趙婷檢視原始碼討論檢視歷史
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趙婷，女，西南財經大學副教授。
人物簡歷
教育經歷
2015年獲英國牛津大學教育系應用語言學博士學位
研究方向
研究成果
Zhao, T., Ye, L., Hu, B., & Fu, Z. (2022). A serial mediation model of the relationship between suppression emotion-regulation tendency and learning outcomes in a MOOC. Computers & Education, 187, 104549. (SSCI, 2/267 in Education)
Zhao, T., Fu, Z., Lian, X., Ye, L., & Huang, W. (2021). Exploring emotion regulation and perceived control as antecedents of anxiety and its consequences during Covid-19 full remote learning. Frontiers in Psychology, 12, 2608. (SSCI)
Ding, Y., & Zhao, T*. (2020). Emotions, engagement, and self-perceived achievement in a small private online course. Journal of Computer Assisted Learning, 36(4), 449–457. (SSCI)
Zhao, T., & Ren, J. (2019). Incidental L2 lexical acquisition in reading: The role of L2-gloss frequency and learner proficiency. The Language Learning Journal, 47(5), 608–624. (ESCI)
Zhao, T., & Murphy, V. A. (2017). Factors affecting the speed of word retrieval in children learning English as a foreign language. In Learning Foreign Languages in Primary School (pp. 1-21). Multilingual Matters.
Zhao, T., & Macaro, E. (2016). What works better for the learning of concrete and abstract words: teachers』 L1 use or L2-only explanations? International Journal of Applied Linguistics, 26(1), 76–98. (SSCI)
Zhao, T. (2015). Book Review of Lexical Processing and Second Language Acquisition.System, 51(2), 95–97. (SSCI)