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. [SSCI, IF = 3.5, DOI]

Du, Y.* (2026). AI dependence as a longitudinal governance problem. AI & Innovation. [DOI]

Du, Y.* (2026). Generative AI and the development of responsible knowing in childhood. Innovation and Education. [DOI]

Du, Y.* (2026). Recursive diagnostic anchoring in conversational artificial intelligence: A two-process hypothesis of pseudo-corroboration in patient self-diagnosis. Medical Hypotheses. [SCI, IF = 1.0, DOI]

Du, Y.* (2026). Resting EEG as a condition-dependent ageing phenotype. Neurobiology of Aging. [SCI, IF = 4.0, DOI]

Du, Y.* (2026). Synthetic corroboration: When AI interpretation looks like independent evidence. Journal of Psychology and AI. [DOI]

Du, Y.* (2026). The digital trace inference framework: Aligning behavioural evidence with claims in applied linguistics. Research Methods in Applied Linguistics. [ESCI, IF = 5.5, DOI]

Du, Y.* (2026). The right not to be inferred: An inferential governance framework for biometric judgement in educational extended reality. Journal of Science of Learning and Innovations. [DOI]

Du, Y.* (2026). What do willingness and involvement ratings actually measure? Evidence from L2 speech and writing assessment. Applied Corpus Linguistics. [ESCI, IF = 4.4, 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. [SSCI, IF = 9.9, DOI]

Du, Y.* (2026). When linguistic assistance becomes authoritative judgement: A multilevel framework for generative AI in higher-education language practices. Educational Linguistics. [DOI]

Du, Y.*, Chen, Q., & He, H. (2026). Psychological mechanisms of generative AI discontinuance intention among Chinese K–12 teachers. Advances in Human-Computer Interaction. [ESCI, IF = 2.4, 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. [ESCI, IF = 2.7, 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. [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]

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. [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. [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]

Yuan, Y., & Du, Y.* (2026). Technology-supported interventions and learners’ metacognition: A three-level meta-analysis. Educational Psychology Review. [SSCI, IF = 11.9, 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, 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. [SSCI, IF = 5.5, 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. [SCI, IF = 6.1, 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. [SCI, IF = 3.8, DOI]

Du, Y.* (2024). A streamlined approach to scale adaptation: Enhancing validity and feasibility in educational measurement. Journal of Language Teaching. [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. [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. [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. [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. [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. [SSCI, IF = 2.4, DOI]