Chin‐Hsi Lin

2.4k total citations · 1 hit paper
52 papers, 1.5k citations indexed

About

Chin‐Hsi Lin is a scholar working on Education, Developmental and Educational Psychology and Language and Linguistics. According to data from OpenAlex, Chin‐Hsi Lin has authored 52 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Education, 25 papers in Developmental and Educational Psychology and 10 papers in Language and Linguistics. Recurrent topics in Chin‐Hsi Lin's work include Innovative Teaching and Learning Methods (17 papers), Online and Blended Learning (14 papers) and EFL/ESL Teaching and Learning (10 papers). Chin‐Hsi Lin is often cited by papers focused on Innovative Teaching and Learning Methods (17 papers), Online and Blended Learning (14 papers) and EFL/ESL Teaching and Learning (10 papers). Chin‐Hsi Lin collaborates with scholars based in Hong Kong, United States and China. Chin‐Hsi Lin's co-authors include Binbin Zheng, Yining Zhang, Mark Warschauer, Dongbo Zhang, Chi Chang, Zhong Sun, Haixia Liu, Liming Luo, Minhua Wu and Jianshe Zhou and has published in prestigious journals such as Computers in Human Behavior, Computers & Education and Review of Educational Research.

In The Last Decade

Chin‐Hsi Lin

47 papers receiving 1.4k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing

2025 19 citations Lanfang Sun, Chin‐Hsi Lin et al. Computers & Education profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Chin‐Hsi Lin Hong Kong	23	951	466	403	242	175	52	1.5k
Moon‐Heum Cho United States	20	1.2k 1.3×	623 1.3×	340 0.8×	438 1.8×	257 1.5×	43	1.7k
Janneke van de Pol Netherlands	16	1.2k 1.2×	980 2.1×	156 0.4×	188 0.8×	118 0.7×	40	2.0k
Dominik Petko Switzerland	19	1.3k 1.3×	420 0.9×	752 1.9×	263 1.1×	316 1.8×	98	1.9k
Jered Borup United States	22	1.6k 1.7×	452 1.0×	383 1.0×	387 1.6×	267 1.5×	78	2.0k
Christa S. C. Asterhan Israel	24	1.2k 1.2×	978 2.1×	159 0.4×	157 0.6×	333 1.9×	65	1.9k
Kathleen Stürmer Germany	22	1.6k 1.7×	598 1.3×	246 0.6×	147 0.6×	320 1.8×	52	2.2k
Kendall Hartley United States	19	1.5k 1.5×	1.2k 2.6×	297 0.7×	256 1.1×	171 1.0×	43	2.2k
Wilfred W. F. Lau Hong Kong	19	629 0.7×	240 0.5×	275 0.7×	279 1.2×	430 2.5×	50	1.3k
Fabienne van der Kleij Australia	21	1.6k 1.6×	589 1.3×	216 0.5×	257 1.1×	65 0.4×	34	2.1k
Andreas Lachner Germany	22	883 0.9×	643 1.4×	342 0.8×	204 0.8×	124 0.7×	69	1.6k

Countries citing papers authored by Chin‐Hsi Lin

Since Specialization

Citations

This map shows the geographic impact of Chin‐Hsi Lin's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Chin‐Hsi Lin with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Chin‐Hsi Lin more than expected).

Fields of papers citing papers by Chin‐Hsi Lin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Chin‐Hsi Lin. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Chin‐Hsi Lin. The network helps show where Chin‐Hsi Lin may publish in the future.

Co-authorship network of co-authors of Chin‐Hsi Lin

This figure shows the co-authorship network connecting the top 25 collaborators of Chin‐Hsi Lin. A scholar is included among the top collaborators of Chin‐Hsi Lin based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Chin‐Hsi Lin. Chin‐Hsi Lin is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Sun, Lanfang, et al.. (2025). Talking the talk: unleashing pre-service teachers’ classroom-talk self-reflection through video visualization-enhanced training. Reflective Practice. 27(1). 77–91.

Huang, Xianhan, et al.. (2025). Untangling the relationship between teacher self-efficacy, job satisfaction, and occupational commitment. Educational Studies. 1–19. 1 indexed citations

Chen, Xi, et al.. (2025). Unveiling beliefs and practices in Chinese vocabulary teaching: a sequential exploratory mixed-methods study. Reading and Writing.

Sun, Lanfang, et al.. (2025). Knowledge (Co‐)Construction Among Artificial Intelligence, Novice Teachers, and Experienced Teachers in an Online Professional Learning Community. Journal of Computer Assisted Learning. 41(2). 10 indexed citations

Qin, Jingjing, et al.. (2025). A case study of teachers’ generative artificial intelligence integration processes and factors influencing them. Teaching and Teacher Education. 165. 105157–105157. 3 indexed citations

Sun, Lanfang, et al.. (2025). High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing. Computers & Education. 228. 105248–105248. 19 indexed citations breakdown →

Lin, Chin‐Hsi, et al.. (2024). Integrating generative AI into digital multimodal composition: A study of multicultural second-language classrooms. Computers & composition. 75. 102895–102895. 9 indexed citations

Lin, Chin‐Hsi, et al.. (2024). Modeling AI-assisted writing: How self-regulated learning influences writing outcomes. Computers in Human Behavior. 165. 108538–108538. 17 indexed citations

Lin, Chin‐Hsi, et al.. (2024). More is not always better? Vocabulary learning strategies instruction in online environment. Interactive Learning Environments. 32(10). 7524–7541. 3 indexed citations

10.

Lin, Chin‐Hsi, et al.. (2024). Extramural ICT factors impact adolescents’ academic performance and well-being differently: Types of self-regulated learners also matter. Education and Information Technologies. 29(15). 20459–20491. 1 indexed citations

11.

Li, Weiwei, et al.. (2024). The design of technology-enhanced vocabulary learning: A systematic review. Education and Information Technologies. 2 indexed citations

12.

Lin, Chin‐Hsi, et al.. (2023). Adolescents’ self-regulated and affective learning, teacher support and digital reading literacy: A multilevel latent profile approach. Computers & Education. 205. 104883–104883. 10 indexed citations

13.

Lin, Chin‐Hsi, et al.. (2023). Technological affordances in teachers' online professional learning communities: A systematic review. Journal of Computer Assisted Learning. 40(3). 1019–1039. 15 indexed citations

14.

Zheng, Binbin, Fraide A. Ganotice, Chin‐Hsi Lin, & George L. Tipoe. (2023). From self-regulation to co-regulation: refining learning presence in a community of inquiry in interprofessional education. Medical Education Online. 28(1). 2217549–2217549. 13 indexed citations

15.

Zhang, Yining & Chin‐Hsi Lin. (2021). Effects of community of inquiry, learning presence and mentor presence on K‐12 online learning outcomes. Journal of Computer Assisted Learning. 37(3). 782–796. 23 indexed citations

16.

Chan, Stephen L., et al.. (2021). Evaluating online learning engagement of nursing students. Nurse Education Today. 104. 104985–104985. 70 indexed citations

17.

Lai, Chun, Yun Wen, Tian Gao, & Chin‐Hsi Lin. (2020). Mechanisms of the Learning Impact of Teacher-Organized Online Schoolwork Sharing Among Primary School Students. Journal of Educational Computing Research. 58(5). 978–1002. 7 indexed citations

18.

Zhang, Yining & Chin‐Hsi Lin. (2019). Student interaction and the role of the teacher in a state virtual high school: what predicts online learning satisfaction?. Technology Pedagogy and Education. 29(1). 57–71. 69 indexed citations

19.

Lin, Chin‐Hsi, et al.. (2015). Interaction, Satisfaction, and Perceived Progress in Online Language Courses. Society for Information Technology & Teacher Education International Conference. 2015(1). 393–399. 2 indexed citations

20.

Zheng, Binbin, et al.. (2015). Online Teaching among World Language Teachers: What Affects Teaching Practices?. Society for Information Technology & Teacher Education International Conference. 2015(1). 1523–1530.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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