Liu, Y.T.* & Tseng, W.T. (Accepted). Seeing to Understand Better? The Interplay between Cognitive Traits and Nonverbal Visual Cues in L2 Video Comprehension. System. [SSCI]
Murray, A., Chen, I.S, & Liu, Y.T.* (Accepted). Unlocking the Magic of Gamification for Preschool Language Learners: A Non-Digital Approach to Boosting Reading Engagement at Home. English Teaching & Learning. [Scopus] [ESCI]
Tseng, W.T., Liu, Y.T.*, Hsu, Y-T., & Chu, H-C. (2024). Revisiting the effectiveness of study abroad language programs: A multi-level meta-analysis. Language Teaching Research, 28(1), 156-200. [SSCI]
Chen, C., Chen, H.J., Tseng, W.T., & Liu, Y.T.* (2023). Efficacy of different presentation modes for L2 Video comprehension: Full versus partial display of verbal and nonverbal input. ReCALL, 35(1), 105-121. [SSCI]
Chen, S.J., & Liu, Y.T.* (2023). Learning by designing or learning by playing? A comparative study of the effects of game-based learning on learning motivation and on short-term and long-term conversational gains. Interactive Learning Environments, 31(7), 4309–4323. [SSCI]
Liu, Y.T., & Tseng, W.T. (2022). The earlier the better? Or, the more the merrier? The relative effects of onset age and exposure hours on EFL learners’ implicit and explicit grammatical attainment. Applied Linguistics Review. [SSCI]
Huang, S.E., & Liu, Y.T.* (2022). How to talk to myself: Optimal implementation for developing fluency in EFL speaking through soliloquizing. English Teaching & Learning. [Scopus] [ESCI]
Lee, J, & Liu, Y.T.* (2022). Promoting oral presentation skills through drama-mediated tasks with an authentic audience: A longitudinal study. The Asia-Pacific Education Researcher, 31(3), 253-267. [SSCI]
Liu, Y.T., Nassaji, H., & Tseng, W.T. (2021). Effects of internal and external attentional manipulations and working memory on second language vocabulary learning. Language Teaching Research. [SSCI]
Ku, K. Eric & Liu, Y.T.* (2021). Integrating language teacher identity into competency-based language teacher education. In A. Y. Wang (Ed.), Competency-based teacher education for English as a foreign language: Theory, research, and practice. Singapore: Routledge.
Lee, P.J., Liu, Y.T.*, Tseng, W.T. (2021). One size fits all? In search of the desirable caption display for L2 learners with different caption reliance in listening comprehension. Language Teaching Research, 25(3), 400-430. [SSCI]
Kam, E.F., Liu, Y.T.*, Tseng, W.T. (2020). Effects of modality preference and working memory capacity on captioned videos in enhancing L2 listening outcomes. ReCALL, 32(2), 213-230. [SSCI]
Liu, Y.T., & Tseng, W.T. (2019). Optimal implementation of speech visualization notation cues for enhancing intonation in L2 running speech. System, 87. [SSCI]
Yang, S.C., Liu, Y.T.*, Todd, A.G. (2019). Effects of flipped classrooms on high- and low-achievers’ English vocabulary learning. The Journal of Asia TEFL. [Scopus] [ESCI]
Chen, S.J., & Liu, Y.T.* (2019). High and low achievers’ accepted workload, preferred work form and perceived usefulness in flipped classrooms. The Journal of Asia TEFL, 16(1), 294-306. [Scopus] [ESCI]
Tang, C.C., & Liu Y.T.* (2019). Construction and proposal of an academic word list for medical professionals at different developmental stages. Journal of Medical English Education.
Tang, C.C., & Liu, Y.T.* (2018). Effects of indirect coded corrective feedback with and without short affective teacher comments on L2 writing performance, learner uptake and motivation. Assessing Writing, 35, 26-40. [SSCI]
Liu, Y.T. (2018). Revisiting the practice of keyword-semantic mnemonics in L2 Chinese vocabulary instruction from the cognitive perspective. Journal of Chinese Language Teaching, 15(4), 1-34. [THCI-Core]
Chen, Y.-R., Liu, Y.T.*, & Todd, A.G. (2018). Transient but effective? Captioning and adolescent EFL learners’ spoken vocabulary acquisition. English Teaching & Learning, 42(1), 24-56. [THCI-Core] [Scopus] [ESCI]
Liu, Y.T. (2018). Linguistic relativity in SLA: Chinese-English bilinguals’ reading of Chinese counterfactual statements. Language and Linguistics, 19(1), 117-155. [SSCI]
Liu, S.W., Liu, Y.T.*, & Chen, C.Y. (2018). Meaningfulness is in the Eye of the Reader: Eye-tracking Insights of L2 Learners Reading E-books and their Pedagogical Implications. Interactive Learning Environments, 27 (2), 181-199. [SSCI]
Liu, Y.T.*, & Leveridge, A.N. (2017). Enhancing L2 vocabulary acquisition through implicit reading support cues in e-books. British Journal of Educational Technology, 48(1), 43-56. [SSCI]
Wacha, R., & Liu, Y.T.* (2017). Testing the efficacy of two new variants of recasts with standard recasts in communicative conversational settings: An exploratory longitudinal study. Language Teaching Research, 21(2), 189-216. [SSCI]
Liu, Y.T. (2015). Enhancing L2 digital reading for EFL learners. English Teaching & Learning, 39(2), 33-64. [THCI-Core] [Scopus] [ESCI]
Liu, Y.T., & Todd, A.G. (2014). Implementation of Assisted Repeated Reading Techniques for the Incidental Acquisition of Novel Foreign Vocabulary. Language Teaching Research, 20(1), 53-74. [SSCI]
Liu, Y.T., & Todd, A.G. (2014). Dual-modality input in repeated reading for foreign language learners with different learning styles. Foreign Language Annals, 47(4), 684-706. [SSCI]
Hong, J. C., Hwang, M. Y., Liu, Y.T., Lin, P.H., & Chen, Y, L (2013). The role of pre-game learning attitude in the prediction of competitive anxiety, perceived utility of pre-game learning of game and gameplay interest. Interactive Learning Environments, 24(1), 239-251. [SSCI]
Liu, Y.T. (2011). Focus on Form as a Pedagogical Framework for Fostering a Native-like Tonal Identification System. Language and Linguistics, 12(3), 627-667. [SSCI]
Liu, Y.T. (2009). Attainability of a native-like lexical processing system in adult second language acquisition: A study of advanced L2 Chinese Learners. Language and Linguistics, 10(3), 489-520. [SSCI]
Liu, Y.T. (2014/03/22-2014/03/25). Testing the Sapir-Whorf Hypothesis from the Language Processing Perspective. American Association for Applied Linguistics Conference 2014, Portland, Oregon, USA.
Liu, Y.T. (March, 2014). Testing the Sapir-Whorf Hypothesis from the Language Processing Perspective: Advanced Chinese-English Bilinguals’ Reading of L1 Counterfactual Statements. Paper presented at the 2014 AAAL. Portland, Oregon.
Liu, Y.T. (May, 2009). How native is near-native? Examinations of the L2 lexical processing system of advanced adult L2 learners. Paper presented at the 2009 Second Language Processing and Parsing Conference. Texas Tech University, Lubbock, TX.
Liu, Y.T. (March, 2008). An Investigation of Near-native Speakers' Lexical Processing System and its implication on the Ultimate Attainment of Adult SLA. Paper presented at The 33rd International LAUD Symposium Cognitive Approaches to Foreign Language Processing/Learning: Theory and Pedagogy. Landau/Pf. Germany.
Liu, Y.T. (January, 2008). Examinations of Phonological Activation in Sentence-Level ChineseCharacter Recognition: Implications for L1 and L2 Chinese Reading Instruction. Paper presented at Hawaii International Conference on Education, Hawaii.
Liu, Y.T. (December, 2007). An investigation of Adult L2 Chinese Learners’ Lexical Processing System and its Implication on L2 Chinese Reading Instruction. The 12th International Conference on theProcessing of East Asia Related Languages (PEARL). National Cheng Kung University, Tainan,Taiwan.
Liu, Y.T. (May, 2007). The Nature and Role of Phonological Recoding in Sentence-Level Chinese Character Recognition by Skilled Readers of Chinese. Paper presented at the 2007 Conference of the Chinese Language Teachers’ Association of Greater New York (CLTA-GNY) & the 5th International Conference on Teaching Chinese. United States Military Academy at West Point, New York.
Liu, Y.T. (2002, November). The Influence of Phonological Recoding on Advanced and Beginning English CFL (Chinese as a Foreign Language) Learners’ Identification of Chinese Ideographs. Paper presented at the 32nd Annual NYS TESOL Conference. Saratoga Springs, New York.
