Yeh-Zu Tzou

Tzou, Y. Z. (2024). Situated learning in the translation class: exploring the effects of engaging college students in an online crowdsourcing translation project. The Interpreter and Translator Trainer, 1–18. https://doi.org/10.1080/1750399X.2024.2423476 (SSCI & A&HCI)

Tzou, Y. Z., & Lin, M. C. (2022). The effects of individual and pair practice on improving consecutive interpreting performance. Studies of Translation and Interpretation, 25, 177-206.

Tzou, Y. Z. (2020). Getting students to talk in class: A case study comparing English vs. non-English majors’ willingness to communicate in the English class. International Journal of English Language Teaching, 8(5), 1-30.

Tzou, Y. Z., Vaid, J., & Chen, H. C. (2017). Does formal training in translation/interpreting affect translation strategy? Evidence from idiom translation. Bilingualism: Language and Cognition, 20(3), 632-641. DOI: 10.1017/S1366728915000929. (SSCI)

Tzou, Y. Z. (2015). Improving EFL college students’ academic writing and accurate usage of verb-noun collocations through self-directed inductive learning aided by online concordancers and corpora. Studies in English Language and Literature, 35, 275-292.

Tzou, Y. Z. (2014). Modifying language use and teaching strategy in all-English language classes: Perceptions of students from two mixed-major Freshman English classes in Taiwan. Curriculum and Instruction Quarterly, 17(3), 177-206. (TSSCI)

Tzou, Y. Z., Eslami, Z., Chen, H. C., & Vaid, J. (2012). Effect of language proficiency and degree of formal training in simultaneous interpreting on working memory and interpreting performance: Evidence from Mandarin–English speakers. International Journal of Bilingualism,16(2), 213-227. DOI:10.1177/1367006911403197 (SSCI)

Tzou, Y. Z. (2024, April). Exploring the effects of engaging college students in crowdsourced translation through a teacher-guided and group-collaborative approach. 2024 International Conference on Applied Linguistics & Language Teaching. Taipei, Taiwan.

Tzou, Y. Z. (2021, April). Learning from the professionals: Exploring how novice translators can benefit from an online subtitling mentor program. 2021 International Conference on Applied Linguistics & Language Teaching. Taipei, Taiwan.

Tzou, Y. Z., & Lin, M.C. (2019, February). Enhancing consecutive interpreting skills through pair and individual practice: A case study of Taiwanese undergraduate students receiving training in interpreting. International Symposium on Language, Linguistics, Literature and Education. Fukuoka, Japan.

Tzou, Y. Z. (2018, April). Collaborative learning in an introductory translation course. 2018 International Conference on Applied Linguistics & Language Teaching. Taipei, Taiwan.

Tzou, Y. Z., & Lin, M. C. (2017, November). Students’ perceptions of the effects of pair vs. individual practice on improvement of consecutive interpreting skills: A case study of undergraduate English majors in Taiwan. APLX 2017. Taipei, Taiwan.

Tzou, Y. Z. (2015, May). Willingness to communicate in the English language classroom: A study comparing English vs. non-English Majors at a university in Taiwan. Paper presented at the 32nd International Conference on English Teaching and Learning in the ROC (ROCTEFL). Taipei, Taiwan.

Tzou, Y. Z. (2014, April). Improving EFL college students’ academic writing and accurate usage of verb-noun collocations through self-directed inductive learning. Paper presented at the 2014 International Conference on Applied Linguistics & Language Teaching (ALLT). Taipei, Taiwan.

Tzou, Y. Z. (2013, March). Making reading, memory, and text marking strategies meaningful in a sight translation class. Paper presented at the 17th International Symposium on Translation and Interpreting Teaching. Kaohsiung, Taiwan.

Tzou, J. Y. Z. (2010, May). Reflecting on the process of translation: Using reflective writing to aid learning in an English-Chinese translation class. Paper presented at the 2010 Second Symposium on English Language and Literature Teaching, Feng Chia University. Taichung, Taiwan.

Eslami, Z., Haifa, A., & Tzou, J. (2009, March). Language learning strategy use by Arabic speaking students learning English through content areas. In M. Al-Hamly, C. Coombe, P. Davidson, A. Shehadeh, & S. Troudi (Eds.), Proceedings of the 14th TESOL Arabia Conference (pp. 81-93). Dubai: TESOL Arabia Publications.

Tzou, J. Y. Z., Chen, H. C., & Vaid, J.(2008, May). Verifying literal versus figurative translation: Does formal training in translation matter? Presented at the Association for Psychological Science 20th Annual Convention. Illinois, Chicago.

Tzou, J. Y. Z., Vaid, J., Chen, H. C., & Eslami, Z. (2007, May). Effects of working memory, language proficiency, and training on simultaneous interpretation performance: Evidence from Chinese-English bilinguals. Presented at the International Symposium on Bilingualism. Hamburg, Germany.

Tzou, J. Y. Z. & Carpenter, II, B. S. (2006, October). Translating meaning through words and images: Using arts-based activities to motivate English language learners. Paper presented at the Curriculum and Pedagogy Conference. Marble Falls, Texas.

Chen, H. S., Tzou, Y. Z., Wu, C. W., & Larke, P. J. (2005, April). Indigenous people and their education in Taiwan. Paper presented at the Texas NAME Annual Conference. Houston, Texas.

Eslami, Z., Chen, W. C., Tzou, Y. Z., Shin, J. Y., Leonards, A. Jobe, C., & Shugars, E. (2005, January). Native and nonnative graduate ESL students’ views of a telecommunication project aimed at developing pragmatic competence of EFL students in Taiwan. Presented at the 10th Annual Educational Research Exchange. College Station, Texas.

Tzou, J. Y. Z. (2011). Reflecting on the theory and practice of translation: Using reflective writing to facilitate learning in an English-Chinese translation class. In W. C. Ho (Ed.), Teaching English language and literature: Linking theory to practice (pp. 213-233). Feng Chia University.

Tzou, J. (2006).English language learners: The Sheltered Instruction Model. In D. L. Smith & L. J. Smith (Eds.), Restructuring high schools: Searching for solutions (pp. 15-18). Mid America Training and Development.

國立臺南大學英語學系