Publications

  1. Chang, D., Chen, Q., & Lin, A.M.Y. (2024). Writing Centers’ Praxis is not Neutral but Raced: Collaborative Ethnography. In X.Y. Huo & C. Smith (Eds.), Interrogating Race and Racism in Postsecondary Language Classrooms. IGI Global.
  2. Chang, D., Lin, M. P.-C., Hajian, S., & Wang, Q. Q. (2023). Educational Design Principles of Using AI Chatbot That Supports Self-Regulated Learning in Education: Goal Setting, Feedback, and Personalization. Sustainability15(17), 12921.
  3. Chang, D. H., Lane, J., & Power, H. (2023). A Preliminary Investigation Into the Effectiveness of Online Modules for Teaching Research and Writing Skills to Multilingual International Post-Secondary Students. BC TEAL Journal8(1), 8–28. https://doi.org/10.14288/bctj.v8i1.499
  4. Lin, M. P. C., & Chang, D. (2023). CHAT-ACTS: A pedagogical framework for personalized chatbot to enhance active learning and self-regulated learning. Computers and Education: Artificial Intelligence, 1-8.
  5. Chang, D., & Chen, Q. (2022). Transforming an introductory educational psychology online course: design, consultation, and implementation. In D. Clover, K. Sanford & W.S. Allen (Eds.), E-texbook Project designs and methods: From professional development to critical and creative practice.
  6. Raković, M., Winne, P.H., Marzouk, Z., & Chang, D. (2021). Automatic Identification of Knowledge Transforming Content in Argument Essays Developed from Multiple Sources. Journal of Computer Assisted Learning.
  7. Lin, M.P.C., & Chang, D. (2020). Enhancing post-secondary writers’ writing skills with a chatbot: a mixed-method classroom study. Educational Technology & Society, 23 (1), 78-92
  8. Chang, D., & Goldrick-Jones, A. (2019). EAL Writers and Peer Tutors: Pedagogies that Resist the “Broken Writer” Myth. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 29, 238-242
  9. Rakovic, M., Marouzk, Z., Chang, D., & Winne, P. (2019) Towards knowledge transforming in writing argumentative essays from multiple sources: A methodological approach. Proceedings for Conference: Learning Analytics & Knowledge (LAK19), 17-22
  10. Winne, P. H., Teng, K., Chang, D., Marzouk, Z., Nesbit, J. C., Patzak, A., Lin, M. P. C., Rakovic, M., Samadi, D. & Vytasek J. (2019) nStudy: Software for Learning Analytics About Processes of Self-Regulated Learning. Journal of Learning Analytics, 6(2), 95–106.
  11. Chang, D. (2018). Academic Dishonesty in a Post-Secondary Multilingual Institution. BC TEAL Journal. 3(1), 49-61  
  12. Chang, D., & Goldrick-Jones, A. (2018). A Writing Centre Isn’t for ‘Broken Students’ – Strategies for Supporting EAL Writers. The Dangling Modifier. Retrieved from: https://sites.psu.edu/thedanglingmodifier/?p=3839  
  13. Chang, D. (2017). Bilingual Language Production: Shared or Separate Processing?. The IAFOR International Conference on the Social Sciences 2017 Official Conference Proceedings. Feb. 2017. http://papers.iafor.org/submission33707/
  14. Chang, D., Wang, Y., & Hedberg, N. (2016). Effects of Musical and Linguistic Experience on Categorization of Lexical and Melodic Tones. Journal of Acoustical Society of America. 139(5), 2432-2447
  15. Chang, D., & Heift, T. (2015). L1 Influence on Phonemic Perception: A Case Study with Native English and Mandarin Learners of German. Die Unterrichtspraxis/Teaching German48(1), 84-99
  16. Chang, D., & Weng, C. (2013). Late ESL learners’ difficulties of distinction between lax and tense vowels. In J. Levis & K. LeVelle (Eds.). Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference. Aug. 2012. (pp. 129-139). Ames, IA: Iowa State University.
  17. Chang, D., Lee, J., & Weng, C. (2012). INTEGRATION OF FACEBOOK IN SCHOOLS: INNOVATION OR DANGER. Journal of Teaching and Education. 1 (7) pp. 269 – 276.