The Center for Technology Enhanced Language Learning (CTELL) was established in January 2024 and is affiliated with the School of Foreign Languages at Shenzhen Technology University. As one of the research centers of the school, CTELL is dedicated to promoting the research and development of theories and practices in technology-enhanced language learning. It aims to disseminate its research findings to the foreign language education community and to foster the effective application of learning technologies in the field of language education. The center has established close collaborations with local and international scholars, particularly in the area of technology-enhanced language learning and teaching. Notably, it has invited several World Top 2% scientists (by Stanford) from renowned institutions such as The Chinese University of Hong Kong to engage in academic exchanges at the center.
In the first six months since its establishment, CTELL has already achieved remarkable research outcomes. Currently, the center boasts eight outstanding members who have swiftly published top-tier academic papers in SSCI Q1 journals. These achievements not only highlight the academic caliber of the members but also reflect CTELL's solid research foundation and innovative spirit in the field of technology-enhanced language learning. Furthermore, two members of the center have successfully applied for youth projects funded by the Ministry of Education, and other members have led research projects at provincial and municipal levels. The successful conduct of these projects has not only injected new vitality into CTELL's research in the field of language education technology but has also made significant contributions to the innovation and development of the entire language education field.
CTELL’s Mission:
l To conduct research and knowledge transfer initiatives to promote the application of learning technologies and evidence-based learning principles in the language education community;
l To provide support to the language education community for the seamless integration of learning technologies and evidence-based learning principles into student learning and pedagogical practices;
l To forge collaborative links and partnerships with both local and international academics, specifically in the fields of technology-enhanced language learning and teaching.
CTELL’s Goals:
l Short-term: Through project-driven and inter-school collaboration, generate research outcomes, actively participate in high-level international conferences, and publish influential papers in SSCI or CSSCI journals;
l Mid-term: Establish a specialized team in the field of foreign language education technology, apply for research center and other foundation projects, and contribute to the training of foreign language teachers in the basic education stage in Shenzhen;
l Long-term: Provide support for the professional development and disciplinary construction of the school and promote the in-depth development of the discipline.
Founder: Dr. JIANG Yi-Chao, Michael
Members: Dr. WANG Si-Si, Dr. DONG Li-Na, Dr. WEI Jia-qi, Prof. SI Jing-Hui, Dr. YANG Wen-qi, Senior Lecturer LIU Ting-Ting, Dr. WANG Qian.
Publications & Funded Projects:
l Papers:
Jiang, M. Y. C., Jong, M. S. Y., & Chai, C. S. (2024). Understanding teachers’ multimodal TPACK literacies for supporting VR-based self-directed learning of L1 writing. Educational Technology & Society, 27(3), 303–317. (SSCI Q1, JIF 4.0)
Si, J. H. (2024). Higher education teachers’ professional well-being in the rise of managerialism: Insights from China. Higher Education, 87(4), 1121-1138. (SSCI Q1, JIF 5.0)
Si, J. H. (2023). No other choices but involution: Understanding Chinese young academics in the tenure track system. Journal of Higher Education Policy and Management, 45(1), 53-67. (SSCI Q2, JIF 2.6)
Si, J. H. (2022). Lost in the EMI trend: Language-related issues emerging from EMI practice. Sage Open, 13(3), 1-12. (SSCI Q2, JIF 2.6)
Yang, Z. & Wang, S*. (2022). Dialogic teaching in secondary classrooms in China: Features, commonalities and distinctiveness. Learning, Culture and Social Interaction, 34, 100619. (SSCI Q3, JIF 1.9)
Zheng, Y., Wang, Y., Liu, K. S. X., & Jiang, M. Y. C*. (2024). Examining the moderating effect of motivation on technology acceptance of generative AI for English as a foreign language learning. Education and Information Technologies, 1-29. (SSCI Q1, JIF 5.5)
楊雯淇. 手続き的意味による日本語談話標識「なんか」の分析.『国際広報メディア・観光学ジャーナル』 2017年3月(24):57-74.
楊雯淇. 手続き的意味による中国語談話標識「怎么说」の分析, 『国際広報メディア・観光学ジャーナル』2018年3月(26):91-107.
l Funded projects:
Jiang, M. Y. C. (PI). Shenzhen Education Science “14th Five-Year” Plan 2023 Annual Project: The Impact of Text-based Generative Artificial Intelligence Technology on College Students’ Foreign Language Learning Agency (rgzn23011), ¥20,000, 2023.12-2025.12, ongoing.
Liu, T. (PI). Shenzhen Technology University Teaching Reform Project: Practice and Exploration of Promoting Applied Technical Talent Training through English Subject Competitions (20241043), ongoing.
Si, J. H. (PI). 2023 Annual National Education Science Planning Ministry of Education Youth Project: Tracking the Emotional Experience of Tenure-track Teachers in “Double First-Class” Construction Universities (EIA230493), ¥30,000, 2023.09-2027.06, ongoing.
Si, J. H. (PI). Shenzhen Education Science “14th Five-Year” Plan 2022 Annual Project: Research and Practice of “One Body, Two Wings, Three Dimensions” Project-based Language Teaching Reform from a “Multilingual and Multicultural” Perspective (cgpy22001), ¥50,000, 2023.06-2026.06, ongoing.
Si, J. H. (PI). Research on the Content Generation and Dissemination of “Stigmatizing China” on English Social Networking Platforms (2022WQNCX061), ¥50,000, 2023.03-2025.03, ongoing.
Wang S. (PI). 2023 Annual National Education Science Planning Ministry of Education Youth Project: Narrative Inquiry into the Educational Values of University Teachers in a Transforming Society (EIA230499), ¥30,000, ongoing.