Results 91 to 100 of about 854 (169)

Mapping the difference of CEFR levels to explore the reading difficulties of EFL students

Community Empowerment Journal
This study maps the CEFR reading competence levels of 81 EFL grade 12 students and assess their cognitive reading challenges. Using a descriptive qualitative, objective data from the Oxford Reading CEFR Test, which was mapped to Khalifa and Weir’s (2009)
Jazlyn Zeevania Intany, Galuh Kirana Dwi Areni   +1 more
doaj   +1 more source

Moment‐to‐Moment Dynamics of Foreign Language Enjoyment: An Idiodynamic Study of Conversational Topics Among Young Language Learners

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT Foreign Language Enjoyment has received increasing attention in second language acquisition due to its role in fostering engagement and communication. Although previous research has often treated enjoyment as a relatively stable trait, perspectives informed by Complex Dynamic Systems Theory (CDST) suggest that emotions are dynamic, non‐ergodic,
Mojdeh Shahnama, Soheila Vafaei Ghahremanloo, Sahar Zahed Alavi, Zainab Abolfazli, Majid Elahi Shirvan   +4 more
wiley   +1 more source

CEFR Implementation: Adapting to Learner Characteristics

JETEN
Successful implementation of the CEFR framework requires adaptation to the characteristics of the target population. The CEFR framework was developed for populations with specific characteristics – educated adults with high literacy in their first ...
Judith Golan Ben-Uri
doaj  

The Effects of AI‐Powered Genre‐Based Writing Instruction on Low‐Proficiency EFL Writers' Ideal L2 Writing Self, Writing Enjoyment and L2 Writing Performance: A Quasi‐Experimental Mixed‐Methods Study

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT This mixed‐methods study examined the effects of DeepSeek‐powered genre‐based instruction (GBI) on argumentative writing performance, ideal L2 writing self, and writing enjoyment among 71 low‐proficiency EFL undergraduates. A quasi‐experimental design was employed, with an experimental group (N = 32) receiving 6 weeks of AI‐powered GBI and a ...
Shang Shi, Yongxiang Wang
wiley   +1 more source

Embedding, Copilot, or Agent? L2 Teachers Modes of Collaboration With Generative AI in Providing Feedback on Writing Assignments: Rubric Influences, Workload Dynamics, and Barriers to Integration

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT Drawing from the established human‐AI collaboration framework (Mosqueira‐Rey et al., 2023), this study investigated how L2 teachers at a research‐intensive university collaborated with Generative AI chatbots to provide feedback on tertiary‐level written assignments over 9 weeks. Data from thirteen teachers included 278 interactions with GenAI,
Wei Wei, Xin Zhang, Xinhua Zhu
wiley   +1 more source

Digital Competence and Learner Engagement in AI‐Mediated Higher Education: A Mixed‐Methods Study of the Moderating Role of Cognitive Load in EFL Contexts

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT With the growing integration of artificial intelligence into higher education, digital competence has become central to learners' meaningful engagement in AI‐mediated learning environments. However, its role may be constrained by the cognitive load generated when students navigate complex digital tools, resources, and learning tasks.
Jiachen Zhang, Siyi Wang
wiley   +1 more source

Head Gestures Do Not Serve as Precursors of Prosodic Focus Marking in the Second Language as They Do in the First Language

Language Learning, Volume 76, Issue 3, Page 845-879, September 2026.
Abstract Research shows that children use head gestures to mark discourse focus before developing the required prosodic cues in their first language (L1), and their gestures affect the prosodic parameters of their speech. We investigated whether head gestures also act as precursors and bootstrappers of prosodic focus marking in second language (L2 ...
Lieke van Maastricht, Núria Esteve‐Gibert   +1 more
wiley   +1 more source

Lecturer Agency in the Enactment of CEFR-Based Curriculum Internationalisation: Lessons Learned from Indonesian Higher Education

Education Sciences
Generally portrayed as a neutral framework, the Common European Framework of Reference for Languages (CEFR) is implemented in various contexts through unequal policy transfers that favour Global North perspectives.
Yuni Budi Lestari, Kamaludin Yusra, Nuriadi Nuriadi, Lalu Muhaimi, Nawawi Nawawi, Baiq Jihan Olvy Wanasatya   +5 more
doaj   +1 more source

Online Writing Behaviors, Writing Outcomes, and Task Complexity in Computer‐Assisted Collaborative Writing

The Modern Language Journal, Volume 110, Issue 3, Page 812-826, Autumn (Fall) 2026.
ABSTRACT This study examined how online writing behaviors aggregated at the pair level were related to writing outcomes in computer‐assisted collaborative writing and how task complexity moderated these relationships. The participants were 56 Chinese university students with advanced English proficiency. They were randomly organized into 28 pairs. Each
Xin Rong
wiley   +1 more source

Does Information About the Origins of Figurative Idioms Help Learners to Remember Them? A Multi‐Site Study

The Modern Language Journal, Volume 110, Issue 3, Page 738-752, Autumn (Fall) 2026.
ABSTRACT It has been suggested that informing language learners about the original, literal meaning of idioms helps them to remember these expressions, but the empirical evidence is limited. A new study was conducted with three groups of learners of English (53 Chinese students at a university in Canada, 56 students at a university in China, and 77 ...
Xiaofei Wang, Frank Boers, Xinqing Wang, June Eyckmans   +3 more
wiley   +1 more source