Tseng, S. S.* (2021) The influence of teacher annotations on student learning engagement and video watching behaviors. International Journal of Educational Technology in Higher Education (IF: 4.944), 18, 1–17. (SSCI, 18/264 in Education and Educational Research, Q1). Download Corresponding Author. 109-2511-H-032-002-MY2 & MOST 108-2511-H-032-001

Yeh, H.-C., Heng. L. C. & Tseng, S. S.* (2020) Exploring the impact of multimodal video-making on students’ writing skills. Journal of Research on Technology in Education, 53(4), 446–456. (IF: 2.03) (SSCI, 159/264 in Education and Educational Research, Q3). Corresponding Author. MOST 108-2511-H-032-001

Yeh, H.-C., Tseng, S. S.* & Heng. L. C. (2020) Enhancing EFL Students’ intracultural learning through virtual reality. Interactive Learning Environments, online first. (IF: 3.928) (SSCI, 43/264 in Education and Educational Research, Q1). Corresponding Author. MOST 108-2511-H-032-001

Yeh, H.-C. & Tseng, S. S.* (2020). Enhancing multimodal literacy using augmented reality. Language Learning & Technology, 24(1), 27–37. (IF: 4.313) (SSCI, 6/193 in Linguistics Q1, 36/264 in Education and Educational Research, Q1). Corresponding Author. MOST 108-2511-H-032-001

Tseng, S. S. (2020). Using concept mapping activities to enhance students’ critical thinking skills at a high school in Taiwan. Asia-Pacific Education Researcher, 29(3), 249–256. (IF:2.409) (SSCI, 121/264 in Education and Educational Research, Q2). First Author

Tseng, S. S., & Yeh, H.-C.* (2019). The impact of video and written feedback on student preferences of English speaking practice. Language Learning & Technology, 23(2), 145–158. (IF: 2.473) (SSCI, 14/187 in Linguistics Q1, 48/263 in Education and Educational Research, Q1). First Author MOST 108-2511-H-032-001

Yeh, H.-C. & Tseng, S. S.* (2019). Using the ADDIE model to nurture the development of teachers’ CALL professional knowledge. Journal of Educational Technology & Society, 22(3), 88–100. (IF: 2.086) (SSCI, 83/263 in Education and Educational Research, Q2).Corresponding Author. MOST 108-2511-H-032-001

Tseng, S. S., & Yeh, H. C.* (2019). Fostering EFL teachers’ CALL competencies through project-based learning. Journal of Educational Technology & Society, 22(1), 94–105. (IF: 2.086) (SSCI, 83/263 in Education and Educational Research, Q2). First Author

Yeh, H. C., Tseng, S. S.*, & Chen Y.S (2019). Using online peer feedback through blogs to promote speaking performance. Journal of Educational Technology & Society, 22(1), 1–14. (IF: 2.086) (SSCI, 83/263 in Education and Educational Research, Q2). Corresponding Author.

Tseng, S. S., & Yeh, H. C.* (2018). Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students’ English reading comprehension. Interactive Learning Environments, 26(6), 789–802. (IF: 1.929) (SSCI, 74/243 in Education and Educational Research, Q2). First Author

Tseng, S. S., Yeh, H. C.,* & Yang, S. H. (2015). Promoting different reading comprehension levels through online annotations. Computer Assisted Language Learning, 28(1)1–17. (IF: 2.121) (SSCI, 33/231 in Education and Educational Research, Q1). First Author

Tseng, S. S. (2015). Concept-mapping tools and the development of students' critical-thinking skills. Educational Technology, 55(3), 39–43. First Author

Tseng, S. S. (2021, June). Effects of the Use of a Team Annotation Tool on EFL Students’ Reading Comprehension. Paper presented at the 4th Pedagogy and Practice in Technology Enhanced Language Learning (PPTELL), Taipei, Taiwan.

Tseng, S. S., Er, E., & Lin, Y. C. (2021, March). Promoting student learning engagement in peer feedback practices. Paper presented at Taiwan E-Learning Forum (TWELF), Yilan, Taiwan.

Tseng, S. S. (2019, May). Creating a collaborative reading environment to promote students’ English reading comprehension. Paper presented at International Conference on Education Research and Policy (ICERP), Shanghai, China. (Best oral presentation award).