Dr KOHNKE, Lucas

Zou, D., Xie, H., & Kohnke, L. (2025). Navigating the future: Establishing a framework for educators’ pedagogic artificial intelligence competence. European Journal of Education, 60(2), e70117. https://doi.org/10.1111/ejed.70117

Kohnke, L., Zou, D., & Xie, H. (2025). Microlearning and Generative AI for Pre-Service Teacher Education: A Qualitative Case Study. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13606-5

Kohnke, L., Zou, D., Ou, A.W., & Gu, M.M. (2025). Preparing future educators for AI-enhanced classrooms: Insights into AI literacy and integration. Computers and Education: Artificial Intelligence, 8, Article 100398. https://doi.org/10.1016/j.caeai.2025.100398

Kohnke, L., & Zou, D. (2025). Artificial Intelligence Integration in TESOL Teacher Education: Promoting a Critical Lens Guided by TPACK and SAMR. TESOL Quarterly. https://doi.org/10.1002/tesq.3396

Kohnke, L., & Moorhouse, B.L. (2025). Enhancing the emotional aspects of language education through generative artificial intelligence (GenAI): A qualitative investigation. Computers in Human Behavior, 167, Article 108600.  https://doi.org/10.1016/j.chb.2025.108600

Kohnke, L., & Zou, D. (2025). Cultivating Resilience with a Community of Inquiry: How Academic Emotions Impact the Professional Growth of Pre-Service Teachers. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2024.2447372

Kohnke, L. (2025). AI safety in computer-assisted language learning. In L. McCallum & D. Tafazoli (Eds.), The Palgrave Encyclopedia of Computer-Assisted Language Learning. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-51447-0_95-1

Kohnke, L., Zou, D., Su, F. (2025). Exploring the potential of GenAI for personalised English teaching: Learners’ experiences and perceptions. Computers and Education: Artificial Intelligence, 8, 100371.  

https://doi.org/10.1016/j.caeai.2025.100371

Kohnke, L. & Foung, D. (2025). Re-examining factors in AR/VR teacher training: A replication Study. Educational Technology & Society, 28(1), 359-370.  https://doi.org/10.30191/ETS.202501_28(1).SP03

Kohnke, L., & Zou, D. (2025.). The Role of ChatGPT in Enhancing English Teaching: A Paradigm Shift in Lesson Planning and Instructional Practices. Educational Technology & Society, 28(3), 4-20. https://doi.org/10.30191/ETS.202507_28(3).SP02

Wang, Z., Zou, D., Kohnke, L., Cheng, G., & Wang, L. (2024). A systematic review of mobile-based synchronous and asynchronous language teaching and learning. International Journal of Mobile Learning and Organisation, 18(4), 409-439. https://doi.org/10.1504/IJMLO.2024.14180

Kohnke, L., & Ulla, M.B. (2024). Embracing generative artificial intelligence: The perspectives of English instructors in Thai higher education institutions. Knowledge Management & E-learning: An International Journal, 16(4), 653-670. https://doi.org/10.34105/j.kmel.2024.16.030

Kohnke, L., & Har, F. (2024). Perusall encourages critical engagement with reading text. RELC Journal, 55(2), 585-595.  https://doi.org/10.1177/00336882221112166

Kohnke, L. (2024). Exploring EAP Students' Perceptions of GenAI and Traditional Grammar-Checking Tools for Language Learning. Computers & Education: Artificial Intelligence, 7, 100279. https://doi.org/10.1016/j.caeai.2024.100279

Moorhouse, B.L., Wan, Y., Wu, C., Kohnke, L., Ho., T.Y., & Kwong, T. (2024). Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course. System, 125, 103399. https://doi.org/10.1016/j.system.2024.103399

Lemana, H.E., Ulla, M.B., & Kohnke, L. (2024). TikTok for language teachers: Affordances on TikTok on teachers identity and emotional vulnerability. Heliyon, 10, https://doi.org/10.1016/j.heliyon.2024.e34388

Ulla, M.B., Lemana, H.E., & Kohnke, L. (2024). Unveiling the TikTok Teacher: The Construction of Teacher Identity in the Digital Spotlight. Journal of Interactive Media in Education, (1)12, 1–14. https://doi.org/10.5334/jime.845   

Kohnke, L., & Moorhouse, B.L. (2024). An exploration of microlearning as continuous professional development for English language teachers: initial findings and insights. Open Learning: The Journal of Open and Distance Learning, https://doi.org/10.1080/02680513.2024.2362649

Kohnke, L. (2024). Navigating the digital turn: recent books on technological integration in ELT (Survey Review). ELT Journal, 78(2), 216-233. https://doi.org/10.1093/elt/ccae014

Moorhouse, B.L., & Kohnke, L. (2024). Creating the conditions for vocabulary learning with Wordwall. RELC Journal, 55(1), 234-239.  https://doi.org/10.1177/00336882221092796

Moorhouse, B.L., & Kohnke, L. (2024). The effects of generative AI on initial language teacher education: The perceptions of teacher educators. System, 122, https://doi.org/10.1016/j.system.2024.103290

Kohnke, L., Foung, D., Zou, D., & Jiang, M. (2024) Creating the conditions for professional digital competence through microlearning. Educational Technology & Society, 27(1), 183-197. http://dx.doi.org/10.30191/ETS.202401_27(1).SP05

Kohnke, L., Zou, D., & Moorhouse, B.L. (2024). Technostress and English language teaching in the age of generative AI. Educational Technology & Society, 27(2), 306-320.  https://doi.org/10.30191/ETS.202404_27(2).TP02

Kohnke, L., & Foung, D. (2024). Deconstructing the normalization of data colonialism in educational technology. Education Sciences, 14(1), 57. https://doi.org/10.3390/educsci14010057

Luo, S., Zou, D., & Kohnke, L. (2024). A systematic review of research on xReality (XR) in the English classroom: Trends, research areas, benefits, and challenges. Computers & Education: X Reality, (4), 100049. https://doi.org/10.1016/j.cexr.2023.100049

Kohnke, L., Foung, D., & Zou, D. (2024). Microlearning: A new normal for flexible teacher professional development in online and blended learning. Education and Information Technologies, 29, 4457-4480. https://doi.org/10.1007/s10639-023-11964-6

Moorhouse, B.L., Kohnke, L. & Chiu, T.K.F. (2023). Developing a Context- and Subject-Specific Professional Digital Competence Framework for Beginning English Language Teachers in Hong Kong. Asia-Pacific Education Researcher.  https://doi.org/10.1007/s40299-023-00778-2

Kohnke, L., & Jarvis, A. (2023). Addressing language and study skills challenge in online undergraduate EMI courses. Education Science, 13, 958, 1-13. https://doi.org/10.3390/educsci13090958

Kohnke, L., Jiang M., Zou, D., Wu, N.I., & Kei, L.L (2023). Primary pre-service teachers’ beliefs about developing future-ready learners: A qualitative inquiry in Hong Kong. Asia Pacific Journal of Education, 43(3), 743-758. https://doi.org/10.1080/02188791.2023.2231646

Kohnke, L., Foung, D. (2023). Promoting positive emotions during the emergency remote teaching of English for Academic Purposes: The unexpected role of the constructionist approach. Education Sciences, 23, 765. More Details

Kohnke, L., Moorhouse, B.L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors. Computers & Education: Artificial Intelligence, 5, 100156, More Details 

Kohnke, L., Zou, D., Zhang, R. (2023). Zoom supported emergency remote teaching and learning in teacher education: A case study from Hong Kong. Knowledge Management & E-Learning: An International Journal, 15(2), 192-213. More Details 

Kohnke, L., Moorhouse, BL., & Zou, D. (2023). Using Chat GPT for Language Teaching and Learning. RELC Journal, 54(2), 537-550. https://doi.org/10.1177/00336882231162868

Moorhouse, B.L., & Kohnke, L. (2023). Conducting formative assessments during synchronous online lessons: University teachers’ challenges and pedagogical strategies. Pedagogies: An International Journal,18(3), 431- 449. https://doi.org/10.1080/1554480X.2022.2065993

Moorhouse, B.L., Kohnke, L. & Wan, Y. (2023). A systematic review of technology reviews in language teaching and learning journals. RELC Journal, 54(2), 426-444. https://doi.org/10.1177/00336882221150810

Kohnke, L., & Moorhouse, B.L. (2022). Facilitating Synchronous Online Language Learning through Zoom. RELC Journal,53(1), 296-301.More Details

Kohnke, L., & Moorhouse, B.L. (2022). ‘There’s an app for that!” Writing Technology Reviews for Academic Journals. RELC Journal, 53(1), 261-265. More Details

Kohnke, L., Zou, D., & Zhang, R. (2022). Exploring pre-service teachers’ beliefs about EAP instruction in China – A case study. International Journal of Educational Research Open, 3. More Details

Wang, Z., Kohnke, L*., & Zou, D. (2022). Chinese students’ identity construction and negotiation during emergency remote teaching: A case study from Wuhan. The Journal of Asia TEFL, 19(3), 1044-1052. More Details.

Kohnke, L., & Moorhouse, B.L. (2021). Using Kahoot! to gamify learning in the language classroom. RELC Journal. More Details

Moorhouse, B.L., & Kohnke, L. (2021). Responses of the English Language-Teaching Community to the COVID-19 Pandemic. RELC Journal, 52(3), 359-378. https://doi.org/10.1177%2F00336882211053052

Kohnke, L., & Zou, D. (2021). Reflecting on Existing English for Academic Purposes Practices: Lessons for the Post-COVID Classroom. Sustainability, 13(2), 11520. https://doi.org/10.3390/su132011520

Kohnke, L., Chan, C.C.B., & Foung, D. (2025). Best practices for incorporating pedagogy and technology into English-medium instruction in Hong Kong. In X., Qiu & R. Yuan. (Eds)., English Medium Instruction Pedagogy in Disciplinary Classrooms (pp. 42-64). Routledge.

Kohnke, L., (Accepted). Reshaping training for in-service and pre-service teachers using GenAI

In S. Popenici, J. Rudolph, F. Mohamed and S. Tan (Eds.), Handbook of Artificial Intelligence in Higher Education (pp. xx-xx). Edward Elgar. 

Kohnke, L., & Green-Eneix, C. (Accepted). In R. Corbeil & M-E. Corbeil. (Eds)., In Education Disrupted: Teaching and Learning in the Age of Generative AI (pp. xx-xx). Routledge.

Green-Eneix, C., & Kohnke, L. (Accepted). Generative AI and Chatbots. In Y. Wang., A. Alm & G. Dizon. (Eds.)., Insights into AI and Language Teaching and Learning (pp xx-xx). Castledown Publisher.

Foung, D., & Kohnke, L. (Accepted). Available Upon Reasonable Request”: A Case Study of the Open Data Culture in Three Language Learning Journals. In L. McCallum., A.A. Al-Hoorie., & D. Tafazoli. Research Cultures in Applied Linguistics and TESOL (pp xx-xx). Applied Linguistics Press.

Foung, D., Kohnke, L., & Chen, J. (2023). Predicting student success with self-regulated behaviors: A seven-year data analytics study on a Hong Kong university English course. In P.D. Moskal, C.D., Dziuban, and A.G. Picciano (Eds.) Data Analytics and Adaptive Learning: Research Perspectives (pp. 92-109). Routledge. https://doi.org/10.4324/9781003244271

Kohnke, L., & Foung, D. (2023). Exploring microlearning for CALL teacher education and professional development: Voices from Hong Kong. In D. Tafazoli., & M. Picard. (Eds.). CALL Teacher Education and Professional Development: Voices from under-represented context (pp. 279-312). Springer, Cham.  https://doi.org/10.1007/978-981-99-0514-0_17

Kohnke, L., Moorhouse, B.L. (2022). Mobile Microlearning for Professional Development. Modern English Teacher, 31(4), 36-28.

Kohnke, L. (2022). Positive Online Learning: Supporting Emotional Well-being in Our Classrooms. Modern English Teacher, 31(1), 6-7.

Kohnke, L. (under contract). Microlearning with GenAI: Enhancing Second Language Education. Cambridge University Press, Cambridge Elements