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[1].
Different Trajectories of Heritage Language Identity Development through Short-Term Study Abroad Programs: The Case of Chinese Heritage Learners.
Sustainability.
15 (6392). 2023.
[2].
Sustainable Transition to Studying Abroad Online during the COVID-19 pandemic: An Ecological Perspective.
Sustainability.
14. 2022.
[3].
Developmental ecosystems of study abroad in a turbulent time: An Australian-Chinese's experience in multilingual Hong Kong.
Journal of Multilingual and Multicultural Development.
43 (8). 2022.
[4].
Student engagement and authentic language use on WeChat for Chinese as a Foreign language.
Computer Assisted Language Learning.
2022.
[5].
Core Entrepreneurial Competences of Chinese College Students: Expert Conceptualisation versus Real-life Cases.
The Asia-Pacific Education Researcher.
31. 2022.
[6].
Holistic and dynamic: teacher-researcher reflections on operating mobile-assisted learning tasks supported by WeChat for Chinese as a foreign language.
Instructional Science.
48 (6). 729-763. 2020.
[7].
Humour strategies in teaching Chinese as second language classrooms.
System.
91. 2020.
[8].
Australian-Chinese heritage language identity development in a short-term study abroad programme.
Chinese Applied Linguistics Research.
9. 134-158. 2019.
[9].
L2 Chinese students’ perceptions of using WeChat for Chinese learning: A case study.
Global Chinese.
4 (2). 2018.
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