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Academic Communication for Advanced Secondary Schools Bibliography

Collins, C., & Kayne, R. S. (2020). Towards a theory of morphology as syntax. Studies
in Chinese Linguistics, 44(1), 1-32.
Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring
academic integrity in the era of ChatGPT. Innovations in Education and Teaching
International, 61(2), 228-239.
Crawford, J., Cowling, M., & Allen, K. A. (2023). Leadership is needed for ethical
FOR ONLINE READING ONLY
ChatGPT: Character, assessment, and learning using artificial intelligence (AI).
Journal of University Teaching & Learning Practice, 20(3), 1-19.
Diessel, H. (2020). A dynamic network approach to the study of syntax. Frontiers in
Psychology, 1-15.
Domingo, M. J. A., & Aguillon, H. J. T. (2021). Perceived role of social media in the
vocabulary development of university students. Allure Journal, 1-21.
Fiorella, L., Stull, A. T., Kuhlmann, S., & Mayer, R. E. (2020). Fostering generative
learning from video lessons: Benefits of instructor-generated drawings and learner-
generated explanations. Journal of Educational Psychology, 112(5), 895-906.
Flanagin, A., Bibbins-Domingo, K., Berkwits, M., & Christiansen, S. L. (2023). Nonhuman
“authors” and implications for the integrity of scientific publication and medical
knowledge. JAMA, 329(8), 637-639.
Guo, D., Zhang, S., Wright, K. L., & McTigue, E. M. (2020). Do you get the picture? A
meta-analysis of the effect of graphics on reading comprehension. AERA Open,
6(1), 1-20.
Hama, F. M. (2021). An investigation into the difficulties of using transitional words in
Kurdish EFL students’ writing at the university level. UKH Journal of Social
Sciences, 5(1), 107-117.
Heitmeier, M., Chuang, Y. Y., & Baayen, R. H. (2021). Modeling morphology with
linear discriminative learning: Considerations and design choices. Frontiers in
Psychology, 12, 1-22.
Hosseini, M., & Horbach, S. P. J. M. (2023). Fighting reviewer fatigue or amplifying
bias? Considerations and recommendations for use of ChatGPT and other large
language models in scholarly peer review. Research Integrity and Peer Review,
8(4), 1-9.
Hyland, K., & Jiang, F. K. (2020). “This work is antithetical to the spirit of research”: An
anatomy of harsh peer reviews. Journal of English for Academic Purposes, 1-13.
Ilma, A., & Sampurna, R. A. (2024). Exploring the impact of language models on
undergraduate thesis writing skills among higher education students. Peradaban
Journal of Interdisciplinary Educational Research, 2(1), 1-21.
Jaiprasong, S., & Pongpairoj, N. (2020). L2 production of English word stress by L1
Thai learners. LEARN Journal: Language Education and Acquisition Research
Network, 13(2), 142-157.

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