Publications & Talks

Refereed Journal Articles  *corresponding author 

Five papers in preparation.

Chen, T.-H. (2024). The effects of task complexity on L2 English rapport-building language use and its relationship with paired speaking test task performance. Applied Linguistics Review,15(2), 737-769. https://doi.org/10.1515/applirev-2021-0199

        (SSCI, AHCI. five-year impact factor: 3.063, Q1 in Language & Linguistics, 30/194 rank by impact factor; 15/386, Linguistics, 14/289 rank by JCR in 2022) [PDF]   [One-page research summary] 

Chen, T.-H. (2023). Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks. Studies in Second Language Learning and Teaching,13 (3), 627-661. https://doi.org/10.14746/ssllt.31194 

        (SSCI. five-year IF: 3.7, impact factor: 3.7 in 2023, Q1 in Linguistics, 11/194 rank by Impact factor)   Open access journal article!  [PDF]

Chen, T.-H. (2023). Is a video worth a thousand words? Enhancing second language reading comprehension through video-based e-book design and presentation. English Teaching & Learning, 47(1), 69-93. https://doi.org/10.1007/s42321-022-00107-8 (Scopus, ESCI, 2015 年後新制, 取消THCI-Core 改為 THCI. 2021. impact factor: 1.6. SJR = 1.039, Q1 in Linguistics & Language)  [PDF] 

Tekin, O., Trofimovich, P., Chen, T.-H., & McDonough, K. (2022). Alignment in second language speakers’ perceptions of interaction and its relationship to perceived communicative success. System. https://doi.org/10.1016/j.system.2022.102848  (SSCI, two-year impact factor: 4.518, Q1 in Linguistics, 19/275, Education & Educational Research 38/743) [PDF] [One-page research summary] 

Chen, T.-H.*,& Lin,C.-C. (2018). Enhancing L2 English learning through mobile-assisted TBLT: EFL learners’ perspectives. The Journal of  Asia TEFL, 15(2), 453-461. http://dx.doi.org/10.18823/asiatefl.2018.15.2.13.453   (Scopus, ESCI)   [PDF]

Chen, T. -H. (2015). EFL undergraduates’ perceptions of blended speaking instruction. English Teaching & Learning, 39(2), 87-120. 10.6330/ETL.2015.39.2.04  (Scopus, ESCI, THCI-Core)  [PDF]

Book Reviews 

Chen, T.-H.*, & Plonsky, L. (2017). Review of A psycholinguistic approach to technology and language learning [Review of the book A psycholinguistic approach to technology and language learning, by Leow. R. P., Cerezo. L., & Baralt. M. (Eds.).] Language Learning & Technology, 21 (2), 27-31. Retrieved from http://llt.msu.edu/issues/june2017/review2.pdf   (SSCI)  [PDF]

Conference Proceedings

Chen, T. -H. (2012). Effects of task type and language proficiency on communication strategy use of English-speaking L2 Chinese learners. Proceedings of 11th International Conference of Teaching Chinese as a Second Language (ATCSL) (pp.711-721). Taipei: Association of Teaching Chinese as a Second Language. [PDF]

OASIS Summaries (Lay research summaries), Research Briefs, and Newsletters 

Chen, T.-H. (2022). The relationship between rapport-building language use and paired speaking test task performance: Does task complexity matter?  OASIS Summary of Chen (2022) in Applied Linguistics Review.   

https://oasis-database.org/concern/summaries/d791sg897?locale=en&fbclid=IwAR37kGtHzG4Q8JqlkHAooKgrv6CDJAZkFTf0F5TfCa2fVhIxQ01gwxAfd24    [PDF]

Tekin, O., Trofimovich, P., Chen, T.-H., & McDonough, K. (2022). Do second language interlocutors’ perceptions of each other relate to their interaction success? OASIS Summary of Tekin et al. (2022) in System. https://oasis-database.org/concern/summaries/m900nv16k?locale=en    [PDF]

Conference Presentations and Talks

Note. This section will be updated after I publish my research in academic journals. 

Guest/invited talks 

Conference presentations

The Intersection between Task-based Interaction/Task-based Language Teaching and Second Language Pragmatics and/or Speech Learning, Performance, and Production/Task-based Second Language Learner Pragmatic Production and Individual Differences 

Chen, T.-H. (2022, March). Task complexity effects on rapport building language use and paired speaking test performance [paper presentation]. 2022 American Association for Applied Linguistics (AAAL) Conference.  

Chen, T.-H. (2021, March). Investigating factors affecting dynamic foreign language enjoyment during pragmatics interaction: The role of task complexity [paper presentation]. 2021 American Association for Applied Linguistics (AAAL) Conference. (Virtual conference)

Chen, T.-H. (2020, October). Foreign language enjoyment and pragmatic performance in simple versus complex interactive tasks: An idiodynamic method [paper presentation]. The 39th Second Language Research Forum, Vanderbilt University, Tennessee, United States. (Virtual conference)

Chen, T.-H. (2020, June). Foreign language enjoyment and second language pragmatic performance in cognitively simple versus complex

         collaborative pragmatic tasks [paper presentation]. The fourth International Psychology of Language Learning Conference (PLL4),

         Cape Breton University, Sydney, Canada.　(Conference postponed to 2021)

Chen, T.-H. (2020, April). Foreign language enjoyment in cognitively simple versus complex pragmatic tasks[paper presentation]. TESOL 2020 International Convention & English Language Expo, Colorado, United States. (Conference presentation moved to 2021)

Chen, T.-H. (2020, March). Foreign language enjoyment during cognitively simple versus complex collaborative pragmatic tasks: An idiodynamic method [paper presentation]. 2020 American Association for Applied Linguistics (AAAL) Conference, Colorado, United States. (Conference canceled)  

Chen, T.-H. (2015, May). Exploring pragmatic competence of Taiwanese EFL senior high school students: Request strategies, lexico-syntactic politeness features, and request perspective [poster presentation]. The 32nd International Conference on English Teaching & Learning (ROC-TEFL, ETRA). National Taiwan Normal University, Taipei, Taiwan.

Chen, T.-H. (2012, December). Effects of task type and language proficiency on communication strategy use of English-speaking L2 Chinese learners [poster presentation]. The 11th International Conference on Teaching Chinese as a Second Language (ATCSL). National Taiwan Normal University, Taipei, Taiwan.

Sociolinguistics/ Conversation Analysis and Second Languages

Huang, S.-Y. & Chen, T.-H. (2021). Negotiating foreigner stereotypes in multimodal interactions on YouTube. [paper presentation].

       Sociolinguistic Symposium 23 (e-SS23). University of Hong Kong, Hong Kong. (virtual conference)

Huang, S.-Y., & Chen, T.-H. (2020, March). Negotiating foreigner stereotypes in multimodal interactions on YouTube [paper presentation].

        Georgetown Round Table of Languages and Linguistics 2020 (GURT 2020). Georgetown University, Washington, D.C., United States.

        (Virtual conference: GURT Virtual 2020)

CALL-SLA Interface and Research Synthesis  (interaction-driven learning via computer-mediated communication, task-and-technology integration, and application of input processing theory and of theory of multimedia learning for e-book design)

Chen, T.-H. (2018, May). Exploring CALL-Psycholinguistic aspects of SLA interface: Insights from video-based e-book design for L2 English reading comprehension [paper presentation]. The 35th International Conference on English Teaching & Learning (ROC-TEFL, ETRA). National Tsing Hua University, Hsinchu, Taiwan.

Chen, T.-H., & Liu, Y.-T. (2016, September). Is video alone worth a thousand words? Effects of multimedia e-book design on L2 English reading comprehension [paper presentation]. The 35th Second Language Research Forum (SLRF 2016), Teachers College, Columbia University, New York, United States.

Chen, T.-H. (2016, September). Enhancing L2 integrated skills through technology-mediated TBLT: Learners' perceptions on a mobile-assisted English learning task [paper presentation]. The 35th Second Language Research Forum (SLRF 2016), Teachers College, Columbia University, New York, United States.

Chen, T.-H. (2016, September). Task-based L2 interaction via synchronous computer-mediated communication: A research synthesis [poster presentation]. The 35th Second Language Research Forum (SLRF 2016), Teachers College, Columbia University, New York, United States.

Chen, T.-H. (2015, March). To blend or not to blend: Exploring the affordances and challenges of a blended EFL speaking course from students’ perspectives [paper presentation]. 2015 American Association for Applied Linguistics (AAAL) and Canadian Association of Applied Linguistics (ACLA/CAAL) Joint Conference, Toronto, Canada.

Chen, T.-H. (2015, March). EFL undergraduates’ perceptions of blended speaking instruction [paper presentation]. 2015 TESOL International Convention & English Language Expo, Master’s Student Research Forum, Toronto, Canada.

Chen, T.-H. (2014, November). Evaluation of communicative language teaching-based summer English enrichment program: From elementary pupils’ perspectives [paper presentation]. The 23rd International Symposium and Book Fair on English Teaching (ETA), Taipei, Taiwan.

Chen, T.-H. (2014, May). EFL university students’ perceptions of using asynchronous computer-mediated voice forum to develop their speaking skills: A blended learning approach [paper presentation]. The 31st International Conference on English Teaching & Learning (ROC-TEFL, ETRA). Chung Yuan Christian University, Zhongli, Taiwan.

Learner Autonomy,Communicative Language Teaching and Program Evaluation, etc.

Chen, T.-H. (2015, May). Rethinking autonomy and context: EFL learners’ autonomy development through participation in the classroom community [paper presentation]. The 32nd International Conference on English Teaching & Learning (ROC-TEFL, ETRA). National Taiwan Normal University, Taipei, Taiwan.

Chen, T.-H. (2014, November). Evaluation of communicative language teaching-based summer English enrichment program: From elementary pupils’ perspectives [paper presentation]. The 23rd International Symposium and Book Fair on English Teaching (ETA), Taipei, Taiwan.