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Examining the effects of mixed and non‐digital gamification on students' learning performance, cognitive engagement and course satisfaction

British journal of educational technology, 2023-01, Vol.54 (1), p.394-413

2023

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The impact of an online gamified approach embedded with self‐regulated learning support on students' reading performance and intrinsic motivation: A randomized controlled trial

Journal of computer assisted learning, 2022-10, Vol.38 (5), p.1379-1393

2022

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The effects of a gamified morphological awareness intervention on students' cognitive, motivational and affective outcomes

British journal of educational technology, 2022-07, Vol.53 (4), p.952-976

2022

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The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension

British journal of educational psychology, 2018-12, Vol.88 (4), p.628-644

2018

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Mechanisms by which morphological awareness contributes to Chinese and English reading comprehension

Journal of research in reading, 2021-02, Vol.44 (1), p.189-209

2021

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Directionality and developmental mechanism of cross‐linguistic transfer of phonological awareness to early writing skill in young Chinese learners

Foreign language annals, 2023-06, Vol.56 (2), p.362-380

2023

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Mind-sets in Early Childhood: The Relations Among Growth Mindset, Engagement and Well-Being Among First Grade Students

Early education and development, 2023-08, Vol.34 (6), p.1325-1340

2023

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Personal investment theory: A multi-faceted framework to understand second and foreign language motivation

System (Linköping), 2019-11, Vol.86, p.102123, Article 102123

2019

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English expressive vocabulary growth and its unique role in predicting English word reading: A longitudinal study involving Hong Kong Chinese ESL children

Contemporary educational psychology, 2017-04, Vol.49, p.195-202

2017

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Counselling support for the mental health of children in Hong Kong's international schools during the COVID-19 pandemic: parents' perspectives

The educational and developmental psychologist, 2023-01, Vol.40 (1), p.86-97

2023

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When My Object Becomes Me: The Mere Ownership of an Object Elevates Domain‐Specific Self‐Efficacy

Applied psychology, 2017-10, Vol.66 (4), p.710-741

2017

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Examining the dimensionality of vocabulary in English as a second language in Chinese children

Journal of child language, 2024-03, p.1-10

2024

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Teaching Grapheme–Phoneme Correspondences Using a Direct Mapping Approach for At-Risk Second Language Learners: A Randomized Controlled Trial

Journal of learning disabilities, 2020-03, Vol.53 (2), p.131-144

2020

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A mixed method study of EFL teacher knowledge and practice in Chinese kindergartens

Journal of education for teaching : JET, 2024-08, Vol.50 (4), p.674-690

2024

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How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English

Reading & writing, 2024-04, Vol.37 (4), p.921-941

2024

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Developmental trends and precursors of English spelling in Chinese children who learn English-as-a-second language: Comparisons between average and at-risk spellers

Research in developmental disabilities, 2019-10, Vol.93, p.103456-103456, Article 103456

2019

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Understanding how gamification of English morphological analysis in a blended learning environment influences students' engagement and reading comprehension

Computer assisted language learning, 2023-06, Vol.ahead-of-print (ahead-of-print), p.1-34

2023

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Design and evaluation of non-digital gamification to support collaborative morphological analysis

Language teaching research : LTR, 2023-03, p.136216882311611

2023

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The General Pedagogical Knowledge Underpinning Early Childhood Education Teachers’ Classroom Behaviors Who Teach English as a Foreign Language in Chinese Kindergartens

Behavioral sciences, 2024-06, Vol.14 (7), p.526

2024

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Nurturing the “self” in health professions education

Medical education, 2022-01, Vol.56 (1), p.7-9

2022

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Maternal education, classroom emotions, and literacy outcomes among grade 3/4 EFL learners

Journal of multilingual and multicultural development, 2023-03, Vol.ahead-of-print (ahead-of-print), p.1-15

2023

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Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness

Reading & writing, 2020-03, Vol.33 (3), p.671-689

2020

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Predicting reading motivation and achievement: The role of family and classroom environments in Greater China

International journal of educational research, 2020, Vol.103, p.101642, Article 101642

2020

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"If they talk to the counsellor, at least I know they have some way out": parents' perceptions of school counselling in Hong Kong

Pastoral care in education, 2024-04, Vol.42 (2), p.146-165

2024

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What factors facilitate interprofessional collaboration outcomes in interprofessional education? A multi-level perspective

Nurse education today, 2022-07, Vol.114, p.105393-105393, Article 105393

2022

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Examining the effects of mixed and non‐digital gamification on students' learning performance, cognitive engagement and course satisfaction

The impact of an online gamified approach embedded with self‐regulated learning support on students' reading performance and intrinsic motivation: A randomized controlled trial

The effects of a gamified morphological awareness intervention on students' cognitive, motivational and affective outcomes

The unique role of executive function skills in predicting Hong Kong kindergarteners’ reading comprehension

Mechanisms by which morphological awareness contributes to Chinese and English reading comprehension

Directionality and developmental mechanism of cross‐linguistic transfer of phonological awareness to early writing skill in young Chinese learners

Mind-sets in Early Childhood: The Relations Among Growth Mindset, Engagement and Well-Being Among First Grade Students

Personal investment theory: A multi-faceted framework to understand second and foreign language motivation

English expressive vocabulary growth and its unique role in predicting English word reading: A longitudinal study involving Hong Kong Chinese ESL children

Counselling support for the mental health of children in Hong Kong's international schools during the COVID-19 pandemic: parents' perspectives

When My Object Becomes Me: The Mere Ownership of an Object Elevates Domain‐Specific Self‐Efficacy

Examining the dimensionality of vocabulary in English as a second language in Chinese children

Teaching Grapheme–Phoneme Correspondences Using a Direct Mapping Approach for At-Risk Second Language Learners: A Randomized Controlled Trial

A mixed method study of EFL teacher knowledge and practice in Chinese kindergartens

How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English

Developmental trends and precursors of English spelling in Chinese children who learn English-as-a-second language: Comparisons between average and at-risk spellers

Understanding how gamification of English morphological analysis in a blended learning environment influences students' engagement and reading comprehension

Design and evaluation of non-digital gamification to support collaborative morphological analysis

The General Pedagogical Knowledge Underpinning Early Childhood Education Teachers’ Classroom Behaviors Who Teach English as a Foreign Language in Chinese Kindergartens

Nurturing the “self” in health professions education

Maternal education, classroom emotions, and literacy outcomes among grade 3/4 EFL learners

Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness

Predicting reading motivation and achievement: The role of family and classroom environments in Greater China

"If they talk to the counsellor, at least I know they have some way out": parents' perceptions of school counselling in Hong Kong

What factors facilitate interprofessional collaboration outcomes in interprofessional education? A multi-level perspective

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