Publications

Representative Publications

Empirical studies

Lin, Y., & Liu, M.* (2026). From self-prepared writers to strategy effectiveness evaluators: Mediation of critical thinking during self-regulated EFL writing. International Journal of Applied Linguistics, 1-13. https://doi.org/10.1111/ijal.70092

(SSCI Q1, IF=1.7) 

ABSTRACT: Self-regulated strategies form critical elements in writing, but researchers have yet to explore the connections across writing phases. It remains unclear how pre-writing self-preparation, during-writing critical thinking, and post-writing strategy effectiveness evaluation are associated. This study incorporated correlation analysis, structural equation modeling, and thematic analysis based on 336 university EFL (English as a foreign language) students’ survey responses and 14 semi-structured interviews. We established the significant mediation of during-writing critical thinking in the relationship between pre-writing self-preparation (including prior knowledge activation, information seeking, and self-efficacy) and post-writing strategy effectiveness evaluation. Information seeking and self-efficacy directly translated into strategy effectiveness evaluation, while prior knowledge activation only contributed through the mediation of critical thinking. The qualitative findings suggested that critical thinkers during EFL writing actively assessed prior knowledge, external resources, and their connections to the writing task, and the adoption of pre- and during-writing SRL strategies triggered students’ reflective practice about their strategy effectiveness after writing. The findings elucidate the mechanisms behind efficient self-regulation in English writing, enlightening future research and teaching practices.

First published: 05 January 2026

Lin, Y., & Yu, Z.* (2025). Learner perceptions of artificial intelligence-generated pedagogical agents in language learning videos: Embodiment effects on technology acceptance. International Journal of Human-Computer Interaction, 41(2), 1606–1627. https://doi.org/10.1080/10447318.2024.2359222

(SSCI/SCI Q1, IF=4.9, 🏆ESI 1% highly-cited paper)

Lin, Y., & Yu, Z.* (2025). Elucidating university students’ intentions to seek automated writing feedback from Grammarly: Toward perceptual and systemic predictors. Humanities and Social Sciences Communications, 12, 7. https://doi.org/10.1057/s41599-024-03861-1

(SSCI Q1, A&HCI, and nature portfolio; IF=3.6)

Lin, Y., & Yu, Z.* (2023). Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers. International Journal of Educational Technology in Higher Education, 20, 34. https://doi.org/10.1186/s41239-023-00403-8

(SSCI Q1, IF=16.7)

Lin, Y., Niu, R., & Yu, Z.* (2023). Roles of ambiguity tolerance and learning effectiveness: Structural equation modeling evidence from EFL students’ perceptions of factors influencing peer collaboration. Language Teaching Research, 13621688231216201. https://doi.org/10.1177/13621688231216201

(SSCI Q1, IF=3.8)

Cai, Q., Lin, Y., & Yu, Z.* (2024). Factors influencing learner attitudes towards ChatGPT-assisted language learning in higher education contexts. International Journal of Human-Computer Interaction, 40(22), 7112–7126. https://doi.org/10.1080/10447318.2023.2261725

(SSCI/SCI Q1, IF=4.9, 🏆ESI 1% highly-cited paper, ESI hot paper)

Shi, Y., Lin, Y., & Yu, Z.* (2025). Predicting self-regulated learning and academic procrastination with positive psychological factors: Evidence from higher education English learners’ perceptions. Psychological Reports, 1-33. https://doi.org/10.1177/00332941251351232

(SSCI Q2, IF=1.6)

Shi, Y., Lin, Y., & Yu, Z.* (2024). The effects of need satisfaction on active academic procrastination and the mediating roles of academic buoyancy and self‑regulated learning. Current Psychology, 43, 21096–21109. https://doi.org/10.1007/s12144-024-05916-7

(SSCI Q1, IF=2.6)

Conference Presentations

Wang, C., Wang, H., Li, Y., Liu, X., Chen, X., & Lin, Y.* (2026). Genio：嵌入式编程教育中多模态 AI 智能体的设计与实验研究. In the 30th Global Chinese Conference on Computers in Education (第三十屆全球華人計算機教育應用大會GCCCE 2026).

Full author list: 王成梁，王浩名，李园园，刘星畅，陈小娇，林宇鹏*