Numerousstudies were devoted to use of gamesin vocabulary learning in English as a foreign language (EFL) tertiary courses, which reported significant improvements of vocabulary learning when using computer games. Thisstudy used a... more
Numerousstudies were devoted to use of gamesin vocabulary learning in English as a foreign language
(EFL) tertiary courses, which reported significant improvements of vocabulary learning when using
computer games. Thisstudy used a mixed-design research method comparing the effectivenessin EFL
vocabulary acquisition. Data was collected from randomly selected participants who were randomly
assigned to the interactivity-prone computer game (Group 1), the less interactive-prone computer
game (Group 2) and the pencil-and-paper (Group 3) assisted EFL vocabulary learning approaches.
The first group learned EFL vocabulary through interactivity-prone computer game Hujiang Fun
Vocabulary, the second group learned EFL vocabulary assisted with less interactive computer game
Baicizhan, and the third group learned EFL vocabulary via the traditional pencil-and-paper approach.
It was concluded that (1) The interactivity-prone computer game was more effective than the less
interactivity-prone computer game in EFL vocabulary learning; (2) The computer game-assisted
EFL vocabulary learning was significantly more effective than the traditional pencil-and-paper
approach; (3) Males outperformed females in computer game-assisted EFL vocabulary learning. It
was suggested that future research focuses on both design features of educational computer games
and cross-disciplinary research into computer game assisted EFL vocabulary acquisition.
(EFL) tertiary courses, which reported significant improvements of vocabulary learning when using
computer games. Thisstudy used a mixed-design research method comparing the effectivenessin EFL
vocabulary acquisition. Data was collected from randomly selected participants who were randomly
assigned to the interactivity-prone computer game (Group 1), the less interactive-prone computer
game (Group 2) and the pencil-and-paper (Group 3) assisted EFL vocabulary learning approaches.
The first group learned EFL vocabulary through interactivity-prone computer game Hujiang Fun
Vocabulary, the second group learned EFL vocabulary assisted with less interactive computer game
Baicizhan, and the third group learned EFL vocabulary via the traditional pencil-and-paper approach.
It was concluded that (1) The interactivity-prone computer game was more effective than the less
interactivity-prone computer game in EFL vocabulary learning; (2) The computer game-assisted
EFL vocabulary learning was significantly more effective than the traditional pencil-and-paper
approach; (3) Males outperformed females in computer game-assisted EFL vocabulary learning. It
was suggested that future research focuses on both design features of educational computer games
and cross-disciplinary research into computer game assisted EFL vocabulary acquisition.
The 21 st century has witnessed vast amounts of research into blended learning since the conception of online learning formed the possibility of blended learning in the early 1990s. The theme of this paper is blended learning in... more
The 21 st century has witnessed vast amounts of research into blended learning since the conception of online learning formed the possibility of blended learning in the early 1990s. The theme of this paper is blended learning in mainstream disciplinary communities. In particular, the paper reports on findings from the last two decades which looked at origination, development and future of blended learning through articles and other research publications. Based on over thirty journal articles indexed in Social Sciences Citation Index and other important databases, coupled with other related publications, this study explored the definition, advantages and problems of blended learning, arriving at the conclusion that more deficits may exist in either sole online or classroom learning compared with blended learning which combines both approaches although there may still be a certain number of disputes over blended learning. Educational and non-educational institutions may be wise to innovate their pedagogy towards a blended mode despite economic costs and other possible losses.
Rain Classroom, a popular mobile app developed by the most distinguished university in Asia, is a product of mobile technological revolution. Few studies have, however, formulated its acceptance model by including the constructs of peer... more
Rain Classroom, a popular mobile app developed by the most distinguished university in Asia, is a product of mobile technological revolution. Few studies have, however, formulated its acceptance model by including the constructs of peer and superior influences. This study's primary investigation is the impact of peer and superior influences on learners' usage of Rain Classroom within the technology acceptance model (TAM) framework. Both constructs are entered into an extended TAM as external variables impacting on the core constructs in the prevailing TAM literature: perceived usefulness, ease of use, enjoyment, and continuance intention. The investigation is conducted within the context of university students' utilization of Rain Classroom. A sample of 293 students from a higher education institution in East China participated in this study. Using correlation analysis and WarpPLS Structural Equation Modeling, eight hypotheses were tested for Rain Classroom. The results of the analyses reveal that both peer and superior influences play a significant role in the students' continuance intention to use Rain Classroom. Besides peer and superior influences, future research could extend the TAM by including more constructs to provide important references for researchers and practitioners of Rain Classroom. K E Y W O R D S an extended TAM, mobile learning technology, peer influence, Rain Classroom, superior influence 1 | INTRODUCTION With the swift development of information technology, the innovation of mobile learning technologies is moving ahead at a dramatic speed. It is necessary to discuss the conception of mobile learning before we explore its effectiveness.
1.于中根. 中国大学生英语语言磨蚀研究（英文）. 南京：东南大学出版社. 2010. 2.Yu Zhonggen. Language attrition and educational technologies（英文）. Salt Lake City: American Academic Press, 201408（539,528单词）. 3.于中根. 网络詈词生成和传播的社会心理学机制研究（中文）. Salt Lake City: American Academic... more
1.于中根. 中国大学生英语语言磨蚀研究（英文）. 南京：东南大学出版社. 2010.
2.Yu Zhonggen. Language attrition and educational technologies（英文）. Salt Lake City: American Academic Press, 201408（539,528单词）.
3.于中根. 网络詈词生成和传播的社会心理学机制研究（中文）. Salt Lake City: American Academic Press, 201506（15,5000字）.
4.于中根. (2016). Clicker-aided EFL flipped class. Salt Lake City: American Academic Press（433,089单词）, 201608. ISBN: 978-1-63181-803-5.
编著（英文）
1.Yu Zhonggen (2014). Adopting digital technologies in the classroom: the impact of use of clickers on cognitive loads and listening in China. In effects of information capitalism and globalization on teaching and learning (Blessing F. Adeoye & Lawrence Tomei edited). IGI Global. PA 17033, USA.
2.Yu Zhonggen (2016).Exploring the New Era of Technology-Infused Education: The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom (Lawrence Tomei edited.). IGI Global. PA 17033, USA.
教材
于中根、杨志春、朱英 (2016). 新闻英语阅读教程. Salt Lake City: American Academic Press.
国际论文（英文）
（一）SSCI收录论文7篇，均为第一作者
1.Yu Zhonggen, Yu Wei Hua, Fan Xiaohui, Wang Xiao. (2014). An Exploration of Computer Game-Based Instruction in the ‘‘World History’’ Class in Secondary Education: A Comparative Study in China, PloS One (SSCI/SCI双收录,Q1,影响因子：3.73), Published: May 09, 2014. DOI: 10.1371/journal.pone.0096865. 被引：5次.
2.Yu Zhonggen, Wentao Chen, Yong Kong, Xiao Ling Sun, & Jing Zheng (2014). The Impact of Clickers Instruction on Cognitive Loads and Listening and Speaking Skills in College English Class. PloS One (SSCI/SCI双收录，Q1,影响因子：3.73), Published: September 05, 2014 DOI: 10.1371/journal.pone.0106626.
3.Yu Zhonggen (2015). Indicators of satisfaction in clickers-aided EFL class. Frontiers in Psychology, 6:587 (SSCI收录，Q2,影响因子：2.8), doi:10.3389/fpsyg.2015.00587. 被引：3次.
4.Yu Zhonggen, & Wang Guifang (2016). Academic achievements and satisfaction of the clicker-aided flipped business English writing class, Journal of educational technology & society (SSCI收录，Q2, 5-Year impact factor 1,376), 19(2), 298–312.被引：2次.
5.Yu Zhonggen, Zhu Ying, Yang Zhichun & Chen Wentao (2018). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform. Computer Assisted Language Learning, DOI: 10.1080/09588221.2018.1517093. (SSCI收录，Q1)
6.Yu Zhonggen. (2018). Differences in serious game-aided and traditional English vocabulary acquisition. Computers & Education, 127, 214–232. (SSCI/SCI/EI检索，S/SCI一区，五年影响因子5.568; 2017年影响因子4.538). DOI:10.1016/j.compedu.2018.07.014.
7.Yu Zhonggen, & Yu, Xiaozhi. (2019). An extended technology acceptance model of a mobile learning technology. Computer Applications in Engineering Education, 27(3), 721-732. DOI: 10.1002/cae.22111.
（二）EI收录14篇，12篇为第一作者，2篇为通讯作者
1.Yu Zhonggen (2013). Validation of the Threshold Hypothesis in Computer Aided English Language Forgetting. Journal of applied sciences （EI Compendex收录）, 13 (24): 5716-5722, DOI: 10.3923/jas.2013.5716.5722.
2.Yu Zhonggen (2013). Regression and Threshold Hypotheses in English Language Attrition Through Computer Aided Education: A Computer Technology Assisted Behavioral Study. Journal of applied sciences （EI Compendex收录）, 13 (24): 5691-5699., DOI: 10.3923/jas.2013.5691.5699.
3.Yu Zhonggen (2013). Application of computer technologies in English education based on hypotheses in language attrition, World Transactions on Engineering and Technology Education（EI Compendex收录）, 11(3): 254-259.
4.Yu Zhonggen (2014). The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom. International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录). 10 (2): 50-61 （2014年4-6月）.Cited by: A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect Hunsu, N.J., Adesope, O., Bayly, D.J. Computers & Education volume 94, issue , year 2016, pp. 102-119.
5.Yu Zhonggen (2014). The Impact of Clickers Use on Vocabulary Knowledge and Satisfaction in an EFL Class in China. International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录). 11(3)：47-59.
6.Yu Zhonggen (2015). Blended learning over two decades, International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录，列首篇文章). 11 (3), 1-19. 被引：3次.
7.Yu Zhonggen (2016). The impact of e-collaborative and traditional learning styles on learning outcomes and anxiety, International Journal of e-Collaboration (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录), 12(2), 27-47. DOI: 10.4018/IJeC.2016040103.
8.Chen Wentao, Zhang Jingyu, Yu Zhonggen (Corresponding author) (2016). Learning outcomes and affective factors of blended learning of English for library science. International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录). 12 (3), 13-25.
9.Chen Wentao, Zhang Jingyu, & Yu Zhonggen (Corresponding author) (2016). Advantages and disadvantages of Clicker use in education. International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录). 13 (1), 61-71.被引：1次.
10.Yu Zhonggen (2018). Third-Level Digital Divide in English Teaching and Learning, International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录). 14(3),68-80. DOI: 10.4018/IJICTE.2018070106.
11.Yu Zhonggen (2018). Comparative effectiveness between game-enhanced and pencil-and-paper English vocabulary learning approaches. International Journal of Gaming and Computer-Mediated Simulations, 10(2), 1-20.(首篇论文，美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录).
12.Yu Zhonggen (2018). Schema Theory-based Flipped Classroom Model Assisted with Technologies. International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex收录), 15(2).
13.Yu, Z. (2019). A meta-analysis of use of serious games in education over a decade. International Journal of Computer Games Technology, 1, 1-8. DOI: 10.1155/2019/4797032. (首篇论文，EI Compendex和Emerging Sources Citation Index收录)
14.Yu, Zhonggen (2019). Mobile device- and video-aided flipped english classrooms. International Journal of Mobile and Blended Learning, 11(2), 19-32. (EI Compendex收录)
（三）CPCI-SSH收录3篇，均为第一作者
1.Yu Zhonggen & Meng Ran. 2016. “Comparison of Emotions, Motivations and Learning Outcomes between Blended and Face-to-Face Training Programs in Banks,” 3rd International Conference on Advanced Education and Management, Hangzhou, Zhejiang, China, August 6-7, 2016. Lancaster, PA, USA: DEStech Publications, Inc., pp.18-23. CPCI-SSH收录
2.Yu Zhonggen & Li Ming. 2016. “Gender differences in satisfaction and academic achievements in the clicker-aided flipped EFL class,” 2016 International conference on education and development (ICED 2016), Nanjing, Jiangsu, China, April 16-17. ISBN: 978-1-60595-342-7, Lancaster, PA, USA: DEStech Publications, Inc., pp.242-248. CPCI-SSH收录
3.Yu Zhonggen & Zhu Qin. 2016. “Comparison of satisfaction in EFL flipped and traditional classrooms,” 2016 2nd International conference on Humanities and social science research (ICHSSR 2016), Singapore, July 29-31. in Xuemei Du, Chunyan Huang, Yulin Zhong (ed.). Advances in humanities and social science research, v70. Paris, France: Atlantis Press, pp.326-330. CPCI-SSH收录
（四）ELSEVIER收录论文6篇，均为第一作者
1.Yu Zhonggen, Chan, S. W. (2009) English Language Attrition in Short Conversation and Passage Listening Comprehension. The journal of Asia TEFL. 6(2):181-206.（indexed in Scopus）
2.Yu Zhonggen (2009) Is Success in Education Influenced More by the Student’s Life and Training as a Child than by the Quality and Effectiveness of the Educational Program? An Exploratory Study. Journal of social sciences. 19 (1): 27-30.（indexed in International Bibliography of the Social Sciences (IBSS), Sociological Abstracts database, Worldwide Political Science Abstracts database, Public Affairs Information Service (PAIS) database, DOAJ (Directory Open Access Journals, <http://www.doaj.org>) and other indices.）
3.Yu Zhonggen (2011) English language skills attrition in speed and in-depth reading comprehension among EFL learners. Pertanika Journal of Social Sciences & Humanities. 19(1):233-241. (Indexed in Scopus [Elsevier] and EBSCO)
4.Yu Zhonggen (2011) Linguistic representation of English vocabulary attrition. Pertanika Journal of Social Sciences & Humanities. 19(2):393-407. (Indexed in Scopus [Elsevier] and EBSCO)
5.Yu Zhonggen, Chan, S. H. & Ain, N. A. (2013) Mandarin Attrition among Tertiary Students. Pertanika Journal of Social Sciences & Humanities, 21 (1), 217-234.
6.Yu Zhonggen, & Yu Liheng (2016). Correlations between learners’ initial EFL proficiency and variables of clicker-aided flipped EFL class, Education and information technologies, 1-17. DOI: 10.1007/s10639-016-9510-0 (Springer旗下期刊, Emerging Sources Citation Index收录)
国内论文（中文）
（一）一级期刊论文1篇，第一作者
1.于中根; 杨军. 《句子重音的句法结构》介评. 当代语言学. 2013年第一期. （CSSCI,一级期刊）
（二）CSSCI论文4篇，均为第一作者
1.于中根. 中国大学生英语语言磨蚀的阈值和回归假说实证研究. 外语教学，2014年第一期. 被引:11次.（CSSCI）
2.于中根. 鼠标悬停和键入取词法对认知负荷、单词拼写和阅读理解能力的影响研究. 中国外语教育，2015年第2期。（CSSCI）
3.于中根；陈文涛. Clicker系统辅助的大学英语翻转课堂研究. 外语电化教学，2016年第4期, 32-37. 被引:4次.（CSSCI）
4.于中根；杨军. 《牛津实验音系学手册》评介. 南开语言学刊（CSSCI）. 2017年第一期.
（三）CSSCI扩展版论文1篇，第一作者
1.于中根. 网评詈词的刻板印象消除机制研究. 新闻界，2015年第2期.（北大核心，被引：2次. CSSCI扩展）
2.Yu Zhonggen. Language attrition and educational technologies（英文）. Salt Lake City: American Academic Press, 201408（539,528单词）.
3.于中根. 网络詈词生成和传播的社会心理学机制研究（中文）. Salt Lake City: American Academic Press, 201506（15,5000字）.
4.于中根. (2016). Clicker-aided EFL flipped class. Salt Lake City: American Academic Press（433,089单词）, 201608. ISBN: 978-1-63181-803-5.
编著（英文）
1.Yu Zhonggen (2014). Adopting digital technologies in the classroom: the impact of use of clickers on cognitive loads and listening in China. In effects of information capitalism and globalization on teaching and learning (Blessing F. Adeoye & Lawrence Tomei edited). IGI Global. PA 17033, USA.
2.Yu Zhonggen (2016).Exploring the New Era of Technology-Infused Education: The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom (Lawrence Tomei edited.). IGI Global. PA 17033, USA.
教材
于中根、杨志春、朱英 (2016). 新闻英语阅读教程. Salt Lake City: American Academic Press.
国际论文（英文）
（一）SSCI收录论文7篇，均为第一作者
1.Yu Zhonggen, Yu Wei Hua, Fan Xiaohui, Wang Xiao. (2014). An Exploration of Computer Game-Based Instruction in the ‘‘World History’’ Class in Secondary Education: A Comparative Study in China, PloS One (SSCI/SCI双收录,Q1,影响因子：3.73), Published: May 09, 2014. DOI: 10.1371/journal.pone.0096865. 被引：5次.
2.Yu Zhonggen, Wentao Chen, Yong Kong, Xiao Ling Sun, & Jing Zheng (2014). The Impact of Clickers Instruction on Cognitive Loads and Listening and Speaking Skills in College English Class. PloS One (SSCI/SCI双收录，Q1,影响因子：3.73), Published: September 05, 2014 DOI: 10.1371/journal.pone.0106626.
3.Yu Zhonggen (2015). Indicators of satisfaction in clickers-aided EFL class. Frontiers in Psychology, 6:587 (SSCI收录，Q2,影响因子：2.8), doi:10.3389/fpsyg.2015.00587. 被引：3次.
4.Yu Zhonggen, & Wang Guifang (2016). Academic achievements and satisfaction of the clicker-aided flipped business English writing class, Journal of educational technology & society (SSCI收录，Q2, 5-Year impact factor 1,376), 19(2), 298–312.被引：2次.
5.Yu Zhonggen, Zhu Ying, Yang Zhichun & Chen Wentao (2018). Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform. Computer Assisted Language Learning, DOI: 10.1080/09588221.2018.1517093. (SSCI收录，Q1)
6.Yu Zhonggen. (2018). Differences in serious game-aided and traditional English vocabulary acquisition. Computers & Education, 127, 214–232. (SSCI/SCI/EI检索，S/SCI一区，五年影响因子5.568; 2017年影响因子4.538). DOI:10.1016/j.compedu.2018.07.014.
7.Yu Zhonggen, & Yu, Xiaozhi. (2019). An extended technology acceptance model of a mobile learning technology. Computer Applications in Engineering Education, 27(3), 721-732. DOI: 10.1002/cae.22111.
（二）EI收录14篇，12篇为第一作者，2篇为通讯作者
1.Yu Zhonggen (2013). Validation of the Threshold Hypothesis in Computer Aided English Language Forgetting. Journal of applied sciences （EI Compendex收录）, 13 (24): 5716-5722, DOI: 10.3923/jas.2013.5716.5722.
2.Yu Zhonggen (2013). Regression and Threshold Hypotheses in English Language Attrition Through Computer Aided Education: A Computer Technology Assisted Behavioral Study. Journal of applied sciences （EI Compendex收录）, 13 (24): 5691-5699., DOI: 10.3923/jas.2013.5691.5699.
3.Yu Zhonggen (2013). Application of computer technologies in English education based on hypotheses in language attrition, World Transactions on Engineering and Technology Education（EI Compendex收录）, 11(3): 254-259.
4.Yu Zhonggen (2014). The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom. International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录). 10 (2): 50-61 （2014年4-6月）.Cited by: A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect Hunsu, N.J., Adesope, O., Bayly, D.J. Computers & Education volume 94, issue , year 2016, pp. 102-119.
5.Yu Zhonggen (2014). The Impact of Clickers Use on Vocabulary Knowledge and Satisfaction in an EFL Class in China. International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录). 11(3)：47-59.
6.Yu Zhonggen (2015). Blended learning over two decades, International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录，列首篇文章). 11 (3), 1-19. 被引：3次.
7.Yu Zhonggen (2016). The impact of e-collaborative and traditional learning styles on learning outcomes and anxiety, International Journal of e-Collaboration (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录), 12(2), 27-47. DOI: 10.4018/IJeC.2016040103.
8.Chen Wentao, Zhang Jingyu, Yu Zhonggen (Corresponding author) (2016). Learning outcomes and affective factors of blended learning of English for library science. International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录). 12 (3), 13-25.
9.Chen Wentao, Zhang Jingyu, & Yu Zhonggen (Corresponding author) (2016). Advantages and disadvantages of Clicker use in education. International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录). 13 (1), 61-71.被引：1次.
10.Yu Zhonggen (2018). Third-Level Digital Divide in English Teaching and Learning, International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录). 14(3),68-80. DOI: 10.4018/IJICTE.2018070106.
11.Yu Zhonggen (2018). Comparative effectiveness between game-enhanced and pencil-and-paper English vocabulary learning approaches. International Journal of Gaming and Computer-Mediated Simulations, 10(2), 1-20.(首篇论文，美国免版面费期刊，EI Compendex和Emerging Sources Citation Index收录).
12.Yu Zhonggen (2018). Schema Theory-based Flipped Classroom Model Assisted with Technologies. International Journal of Information and Communication Technology Education (美国免版面费期刊，EI Compendex收录), 15(2).
13.Yu, Z. (2019). A meta-analysis of use of serious games in education over a decade. International Journal of Computer Games Technology, 1, 1-8. DOI: 10.1155/2019/4797032. (首篇论文，EI Compendex和Emerging Sources Citation Index收录)
14.Yu, Zhonggen (2019). Mobile device- and video-aided flipped english classrooms. International Journal of Mobile and Blended Learning, 11(2), 19-32. (EI Compendex收录)
（三）CPCI-SSH收录3篇，均为第一作者
1.Yu Zhonggen & Meng Ran. 2016. “Comparison of Emotions, Motivations and Learning Outcomes between Blended and Face-to-Face Training Programs in Banks,” 3rd International Conference on Advanced Education and Management, Hangzhou, Zhejiang, China, August 6-7, 2016. Lancaster, PA, USA: DEStech Publications, Inc., pp.18-23. CPCI-SSH收录
2.Yu Zhonggen & Li Ming. 2016. “Gender differences in satisfaction and academic achievements in the clicker-aided flipped EFL class,” 2016 International conference on education and development (ICED 2016), Nanjing, Jiangsu, China, April 16-17. ISBN: 978-1-60595-342-7, Lancaster, PA, USA: DEStech Publications, Inc., pp.242-248. CPCI-SSH收录
3.Yu Zhonggen & Zhu Qin. 2016. “Comparison of satisfaction in EFL flipped and traditional classrooms,” 2016 2nd International conference on Humanities and social science research (ICHSSR 2016), Singapore, July 29-31. in Xuemei Du, Chunyan Huang, Yulin Zhong (ed.). Advances in humanities and social science research, v70. Paris, France: Atlantis Press, pp.326-330. CPCI-SSH收录
（四）ELSEVIER收录论文6篇，均为第一作者
1.Yu Zhonggen, Chan, S. W. (2009) English Language Attrition in Short Conversation and Passage Listening Comprehension. The journal of Asia TEFL. 6(2):181-206.（indexed in Scopus）
2.Yu Zhonggen (2009) Is Success in Education Influenced More by the Student’s Life and Training as a Child than by the Quality and Effectiveness of the Educational Program? An Exploratory Study. Journal of social sciences. 19 (1): 27-30.（indexed in International Bibliography of the Social Sciences (IBSS), Sociological Abstracts database, Worldwide Political Science Abstracts database, Public Affairs Information Service (PAIS) database, DOAJ (Directory Open Access Journals, <http://www.doaj.org>) and other indices.）
3.Yu Zhonggen (2011) English language skills attrition in speed and in-depth reading comprehension among EFL learners. Pertanika Journal of Social Sciences & Humanities. 19(1):233-241. (Indexed in Scopus [Elsevier] and EBSCO)
4.Yu Zhonggen (2011) Linguistic representation of English vocabulary attrition. Pertanika Journal of Social Sciences & Humanities. 19(2):393-407. (Indexed in Scopus [Elsevier] and EBSCO)
5.Yu Zhonggen, Chan, S. H. & Ain, N. A. (2013) Mandarin Attrition among Tertiary Students. Pertanika Journal of Social Sciences & Humanities, 21 (1), 217-234.
6.Yu Zhonggen, & Yu Liheng (2016). Correlations between learners’ initial EFL proficiency and variables of clicker-aided flipped EFL class, Education and information technologies, 1-17. DOI: 10.1007/s10639-016-9510-0 (Springer旗下期刊, Emerging Sources Citation Index收录)
国内论文（中文）
（一）一级期刊论文1篇，第一作者
1.于中根; 杨军. 《句子重音的句法结构》介评. 当代语言学. 2013年第一期. （CSSCI,一级期刊）
（二）CSSCI论文4篇，均为第一作者
1.于中根. 中国大学生英语语言磨蚀的阈值和回归假说实证研究. 外语教学，2014年第一期. 被引:11次.（CSSCI）
2.于中根. 鼠标悬停和键入取词法对认知负荷、单词拼写和阅读理解能力的影响研究. 中国外语教育，2015年第2期。（CSSCI）
3.于中根；陈文涛. Clicker系统辅助的大学英语翻转课堂研究. 外语电化教学，2016年第4期, 32-37. 被引:4次.（CSSCI）
4.于中根；杨军. 《牛津实验音系学手册》评介. 南开语言学刊（CSSCI）. 2017年第一期.
（三）CSSCI扩展版论文1篇，第一作者
1.于中根. 网评詈词的刻板印象消除机制研究. 新闻界，2015年第2期.（北大核心，被引：2次. CSSCI扩展）