Chin-Hsi Lin

Associate Professor

The University of Hong Kong

Research Interests

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Articles (20)

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Kai Guo

Assistant Professor

The Chinese University of Hong Kong (CUHK)

ApplyKite TwinLearns as you apply

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Chin-Hsi Lin

Research Interests

Make your next move.

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Articles (20)

Collaborators (1)

Kai Guo

Make your next move.

Chin-Hsi Lin

Research Interests

Make your next move.

Explore related searches

Articles (20)

Unpacking student interactions in GenAI‐assisted social annotation: An epistemic network analysis of cognitive and social presence

Profiles of ESL postgraduate students’ use of artificial intelligence in writing: Antecedents and outcomes

Preservice language teachers’ agency in self-directed informal learning with GenAI

What teachers discuss and how they perceive and feel: Topic modeling and sentiment analysis of a generative artificial intelligence learning group on facebook

‘I don’t know what I don’t know’: A qualitative study of medical students’ self-assessment in a Hong Kong context

Beyond individual differences: How instructional practices and social support impact Chinese EFL learners’ self-regulated reading

Studying the use of and motivation for vlog-assisted informal language learning (VAILL): questionnaire development and validation

Unveiling beliefs and practices in Chinese vocabulary teaching: a sequential exploratory mixed-methods study

Untangling the relationship between teacher self-efficacy, job satisfaction, and occupational commitment

Talking the talk: unleashing pre-service teachers’ classroom-talk self-reflection through video visualization-enhanced training

Collaboratively interpreting GenAI output in Chinese as an Additional Language classrooms: Creating an AI-mediated translanguaging space

Integrating generative AI into language teachers’ professional development: a longitudinal study using the synthesis of qualitative data (SQD) model

Video visualisation of classroom talk in a pre-service teacher-training programme: Design and implementation

A case study of teachers’ generative artificial intelligence integration processes and factors influencing them

From teachers to influencers: Exploring edu-influencers’ social media practices through uses and gratification theory

High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing

Knowledge (Co‐)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community

Modeling AI-assisted writing: How self-regulated learning influences writing outcomes

More is not always better? Vocabulary learning strategies instruction in online environment

Extramural ICT factors impact adolescents’ academic performance and well-being differently: Types of self-regulated learners also matter

Collaborators (1)

Kai Guo

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