Publications

Cui, K., Li, J., He, H., Wang, C., Zou, B., & Du, Y.* (2026). Exploring psychological pathways to pedagogical AI overreliance among Chinese teachers through cognitive–affective–conative framework. Journal of Research on Technology in Education, 1–20. [SSCI, IF = 3.5, DOI]

Du, Y.*, Tang, M., Jia, K., Wang, C., & Zou, B. (2026). Are teachers addicted to AI? Analysing factors influencing dependence on generative AI through the I-PACE model. Journal of Computer Assisted Learning, 42(1), e70174. [SSCI, IF = 5.7, DOI]

Du, Y.*, & Yuan, Y. (2026). Epistemic dependence in AI-mediated learning. AI & Society. [ESCI, IF = 6.1, DOI]

Du, Y.*, & Yuan, Y. (2026). Epistemic dependence in AI-mediated learning within higher education: A framework for student judgement and responsibility. Assessment & Evaluation in Higher Education. [SSCI, IF = 6.9, DOI]

Du, Y.*, Fan, L., & He, H. (2026). Examining discontinuance of AI-mediated informal digital learning of English (AI-IDLE) among university students. Cogent Education, 13(1), 2718569. [ESCI, IF = 2.7, DOI]

Du, Y.*, Yuan, Y., Wang, C., Zou, B., He, H., & Jia, K. (2026). Was this person being ironic? The role of emojis in irony comprehension and memory in computer-mediated communication: Insights from the UK and China. Telematics and Informatics, 106, 102390. [SSCI, IF = 9.9, DOI]

Tang, M., Jia, K., He, H., Wang, C., Zou, B., & Du, Y.* (2026). Acceptance and engagement in artificial intelligence-supported reading among primary school learners of English as a foreign language. International Journal of Applied Linguistics. [SSCI, IF = 3.8, DOI]

Tang, M., Lau, K. L.*, & Du, Y. (2026). Effects and moderators of dialogic reading on children’s reading literacy: A three-level meta-analysis on studies from 2000 to 2025. International Journal of Educational Research, 137, 102963. [SSCI, IF = 3.3, DOI]

Wang, C., Du, Y., & Zou, B.* (2026). Learners’ acceptance and use of multimodal artificial intelligence (AI)-generated content in AI-mediated informal digital learning of English. International Journal of Applied Linguistics, 36(1), 927-940. [SSCI, IF = 3.8, DOI]

Wang, C., Zou, B.*, Zhang, W.*, Du, Y., & Hu, W. (2026). Understanding EFL teachers’ affective and cognitive responses to ChatGPT in higher education. Humanities and Social Sciences Communications. [SSCI, IF = 4.8, DOI]

Zhang, W., Zou, B.*, & Du, Y. (2026). Teachers’ perceptions of the current practices and challenges in English for academic purposes: A survey study at universities in Shanghai, China. International Journal of English for Academic Purposes. [DOI]

Zou, B., Zhao, M., Shen, H., Zhang, W., Wang, C., & Du, Y.* (2026). Examining Chinese international students’ continuance intention to use AI systems for speaking practice: Insights from acculturative stress and the expectation–confirmation model. The Asia-Pacific Education Researcher. [SSCI, IF = 4.5, DOI]

Du, Y.*, Wang, C., Zou, B.*, & Xia, Y. (2025). Personalising AI tools for second language speaking: The role of gender and autistic traits. Frontiers in Psychiatry, 15, 1464575. [SCI, IF = 3.8, DOI]

Du, Y.* (2025). The impact of emojis on verbal irony comprehension in computer-mediated communication: A cross-cultural study. International Journal of Human–Computer Interaction, 41(8), 4979–4986. [SCI, IF = 6.1, DOI]

Du, C., Tang, M., Wang, C., Zou, B., Xia, Y., & Du, Y.* (2025). Who is most likely to accept AI chatbots? A sequential explanatory mixed-methods study of personality and ChatGPT acceptance for language learning. Innovation in Language Learning and Teaching, 1–22. [SSCI, IF = 5.5, DOI]

Du, Y.* (2024). A streamlined approach to scale adaptation: Enhancing validity and feasibility in educational measurement. Journal of Language Teaching, 4(3), 18–22. [DOI]

Du, Y.*, He, H., & Chu, Z. (2024). Cross-cultural nuances in sarcasm comprehension: A comparative study of Chinese and American perspectives. Frontiers in Psychology, 15, 1349002. [SSCI, IF = 3.8, DOI]

He, H.*, & Du, Y. (2024). The effectiveness of dialogical argumentation in supporting low-level EAP learners’ evidence-based writing: A longitudinal study. In B. Zou & T. Mahy (Eds.), English for Academic Purposes in the EMI Context in Asia: XJTLU Impact (pp. 45–75). Springer Nature Switzerland. [DOI]

Wang, C., Zou, B., Du, Y., & Wang, Z.* (2024). The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence. System, 103533. [SSCI, IF = 8.0, DOI]

Zou, B., Liviero, S., Li, M., Zhang, W., Du, Y.*, & Xing, P. (2024). Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice. System, 126, 103497. [SSCI, IF = 8.0, DOI]

Du, Y.* (2023). A corpus-based study to evaluate the generativist explanation of children’s error patterns in questions. Journal of Language Teaching, 3(3), 26–38. [DOI]

Zou, B., Du, Y., Wang, Z., Chen, J., & Zhang, W.* (2023). An investigation into artificial intelligence speech evaluation programs with automatic feedback for developing EFL learners’ speaking skills. SAGE Open, 2023(7). [SSCI, IF = 2.4, DOI]