Jia-Fen Wu

Work place: JingGangShan University, China

E-mail: wujiafen@jgsu.edu.cn


Research Interests: Educational Technology, Open education resources, Special Education


Dr. Jia-Fen Wu is currently an Associate Professor in the School of Education (Early Childhood Education), JingGangShan University, JiAn City, Jiangxi Province, China. She holds a Masters in TESOL & Bilingual Education from the University of Findlay, Ohio. Her PhD is in Curriculum & Instruction (Language & Literacy Education) from Kansas State University (Manhattan, KS). She has taught English, EFL teaching, Children’s Literature, Educational Theory, and bibliometric analysis. Prior to her current position, she was also a primary school English teacher.

Author Articles
A Bibliometric Analysis of Embodied Cognition Based on CNKI from 2005 to 2021

By Mei Liao Jia-Fen Wu

DOI: https://doi.org/10.5815/ijmecs.2022.05.04, Pub. Date: 8 Oct. 2022

This bibliometric study aims at exploring the publications on embodied cognition in China based on the China Net Knowledge Index (CNKI) database between 2005 and 2021. “Embodied cognition” were keywords used for searching relevant publications in CNKI, November 6th, 2021. There are 1107 articles collected excluding English literature, conference papers, and dissertations. The free software BICOMB 2.0 is applied for data analysis. Results indicated that the number of articles is on the rise yearly since 2005. Most of the articles are seen in the core journals. The leading authors are Hao-sheng Ye, Wei Chen, and Xun-dong Zheng. The 211 level universities in China published more articles than other institutions. There are 5 major clusters representing hotspot issues: embodied cognition in linguistics, the pedagogical application of embodied cognition, cognitive psychology and the study of the embodied mind, the design of teaching environment with embodied cognition, and psychology and cognitive science. The research of embodied cognition in China is still in theoretical discussion, lacking empirical research. Thus, the interdisciplinary applications of embodied cognition in education and the theory of emotional personalization are potential issues in future research. The significance and value of this study tempts to summarize the hotspots and development trends in the field of embodied cognition in China on the basis of literature visualization with the help of scientific knowledge mapping technology, in order to provide some reference for researcher.

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Lesson Study & Learning Study in China (1999-2021): Bibliometric Analysis Based on CNKI

By Mei Liao Jia-Fen Wu

DOI: https://doi.org/10.5815/ijmecs.2022.02.03, Pub. Date: 8 Apr. 2022

This bibliometric study aims at exploring the publications on lesson study and learning study in China based on the CNKI database between 1999 and 2021. “Lesson study” and “Learning study” were keywords for searching relevant publications on August 11, 2021. There are 315 articles collected, excluding articles written in English. The BICOMB software is applied to extract the above data to count the top ten ranking publications and to construct lexical and co-occurrence matrices. The clustering tree generated from high-frequency keywords represents the relationship among the terms. Euclidean distance model presents the hotspot topics at present, potential issues in the future, and the themes undeveloped in four quadrants. Results indicated that 39 high-frequency keywords were screened. There are 4 major clusters representing important issues: lesson study in practice, research approach, teaching strategies, and teacher education. Hotspot topics for lesson study are Teaching reflection, Classroom observation, effective teaching, etc. A comparative study, language art in primary schools, pre-service teacher education, deep learning, and information technology are seen as potential issues in the future; whereas themes such as core literacy, task design, teachers’ professional development are gradually declining. This study was subject to some limitations. First, only bibliographic data taken from CNKI were selected; therefore, some relevant publications might not have been included in this study. Second, the data retrieved in August 2021 is insufficiently representative since it might lack the completeness of year-long data for the whole year of 2021. Third, Chinese is the main language for publications in CNKI, and other publications in English languages are not collected. The concepts of lesson study and learning study are sometimes used interchangeably; therefore, the results of this study can serve as a guide for researchers and readers. The significance and value of this study is to portray the development of lesson study and learning study in China by means of visualization techniques and bibliometric characteristics. The potential issues emerging from the data will contribute to future studies in this field.

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Impact of Foreign Language Proficiency and English Uses on Intercultural Sensitivity

By Jia-Fen Wu

DOI: https://doi.org/10.5815/ijmecs.2016.08.04, Pub. Date: 8 Aug. 2016

The main purpose of this study was to examine the impact of English uses and English proficiency on inter-cultural sensitivity among 292 Taiwanese participants. Results indicate that there is a significant differential level of English uses across three groups of the participants (high, moderate and low frequency of English uses). Post-hoc comparison indicated that high-frequency English usesrs have significantly higher inter-cultural sensitivity than moderate and low-frequency users. However, the results do not support the hypothesized linkage between foreign language proficiency and inter-cultural sensitivity. The implications from these findings suggest that the frequency of English uses will better equip EFL learners with sufficient socio-linguistic competences and communicative skills compared with English proficiency. Moreover, inter-cultural sensitivity is a skill learned through authentic interaction in an intercultural context. Thus, the MOF in Taiwan should rethink of washback effect of the English Benchmark Policy.

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Reproducing an Alternative Model of Intercultural Sensitivity for Undergraduates from Taiwan and Hainan

By Jia-Fen Wu

DOI: https://doi.org/10.5815/ijmecs.2016.01.01, Pub. Date: 8 Jan. 2016

An alternative model of intercultural sensitivity replicated from Chen and Starosta’s five-factor model of Intercultural sensitivity was replicated validated at eight universities in Taiwan and Hainan, China. Both Confirmatory factor analysis and exploratory factor analysis were conducted to inspect the construct validity of the alternative model of Intercultural Sensitivity. Results indicated that three models fitted the data and the values of indicators were deemed acceptable; however, three-factor model of intercultural sensitivity with 10 items significantly fitted the data better than Chen and Starosta’s five-factor model, Wu’s four-factor model, and the revised two-factor model. This three-factor model, an alternative model, consists of three factors based on 10 items from the 24-item Intercultural Sensitivity Scale by Chen and Starosta; the reliability coefficient was .771, demonstrating high internal consistency. Participants from both Taiwan and Hainan represent ethnic Chinese who, although sharing similar cultures, still present cultural differences. This present study suggests an alternative model of the Intercultural Sensitivity that fits the characteristics of a sample of undergraduates from Hainan, China and Taiwan by reproducing Chen and Starosta’s ISS.

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Examining Chen and Starosta’s Model of Intercultural Sensitivity in the Taiwanese Cultural Context

By Jia-Fen Wu

DOI: https://doi.org/10.5815/ijmecs.2015.06.01, Pub. Date: 8 Jun. 2015

The main purpose of this study was to empirically examine Chen and Starosta’s Model of Intercultural Sensitivity and reproduce a valid scale in the Taiwanese cultural context, using both exploratory and confirmatory factor analyses. Results indicated that Chen and Starosta’s five-factor model of intercultural sensitivity (IS) did not fit the Taiwanese cultural context. Instead, a four-factor model of IS was created using an exploratory factor analysis. The four factors were based on the 13 items of 24-item Intercultural Sensitivity Scale (ISS) formulated by Chen and Starosta. The reliability coefficient was .801, demonstrating high internal consistency. A confirmatory factor analysis was performed again to determine the construct validity of the alternative model of IS. Since cultural differences may influence the factor structure of a test, using both EFA and CFA can methodologically provide a meaningful explanation for replication studies. This study proposes an alternative model of the Intercultural Sensitivity Scale that is a better fit with Taiwanese culture by reinterpreting Chen and Starosta’s ISS.

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