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Faculty

姓名 鄭英雪
職稱 助理教授
最高學歷 美國 The Ohio State University 外語及第二外語教育博士
研究領域 第二外語寫作、多模態寫作、語料庫與英語教學
研究室 文382
分機 31219
Email sherrycheng85@gmail.com
個人網站 https://sherrycheng85.wixsite.com/coursesite
*: corresponding author
1. Cheng, Y.-H., *Tsai, C.-C., & Liang, J.-C. (2019). Academic hardiness and academic self-efficacy in graduate studies. Higher Education Research & Development, 38(7), 901-921. (SSCI). https://www.tandfonline.com/doi/full/10.1080/07294360.2019.1612858

2. Lo, Y. G., & *Cheng, Y.-H. (2018). Contested or complementary? Mingling between two distinct writing pedagogies for genre instruction in one EFL undergraduate writing course. Journal of Writing and Pedagogy, 10(1-2), 31-60. https://journals.equinoxpub.com/index.php/WAP/issue/current

3. *Cheng, Y.-H., & Tsai, C. C. (2017). Online research behaviors of engineering graduate students in Taiwan. Journal of Educational Technology & Society, 20(1), 169–179. (SSCI).
https://psycnet.apa.org/record/2017-03609-015

4. Hsin, C. T., Cheng, Y.-H., & Tsai, C. C. (2016). Searching and sourcing online academic literature: Comparisons of doctoral students and junior faculty in education. Journal of Online Information Review,40(7), 979-997. (SSCI). https://www.emeraldinsight.com/doi/abs/10.1108/OIR-11-2015-0354

5. Cheng, Y.-H. (2014). Dissertation grant proposals as “writing games”: An exploratory study of L2 graduate students’ experiences. English for Specific Purposes, 36, 74-84. (SSCI).
https://doi.org/10.1016/j.esp.2014.07.001

6. *Cheng, Y.-H., & Good, R. (2009). L1 glosses: Effects on EFL learners’ reading comprehension and vocabulary retention. Reading in a Foreign Language, 21(2), 119-142.
http://nflrc.hawaii.edu/rfl/October2009/articles/cheng.pdf

1. Cheng, Y.-H., & Tsai, C. C. (December 2014) Engineering graduate students’ literature searching behaviors. Proceedings of the 22nd International Conference on Computers in Education (ICCE). Japan: Asia-Pacific Society for Computers in Education (pp. 528-531).

2. Feng, H. H., & Cheng, Y.-H. (December 2014). Enhancing English pronunciation with Windows Speech Recognition training: A preliminary study. Proceedings of the 22nd International Conference on Computers in Education (ICCE). Japan: Asia-Pacific Society for Computers in Education (pp. 733-738).

3. Cheng, Y.-H. (August 2013). Candidacy examinations and dissertation grant proposals as “writing games”: Two case studies of Chinese-speaking doctoral students’ writing experiences. Doctoral dissertation, The Ohio State University, USA.

4. Cheng, Y.-H. (June 2005). Effectiveness of using vocabulary glosses to enhance technological university business and engineering majors’ EFL reading comprehension and vocabulary learning. Master’s thesis, National Kaohsiung First University of Science and Technology.

5. Cheng, Y.-H. (June 2009). Online learning course sites for a Chinese intermediate class. Proceedings of the 6th International Conference on Internet Chinese Education (pp. 119-129). Taipei, Taiwan. 國立台灣師範大學 全球華文網路教育研討會

6. Cheng, Y.-H., & Wang, C. C. (November 2008). Stimulating motivation through project-based learning. Selected Papers from the 17th International Symposium & Book Fair on English Teaching (pp. 294-305). Taipei, Taiwan. 中華民國英語文教學國際研討會暨書展 [ISBN 978-986-147-237-9]

7. Cheng, Y.-H., & Good, R. (April 2007). Effectiveness of using vocabulary glosses to enhance technological university business and engineering majors’ EFL reading comprehension and vocabulary learning. The Proceedings of Taiwan TESOL Conference, pp. 28-42). Taipei: Taiwan ELT Publishing. 國立虎尾科技大學應用外語系 台灣英語教學學術研討會 [ISBN 986-80780-3]
1. Cheng, Y.-H. (May 17, 2019). Implementing task-based learning in an escort interpreting course. Paper presented at the 36th International Conference on English Teaching and Learning. Tunghai University, Taiwan.

2. Yang, J.-E. & Cheng, Y.-H. (May 17, 2019). A corpus-based study of hedging devices about epistemic modality markers used in online newspaper editorials. Poster presented at The 36th International Conference on English Language Teaching and Learning, Tunghai University.

3. Cheng, Y.-H. (March 12, 2019). Training L2 writers to correct errors with corpus tools. Paper presented at the 54th RELC International Conference and 5th Asia-Pacific LSP & Professional Communication Association Conference. Singapore.

4. Cheng, Y.-H., & Liu, Y. C. (November 2018). Digital storytelling for EFL university students. Proceedings of 2018 International Conference on Computers in Education (pp. 687-689). Poster presented in Manila, Philippines.

5. Liu, Y. C., & Cheng, Y.-H. (November 2018). Integrating the online collaborative tool into oral training. Proceedings of 2018 International Conference on Computers in Education (pp. 690-692). Poster presented in Manila, Philippines.

6. Cheng, Y.-H., & Feng, H. H. (August 2018). Effects and preferences for using corpus tools for correcting errors. Paper presented at the Symposium on Second Language Writing (SSLW), Vancouver, Canada.

7. Lo, Y. G., & Cheng, Y.-H. (August 2018). Do English patterns matter in writing? Divergent perspectives from EFL learners and ESL teachers. Paper presented at the Symposium on Second Language Writing (SSLW), Vancouver, Canada.

8. Cheng, Y.-H. (May 2017). Integrating TED Talks into EFL listening and speaking—A blended course project. Paper presented at the 34th International Conference on English Teaching and Learning (ETRA), National Kaohsiung First University of Science and Technology.

9. Cheng, Y.-H. (November 2015). What happens when Facebook meets TED Talk in an English listening and speaking classroom? Paper presented at the Taiwan E-learning Forum (TWELF), Kaohsiung.

10. Feng, H. H., & Cheng, Y.-H. (November 2013). Promoting second language writers’ error corrections with corpus. Proceedings of 2013 International Conference on Computers in Education (pp. 322-327). Paper presented in Bali, Indonesia.

11. Cheng, Y.-H., & Nespor, J. (April 2013). Playing writing games from PhD curriculum to the dissertation. Paper accepted by the 2013 Annual Meeting of American Educational Research Association (AERA), San Francisco, California.

12. Wells, G., Haneda, M., & Cheng, Y.-H. (March 2013). Linguistic co-membership and disciplinary enculturation. Paper presented at the Annual Meeting of American Association for Applied Linguistics (AAAL), Dallas, Texas.

13. Cheng, Y.-H. (October 2012). What happens when Chinese-speaking students work with their Chinese-speaking advisors in a US university? Paper presented at the 31st Second Language Research Forum (SLRF)—Building Bridges between Disciplines: SLA in Many Contexts at Carnegie Mellon University, Pittsburgh, PA.

14. Cheng, Y.-H. (September 2012). A case study of three Chinese-speaking PhD students' transitions from course work to dissertation in a US university. Paper presented at the 11th Symposium on Second Language Writing at Purdue University (SSLW), West Lafayette, Indiana.

15. Cheng, Y.-H. (August 2012). “Who read the proposal before I did?”: A case study of a dissertation grant proposal writing process. Paper presented at the 7th Intercultural Rhetoric & Discourse Conference at Indiana University-Purdue University Indianapolis, Indianapolis, Indiana.

16. Cheng, Y.-H. (September 2011). Multilingual students’ disciplinary literacy practices in the master’s level. Paper presented at the 30th Second Language Research Forum (SLRF), Ames, Iowa State University.

17. Nespor, J., Haneda, M., Cheng, Y.-H., & Mizuno, M. (April 2011). Contests of discourses: Policy, social movements, and public narratives of immigration and ESL teaching. Paper presented at the Annual Meeting of American Educational Research Association (AERA), New Orleans, Louisiana.

18. Nespor, J., Haneda, M., Mizuno, M., & Cheng, Y.-H. (April 2011). Re-imagining teaching: Occupational identity and the construction of practice among ESL teachers. Paper presented at the Annual Meeting of American Educational Research Association (AERA), New Orleans, Louisiana.

19. Cheng, Y.-H. (March 2011). Learning over time: Co-construction of idiomatic meanings in a multicultural ESL classroom. Paper presented at the Annual Meeting of American Association for Applied Linguistics (AAAL), Chicago, Illinois.

20. Cheng, Y.-H. (June 2010) Contexts for learning: Co-construction of idiomatic meanings in an ESL classroom. Paper presented at the Discourse Analysis and Educational Research Conference, Columbus, Ohio.

21. Cheng, Y.-H., Liu, Y-H, & Saunders, Jr. C. T. (May 2010). Foreign language anxieties and attitudes: A case study of Chinese-speaking international students’ learning experiences in American classrooms. Paper presented at the Annual Meeting of American Association for Applied Linguistics Conference (AAAL), Atlanta, Georgia.

22. Cheng, Y.-H., Liu, Y-H, & Saunders, Jr. C. T. (March 2010). Chinese international students’ anxieties and attitudes concerning language barriers to learning in American classrooms. Paper presented at the Edward F. Hayes Graduate Research Forum, The Ohio State University, Columbus, Ohio.

23. Cheng, Y.-H. (February 2010). Self-reports of four native and nonnative doctoral students’ English reading experiences. Paper presented at the 2010 Academic Literacies Symposium, Indiana, Pennsylvania.

24. Cheng, Y.-H. (March 2008). Project-based learning: Using photo story to broadcast Penghu islands. Paper presented at the 2nd National Conference on College English, National Chengchi University, Taipei, Taiwan. 國立政治大學 大學英文學術研討會
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