黃振豊  

國立臺東大學教育學系教授 

Chen-Li Huang

Professor,  Department of Education, Taitung University, Taiwan

Fulbright Senior Research Grantee 2017-2018

UC Santa Barbara Visiting Scholar 2017-2018

Ariszon State University Visiting Scholar 2023

EMI Advisor 2025

PHD, Department of Education, Taiwan Normal University

Contact: nttu333@gmail.com

https://sites.google.com/view/nttu333

Research Interests: Collaborative Survey Research, AI Competency,  EMI,  Futurology of Tech, Academic Co-Writing, and Overseas Exploring. 

 Publication:  (Welcome  collaborative research, co-writing, and EMI co-teaching)

• Ko, C. L., & *Huang, C. L. (2025). Review Taiwan’s readiness and response to the Olympic AI agenda. Taiwan Educational Review Monthly, 14(8), 163-173.

• 黃振豊、葉昱昕、胡運陞、錢千千、張嘉方、洪毓瑩(2025)。東臺灣高中教師的數位與AI素養探究－五名教師的挑戰與建議。中等教育，76(2), 17-36。

• Lo, C. L., & *Huang, C. L. (2025). Improvement difference in learning by gender, overseas study intention, and English proficiency level using English medium instruction. International Journal of Social Sciences and Artistic Innovation, 5(1).

• Huang, C. L. (2025). A preliminary exploration of the European Union’s language policies and the implications for Taiwan’s bilingual education. Tajen Journal, 58, 1-17.

• Huang, C. L., Chang, C. F., & Fu, S. W. (2025). On applications and challenges of artificial intelligence (AI) in education. Taiwan Educational Review Monthly, 14(1), 200-210.

• Huang, C. L. (2024). Improving in-service teacher students’ bilingual EMI learning: An action research. Education Journal, 10, 181-202. 

• Chiou, S. M., & *Huang, C. L. (2024). Elementary school teachers' difficult concepts of bilingual education. Journal of Social Science，32, 23-50.

• Yen, C. Y., Angah, K., & *Huang, C. L. (2024). English and Paiwan inclusive bilingual instruction in an indigenous elementary school. Taiwan Educational Review Monthly, 13(11), 201-213. 

• Huang, C. L., & Li, C. C.* (2024). On positive leadership through character strengths for elementary school principal. Taiwan Educational Review Monthly, 13(10), 173-185. 

• Li, C. C., & *Huang, C. L. (2024). Building bridges for foreign teachers: A case study of an urban elementary school in Southern Taiwan. Taiwan Educational Review Monthly, 13(9), 202-209. 

• 黃振豊(2024)。正向心理學在學校領導的應用發：發揮學校領導者的品格優勢。學校行政雙月刊，152，128-145。

• Lo, C. L., & *Huang, C. L. (2024). Technological university students’ efforts in English-medium instruction (EMI) classes. Taiwan Educational Review Monthly, 13(7), 164-174.

• Taylor, C., & Huang, C. L. (2024). How effective is Duolingo at promoting implicit pronunciation learning? English Australia Journal, 40(1), 36-45. 

• Huang, C. L., Lee, C. J., Chen, C. H., & Lo, C. L. (2024). Feasibility, exemplar, reflection, and revelations of bilingual international education program at sea. Journal of SHU-TE University, 26(1), 75-91. 

• Taylor, C., & *Huang, C. L. (2023). The impact of Duolingo on self-learners' language learning attitudes. Journal of Research in Learning to Learn, 3, 71-96. 

• H. J. Tsao, W. L. Hung, C. Taylor, C. L. *Huang, W. M. Liao, S. T. Chang (2023). In-service Teachers’ Professional Development Through English MOOC Learning. Hsiu Ping Journal, 46, 67-94.

• Tayor, C., & Huang, C. L. (2022). Examining why most Taiwanese grade three senior high school students do not participate in extensive reading. Hsiuping Journal, 45, pp.157-180. 

• 黃振豊(2022)。教師對偏鄉雙語教育的看法與建議。教育研究月刊，334，127-144.

• Huang, C. L. (2022). Rural college students’ perceived problems of online learning and their suggested solutions. Journal of Tzu Chi University of Science and Technology, 11, 67-98.

• Huang, C. L., Talor, C., Wang, H. Y., Liao, W. M., Hung, W. L. (2022). Limited-English proficiency students' perceived effectiveness of multiple pedagogical strategies. HungKuang Academic Review, 89, 215-237.

• Huang, C. L., Liao, W. M., Tsai, I. H., Wang, H. Y., Huang, K. C., & Taylor, C. (2022). The feasibility, ideas, practices, and suggestions of implementing international education through English-medium instruction. Tzu-Chi University Journal of Educational Research, 18, 69-108. (202204) (ISSN: 1814-5205)

• Huang, C. L. (2021). The Effects of Instructional Strategies on Students’ Attitudes toward English Learning. Journal of Educational Theory and Practice, 43, 1-28.

• Huang, C. L. (2021). Empowering Disadvantaged Colleges through MOOCs. Mackay Journal, 18, 17-44.

• Taylor, C., & *Huang, C. L. (2021). Taiwanese English Teachers’ Attitudes to Extensive Reading. Journal of Tzu University of Science and Technology, 10, 163-198. (*corresponding author).

• Huang, C. L. (2020). Ideas, Practices, Criticisms, and Implications of MOOCs as a New Path for Eco-Friendly Pedagogy. Educational Review, 55, 119-161. (TSSCI)

• 黃振豊(2020)。廣泛閱讀作為英語文素養導向教學之理念、實踐與評析。臺東大學教育學報，31(2)，79-110。

• Huang, C. L. (2020). Teachers' perceived problems and provided suggestions regarding professional development by online courses. Journal of Nanya, 40, 216-238.

• Huang, C. L. (2019). Promoting L2 scholars’ English academic writing development through massive open online courses. Journal of Education Studies, 53(2), 1-30.

• Huang, C. L., & Walters, B. G. (2019). Caring as a teacher virtue: Objections, responses, and affirmation. Journal of Educational Research and Development, 15(3), 59-92. (TSSCI)DOI 10.3966/181665042019091503003

• Huang, C. L. (2018). Generating new paths for teacher professional development (TPD) through MOOCs. Journal of Educational Research and Development, 14(1), 35-72. (TSSCI) DOI 10.3966/181665042018031401002

• Huang, C. L. (2018). Individual-based Liberal’s and Communitarian’s Environmental Perspectives towards the Holistic Environmental Model. Journal of Southern Taiwan University of Science and Technology, 3(1), 73-88.

• 黃振豊(2017)。透過磨課師優化偏鄉教育。教育研究學報，51(2)，71-94。

• Huang, C. L. (2017). The characteristics of MOOCs learning and its Implications for schooling. Curriculum & Instruction Quarterly, 20(4), 177-209. (TSSCI)

• Huang, C. L. (2017). MOOCs as eco-friendly learning for achieving the 3Rs. Journal of Education, 37, 149-187. 

• Huang, C. L. (2017). Teacher should teach students to be informed consumers to diminish the impact of hyper-consumerism on environmental. Journal of Tzu University of Science and Technology, 4. 59-88. 

• Huang, C. L., & Waters, B. (2016). Education for leisure in MOOCs. Journal of Nanya, 36, 346-368.

• Huang, C. L. (2016). MOOCs as a Solution for High School Seniors’ College Admission Problems. Journal of Educational Research and Development, 12(2), 89-118.

• 黃振豊(2016)。Nel Noddings「教學即關係性實踐」之析論。教育研究學報，50(1), 頁1-22。

• Huang, C. L. (2015). MOOCs for lifelong learning. Journal of Adult and lifelong learning, 25, 1-36. 

• 黃振豊(2015)。磨課師通識課程分析：以TaiwanMOOCs為例。樹德通識教育專刊，第九期，頁23-50。

• Huang, C. L. (2015). The ideas, practices, influences, and implications of Sandel’s open education. Research of Educational Communications and Technology, 110, 1-17.

• Huang, C. L. (2013). General Educational Theory and Practice: Michael Sandel’s Moral Reasoning 22 Course in Harvard University’s General Education as an Exemplar. Journal of General Education, 2(2), 239-260.

• 黃振豊(2011)。Alasdair MacIntyre之教學非實踐觀之爭論與評議。鵝湖，437，頁25-35