Aguinis, H., Pierce, C. A., Bosco, F. A., Dalton, D. R., & Dalton, C. M. (2011). Debunking myths and urban legends about meta-analysis. Organizational Research Methods, 14(2), 306–331. https://doi.org/10.1177/1094428110375720
Altun, D. (2019). Preschoolers’ Emergent Motivations to Learn Reading: A Grounded Theory Study. Early Childhood Education Journal. https://doi.org/10.1007/s10643-019-00939-3
Burnett, C. (2010). Technology and literacy in early childhood educational settings: A review of research. Journal of Early Childhood Literacy, 10(3), 247–270. https://doi.org/10.1177/1468798410372154
Bus, A. G., Takacs, Z. K., & Kegel, C. A. T. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79–97. https://doi.org/10.1016/j.dr.2014.12.004
Cason, M., Young, J., & Kuehnert, E. (2019). A meta-analysis of the effects of numerical competency development on achievement: Recommendations for mathematics educators. Investigations in Mathematics Learning, 11(2), 134–147. https://doi.org/10.1080/19477503.2018.1425591
Chen, X., Chen, J., Wu, D., Xie, Y., & Li, J. (2016). Mapping the Research Trends by Co-word Analysis Based on Keywords from Funded Project. In D. I. Cordova F. Shi Y. ,. Lee H. ,. Lee J. (Ed.), Procedia Computer Science (Vol. 91, pp. 547–555). Elsevier B.V. https://doi.org/10.1016/j.procs.2016.07.140
Chera, P., & Wood, C. (2003). Animated multimedia ‘talking books’ can promote phonological awareness in children beginning to read. 13(1), 0–52.
Chew, F. P., & Eau, K. L. (2017). Creativity teaching through E-Book reading program among the children in Malaysia. Advanced Science Letters, 23(3), 2043–2047. https://doi.org/10.1166/asl.2017.8588
Derakhshan, A., Wang, Y. L., Wang, Y. X., & Ortega-Martín, J. L. (2023). Towards Innovative Research Approaches to Investigating the Role of Emotional Variables in Promoting Language Teachers’ and Learners’ Mental Health. International Journal of Mental Health Promotion, 1-10. doi:10.32604/ijmhp.2023.029877.
De Jong, M. T., & Bus, A. G. (2002). Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94(1), 145–155. Scopus. https://doi.org/10.1037/0022-0663.94.1.145
De Jong, M. T., & Bus, A. G. (2004). The efficacy of electronic books in fostering kindergarten children’s emergent story understanding. Reading Research Quarterly, 39(4), 378–393. Scopus. https://doi.org/10.1598/RRQ.39.4.2
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070
Dore, R. A., Hassinger-Das, B., Brezack, N., Valladares, T. L., Paller, A., Vu, L., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). The parent advantage in fostering children’s e-book comprehension. Early Childhood Research Quarterly, 44, 24–33. Scopus. https://doi.org/10.1016/j.ecresq.2018.02.002
Egghe, L. (2006). Theory and practise of the g-index. Scientometrics, 69(1), 131–152. https://doi.org/10.1007/s11192-006-0144-7
Eutsler, L., Mitchell, C., Stamm, B., & Kogut, A. (2020). The influence of mobile technologies on preschool and elementary children’s literacy achievement: A systematic review spanning 2007–2019. Educational Technology Research and Development, 68(4), 1739–1768. https://doi.org/10.1007/s11423-020-09786-1
Flack, Z. M., Field, A. P., & Horst, J. S. (2018). The effects of shared storybook reading on word learning: A meta-analysis. Developmental Psychology, 54(7), 1334–1346. https://doi.org/10.1037/dev0000512
Fu, J., & Wang, Y. (2022). Inspecting EFL Teachers’ Academic Literacy Development in Multilingual Contexts: A Global Vision. Heliyon, e12143(8):1-6. doi: http://doi.org/10.1016/j.heliyon.2022.e12143.
Gao, Y., Zeng, G. Wang, Y., Klan, A. & Wang, X. (2022). Exploring educational planning, teacher beliefs, and teacher practices during the pandemic: A study of science and technology-based universities in China. Frontiers in Psychology, 13, 903244. https://doi.org/10.3389/fpsyg.2022.903244.
Grimshaw, S., Dungworth, N., McKnight, C., & Morris, A. (2007). Electronic books: Children’s reading and comprehension. British Journal of Educational Technology, 38(4), 583–599. Scopus. https://doi.org/10.1111/j.1467-8535.2006.00640.x
Hermansson, C., & Olin-Scheller, C. (2022). Across Textual Landscapes: The Role of Affect During Digital Reading Encounters. Children’s Literature in Education, 53(3), 327–342. Scopus. https://doi.org/10.1007/s10583-022-09502-y
Hoel, T., & Tønnessen, E. S. (2019). Organizing Shared Digital Reading in Groups: Optimizing the Affordances of Text and Medium. AERA Open, 5(4). https://doi.org/10.1177/2332858419883822
Hulme, C., Zhou, L., Tong, X., Lervåg, A., & Burgoyne, K. (2019). Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills. Developmental Science, 22(1). https://doi.org/10.1111/desc.12745
Ihmeideh, F. M. (2014). The effect of electronic books on enhancing emergent literacy skills of pre-school children. Computers and Education, 79, 40–48. https://doi.org/10.1016/j.compedu.2014.07.008
Korat, O., & Segal-Drori, O. (2016). E-Book and Printed Book Reading in Different Contexts as Emergent Literacy Facilitator. Early Education and Development, 27(4), 532–550. Scopus. https://doi.org/10.1080/10409289.2016.1095613
Korat, O., & Shamir, A. (2007). Electronic books versus adult readers: Effects on children’s emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23(3), 248–259. Scopus. https://doi.org/10.1111/j.1365-2729.2006.00213.x
Korat, O., Shamir, A., & Segal-Drori, O. (2014). E-books as a support for young children’s language and literacy: The case of Hebrew-speaking children. Early Child Development and Care, 184(7), 998–1016. Scopus. https://doi.org/10.1080/03004430.2013.833195
Lauricella, A. R., Barr, R., & Calvert, S. L. (2014). Parent-child interactions during traditional and computer storybook reading for children’s comprehension: Implications for electronic storybook design. International Journal of Child-Computer Interaction, 2(1), 17–25. https://doi.org/10.1016/j.ijcci.2014.07.001
Liman Kaban, A., & Karadeniz, S. (2021). Children’s Reading Comprehension and Motivation on Screen Versus on Paper. SAGE Open, 11(1). https://doi.org/10.1177/2158244020988849
Lonigan, C. J. (1994). Reading to Preschoolers Exposed: Is the Emperor Really Naked? Developmental Review, 14(3), 303–323.
López-Escribano, C., Valverde-Montesino, S., & García-Ortega, V. (2021). The impact of e-book reading on young children’s emergent literacy skills: An analytical review. International Journal of Environmental Research and Public Health, 18(12). Scopus. https://doi.org/10.3390/ijerph18126510
Luna, B., Marek, S., Larsen, B., Tervo-Clemmens, B., & Chahal, R. (2015). An Integrative Model of the Maturation of Cognitive Control. Annual Review of Neuroscience, 38, 151–170. https://doi.org/10.1146/annurev-neuro-071714-034054
Maynard, S. (2010). The impact of e-books on young children’s reading habits. Publishing Research Quarterly, 26(4), 236–248. https://doi.org/10.1007/s12109-010-9180-5
Miller, E. B., & Warschauer, M. (2014). Young children and e-reading: Research to date and questions for the future. Learning, Media and Technology, 39(3), 283–305. https://doi.org/10.1080/17439884.2013.867868
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Journal of Clinical Epidemiology, 62(10), 1006–1012. Scopus. https://doi.org/10.1016/j.jclinepi.2009.06.005
Neumann, M. M. (2016). Young children’s use of touch screen tablets for writing and reading at home: Relationships with emergent literacy. Computers and Education, 97, 61–68. Scopus. https://doi.org/10.1016/j.compedu.2016.02.013
Neumann, M. M., Finger, G., & Neumann, D. L. (2017). A Conceptual Framework for Emergent Digital Literacy. Early Childhood Education Journal, 45(4), 471–479. Scopus. https://doi.org/10.1007/s10643-016-0792-z
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. doi:10.1016/j.compedu.2012.04.016
Parish-Morris, J., Mahajan, N., Hirsh-Pasek, K., Golinkoff, R. M., & Collins, M. F. (2013). Once upon a time: Parent-child dialogue and storybook reading in the electronic era. Mind, Brain, and Education, 7(3), 200–211. Scopus. https://doi.org/10.1111/mbe.12028
Paulus, F. W., Ohmann, S., von Gontard, A., & Popow, C. (2018). Internet gaming disorder in children and adolescents: A systematic review. Developmental Medicine and Child Neurology, 60(7), 645–659. https://doi.org/10.1111/dmcn.13754
Richter, A., & Courage, M. L. (2017). Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall. Journal of Applied Developmental Psychology, 48, 92–102. https://doi.org/10.1016/j.appdev.2017.01.002
Rvachew, S., Rees, K., Carolan, E., & Nadig, A. (2017). Improving emergent literacy with school-based shared reading: Paper versus ebooks. International Journal of Child-Computer Interaction, 12, 24–29. https://doi.org/10.1016/j.ijcci.2017.01.002
Savva, M., Higgins, S., & Beckmann, N. (2022). Meta-analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre-K to grade 2. Journal of Computer Assisted Learning, 38(2), 526–564. Scopus. https://doi.org/10.1111/jcal.12623
Shamir, A. (2017). Expanding the boundaries of kindergartners’ e-book reading: Metacognitive guidance for e-book support among young children at risk for learning disabilities. Teachers College Record, 119(13). Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044397058&partnerID=40&md5=17a510d3db86d1c650342cab953f4d6b
Şimşek, Z. C., & Işıkoğlu Erdoğan, N. (2021). Comparing the effects of different book reading techniques on young children’s language development. Reading and Writing, 34(4), 817–839. https://doi.org/10.1007/s11145-020-10091-9
Smeets, D. J. H., van Dijken, M. J., & Bus, A. G. (2014). Using electronic storybooks to support word learning in children with severe language impairments. Journal of Learning Disabilities, 47(5), 435–449. Scopus. https://doi.org/10.1177/0022219412467069
Suseelan, M., Chew, C. M., & Chin, H. (2022). Research on Mathematics Problem Solving in Elementary Education Conducted from 1969 to 2021: A Bibliometric Review. International Journal of Education in Mathematics, Science and Technology, 10(4), 1003–1029. https://doi.org/10.46328/ijemst.2198
Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis. Review of Educational Research, 85(4), 698–739. https://doi.org/10.3102/0034654314566989
Verhoeven, L., Voeten, M., van Setten, E., & Segers, E. (2020). Computer-supported early literacy intervention effects in preschool and kindergarten: A meta-analysis. Educational Research Review, 30. https://doi.org/10.1016/j.edurev.2020.100325
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.731721.
Wang, Y., Derakhshan, A., Pan, Z., & Ghiasvand, F. (2023). Chinese EFL Teachers’ Writing Assessment Feedback Literacy: A Scale Development and Validation Study. Assessing Writing.
Wang, Y., Pan, Z. W., & Wang, M. Z. (2023). The moderating effect of participation in online learning on EFL teachers’ teaching ability. Heliyon, 9(3)e13890: 1-12. doi: https:// doi.org/10.1016/j.heliyon.2023.e13890.
Wang, Y., & Guan, H. (2020). Exploring demotivation factors of Chinese learners of English as a foreign language based on positive psychology. Rev. Argent. Clin. Psicol. 29, 851–861. https://doi.org/10.24205/03276716.2020.116.
Wang, Y., & Hemchua, S. (2022). Can we learn about culture by EFL textbook
images?: A semiotic approach perspective. Language Related Research, 13(3), 479-499. https://doi.org/10.29252/LRR.13.3.18.
Wang, Y. (2023). Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic. Current Psychology, 43(1):1-15.https://doi.org/10.1007/s12144-022-04223-3.
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
Willoughby, D., Evans, M. A., & Nowak, S. (2015). Do ABC eBooks boost engagement and learning in preschoolers? An experimental study comparing eBooks with paper ABC and storybook controls. Computers & Education, 82, 107–117. https://doi.org/10.1016/j.compedu.2014.11.008
Xiao, Y., & Watson, M. (2019). Guidance on Conducting a Systematic Literature Review. Journal of Planning Education and Research, 39(1), 93–112. https://doi.org/10.1177/0739456X17723971
Yin, C., & Hwang, G.-J. (2018). Roles and strategies of learning analytics in the e-publication era. Knowledge Management and E-Learning, 10(4), 455–468. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057045857&partnerID=40&md5=0086ba3c59e3d413fc22792f88f133e6
Zupic, I., & Čater, T. (2015). Bibliometric Methods in Management and Organization. Organizational Research Methods, 18(3), 429–472. https://doi.org/10.1177/1094428114562629
Language Related Research