教學部

Wang, T. C., & Hung, Y. J. (2024). Gamification of learning aviation knowledge for improving the efficiency of flight training. The International Journal of Aerospace Psychology, 1–15. doi: 10.1080/24721840.2024.2358763

(SSCI)

Hung, Y-j. & Chao, S-m. (2021) Practicing tiered and heterogeneous grouping tasks in differentiated EFL classrooms at a military institution in Taiwan. Asia Pacific Journal of Education, 41, 405-423. doi: 10.1080/02188791.2020.1859989

(SSCI)

Hung, Y-j. & Good, R. (2021). Survey of English use and coping strategies in discipline specific university courses in Taiwan. International Journal of TESOL Studies, 3(1), 43-57. doi:10.46451/ijts.2021.01.04

Hung, Y-j. (2020). Smart phones, smart speaking, smart assessment. The Newsletter of the Speech, Pronunciation, and Listening. TESOL International Association.

Hung, Y-j. (2019). Bridging assessment and achievement: Repeated practice of self-assessment in college English classes in Taiwan. Assessment and Evaluation in Higher Education, 44, 1191-1208. doi: 10.1080/02602938.2019.1584783

(SSCI)

Hung, Y-j. (2018). Group peer assessment of oral English performance in a Taiwanese elementary school. Studies in Educational Evaluation, 59, 19-28. doi:10.1016/j.stueduc.2018.02.001

(SSCI)

Hung, Y-j. & Good, R. (2016). English textbook use in discipline-specific courses: A survey of university freshmen in Taiwan. The Asian ESP Journal, 12(2), 111-143.

(SCOPUS)

Hung, Y-j., Chen, S., & Samuelson, B. (2016). Elementary EFL students’ practice of peer assessment of oral classroom activities. Tesol Journal, 7, 449-468. doi:10.1002/tesj.245

(SCOPUS)

Hung, Y-j. (2016). Taiwanese college teachers of English as cultural mediators.TESOL International Journal, 11(1), 35-51.

Hung, Y-j. (2015). Practice of differentiated instruction and alternative assessments with young EFL learners in Taiwan. TESOL International Journal,10(2), 48-63.

Hung, Y-j. & Lee, M. (2012). Instructors’ roles in asynchronous online courses for ESL/EFL teachers. English Teaching (International Issue), 67, 187-210.

Hung, Y-j. (2009). Reader response and ethnicity: A difference that makes a difference. Journal of English as an International Language, 4, 66-92.

Hung, Y-j., Samuelson, B. L., & Chen, S. (2016). The relationships between peer-and self-assessment and teacher assessment of young EFL learners’ oral presentations. In M. Nikolov (Ed.). Assessing Young Learners of English (pp.317-338). Dordrecht, Netherlands: Springer.

Samuelson, B. L., Pawan, F., & Hung, Y-j. (2012). Barriers to collaborative communication between English-as-a-second-language teachers and content area teachers. In A. Honigsfeld & M. Dove (Eds.). Co-teaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research,Reflections, and Recommendations (pp. 183-193). North Carolina, US:Information Age Publishing.