Journal Articles

Lin, C.-H., Bae, J., & Zhang, Y. (under revision). Online K-12 class size and student achievement. Educational Technology Research and Development.

Choi, Y., Zhang, D., Lin, C.-H., & Zhang, Y. (in press). Self-regulated learning of vocabulary in English as a foreign language. Asian EFL Journal.

Lin, C.-H., Zhang, Y., & Zheng, B. (2017). The role of learning strategies in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75-85. doi:10.1016/j.compedu.2017.05.014

Zhang, D., Lin, C.-H., Zhang, Y., & Choi, Y. (2017). Pinyin or no pinyin: How does access to word pronunciations matter to the assessment of Chinese learners’ vocabulary knowledge? Language Learning Journal. doi: 10.1080/09571736.2017.1289237

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. doi: 10.1111/bjep.12135

Lin, C.-H., Zheng, B., & Zhang, Y. (2016). Interactions and learning outcomes in online language courses. British Journal of Educational Technology, 48, 730-748. doi: 10.1111/bjet.12457.

Lin, C.-H., & Zhang, Y. (2015). The implications of MOOCs for Chinese language education. International Chinese Language Education, 44(1), 131-143.

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

Book Chapters

Zhang, Y., Liu, H., & Lin, C.-H. (in press). Research on class size in K-12 online learning. In K. Kennedy (Ed.), Handbook of research on K-12 online and blended learning.

Lin, C.-H., & Zhang, Y. (in press). The implications of MOOCs for Chinese language education. In Y. Zheng (Ed.), Educational technology research in Chinese as a second language learning. Beijing, China: Commercial Press.

Zhang, Y., & Deroo, M. (2017). Examining technology components in foreign language teacher education programs. In C.-H. Lin, D. Zhang, & B. Zheng (Eds.), Preparing foreign language teachers for next-generation education (pp. 1-22). Hershey, PA: IGI Global.

Conference Proceedings

Zhang, Y., Lin, C.-H., & Ni, R. (2015). The effects of intrinsic and extrinsic motivation in an virtual school world language courses: A structural equation modeling approach. In Proceedings of Society for Information Technology & Teacher Education International Conference 2015 [“SITE Proceedings 2015”] (pp. 1378-1384). Chesapeake, VA: Association for the Advancement of Computing in Education [“AACE”].

Lin, C.-H., Zheng, B., & Zhang, Y. (2015). Interaction, satisfaction, and perceived progress in online language courses. In SITE Proceedings 2015 (pp. 350-356). Chesapeake, VA: AACE.