Asia Pacific Journal of Education

Papers
(The H4-Index of Asia Pacific Journal of Education is 14. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-03-01 to 2024-03-01.)
ArticleCitations
Applying blended synchronous teaching and learning for flexible learning in higher education: an action research study at a university in Hong Kong39
Pre-service EFL teachers’ readiness in computer-assisted language learning and teaching37
Conceptual model to predict Filipino teachers’ adoption of ICT-based instruction in class: using the UTAUT model31
Reproduction of nationalist and neoliberal ideologies in Nepal’s language and literacy policies28
An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance25
Shadow education as a form of oppression: conceptualizing experiences and reflections of secondary students in Hong Kong20
The COVID-19 Pandemic as a catalyst for teacher pedagogical and technological innovation and development: Teachers’ perspectives19
Ideological and political education in Chinese Universities: structures and practices18
Aspiration for cosmopolitan capital and ambiguous loss: Chinese exchange students’ experiences in U.S. higher education institutions during the COVID-19 pandemic18
Young English learners’ attitudes towards China English: unpacking their identity construction with implications for secondary level language education in China15
Structural relationships among self-regulation, transactional distance, and learning engagement in a large university class using flipped learning15
Using differentiated instruction in multigrade classes: a case of a small school14
The role of graduate students’ learning strategies in reducing their English medium instruction avoidance: the mediation effect of language anxiety14
The moderating influence of environment factors in an extended community of inquiry model of e-learning14
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