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General information

• Education: University of California, Santa Barbara/ Doctor of Philosophy in Language Education
• Research Office: 人科一館二樓DH214
• Extension Number: 3218
• Research interests: Computer-Assisted Language Learning(CALL); Digital story writing; Language education for special needs; Language assessment 電腦輔助語言學習、數位故事創作、特殊用途語言教學、語言評量
• E-Mail： yangy@yuntech.edu.tw
• Personal Website： None

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Experience

• The Chairman of English Teaching / Learning Resource Center in Midterm area.
• The Chairman of Language Center in NYUST
• Library Director of Library in NYUST
• Part-time Associate Professor of Department of Foreign Languages and Literatures in National Chung Hsing University

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Journal paper

• Yu-Fen Yang*, Christine Chifen Tseng, & Siao-Cing Lai, 2025, Collaborative digital game design and play to facilitate college students' creativity development, Interactive Learning Environments, Vol.33, No.2, pp.1250-1269. (SSCI)
• Yu-Fen Yang*, Alexis P.I. Goh, Chih-Chien Hu, Nian-Shing Chen, & Siao-Cing Lai, 2024, Digital game-playing to enhance English vocabulary and content learning among anxious foreign language students, Computer Assisted Language Learning, Vol.38, No.8, pp.2232-2259. (SSCI)
• Yu-Fen Yang*, Christine Chifen Tseng, and Siao-Cing Lai, 2024, Enhancing teachers’ self-efficacy beliefs in AI-based technology integration into English speaking teaching through a professional development program, Teaching and Teacher Education, Vol.144, pp.104582. (SSCI)
• Chih-Chien Hu, Yu-Fen Yang, Ya-Wen Cheng & Nian-Shing Chen, 2024, Integrating educational robot and low-cost self-made toys to enhance STEM learning performance for primary school students, Behaviour & Information Technology, Vol.43, No.8, pp.1614-1635. (SSCI)
• Yu-Fen Yang*, Wen-Min Hsieh, Wing-Kwong Wong, Yi-Chun Hong & Siao-Cing Lai, 2024, Reducing students’ foreign language anxiety to improve English vocabulary learning in an online simulation game, Computer-Assisted Language Learning, Vol. 37, No.3, pp. 410-432. (SSCI)
• Yu-Fen Yang*, I-Chun Lee, Christine Chifen Tseng, & Siao-Cing Lai, 2024, Developing students’ self-regulated learning strategies to facilitate vocabulary development in a digital game-based learning environment, Journal of Research on Technology in Education, Vol.57, No.5, pp.972-991. (SSCI)
• Tien-Liang Liua and Yu-Fen Yang*, 2023, Developing college students’ learning strategies to improve oral presentation through negotiation of meaning in telecollaboration, Journal of Research on Technology in Education, Vol.55, No.6, pp.1036-1060. (SSCI)
• Yu-Fen Yang*, Alexis P. I. Goh, Yi-Chun Hong & Nian-Shing Chen, 2023, Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning, Computer-Assited Language Learning, Vol.36, No.8, pp.1587-1607. (SSCI)
• Chih-Chien Hu, Yu-Fen Yang, and Nian-Shing Chen*, 2023, Human–robot interface design – the ‘Robot with a Tablet’ or ‘Robot only’, which one is better?, Behavior & Information Technology, Vol.42, pp.1590-1603. (SSCI)
• Yu-Fen Yang* and Nai-Cheng Kuo, 2023, Blended learning to foster college students' global literacy, Computer-Assisted Language Learning, Vol.36, No.1-2, pp.81-102. (SSCI)
• Tien-Liang Liu, Yu-Fen Yang*, and Yi-Chun Hong, 2021, Raising students’ audience awareness for oral presentation through online role-reversal, System, Vol.99, pp.102510. (SSCI)
• Ya-Wen Cheng, Yuping Wang, Yu-Fen Yang, Zih-Kwan Yang, and Nian-Sheng Chen, 2021, Designing an authoring system of robots and IoT-based toys for EFL teaching and learning., Computer-assisted Language Learning, Vol.34, No.1-2, pp.6-34. (SSCI)
• Yi-Chun Hong, Yingxiao Qian, and Yu-Fen Yang, 2021, Examining Trajectories of Elementary Students’ Computational Thinking De Thinking Development Thr elopment Through Collabor ough Collaborative Problem-Solving oblem-Solving Process in a STEM-Integrated Robotics Program, Journal of Educational Technology Development and Exchange, Vol.14, No.1, pp.27-42. (其他)
• Kuo N-C, Kawaguchi T, Yang Y-F, 2021, Exploring absolute happiness through experiential education, Journal of Experiential Education, Vol.44, No.4, pp.346-364. (其他)
• Yu-Fen Yang* and Nai-Cheng Kuo, 2020, New teaching strategies from student teachers’ pedagogical conceptual change in CALL, System, Vol. 90, pp.102218. (SSCI)
• Yu-Fen Yang*, Ruey-Fen Harn, and Gwo-Haur Hwang, 2019, Using a bilingual concordancer for text revisions in EFL writing, Educatinal Technology & Society, Vol.22, No.1, pp.106-119. (SSCI)
• Yu-Fen Yang* (2018) New language knowledge construction through indirect feedback in web-based collaborative writing. Computer-assisted Language Learning. 31(4),459-480. (SSCI)
• Yu-Fen Yang* (2016) Transforming and constructing academic knowledge through online peer feedback in summary writing. Computer-assisted Language Learning. 29(4), 683-702. (SSCI) (A & HCI)
• Yu-Fen Yang* (2016) Self-directed learning to develop autonomy in an online ESP community. Interactive Learning Environment. 24 (7), 1629-1646. (SSCI)
• Yu-Fen Yang* and Yuan-Yu Lin (2015) Online collaborative note-taking strategies to foster EFL beginners’ literacy development, System. 52, 127-138. (SSCI)
• Yu-Fen Yang* and Pei-Yi Hsieh (2015) Negotiation of meaning to comprehend hypertexts through peer questioning. Language Learning and Technology. 19(2), 69-84. (SSCI)
• Yu-Fen Yang* (2015) Automatic scaffolding and measurement of concept mapping for EFL students to write summaries. Educational Technology & Society. 18(4), 273-286. (SSCI)
• Yu-Fen Yang* (2014) Preparing language teachers for blended teaching of summary writing. Computer-assisted Language Learning. 27(3), 185-206. (SSCI, A&HCI)
• Yu-Fen Yang*, Wing-Kong Wong, and Hui-Chin Yeh (2013) Learning to construct English (L2) sentences in a bilingual corpus-based system. System, 41(3), 677-690 (SSCI, A & HCI)
• Yu-Fen Yang* and Wen-Chi Chuang (2013) Instructional scaffoldings for a learning disability student in online alphabetic and phonics learning. Journal of Science and Technology, Humanity and Social Studies, 22 (2), 181-194. (THCI)
• Yu-Fen Yang* and Wen-Ting Meng (2013) The effects of online feedback training on students’ text revision. Language Learning and Technology. 17(2), 220-238 (SSCI)
• Yu-Fen Yang* (2013) Exploring students’ language awareness through intercultural communication in computer-supported collaborative learning. Educational Technology & Society. 16(2), 325-342. (SSCI) (NSC (NSC100-2410-H-224-017)
• Yu-Fen Yang* (2012). EFL curriculum reform through students’ learning outcomes in e-portfolios. Studies in English Language and Literature. 30, 1-26. (THCI)
• Yu-Fen Yang* (2012) Text improvement through online interaction with peers. Journal of Science and Technology, Humanity and Social Studies. 21(2), 139-154. (THCI)
• Yu-Fen Yang* (2012) Blended learning for college students with English reading difficulties. Computer-assisted Language Learning. 25(5), 393-406 (SSCI, A&HCI) (NSC 99-2410-H-224-021).
• Yu-Fen Yang*, (2011) Engaging students in an online situated language learning environment. Computer-assisted Language Learning. 24(2), 181-198. (SSCI, A&HCI) (NSC 99-2410-H-224-021)
• Yu-Fen Yang* (2011) A reciprocal peer review system to support college students’ writing. British Journal of Educational Technology, 42(4), 687-700. (SSCI) (NSC 97-2410-H-224-016-MY2).
• Hui-Chin Yeh and Yu-Fen Yang (2011) Prospective teachers’ insights towards scaffolding students’ writing processes through teacher-student role reversal in an online system. Educational Technology: Research and Development, 59 (3), 351-368. (SSCI) (NSC 96-2411-H-224-015).
• Yu-Fen Yang* and Shan-Pi Wu (2011) A collective case study of online interaction patterns in text revisions, Educational Technology & Society. 14 (2), 1-15. (SSCI) (NSC 97-2410-H-224-016-MY2)
• Hui-Chin Yeh and Yu-Fen Yang (2011) Metacognitive process in online text construction, Educational Technology & Society, 14 (3), 82-101. (SSCI) (NSC 97-2410-H-224-017-MY2)
• Yu-Fen Yang*, Hui-Chin Yeh & Wing-Kwong Wong (2010) Interaction chain patterns of online text comprehension with lexical cohesion. Educational Technology & Society, 13 (1), 55-68. (SSCI) (NCS 97-2410-H-224-017-MY2)
• Yu-Fen Yang*, Hui-Chin Yeh, & Wing-Kwong Wong (2010). The influence of social interaction on meaning construction in a virtual community. British Journal of Educational Technology, 41(2), 287-306. (SSCI). (NSC 97-2410-H-224-016-MY2)
• Yu-Fen Yang* (2010) Students' reflection on online self-correction and peer review to improve writing, Computers & Education, 55(3), 1202-1210. (SSCI) (NSC 97-2410-H-224-016-MY2)
• Yu-Fen Yang* (2010) Cognitive conflicts and resolutions in online text revisions: Three profiles, Educational Technology & Society. 13(4), 202-214. (SSCI) (NCS 97-2410-H-224-016-MY2)
• Yu-Fen Yang* (2010) Developing a reciprocal teaching/learning system for college remedial reading instruction, Computers & Education, 55(3), 1193-1201. (SSCI) (NSC 99-2410-H-224-021).
• Yu-Fen Yang* & Ya-Chen Hung (2009). Developmental progression of referential resolution in comprehending online texts. Educational Technology and Society. 12 (2), pp. 283-297. (SSCI).
• Yu-Fen Yang, Wing-Kwong Wong, Hui-Chin Yeh (2009). Investigating readers’ mental maps of referential resolutions in an online system. Computers & Education, 53(3), 799-808. (SSCI).
• Yu-Fen Yang, Hui-Chin Yeh, & Wing-Kwong Wong (2008). Constructing mental representation of reference by feedback in a computer system, Computers in Human Behavior, 24 (5), 1959-1976. (EI, SSCI).
• Yu-Fen Yang & Ya-Chen Hung (2008). The impact of externalizing readers' mental representation on the comprehension of online texts, Educational Technology and Society, 11(4), 246-264. (SSCI)
• Yu-Fen Yang, Wing-Kwong Wong, Hui-Chin Yeh (2008). A computer system of referential resolution to assess students' reading comprehension, Educational Technology and Society, 11(4), 173-189. (SSCI)
• Yu-Fen Yang (2007). The prevention of English reading difficulties in Taiwan. Studies in English Language and Literature, 20, 75-90.
• Wong, Wing-Kwong, Lee, Jian-Hau, Yang, Yu-Fen, Yeh, Hui-Chin, Ciao, Chin-Pu, and Hsu, Sheng-Cheng (2006). A computer-Assisted Environment on referential understanding to enhance academic reading comprehension. PRICA, LNAI 4099, 1119-1124. (SCI).
• Yang, Yu-Fen (2006) The Integration of Phonological Awareness Assessment and Instruction for EFL Beginners in Elementary School, Studies in English Language and Literature, 18, pp. 1-27.
• Yang, Yu-Fen (2006) Reading Strategies or Comprehension Monitoring Strategies? Reading Psychology, 27(4), pp. 313-343.
• Yang, Yu-Fen (2006) Item Design and Analysis of the English Literacy Diagnostic Assessment for Sixth Graders in Elementary School, Studies in English Language and Literature, 17, pp. 15-32.
• Yang, Yu-Fen (2006) An Investigation of Undergraduates’ Comprehension Monitoring Knowledge and Strategy in EFL Reading. Journal of Science and Technology, Humanity and Social Studies, 15 (1), pp. 67-82.
• Yang, Yu-Fen (2005) 國小英語科學童能力指標、課程設計與診斷評量，人文與社會教學通訊，第十六卷，第二期，頁7-38。
• Yang, Yu-Fen and Kuo, Hsing-Hsiu, 2003, Influences of Lexical Process on Reading, Reading Psychology, Vol. 24, No. 1, pp. 87-103.
• Yang, Yu-Fen, 2002, Reassessing Readers’ Comprehension Monitoring, Reading in a Foreign Language, Vol. 14, No. 1, pp. 18-42.

Conference proceeding​

• Min-Chuan Tsai & Yu-Fen Yang, 2025, Enhancing EFL College Students’ English Writing via Self-Regulated Learning Strategies in ChatGPT, XXIIIrd International CALL Research Conference, 2025/10/03-05, The University of Queensland, 布里斯本.
• Siao-Cing Lai, Yu-Fen Yang & Min-Chuan Tsai, 2025, AI-supported collaborative writing to reduce EFL college students’ anxiety in story writing, XXIIIrd International CALL Research Conference, 2025/10/03-05, The University of Queensland, 布里斯本.
• Siao-Cing Lai and Yu-Fen Yang*, 2024, "No more anxiety: Alleviating college students’ foreign language writing anxiety through online collaboration to improve story narration, XXIInd International CALL Research Conference, 2024/09/12-15, Journal of Computer-Assisted Language Learning, Tokyo.
• Kuan, Y., Liu, C.-H., Yang, Y.-F., Kuo, P.-Y., Hsieh, W.-M. (2023, June, 2-4). The effect of an automatic speech recognition chatbot and task-based language learning integrated system on EFL students’, 2023, The effect of an automatic speech recognition chatbot and task-based language learning integrated system on EFL students’ English pronunciation., Association for Language Teaching Computer Assisted Language Learning (JALTCALL) Conference, 2023/06/02-04, Association for Language Teaching Computer Assisted Language Learning (JALTCALL), Kumamoto, Japan., pp.81-102.
• Hsieh, W.-M., Wong, W.-K., Shi, G.-C., Hu, Y.-T., & Yang, Y.-F., 2022, Design of an automatic speech recognition (ASR) robot and tasked-based language learning integrated virtual pronunciation learning environment, 21st International CALL Research Conference: Smart CALL, 2022/07/10-12, 21st International CALL Research Conference: Smart CALL, TOKYO.
• Wing-Kwong, Wong 1, Chia-Ching, Wu2*, Yu-Fen, Yang3*, 2022, A virtual environment for learning English with Metaverse and natural language processing, Meta ACES 2022, 2022/07/08-12, University of Hong Kong, Hong Kong.
• 黃國豪, 黃永廣, 方姿 晴, 楊育芬, 2020, 人因對學童使用適性化英文字彙學習系統學習動機與成效之影響, TANET 2020 台灣網際網路研討會, 2020/10/27-28, 教育部, 台北市.
• Huai-Hsuan HUANGa, Vivien LIN, Yu-Fen YANGc, & Nian-Shing CHEN, 2019, Designing an IoT-Based 3D Pop-Up Book to Engage Children in English Vocabulary Learning, Proceedings of the 27th International Conference on Computers in Education. Taiwan: Asia-Pacific Society for Computers in Education, 2019/12/02-07, Asia-Pacific Society for Computers in Education, Kenting, pp.612-621.
• Yu-Fen YANG*, Hui-Chin YEH, Hsiu-Ting HUNG, 2015, Language transfer for L2 writing revisions with a bilingual concordancer, Proceedings of ICCE 2015, 2015/11/28-2015/12/05, International Conference on Computer Education, Hung-Zhou.
• Yeh, H. C., Yang, Y. F., Yang, S. H., Liu, Y. C., Chiang, Y. H., 2015, How to use reciprocal teaching in online annotations, 22nd International Conference European Association of Computer-assisted Language Learning (EuroCALL), 2015/08/28-2015/09/03, European Association of Computer-assisted Language Learning (EuroCALL), Padova.
• Yu-Fen Yang, Wing-Kwong Wong, Hui-Chin Yeh (2009) Process of constructing sentences from online bilingual corpus, Paper will be presented at ICTE 2009: International Conference on Technology and Education, June 24-26, Paris, France.
• Yang, Yu-Fen (2005) A Large-scale Study of English Literacy Assessment for Pupils in Elementary School. Proceedings of the 22nd International Conference on English Teaching and Learning in R. O. C., pp. 352-367.
• Yang, Yu-Fen (2004) The Pilot Study of Diagnostic Reading Assessment, Proceedings of the 21st International Conference on English Teaching and Learning in R. O. C., pp. 241-254.
• Yang, Yu-Fen and Lai, Hui-Fen (2004) Item Analysis of Reading Assessment for Trading English. Proceedings of the 2004 International Conference on English Instruction and Assessment, pp. 219-236.
• Yang, Yu-Fen, 2003, Diagnostic Reading Inventory Online, Proceedings of Seminar on Multimedia English Learning and Teaching, pp. 62-107.
• Yang, Yu-Fen, 2003, The Development of Diagnostic Reading Inventory, Proceedings of the Twentieth International Conference on English Teaching and Learning in R. O. C., pp. 273-288.
• Yang, Yu-Fen, 2002, Diagnosis and Remediation on TVES College Students’ Vocabulary Comprehension Difficulties, Proceedings of the 17th Conference on Technological and Vocational Education, pp. 55-68.
• Yang, Yu-Fen, 2002, Developing Vocabulary Size and Analysis Test for Identifying TVES College students’ Reading Levels, Proceedings of the Nineteenth International Conference on English Teaching and Learning in R. O. C., pp. 489-500.
• Yang, Yu-Fen, Kuo, Hsing-Shiou, 2001, Vocabulary Comprehension Strategies Employed by Proficient and Less-Proficient Readers in NYUST, Proceedings of the 16th Conference on Technological and Vocational Education, pp. 73-82.
• Yang, Yu-Fen, 2001, Time and Frequency of Teacher Intervention in Students’ Vocabulary Comprehension Process, Proceedings of the 16th Conference on Technological and Vocational Education, pp. 63-72.
• Yang, Yu-Fen, 2001, Social Influence of Teacher Intervention on Readers’ Comprehension Difficulties, Proceedings of the 18th Conference on English Teaching and Learning in R. O. C., pp. 378-390.
• Yang, Yu-Fen, 1999, The Role of Teacher’s Intervention in the Think-aloud Method, Proceedings of the Sixteenth Conference on English Teaching and Learning in the R. O. C., pp. 253-269.

Conference presentation​

Technical Reports

• Yu-Fen Yang, Wing-Kwong Wong, and Hui-Ching Yeh, 2013, A System of Enhancing Reading Comprehension. (執行期間：2010/3-1013/4)
• Yu-Fen Yang, Hui-Ching Yeh, and Wing-Kwong Wong, 2013, Online System and Method for Reading Texts. (執行期間：2010/10-1013/2)
• Hui-Ching Yeh, Yu-Fen Yang, and Wing-Kwong Wong, 2013, Language Learning System and Method I. (執行期間：2011/1- 2013/1)
• 楊育芬, 2005, 英語文教學支援系統的建置與評估, 行政院國家科學委員會. (執行期間：2005年)
• 楊育芬, 2005, 資訊融入英語文補救教學, 教育部. (執行期間：2005年)
• 楊育芬, 2005, 英文補救教學課程設計、教材研發與成效評估I, 教育部中部英語教學資援中心. (執行期間：2005年)
• 楊育芬, 2004, 大學英文能力測驗與學習資料庫建立之可行性研究, 教育部. (執行期間：2004年)
• 楊育芬, 2004, 數位學習提昇科技大學學生英文字彙量, 教育部. (執行期間：2004年)
• 楊育芬, 2004, 英語教學學程 (II), 行政院勞委會職業訓練局. (執行期間：2004年)
• 楊育芬, 2003, 英語教學學程. (執行期間：2003年)
• 楊育芬, 2003, 英語網路教學提升大學生基礎英文能力, 教育部. (執行期間：2003年)
• 楊育芬, 2003, 英文補救教學中閱讀困難診斷工具的發展、測試與推廣II, 行政院勞工委員會職業訓練局. (執行期間：2003年)
• 楊育芬, 2002, 英文補救教學中閱讀困難診斷工具的發展、測試與推廣I, 行政院國家科學委員會. (執行期間：2002年)
• 楊育芬, 2001, 九十年度二技語文類(一)英文閱讀能力試題分析, 技專院校入學測驗中心. (執行期間：2001年)
• 楊育芬, 2000, 技職體系大學生英文閱讀困難的診斷與治療, 行政院國家科學委員會. (執行期間：2000年)
• 楊育芬, 2000, 英文教師介入學生閱讀困難的時機與效果探討, 行政院國家科學委員會. (執行期間：2000年)
• 楊育芬, 1998, 技職生英文生字解讀過程研究, 行政院國家科學委員會. (執行期間：1998年)
• 楊育芬, 1996, 技職院校重修生對英語教學之觀點探討, 行政院國家科學委員會. (執行期間：1996年)
• 楊育芬, 1995, 技術學院學生中英文閱讀方法之分析 (II), 行政院國家科學委員會. (執行期間：1995年)
• 楊育芬, 1994, 技術學院學生中英文閱讀方法之分析 (I), 行政院國家科學委員會. (執行期間：1994年)
• 楊育芬, 1994, 商業類五年制專科學校應用外語科英文組課程規畫研究, 教育部技術及職業教育司. (執行期間：1994年)

Patent

• Hui-Ching Yeh, Yu-Fen Yang, and Chong-Chuan Hui (2013) Language Learning System and Method II (Patent No. I 420434).
• Hui-Ching Yeh, Yu-Fen Yang, and Chong-Chuan Hui (2013) Language Learning System and Method II (Patent No. I 420434).
• Yu-Fen Yang, Hui-Ching Yeh, and Wing-Kwong Wong (2013) Online System and Method for Reading Texts (Patent No. I 406199).
• Yu-Fen Yang, Wing-Kwong Wong, and Hui-Ching Yeh (2013) A System of Enhancing Reading Comprehension (Patent No. I 382374).
• Hui-Ching Yeh, Yu-Fen Yang, and Chong-Chuan Hui (2014) Computer-assisted Language Learning System (Patent No. I 434243).

Book charter

• 楊育芬, 2018, To be Somebody. (一鳴驚人), 芬妮英語教室.
• 楊育芬, 2018, To be Somebody. (一鳴驚人), 芬妮英語教室.
• 楊育芬, 2018, To be Somebody. (一鳴驚人), 芬妮英語教室.
• 楊育芬, 2018, To be Somebody. (一鳴驚人), 芬妮英語教室.
• 楊育芬, 2018, To be Somebody. (一鳴驚人), 芬妮英語教室.
• 楊育芬, 2018, To be Somebody. (一鳴驚人), 芬妮英語教室.
• 楊育芬, 2018, To be Somebody. (一鳴驚人), 芬妮英語教室.
• 楊育芬, 2018, To be Somebody. (一鳴驚人), 芬妮英語教室.
• 楊育芬, 2018, To be Somebody. (一鳴驚人), 芬妮英語教室.
• 楊育芬, 2018, To be Somebody. (一鳴驚人), 芬妮英語教室.
• 楊育芬, 2018, How Much is One Hundred Million Dollars? (一億值多少?), 芬妮英語教室.
• 楊育芬, 2018, The International Date Line. (國際換日線), 芬妮英語教室.
• 楊育芬, 2018, Going All Out. (全力以赴), 芬妮英語教室.
• 楊育芬, 2018, A Clone. (複製人), 芬妮英語教室.
• 楊育芬, 2018, A Great Mother. (偉大的母親), 芬妮英語教室.
• 楊育芬, 2018, The Only Way to Be Rich (致富唯一之道), 芬妮英語教室.
• 楊育芬, 2018, Demanding Love. (強迫的愛), 芬妮英語教室.
• 楊育芬, 2018, Blessings (祈福), 芬妮英語教室.
• 楊育芬, 2018, Which One Is Cheaper? (哪一樣較便宜?), 芬妮英語教室.
• 楊育芬, 2018, Gender Difference. (男女大不同), 芬妮英語教室.
• 楊育芬, 2018, Finding No Jobs. (找不到工作), 芬妮英語教室.
• 楊育芬, 2018, Forget Me Not. (勿忘我), 芬妮英語教室.
• 楊育芬, 2018, What Should I Do? (我該怎麼辦?), 芬妮英語教室.
• Yu-Fen Yang* (2017) A Perfect Life (完美人生). pp. 1-28.
• Yu-Fen Yang* and Hui-Chin Yeh (2012) Challenges and opportunities in developing language e-portfolios. In Cambridge, D. (Ed.) E-Portfolios and Global Diffusion: Solutions for Collaborative Education (pp. 194-212). IGI Global.

Other work

Honors & Awards​

• 2008 學年度全校服務類優良教師
• 2008~2018學年度SSCI研究論文獎助
• 2009 學年度全校教學類優良教師
• 2010 ~2018年度大專校院獎勵特殊優秀人才(科技部)
• 2012 年國立雲林科技大學特聘教授
• 2015 國立雲林科技大學研究績優獎
• 2016 國立雲林科技大學特聘教授
• 106學年度研發績優獎
• 112年度學術研究績優獎
• 榮登2024全球前2%頂尖科學家榜單
• 榮登2025全球前2%頂尖科學家榜單

Social service