Chiang, Y.T. (2025). Enhancing English Literacy Through Task-Based Learning in a Technology-Integrated Classroom. Journal of English and Applied Linguistics, 4 (2). 114-131. https://doi.org/10.59588/2961-3094.1200

Huang, P.-Y.& Chiang, Y.T. (2025). Word senses of academic vocabulary medical texts and dictionaries. ESP today 13 (1). 156-174. https://doi.org/10.18485/esptoday.2025.13.1.8  (ESCI, Scopus)

江悅慈 (2021)。教師專業社群與教師集體效能感之關係分析: 以北部一所專科學校為例。耕莘學報教學實踐研究暨校務研究特刊，61-68。

吳曉玲，汪曉琪，江悅慈 (2015)。巴洛克藝術應用於彩妝設計與繪製-以面具、輕黏土為主要素材。耕莘學報，13，34-45。

戴麗藹，林淑玟，吳俐雯，江悅慈(2013)。不同多元管道學生入學後一年專業學科學業成就比較--以北臺灣某專科學校護理科為例。耕莘學報，11，46-55。

Chiang, Y.T. (2012). Integrating Input Enhancement and Processing Instruction in Promoting Acquisition of English Phrasal Verbs. The Asian EFL Journal Quarterly, 14 (1), 9-45. (Scopus, IF: 0.746, SJR: Q2)

研討會論文

Chiang, Y.T. (2024). The Exploration of Integrating Self-Regulated Learning and Virtual Reality Listening Tasks in an ESL Classroom. XXIInd International CALL Research Conference, Tokyo, Japan.

Chiang, Y.T. (2023). The effects on English reading and writing ability with task-based learning in a technology-enhanced classroom. ERAS Conference & WERA Focal Meeting 2023.

Chiang, Y.T. (2022). Effects of metacognitive instruction and online game-based learning on promoting EFL listening ability. JALTCALL online 2022.

江悅慈 (2022)。以混成式教學及協同學習促進專業護理英文口語能力提升。Post-Conference Proceedings of 2022靜宜大學教學實踐研究研討會論文集。28-40。(教學實踐研究PGE1090875)

Chiang, Y.T. (2022). Effects of metacognitive instruction and online game-based learning on promoting EFL listening ability. Paper presented at the Japan Association for Language Teaching-Computer Assisted Language Learning 2022, online. (教學實踐研究PGE1101404)

Chiang, Y. T. (2021). Effects of SPOC and Cooperative Learning in English as a Specific Purpose (ESP) Course. Paper presented at the 2021年工程、技術與STEM教育研討會, 線上。

Chiang, Y.T. (2020). Factors that influence satisfactory blending learning in an ESP classroom. Paper presented at the Japan Association for Language Teaching -Computer Assisted Language Learning 2020, online.

Chiang, Y.T. (2019). An exploration of English learning process between advanced and novice learners of English in EFL context, an ethnographic study. Paper presented at the 20th English in Southeast Asia Conference: Re-thinking Paradigms and Approaches to Researching, Teaching and Learning English, Singapore.

Chiang, Y.T. (2018). Implementing Self-Access Language Learning to L2 Conversation Course Curriculum. Post-Conference Proceedings of Korea TESOL, 135-142, Seoul, Korea.

Chiang, Y.T. (2017). Learner attitudes and vocabulary gains with the implementation of digital IRS in a flip classroom learning context. Post-Conference Proceedings of Computer Assisted Language Learning (CALL in context), 161-170, Berkeley, U.S.A.

Chiang, Y.T. (2016). Effects of online learning on L2 vocabulary acquisition and reading comprehension. Paper presented at the 4^th International Conference on Foreign Language Learning and Teaching, Bangkok, Thailand.

Chiang, Y.T. (2015). Attitudes and learner autonomy of EFL Students toward filmmaking task in a semi-flipped classroom context. Post-Conference Proceedings of Computer Assisted Language Learning, 154-161.Tarragona, Spain.

Chiang, Y.T. (2014). Effects of textual enhancement and exposure frequency on phrasal verb acquisition through L2 reading. Paper presented at the World Congress of the International Association of Applied Linguistics, Brisbane, Australia

Chen, J.Y. & Chiang, Y.T. (2013). Pre-service EOP curriculum development: a case study of CTCHM ECP Lessons. Paper presented at the 2013 International Conference on English for Specific Purposes Program, Taichung, Taiwan.

Chiang, Y.T. (2006). A Research on Classroom Interaction: Code-Switching and Turn-taking in an EFL English Conversation Class-Utilizing English Debate Activity. Post-Conference Proceedings of the Sixth Conference on Interactive English Teaching at Chin Min Institute of Technology, 1-13. Taipei, Crane.

研究及合作計畫

1. 115 年教育部教學實踐研究計畫

我思故我「說」：以AI輔助語用與SEL素養導向的世界咖啡館對話，提升英語口說表達能力

2. 113年教育部教學實踐研究計畫

墨水心啟程：透過多模態教學與虛擬實境的融合提升英文單字與閱讀理解能力

3. 112年教育部教學實踐研究計畫

提升英文聽力能力:以自我調整學習架構融入虛擬實境英文聽力任務之課程

4. 111年教育部教學實踐研究計畫

提升英文閱讀與寫作力: 運用TPACK結合SAMR之架構融入任務型導向課程

5. 110年教育部教學實踐研究計畫

運用後設認知教學及線上遊戲式學習促進英文聽力能力之提升

6. 109 年教育部教學實踐研究計畫

以混成式教學及協同學習促進專業護理英文口語能力提升

7. 107年教育部教學實踐研究計畫

運用引導寫作提升英文口語流暢度於翻轉教室及任務型導向教學中

服務

1. The Institutional Review Board (IRB), Human Research Ethics Committee at Cardinal Tien Hospital (2020~)
2. Reviewer: The Asian EFL Journal (2014~2021)
3. Reviewer: Journal of English and Applied Linguistics (2025~)
4. Reviewer: Journal of Linguistics and Education Research (2025~)