| English-vs. Chinese-medium instruction in Chinese higher education: A quasi-experimental comparison H Guo, F Tong, Z Wang, Y Min, S Tang Sustainability 10 (11), 4230, 2018 | 34 | 2018 |
| Examining cross-cultural transferability of self-regulated learning model: an adaptation of the Motivated Strategies for Learning Questionnaire for Chinese adult learners F Tong, H Guo, Z Wang, Y Min, W Guo, M Yoon Educational Studies 46 (4), 422-439, 2020 | 33 | 2020 |
| A systematic literature synthesis of 19 years of bilingual education in Chinese higher education: Where does the academic discourse stand? F Tong, Z Wang, Y Min, S Tang Sage Open 10 (2), 2158244020926510, 2020 | 30 | 2020 |
| Texas–Mexico border vs. non-border school districts’ growth trajectory of high-stakes reading performance: A multi-level approach S Tang, Z Wang, Y Min Education Sciences 9 (1), 38, 2019 | 9 | 2019 |
| College students’ motivated learning strategies toward their majors: A comparative investigation F Tong, H Guo, Z Wang, Y Min Adv. Psychol 12, 1462-1472, 2017 | 5 | 2017 |
| Measuring self-identity change related to English language learning and bilingual education among Chinese-speaking college students: An exploratory study F Tong, Y Min, Y Liu, H Guo Asian Journal of Education and Training 3 (2), 135-146, 2017 | 4 | 2017 |
| The Utilization of Leveled Question as Instructional Scaffolding on English Learners’ Cognitive Academic Oral English Proficiency Y Min | | 2018 |
Fuhui TongProfessor of Bilingual/ESL Education, Texas A&M UniversityVerified email at tamu.edu
