英文期刊論文

Education & Online Learning

  1. Liang, J.-C., & Tsai, C.-C. (2008). Internet self-efficacy and preferences toward constructivist Internet-based learning environments: A study of pre-school teachers in Taiwan. Educational Technology & Society, 11(1), 226-237. (SSCI)
  2. Tsai, C.-C., & Liang, J.-C. (2009). The development of science activities via on-line peer assessment: The role of scientific epistemological views. Instructional Science, 37(3), 293-310. (SSCI)
  3. Liang, J.-C., & Tsai, C.-C. (2009). The information commitments toward web information among medical students in Taiwan. Educational Technology & Society, 12(1), 162-172. (SSCI)
  4. Liang, J.-C., Lee, M.-H., & Tsai, C.-C. (2010). The relations between scientific epistemological beliefs and approaches to learning science among science-major undergraduates in Taiwan. The Asia-Pacific Education Researcher, 19(1), 43-59. (SSCI)
  5. Liang, J.-C.*, & Wu, S.-H. (2010). Nurses’ motivations for web-based continuing learning and the role of internet self-efficacy.Innovations in Education and Teaching International, 47(1), 25-37. (SSCI)
  6. Liang, J.-C., & Tsai, C.-C. (2010). Relational analysis of college science-major students’ epistemological beliefs toward science and conceptions of learning science. International Journal of Science Education, 32(17), 2273-2289. (SSCI)
  7. Liang, J.-C.*, & Tsai, C.-C. (2010). Learning through science writing via online peer assessment in a college biology course. The Internet and Higher Education, 13(4), 242-247. (SSCI)
  8. Tsai, C.-C., Ho, H.-N., Liang, J.-C., & Lin, H.-M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21, 757-769. (SSCI)
  9. Tsai, C.-C., Wu, Y.-T., Lin, Y.-C., & Liang, J.-C. (2011). Research regarding science learning in Asia: An analysis of selected science education journals. Asia-Pacific Education Researcher, 20, 352-363. (SSCI)
  10. Lee, S. W.-Y., Tsai, C.-C., Wu, Y-T., Tsai, M.-J., Liu, T.C., Hwang, F-K., Lai, C.H., Liang, J.-C., Wu, H-C., & Chang, C.-Y. (2011). Internet-based science learning: a review of journal publications. International Journal of Science Education, 33, 1893-1925. (SSCI)
  11. Liang, J.-C.*, Wu, S.-H., & Tsai, C.-C. (2011). Nurses’ Internet self-efficacy and attitudes toward web-based continuing learning. Nurse Education Today, 31, 768-773. (SSCI)
  12. Hsu, C.-Y., Tsai, C.-C., & Liang, J.-C. (2011). Facilitating preschoolers’ scientific knowledge construction via computer games regarding light and shadow: The effect of the prediction-observation-explanation (POE) strategy. Journal of Science Education and Technology, 20(5), 482-493. (SSCI)
  13. Tsai, C.-C., Chuang, S.-C., Liang, J.-C., & Tsai, M.-J. (2011). Self-efficacy in Internet-based learning environments: A literature review. Educational Technology & Society, 14(4), 222-240. (SSCI)
  14. Chiou, G.-L., Liang, J.-C., & Tsai, C.-C. (2012). Undergraduate students’ conceptions of and approaches to learning in biology: A Study of their structural models and gender differences. International Journal of Science Education, 34(2), 167-195. (SSCI)
  15. Lin, Y.-H., Liang, J.-C.*, & Tsai, C.-C. (2012). The effects of different forms of physiology instruction on the development of students’ conceptions of and approaches to science learning. Advances in Physiology Education, 36, 42-47. (SCI/SSCI)
  16. Chiou, G.-L., & Liang, J.-C. (2012). Exploring the structure of science self-efficacy: A model built on high school students’ conceptions of learning and approaches to learning in science. Asia-Pacific Education Researcher, 21, 83-91. (SSCI)
  17. Tsai, M.-J., Liang, J.-C., Ho, H.-T., & Tsai, C.-C. (2012). University students’ online information searching strategies in different search contexts. Australasian Journal of Educational Technology, 28, 881-895. (SSCI)
  18. Lin, C.-L., Tsai, C.-C., & Liang, J.-C. (2012). An investigation of two profiles within conceptions of learning science: an examination of confirmatory factor analysis. European Journal of Psychology of Education, 27, 499-521. (SSCI)
  19. Lin, Y.-C., Liang, J.-C., & Tsai, C.-C. (2012). The relationships between epistemic beliefs in biology and approaches to learning biology among biology-major university students in Taiwan. Journal of Science Education and Technology, 21, 796-807. (SSCI)
  20. Chen, S., Lo, H.-C., Lin, J.-W., Liang, J.-C., Chang, H.-Y., Hwang, F.-K., Chiou, G.-L., Wu, Y.-T., Lee, S. W.-Y., Wu, H.-K., Wang, C.-Y., & Tsai, C.-C. (2012). Development and implications of technology in reform-based physics laboratories. Physics Education Research, 8, 020113 (SSCI)
  21. Cheng, K.-H., Liang, J.-C., Tsai, C.-C. (2013). University students’ online academic help seeking: The role of self-regulation and information commitments. The Internet and Higher Education, 16, 70-77. (SSCI).
  22. Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49. (SSCI)
  23. Cheng, K.-H., Liang, J.-C., Tsai, C.-C. (2013). The role of Internet-specific epistemic beliefs and self-regulation in high school students‘ online academic help seeking: a strual equation modeling analysis. Journal of Educational Computing Research, 48, 469-489. (SSCI)
  24. Wu, Y.-T., Hou, H.-T., Hwang, F.-K., Lee, M.-H., Lai, C.-H., Chiou, G.-L., Lee, S. W.-Y., Hsu, Y.-C., Liang, J.-C., Chen, N.-S., & Tsai, C.-C. (2013). A review of intervention studies on technology-assisted instruction from 2005-2010. Educational Technology & Society, 16(3), 191-203. (SSCI)
  25. Liang, J.-C.*, Chai, C.-S., Koh, J. H.-L., Yang, C.-J., & Tsai, C.-C. (2013). Surveying In-service Preschool Teachers’ Technological Pedagogical Content Knowledge. Australasian Journal of Educational Technology, 29, 581-594. (SSCI)
  26. Lin, Y.-C., Liang, J.-C.*, Yang, C.-J., & Tsai, C.-C. (2013). Exploring middle-aged and older adults’ sources of Internet self-efficacy: A case study. Computers in Human Behavior, 29, 2733-2743. (SSCI)
  27. Chiu, Y.-L., Liang, J.-C., & Tsai, C.-C. (2013). Internet-specific epistemic beliefs and self-regulated learning in online academic information searching. Metacognition Learning, 8, 235-260. (SSCI)
  28. Li, W.-T., Liang, J.-C.*, & Tsai, C.-C. (2013).Relational analysis of college chemistry-major students’ conceptions of and approaches to learning chemistry. Chemistry Education Research and Practice, 14, 555-565. (SSCI)
  29. Lin, C.-L., Liang, J.-C., Su, Y.-C., & Tsai, C.-C. (2013). Exploring the relationships between self-efficacy and reference for teacher authority among computer science majors. Journal of Educational Computing Research, 49, 189-207. (SSCI)
  30. Hsu, C.-Y., Liang, J.-C., Chai, C.-S., & Tsai, C.-C. (2013). Exploring preschool teachers’ technological pedagogical content knowledge of educational games. Journal of Educational Computing Research, 49(4), 461-479. (SSCI)
  31. Lai, M.-L., Tsai, M.-J., Yang, F.-Y., Hsu, C.-Y., Liu, T.-C., Lee. S. W.-Y., Lee, M.-H., Chiou, G.-L., Liang, J.-C., & Tsai, C.-C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90-115. (SSCI)
  32. Lee, W.-C., Chiu, Y.-L., Liang, J.-C.*, & Tsai, C.-C. (2014). Exploring the structural relationships between high school students’ Internet-specific epistemic beliefs and their utilization of online academic help seeking. Computers in Human Behavior, 36, 391-400. (SSCI)
  33. Tzuo, P.-W., Liang, J.-C., & Yang, C. (2014). Knowledge domains in globalization and their influence on teaching in early childhood education and care. Asia-Pacific Education Researcher, 23(2), 213-224. (SSCI)
  34. Tseng, S.-C., Liang, J.-C.*, & Tsai, C.-C. (2014). Students’ self-regulation learning, online information evaluative standards and online academic searching strategies. Australasian Journal of Educational Technology, 30(1), 106-121. (SSCI)
  35. Wang, C.-Y., Wu, H.-K., Silvia W.-Y. Lee, S. W.-Y., Hwang, F.-K., Chang, H.-Y., Wu, Y.-T., Chiou G.-L., Chen, S., Liang, J.-C., Lin, J.-W., Lo, H.-C., & Tsai, C.-C. (2014). A review of research on technology-assisted school science laboratories. Educational Technology & Society, 17(2), 307-320. (SSCI)
  36. Wang, H.-Y., Liang, J.-C.*, & Tsai, C.-C. (2014). The difference in the online medical information searching behaviors of hospital patients and their relatives versus the general public. Educational Technology & Society, 17(3), 280-290. (SSCI)
  37. Lin, T.-C., Liang, J.-C.*, & Tsai, C.-C. (2015). Conceptions of memorizing and understanding in learning, and self efficacy held by university biology majors. International Journal of Science Education, 37(3), 446-468. (SSCI)
  38. Tzuo, P.-W., Liang, J.-C., & Toh, E. (2015). Early childhood teachers’ views toward using constructivist Internet-based environments to support children’s learning activities: a mixed-methods study. Australasian Journal of Early Childhood, 40(1), 81-90 (SSCI)
  39. Tzuo, P.-W., Yong, F., Tan, L., & Liang, J.-C. (2015).Teachers’ versus parents’ perceptions of professionalism in early childhood education: A mixed-methods study. Australasian Journal of Early Childhood, 40(2), 117-126. (SSCI)
  40. Dong, Y., Liang, J.-C.*, Yu, Y.-Y., Wu, J.-C., & Tsai, C.-C. (2015). The relationships between Chinese higher education students’epistemic beliefs and their judgmental standards of searching for literature online:undergraduate versus graduate comparisons.Interactive Learning Environments, 23(2), 250-266. (SSCI)
  41. Liang, J.-C.*, Su, Y.-C., & Tsai, C.-C. (2015). The assessment of Taiwanese college students' conceptions of and approaches to learning computer science and their relationships. Asia-Pacific Education Researcher. 24(4), 557-567. (SSCI)
  42. Lin, T.-J., Liang, J.-C.*, & Tsai, C.-C. (2015). Identifying Taiwanese university students' physics learning profiles and their role in physics learning self-efficacy. Research in Science Education, 45(4), 605-624. (SSCI)
  43. Tsai, M.-J., Liang, J.-C., Hou, H.-T., & Tsai, C.-C. (2015). Males are not active online for discussion: Gender differences in perceived discussion strategies in face-to-face and online asynchronous learning contexts. Australasian Journal of Educational Technology, 31(3), 263-277. (SSCI)
  44. Liang, J.-C.* (2015). Exploring the relationships between in-service preschool teachers’ perceptions of classroom authority and their TPACK. Asia-Pacific Education Researcher, 24(3), 471-479. (SSCI)
  45. Hsu, C.-Y., Liang, J.-C.*, & Su, Y.-C. (2015). The role of the TPACK in game-based teaching: Does instructional sequence matter? Asia-Pacific Education Researcher, 24(3), 463-470. (SSCI)
  46. Chiu, Y.-L., Tsai, C.-C., & Liang, J.-C.* (2015). Testing measurement invariance and latent mean differences across gender groups in college students’ Internet-specific epistemic beliefs. Australasian Journal of Educational Technology, 31(4), 486-499. (SSCI)
  47. Cheng, K.-H., Liang, J.-C.*, Tsai, C.-C. (2015). Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity. The Internet and Higher Education, 25, 78-84. (SSCI)
  48. Chang, H.-Y., Wang, C.-Y., Lee, M.-H., Wu, H.-K., Liang, J.-C., Lee, S. W.-Y., Chiou, G.-L., Lo, H.-C., Lin, J.-W., Hsu, C.-Y., Wu, Y.-T., Chen, S., Hwang, F.-K., & Tsai, C.-C. (2015). A review of features of technology-supported learning environments based on participants' perceptions. Computers in Human Behavior, 53, 223-237. (SSCI)
  49. Ho, H.-N., & Liang, J.-C.* (2015). The relationships among scientific epistemic beliefs, conceptions of learning science, and motivation of learning science: A study of Taiwan high school students. International Journal of Science Education. 37(16), 2688-2707. (SSCI)
  50. Hsieh, R.-W., Chen, L., Chen, T.-F., Liang, J.-C., Lin, T.-B., Chen, Y.-Y., & Tsai, C.-C. (2016). The Association Between Internet Use and Ambulatory Care-Seeking Behaviors in Taiwan: A Cross-Sectional Study. Journal of Medical Internet Research, 18(12), e319. (SCI)
  51. Lai, C.-L., Hwang, G.-J., Liang, J.-C., & Tsai, C.-C. (2016). Differences between mobile learning environmental preferences of high school teachers and students in Taiwan: a structural equation model analysis. Educational Technology Research and Development. 64, 533-554. (SSCI)
  52. Zheng, C., Liang, J.-C., Yang, Y.-F., & Tsai, C.-C. (2106). The relationship between Chinese university students' conceptions of language learning and their online self-regulation. System, 57, 66-78. (SSCI)
  53. Chiu, Y.-L., Liang, J.-C., Tsai, C.-C. (2016). Exploring the roles of education and internet search experience in students’ internet-specific epistemic beliefs. Computers in Human Behavior, 62, 286-291. (SSCI)
  54. Chiu, Y.-L., Liang, J.-C.*, Mao, P. C.-M., Tsai, C.-C. (2016). Improving health care providers’ capacity for self-regulated learning in online continuing pharmacy education: the role of Internet self-efficacy. Journal of Continuing Education in the Health Professions, 36(2), 89-95. (SCI)
  55. Chiu, Y.-L., Liang, J.-C.*, Tsai, C.-C. (2016). Exploring the relationships between epistemic beliefs about medicine and approaches to learning medicine: a structural equation modeling analysis. BMC Medical Education, 16, 181.(SSCI)
  56. Lee, S. W.-Y., Liang, J.-C.*, & Tsai, C.-C. (2016). Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning. International Journal of Science Education, 38(15), 2327-2345. (SSCI)
  57. Zhai, X., Gu, J., Liu, H., Liang, J.-C., & Tsai, C.-C. (2017). An experiential learning perspective on students’ satisfaction model in a flipped classroom context. Educational Technology & Society, 20(1), 198-210. (SSCI)
  58. Wang, Y.-L., Liang, J.-C., Lin, C.-Y., & Tsai, C.-C. (2017). Identifying Taiwanese junior-high school students' mathematics learning profiles and their roles in mathematics learning self-efficacy and academic performance. Learning & Individual Differences, 54, 92-101.
  59. Hsu, C.-Y., Tsai, M.-J., Chang, Y.-H., & Liang, J.-C. (2017). Surveying in-service teachers’ beliefs about game-based learning and perceptions of technological pedagogical and content knowledge of games. Educational Technology & Society, 20(1), 134-143. (SSCI)
  60. Zhou, Y., Chai, C.-S.,Liang, J.-C., Jin, M., & Tsai, C.-C. (2017). The Relationship Between Teachers’ Online Homework Guidance and Technological Pedagogical Content Knowledge about Educational Use of Web. The Asia-Pacific Education Researcher, 26(5), 239-247. (SSCI)
  61. Zheng, C.,Liang, J.-C., & Tsai, C.-C. (2017). Validating an Instrument for EFL Learners’ Sources of Self-Efficacy, Academic Self-Efficacy and the Relation to English Proficiency. The Asia-Pacific Education Researcher, 26(6), 329-340. (SSCI)
  62. Li, M., Zheng, C., Liang, J.-C., Zhang, Y., & Tsai, C.-C.(2018) Conceptions, self-Regulation, and strategies of learning science among Chinese high school students. International Journal of Science and Mathematics Education, 16(1), 69-87.(SSCI)
  63. Yang, F.-Y., Liu, S.-Y., Hsu, C.-Y., Chiou, G.-L., Wu, H.-K., Wu, Y.-T., Chen, S., Liang, J.-C., Tsai, M.-J., Lee, S. W.-Y., Lee, M.-H., Lin, C.-L., Chu, R. J., & Tsai, C.-C.(2018) High-school students’ epistemic knowledge of science and its relation to learner factors in science learning. Research in Science Education 16(1), 69-87. (SSCI)
  64. Wang, Y.-L., Liang, J.-C.*, & Tsai, C.-C.(2018) Cross-cultural comparisons of university students’ science learning self-efficacy: Structural relationships among factors within science learning self-efficacy. International Journal of Science Education, 40,579-594.(SSCI)
  65. Su, Y., Zheng, C., Liang, J.-C., & Tsai, C.-C.(2018) Examining the relationship between English language learners’ online self-regulation and their self-efficacy.Australasian Journal of Educational Technology, 34,105-121.(SSCI)
  66. Lin, X.-F., Liang, J.-C., Tsai, C.-C., & Hu, Q. (2018). The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace. Australasian Journal of Educational Technology, 34(1), 102-115.(SSCI)
  67. Hwang, G.-J., Lai, C.-L., Liang, J.-C., Chu, H.-C., & Tsai, C.-C. (2018). A long-term experiment to investigate the relationships between high school students’ perceptions of mobile learning and peer interaction and higher-order thinking tendencies. Educational Technology Research and Development, 66(1), 75-93.(SSCI)
  68. Sang, G., Liang, J.-C., Chai, C. S., Dong, Y., & Tsai, C.-C. (2018). Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective. Asia Pacific Education Review, 1-11. (SSCI)
  69. Huang, W.-L., Liang, J.-C.*, & Tsai, C.-C. (2018). Exploring the Relationship Between University Students’ Conceptions of and Approaches to Learning Mass Communication in Taiwan. The Asia-Pacific Education Researcher, 27(1), 43-54. (SSCI)
  70. Liang, J.-C., Chen, Y-Y., Hsu, H.-Y., Chu, T.-S., & Tsai, C.-C. (2018). The relationships between the medical learners’ motivations and strategies to learning medicine and learning outcomes, Medical Education Online, 23(1), 1497373. (SSCI)
  71. Chen, Y.-Y., Li, C.-M., Liang, J.-C.*, Tsai, C.-C. (2018). Health information obtained from the Internet and changes in medical decision making: questionnaire development and cross-sectional survey. Journal of Medical Internet Research, 20(2): e47. (SSCI)
  72. Zheng, C., Liang, J.-C., Li, M., & Tsai, C.-C. (2018). The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach. System, 76, 144-157. (SSCI)
  73. Hsin, C.-T., Liang, J.-C., Hsu, C.-Y., Shih, M., Sheu, F.-R., & Tsai, C.-C. (2018). Young children's conceptions of learning: A cross-sectional study of the early years of schooling. The Asia-Pacific Education Researcher. Advanced online publication.28(2), 127-137(SSCI)
  74. Shih, M.-L., Liang, J.-C.* & Tsai, C.-C. (2019). Exploring the role of university students’ online self-regulated learning in the flipped classroom: A structural equation model.Interactive Learning Environments, 27(8), 1192-1206. (SSCI)
  75. Su, Y., Li, Y., Liang, J.-C., & Tsai, C. C. (2019). Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners’ attitude toward collaborative learning. Computer Assisted Language Learning, 32(5-6),556-586.(SSCI)
  76. Cai, S., Liu, E., Yang, Y. & Liang, J.-C.. (2019). Tablet-based AR technology: Impacts on students' conceptions and approaches to learning mathematics according to their self-efficacy. British Journal of Educational Technology, 50(1), 248-263. (SSCI)
  77. Cheng, Y.-H., Tsai, C.-C., & Liang, J.-C.. (2019). Academic hardiness and academic self-Efficacy in graduate studies. Higher Education Research & Development, 38(5), 907-921. (SSCI)
  78. Chiu, Y.-C., Liang, J.-C., Hsu, H.-Y., Chu, T.-S., Lin, K.-H., Chen, Y.-Y., Tsai, C.-C. (2019). To examine the associations between medical students' conceptions of learning, strategies to learning, and learning outcome in a medical humanities course. BMC Medical Education, 19(1), 410. (SSCI)
  79. Lee, M.-H., Liang, J.-C., Wu, Y.-T., Chiou, G.-L., Hsu, C.-Y., Wang, C.-Y., Lin, J.-W., & Tsai, C.-C. (2020). High school students’ conceptions of science laboratory learning, perceptions of the science laboratory environment, and academic self-efficacy in science learning. International Journal of Science and Mathematics Education, 18(1), 1-18. (SSCI)
  80. Tao, J., Zheng, C., Lu, Z., Liang, J.-C., & Tsai, C.-C. (2020). Cluster analysis on Chinese university students' conceptions of English learning and their online self-regulation. Australasian Journal of Educational Technology, 36(2), 105-119. (SSCI)
  81. Lin, H. -M., Lee, M. -H., Liang, J.-C., Chang, H. -Y., Huang, P., & Tsai, C. -C. (2020). A review of using partial least square structural equation modeling in e‐learning research. British Journal of Educational Technology, 51(4), 1354-1372. (SSCI)
  82. Chang, H. -Y., Liang, J.-C., & Tsai, C. -C. (2020). Students’ context-specific epistemic justifications, prior knowledge, engagement, and socioscientific reasoning in a mobile augmented reality learning environment. Journal of Science Education and Technology, 29, 399-408. (SSCI)
  83. Wong, S. -Y., Liang, J.-C., & Tsai, C. -C. (in press). Uncovering Malaysian Secondary School Students’ Academic Hardiness in Science, Conceptions of Learning Science, and Science Learning Self-Efficacy: a Structural Equation Modelling Analysis. Research in Science Education. (SSCI)
  84. Tan, A. -L., Liang, J.-C., & Tsai, C. -C. (in press). Relationship among High School Students’ Science Academic Hardiness, Conceptions of Learning Science and Science Learning Self-Efficacy in Singapore. International Journal of Science and Mathematics Education. (SSCI)
  85. Chai, C.-S., Liang, J.-C., Tsai, C.-C., & Dong, Y. (2020). Surveying and modelling China high school students’ experience of and preferences for twenty-first-century learning and their academic and knowledge creation efficacy. Educational Studies, 46(6), 658-675. (SSCI)
  86. Lun, L., Liang, J.-C., Chai, C.-S., Lin, T.-B, & Dong, Y. (in press). Development of the new media literacy scale for EFL learners in China: a validation study. Interactive Learning Environments. (SSCI)
  87. Xiong, X.-B., Chai, C.-S., Tsai, C.-C., Liang, J.-C. (in press). Exploring the Relationship between Chinese Pre-service Teachers’ Epistemic Beliefs and Their Perceptions of Technological Pedagogical Content Knowledge (TPACK). Educational Studies. (SSCI)
  88. Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J.-C.* (2021). Effects of learning physics using Augmented Reality on students’ self‐efficacy and conceptions of learning. British Journal of Educational Technology, 52(1), 235-251. (SSCI)
  89. Tsai, M.-J., Liang, J.-C., & Hsu, C.-Y. (in press). The Computational Thinking Scale for Computer Literacy Education. Journal of Educational Computing Research. (SSCI)
  90. Lee, S. W.-Y., Shih, M.-L., Liang, J.-C.* (2021). Investigating learners’ models of engagement and science learning outcomes in different designs of participatory simulated games. British Journal of Educational Technology, 00, 1-18. (SSCI).
  91. Yu, Y.-C., & Liang, J.-C.* (2021). Relationships among affect, hardiness and self-efficacy in first aid provision by airline cabin crew. International Journal of Environmental Research and Public Health, 18(4), 2108. (SSCI).
  92. Lian, J., Chai, C.-S., Zheng, C., & Liang, J.-C.* (in press). Modelling the relationship between Chinese university students' authentic language learning and their English self-efficacy during the COVID-19 pandemic. The Asia-Pacific Education Researcher. (SSCI).
  93. Tsai, M.-J., Liang, J.-C., Hsu, C.-Y., & Lee, S. W.-Y. (in press). Structural relationships among the factors of the Computational Thinking Scale (CTS): The Developmental Model of CT. Journal of Educational Computing Research. (SSCI).

Basic Medical Science

  1. Huang, Y.-C., Yeh, J.-L., Wu, B.-N., Lo, Y.-C., Liang, J.-C., Lin, Y.-T., Cheu, S.-H., & Chen, I.-J. (1999). Ferulidilol: A vasodilatory and antioxidant adrenoceptor and calcium entry blocker, with ancillary β2-agonist activity. Drug Development Research, 47, 77-89. (SCI)
  2. Yeh, J.-L., Liou, S.-F., Liang, J.-C., Huang, Y.-C., Chiang, L.-C., Wu, J.-R., Lin, Y.-T., & Chen, I.-J. (2000). Vanidipinedilol: A vanilloid-based β-adrenoceptor blocker displaying calcium entry blocking and vasorelaxant activities. Journal of Cardiovascular Pharmacology, 35, 51-63. (SCI)
  3. Liang, J.-C., Yeh, J.-L., Chiang, L.-C., Yang, Y.-C., Sheu, S.-H., Lai, W.-T., & Chen, I.-J. (2000). Labedipinedilol-A: A vanilloid-based α/β-adrenoceptor blocker with calcium entry blocking and long acting antihypertensive properties. Drug Development Research, 49, 94-108. (SCI)
  4. Yeh, J.-L., Yang, T.-H., Liang, J.-C., Huang, Y.-C., Lo, Y.-C., Wu, J.-R., Lin, Y.-T., & Chen, I.-J. (2000). Isoeugenodilol: A vasorelaxant α/β-adrenoceptor blocker with antioxidant activities. Drug Development Research, 51, 29-42. (SCI)
  5. Chiu, C.-C., Lin, Y.-T., Tsai, C.-H., Liang, J.-C., Wu, J.-R., Chen, I.-J., & Yeh, J.-L. (2000). Pharmacological effects of an aldehyde type α/β-adrenoceptor blocking agent with vasodilting properties. General Pharmacology, 34, 391-400. (SCI)
  6. Yeh, J.-L., Tsai, C.-H., Liang, J.-C., Wu, J.-R., Huang, Y.-C., & Chen, I.-J. (2001). The third generation dihydropyridine type calcium channel blocker labedipinedilol-B displaying α/β-adrenoceptor blocking activities. Drug Development Research, 52, 462-474. (SCI)
  7. Huang, Y.-C., Wu, B.-N., Yeh, J.-L., Chen, S.-J., Liang, J.-C., Lo, Y.-C., & Chen, I.-J. (2001). A new aspect of view in synthesizing new type β-adrenoceptor blockers that possess ancillary antioxidant activities. Bioorganic & Medical Chemistry, 9, 1739-1746. (SCI)
  8. Chen, I.-J., Yeh, J.-L., & Liang, J.-C. (2001). An orally long-acting antihypertensive labedipinedilol-A displays inhibitory activity on hypertensive-associated hypertrophy in rats. Fundamental & Clinical Pharmacology, 15, 122-122. (SCI)
  9. Liang, J.-C., Yeh, J.-L., Wang, C.-S., Liou, S.-F., Tsai, C.-H., & Chen, I.-J. (2002). The new generation dihydropyridine type calcium blockers, bearing 4-phenyl oxypropanolamine, display α-/β-adrenoceptor antagonist and long acting antihypertensive activities. Bioorganic & Medicinal Chemistry, 10, 719-730. (SCI)
  10. Yeh, J.-L., Liang, J.-C., Liou, S.-F., Lin, Y.-T., Sheu, S.-H., Lai, W.-T., Shin, S.-J., & Chen, I.-J. (2003). Ventricle PKC-ε and humoral signaling in DOCA-Salt rats treated with labedipinedilol-A. Drug Development Research, 59, 307-315. (SCI)
  11. Lo, Y.-C., Hsiao, H.-C., Wu, D.-C., Lin, R.-J., Liang, J.-C., Yeh, J.-L., & Chen, I.-J. (2003). A novel capsaicin derivative VOA induced relaxation in rat mesenteric and aortic arteries: Involvement of CGRP, NO, cGMP, and endothelium-dependent activities. Journal of Cardiovascular Pharmacology, 42, 511-520. (SCI)
  12. Liou, S.-F., Yeh, J.-L., Liang, J.-C., Chiu, C.-C., Lin, Y.-T., & Chen, I.-J. (2004). Inhibition of mitogen-mediated proliferation of rat vascular smooth muscle cells by labedipinedilol-A through PKC and ERK 1/2 pathway. Journal of Cardiovascular Pharmacology, 44, 539-551. (SCI)
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