https://doi.org/10.1111/ijal.12849
5. Wang, X., Tai, K. W. H., & Lin, C.-H. (2026). Collaboratively interpreting GenAI output in Chinese as an Additional Language classrooms: Creating an AI-mediated translanguaging space. Language Learning & Technology, 30(1), 1–33. https://doi.org/10.64152/10125/73703
6. Jin, F., Lin, C.-H.*, & Lai, C. (2025). Modeling AI-assisted writing: How self-regulated learning influences writing outcomes. Computers in Human Behavior, 165, 108538. https://doi.org/10.1016/j.chb.2024.108538
7. Jin, F., Peng, X., Sun, L., Song, Z., Zhou, K., & Lin, C.-H.* (2025). Knowledge (Co-)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community. Journal of Computer Assisted Learning, 41(2), e70004. https://doi.org/10.1111/jcal.70004
8. Jin, F., Sun, L., Pan, Y., & Lin, C.-H.* (2025). High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing. Computers & Education, 228, 105248. https://doi.org/10.1016/j.compedu.2025.105248
9. Lin, C.-H., Zhou, K., Li, L., & Sun, L. (2025). Integrating generative AI into digital multimodal composition: A study of multicultural second-language classrooms. Computers and Composition, 75, 102895. https://doi.org/10.1016/j.compcom.2024.102895
10. Song, Z., Qin, J., Jin, F., Cheung, W. M., & Lin, C.-H.* (2025). A case study of teachers’ generative artificial intelligence integration processes and factors influencing them. Teaching and Teacher Education, 165, 105157. https://doi.org/10.1016/j.tate.2025.105157
11. Zhou, K., Deng, H., Chan, H. C., Lin, C.-H.* (2025). Integrating generative AI into language teachers’ professional development: a longitudinal study using the synthesis of qualitative data (SQD) model. Professional Development in Education, Online First, 1–29. https://doi.org/10.1080/19415257.2025.2586643

Chinese Language and Literacy Education

1. Yu, M., Xia, Y., Ke, S. E., Zhang, W., Xu, X., Hsu, Y.-Y., Li, B., Lin, C.-H., Sheng, L., & Zhang, D. (2026). The differential roles of metalinguistic awareness in reading comprehension for L1-TD, L1-SEN, and L2-NCS learners: A strengths-based approach. Journal of Speech, Language, and Hearing Research. Advance online publication.
2. Zhou, K., Cheung, W. M., Chen, X., Yeung, P. S., & Lin, C.-H.* (2025). Unveiling beliefs and practices in Chinese vocabulary teaching: a sequential exploratory mixed-methods study. Reading and Writing. Online first. https://doi.org/10.1007/s11145-025-10691-3
3. Lin, C.-H.*, Zhou, K., Jin, F., & Cheung, W. M. (2024). More is not always better? Vocabulary learning strategies instruction in online environment. Interactive Learning Environment. https://www.tandfonline.com/doi/abs/10.1080/10494820.2024.2324333
4. Zhou, K., Jin, F., Li, W., Song, Z., Huang, X., & Lin, C.-H. (2024). The design of technology-enhanced vocabulary learning: A systematic review. Education and Information Technologies. https://link.springer.com/article/10.1007/s10639-023-12423-y
5. Lin, C.-H.*, Zhou, K., Yang, S., & Sun, Z. (2023). Developing an evaluation framework for vocabulary-learning Apps. Interactive Learning Environment, 31(10), 7377-7391, https://doi.org/10.1080/10494820.2022.2068037
6. Sun, L., Zhou, K., & Lin, C.-H.* (2023). Applying the Total Physical Response (TPR) Method to Online one-to-one Chinese vocabulary instruction to children. Journal of Technology and Chinese Language Teaching, 14(1), 26-55. http://tclt.us/journal/2023v14n1/sunzhoulin.pdf (in Chinese)
7. Ke, S., & Lin, C.-H. (2023). The more the merrier? A synthesis study of single-coded and dual-coded word learning in theory-driven L2 Chinese instruction. In L. Li & D. Zhang (Eds.), Chinese as an Additional Language: Learners’ Development, Instruction and Assessment (pp. 28-42). London, UK: Routledge. (Book chapter)
8. Lyu, B., Lai, C., Lin, C.-H., & Gong, Y. (2021). Comparison studies of typing and handwriting in Chinese language learning: A synthetic review. International Journal of Educational Research, 106, 101740. https://doi.org/10.1016/j.ijer.2021.101740
9. He, F., & Lin, C.-H.* (2021). Supporting online Chinese narrative writing pedagogy through metacognitive writing process and approach: A design-based research. Journal of Technology and Chinese Language Teaching, 12, 117-137. http://www.tclt.us/journal/abstractshow.php?id=125
10. 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. https://doi.org/10.1177/0265532219876527
11. 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, 47, 344-353. https://doi.org/10.1080/09571736.2017.1289237
12. 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.
13. 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. https://doi.org/10.1080/09588221.2018.1440603
14. Godfroid, A., Lin, C.-H., & Ryu, C. (2017). Hearing and seeing tone through color: An efficacy study of web-based, multimodal Chinese tone perception training. Language Learning, 67, 819-857. https://doi.org/10.1111/lang.12246
15. Zhang, D., Yang, X., Lin, C.-H., & Gu, Z. (2017). Developing a word association test to assess L2 Chinese learners’ vocabulary depth. In D. Zhang, & C.-H. Lin (Eds.), Assessing Chinese as a Second Language (pp. 115-140). Singapore: Springer. (Book chapter)
16. Lin, C.-H.*, & Zhang, Y. (2015). The implication of MOOCs for Chinese language education. International Chinese Language Education, 44(1), 131-143.
17. Lin, C.-H.*, & Zhang, Y. (2014). MOOCs and Chinese language education. Journal of Technology and Chinese Language Teaching, 5(2), 49-65.
18. 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.
19. 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. https://doi.org/10.1007/s11145-011-9340-9
20. Lin, C.-H.* (2011). Tools for teaching Chinese through song. Journal of Technology and Chinese Language Teaching, 2(2), 69-83.
21. 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.

Self-Regulated Learning and Digital Learning

1. Chen, J., Lin, C.-H., Liao, Y., & Wu, A. (2026). Beyond individual differences: How instructional practices and social support impact Chinese EFL learners’ self-regulated reading. System, 140, 104044. https://doi.org/10.1016/j.system.2026.104044
2. Sun, L., Cheung, W. M., & Lin, C.-H.* (2026). Studying the use of and motivation for vlog-assisted informal language learning (VAILL): Questionnaire development and validation. Innovation in Language Learning and Teaching, 1–25. https://doi.org/10.1080/17501229.2026.2678319
3. Zheng, B., He, Q., & Lin, C.-H. (2026). “I don’t know what I don’t know”: A qualitative study of medical students’ self-assessment in a Hong Kong context. Medical Teacher, 48, 1545–1560. https://doi.org/10.1080/0142159X.2026.2630980
4. Archambault, L., Borup, J., & Lin, C.-H. (2026). Introduction to “From crisis to continuity: Re-examining online teaching and learning in elementary and secondary education”. Computers & Education, Article 105727. Advance online publication. https://doi.org/10.1016/j.compedu.2026.105727
5. Chen, J., Lin, C.-H.*, & Chen, G. (2024). Extramural ICT factors impact adolescents’ academic performance and well-being differently: Types of self-regulated learners also matter. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12642-x
6. Chen, J., Lin, C.-H.*, & Chen, G. (2023). Adolescents’ self-regulated and affective learning, teacher support and digital reading literacy: A multilevel latent profile approach. Computers & Education, 205, 104883. https://doi.org/10.1016/j.compedu.2023.104883
7. Chen, J., Lin, C.-H.*, Chen, G., & Fu, H. (2023). Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study. Studies in Second Language Acquisition, 45(4), 955–978. https://doi.org/10.1017/S0272263122000584
8. Liu, M., Lin, C.-H., & Zhang, Y. (2023). Dynamic roles of anxiety and motivation in second/foreign language acquisition. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1145368
9. Zheng, B., Ganotice, F., Lin, C.-H., & Tipoe, G. (2023). From self-regulation to co-regulation: Refining learning presence in a community of inquiry in interprofessional education. Medical Education Online, 28, 2217549, https://doi.org/10.1080/10872981.2023.2217549
10. Chen, J., Lin, C.-H.*, & Chen, G. (2021). A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy. Computers & Education, 175, 104322. https://doi.org/10.1016/j.compedu.2021.104322
11. 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. https://doi.org/10.1007/s11423-021-09938-x
12. 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
13. 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
14. Lai, C., Wen, Y., Gao, T., & Lin, C.-H. (2020). Mechanism of the learning impact of teacher-organized online schoolwork sharing among primary school students. Journal of Educational Computing Research, 58(5), 978-1002. https://doi.org/10.1177/0735633119896874
15. 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
16. 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. https://doi.org/10.1080/1475939X.2019.1694061
17. 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. https://doi.org/10.1111/bjet.12871
18. Zheng, B., & Lin, C.-H. (2020). Digital writing in informal settings among multilingual learners. In M. Dressman & R. Sadler (Eds.), The Handbook of Informal Language Learning (pp. 383-394). Malden, MA: Wiley. (Book chapter)
19. 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. https://doi.org/10.1007/s11423-018-9614-x
20. Choi, Y., Zhang, D., Lin, C.-H., & Zhang, Y. (2018). Self-regulated learning of EFL vocabulary. Asian EFL Journal, 20, 54-82
21. 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 learning. British Journal of Educational Technology, 49, 248-261. https://doi.org/10.1111/bjet.12571
22. Zhang, Y., Liu, H., & Lin, C.-H. (2018). Research on class size in online K-12 learning. In K. Kennedy & R. Ferdig (Eds.), Handbook of Research on K-12 Online and Blended Learning (2nd ed., pp. 273-283). Pittsburgh, PA: Carnegie Mellon University ETC Press. (Book chapter)
23. Zheng, B., Lin, C.-H., Hsu, Y.-Y. (2018). World languages in online K-12 education. In K. Kennedy & R. Ferdig (Eds.), Handbook of Research on K-12 Online and Blended Learning (2nd ed., pp. 375-383). Pittsburgh, PA: Carnegie Mellon University ETC Press. (Book chapter)
24. Lin, C.-H.*, Zhang, Y., & Zheng, B. (2017). The role of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75-85. https://doi.org/10.1016/j.compedu.2017.05.014
25. Lin, C.-H.*, Zheng, B., & Zhang, Y. (2017). Interactions and learning outcomes in online language courses. British Journal of Educational Technology, 48, 730-748. https://doi.org/10.1111/bjet.12457.
26. 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. https://doi.org/10.1080/09588221.2017.1308384
27. Zhang, Y., Lin, C.-H.*, Zhang, D., & Choi, Y. (2017). Motivation and learning strategy in foreign language vocabulary learning. British Journal of Educational Psychology, 87, 57-74. https://doi.org/10.1111/bjep.12135.
28. Lin, C.-H.*, Warschauer, M., & Blake, R. (2016). Language learning through social networks: Perceptions and reality. Language Learning & Technology, 20, 124-147.
29. Zheng, B., Warschauer, M., Lin, C.-H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research syntheses. Review of Educational Research, 86, 1052-1084. https://doi.org/10.3102/0034654316628645.
30. Lin, C.-H.*, & Warschauer, M. (2015). Online foreign-language education: What are the proficiency outcomes. The Modern Language Journal, 99, 394-397. https://doi.org/10.1111/modl.12234_1.
31. Zheng, B., Lawrence, J., Warschauer, M., & Lin, C.-H. (2015). Middle school students’ writing and feedback in a cloud-based classroom environment. Technology, Knowledge, and Learning, 20, 201-229. https://doi.org/10.1007/s10758-014-9239-z.
32. Lin, C.-H.*, & Warschauer, M. (2011). Integrative versus instrumental orientation among online language learners. Linguagens e Diálogos, 2(1), 58-86.

Teacher Learning and Professional Development

1. Huang, X., Lin, C.-H.*, & Sun, M. (2026). Untangling the relationship between teacher self-efficacy, job satisfaction, and occupational commitment. Educational Studies, 52(3), 325–343. https://doi.org/10.1080/03055698.2025.2482636
2. Sun, L., Li, L., Chen, G., Hui, S. Y., Yen, M. J. L., & Lin, C.-H.* (2026). Talking the talk: Unleashing pre-service teachers’ classroom-talk self-reflection through video visualization-enhanced training. Reflective Practice, 27(1), 77–91. https://doi.org/10.1080/14623943.2025.2533854
3. Lin, C.-H.*, Chen, G., Sun, L., Li, L., Hui, S. Y., & Yen, M. J. L. (2025). Video visualisation of classroom talk in a pre-service teacher-training programme: Design and implementation. Education and Information Technologies, 1-30.
4. Sun, L., Zhou, K., Li, L., Cheung, W. M., & Lin, C.-H.* (2025). From teachers to influencers: Exploring edu-influencers’ social media practices through uses and gratification theory. System, 103774.
5. Jin, F., Song, Z., Cheung, W. M., Lin, C.-H.*, & Liu, T. (2024). Technological affordances in teachers’ online professional learning communities: A systematic review. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12935
6. Sun, Z., Xu, R., Deng, L., Jin, F., Song, Z., & Lin, C.-H.* (2023). Beyond coding and counting: Exploring teachers’ practical knowledge through epistemic network analysis. Computers & Education, 192, 104647. https://doi.org/10.1016/j.compedu.2022.104647
7. Huang, X., Lin, C.-H., Sun, M., & Xu, P. (2022). Metacognitive skills and self-regulated learning and teaching among primary school teachers: The mediating effect of enthusiasm. Metacognition and Learning, 17, 897–919. https://doi.org/10.1007/s11409-022-09297-9
8. 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. Modern Educational Technology, 31(4), 65-72. (in Chinese)
9. Huang, X., Lin, C.-H., Sun, M., & Peng, X. (2021). What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition. Teaching and Teacher Education, 107, 103491 https://doi.org/10.1016/j.tate.2021.103491
10. 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
11. 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
12. Liu, H., Lin, C.-H.*, Zhang, D., & Zheng, B. (2018). Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysis. Journal of Educational Computing Research, 56, 396-414. https://doi.org/10.1177/0735633117708313
13. 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.
14. Lin, C.-H.*, & Tseng, M. (2017). New waves in technology-enhanced development for Chinese-language teachers. Journal of Technology and Chinese Language Teaching, 8(1), i-iii.
15. 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 China. Computer Assisted Language Learning. https://www.tandfonline.com/doi/abs/10.1080/09588221.2017.1347572
16. Lin, C.-H., Zhang, D., & Zheng, B. (2017). Preface: Preparing foreign language teachers for next-generation education. In C.-H. Lin, D. Zhang, & B. Zheng (Eds.), Preparing foreign language teachers for next-generation education (pp. xiv-xxii). Hershey, PA: IGI Global. (Book preface)
17. Liu, H., Lin, C.-H., Zhang, D., & Zheng, B. (2017). Language teachers’ perceptions of external and internal factors in their instructional use (or not) of technology. In C.-H. Lin, D. Zhang, & B. Zheng (Eds.), Preparing foreign language teachers for next-generation education (pp. 56-73). Hershey, PA: IGI Global. (Book chapter)
18. Lin, C.-H.*, & Zheng, B. (2015). Teaching practices and teacher perceptions in online world language courses. Journal of Online Learning Research, 1(3), 275-303.