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Articles by Morris Jong
Engagement Dynamics in AI-Mediated Informal Digital Learning of English: Effects on L2 Speaking Performance, Anxiety, and Sequential Behaviour Patterns
Conflicts of Interest The authors declare no conflicts of interest. Data Availability Statement The data that support the findings of this study are available from the corresponding author upon reasonable request. Supporting Information Filename Description jcal70278-sup-0001-Appendix.docxWord 2007 document , 47.3 KB Appendix 1: Factor analysis results of the learning engagement questionnaire. Appendix 2: Factor analysis results of the learning anxiety questionnaire.
Learning analytics on multimodal GAI-driven EFL oral learning: uncovering learning behavior clusters with motivation and performance dynamics
Abstract Generative artificial intelligence (GAI) has gained increasing attention in English as a foreign language (EFL) education, with growing evidence supporting its efficacy in enhancing oral performance. Nonetheless, limited research has examined how GAI’s multimodal capabilities shape learner behavior, and how different learning behavior clusters relate to motivation and oral performance dynamics.
Needs satisfaction and Online Self-Regulated Learning among chinese undergraduates
Citation: Zhou X, Chai C-S, Jong MS-Y, Feng H (2025) Needs satisfaction and Online Self-Regulated Learning among chinese undergraduates. PLoS One 20(4): e0321781. https://doi.org/10.1371/journal.pone.0321781 Editor: Lawrence Jun Zhang, The University of Auckland, NEW ZEALAND Received: October 7, 2024; Accepted: March 11, 2025; Published: April 28, 2025 Copyright: © 2025 Zhou et al.
Same Learning Activity and Different Perceptions: The Role of Online Self-Regulated Learning
Abstract One challenge of online learning is that students do not necessarily follow the designed learning activities. Thus, how students perceive these activities and regulate their online learning is critical. This study examined the bidirectional relationship between OSRL and perceptions of learning activity design using a cross-lagged model. The Interactive, Constructive, Active, Passive (ICAP) framework was used to classify learning activities.
Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge
Introduction Globally, an increasing focus has been placed on teaching programming and computational thinking (CT) in early childhood education (ECE) (Bers et al., 2022; Yang et al., 2023). CT, viewed as a core competency in the 21st century, is related to solving problems that are often open-ended and complex in various disciplines with the use of the concepts fundamental to computer science (Wing, 2006).
Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West
Abstract Background Individuals pursue teaching careers for numerous reasons, such as for instrumental or prosocial purposes. Aims This study examined the personal (instrumental motivation) and social (prosocial motivation) utility of teaching as predictors of teaching quality in terms of clarity of instruction, classroom management, and cognitive activation.
Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom
The present study examined the effects of using automatic speech recognition (ASR) technology on oral complexity in a flipped English as a Foreign Language (EFL) course. A total of 160 undergraduates were enrolled in a 14-week quasi-experiment. The experimental group (EG) and the control group (CG) were taught with a flipped approach, but the EG students needed to undertake an additional pre-class task with ASR technology.
linking academia, business and industry through research
Home Full-text access for editors Design-based research on gamified outdoor social enquiry learning with context-aware technology: integration of teacher facilitation for advancing the pedagogical effectiveness by Morris Siu-Yung Jong; To Chan; Vincent Tam; Michael Yi-Chao Jiang International Journal of Mobile Learning and Organisation (IJMLO), Vol.
linking academia, business and industry through research
Home Full-text access for editors Surveying Chinese teachers' technological pedagogical STEM knowledge: a pilot validation of STEM-TPACK survey by Ching Sing Chai; Morris Jong; Zhiming Yan International Journal of Mobile Learning and Organisation (IJMLO), Vol.
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