Results 181 to 190 of about 130,019 (288)

Purpose Profiles in Informal Digital Learning of English: A Mixed‐Methods Study

Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026.
ABSTRACT Background Research on Informal Digital Learning of English (IDLE) has largely emphasized engagement intensity, with less attention to learners' underlying purposes. Objectives This study identified purpose profiles in IDLE and examined their associations with digital competence, L2 emotions, and cross‐cultural competence. It also explored how
Huijie Yao, Michelle Mingyue Gu, Yue Zhang   +2 more
wiley   +1 more source

A systematic review of corpus-based instruction in EFL classroom. [PDF]

Heliyon
Li D, Noordin N, Ismail L, Cao D.
europepmc   +1 more source

First Knowledging, First Languaging: Australian Teacher Education

TESOL Journal, Volume 17, Issue 2, June 2026.
ABSTRACT Colonial policy and practices in Australia have led to the current situation of economic and social disadvantage for First Nations peoples. These policies were also instrumental in the demise of their traditional languages, from approximately 250 to now only 12 being learnt as a first language.
Sender Dovchin, Graeme Gower, Rhonda Oliver, Carly Steele   +3 more
wiley   +1 more source

The EAP‐AIAS: Adapting the AI Assessment Scale for English for Academic Purposes

TESOL Journal, Volume 17, Issue 2, June 2026.
ABSTRACT The advancement of Generative Artificial Intelligence (GenAI) is complicating traditional techniques in English for Academic Purposes (EAP) instruction. This paper proposes a novel adaptation of an existing scale (the AI Assessment Scale), which is designed to facilitate effective learning and assessment in the era of GenAI.
Jasper Roe, Mike Perkins, Yulia Tregubova   +2 more
wiley   +1 more source

Academic Optimism Profiles and Teachers' Conceptions of Assessment in a High‐Stakes System: A Latent Profile Analysis From Türkiye

European Journal of Education, Volume 61, Issue 2, June 2026.
ABSTRACT This study examined how primary teachers' school culture, conceptualised as Academic Optimism (AO), relates to teachers' conceptions of assessment in Türkiye, where Assessment for Learning is promoted within an enduring testing culture. Using a cross‐sectional survey of 558 primary teachers, we validated measurement models for AO and Teachers'
Özgür Ercek, Coşkun Erdağ
wiley   +1 more source

Unveiling the Role of L2 Writing Feedback Engagement in ChatGPT‐Mediated Language Learning Environment: Teacher Support, L2 Motivation, and Emotions as Predictors

European Journal of Education, Volume 61, Issue 2, June 2026.
ABSTRACT The integration of Generative Artificial Intelligence (GenAI) tools such as ChatGPT into English as a Foreign Language (EFL) writing instruction has emerged as a significant focus in pedagogical research. Studies on ChatGPT in EFL writing instruction have predominantly focused on examining its effectiveness in comparison with teacher feedback ...
Weichen Wang, Minlin Minny Zou
wiley   +1 more source

Revisiting Students' Lack of Visible Response to Feedback in Second Language Writing

European Journal of Education, Volume 61, Issue 2, June 2026.
ABSTRACT This opinion paper challenges the conventional view that students' lack of visible response to written feedback (WF) in L2 writing equates to disengagement. By refining the current definitions of the tripartite engagement model (cognitive, behavioural, affective), the authors argued that ‘unaction’ (absence of textual revisions) may reflect ...
Shiyu Tang, Shulin Yu
wiley   +1 more source

Integrating Various Types of Feedback in L2 Writing Instruction: Teachers' and Students' Perspectives

International Journal of Applied Linguistics, Volume 36, Issue 2, Page 951-964, May 2026.
ABSTRACT Due to advances in natural language processing and artificial intelligence, automated feedback, teacher feedback, and peer feedback have been available for teachers to utilize in their L2 writing classrooms. Integrating these kinds of feedback in L2 writing instruction remains challenging.
Jianhua Zhang, Lawrence Jun Zhang
wiley   +1 more source

Enhancing EFL reading proficiency through mediated learning: Impacts on cognitive and metacognitive strategies. [PDF]

PLoS One
Bezabih S, Yigzaw A, Simegne B, Assefa D, Dibekulu D.   +4 more
europepmc   +1 more source

Profiling EFL Students’ Motivation and Anxiety in Collaborative Learning: Associations With Teachers’ Support, Self‐Regulated Learning, and Achievement

International Journal of Applied Linguistics, Volume 36, Issue 2, Page 979-994, May 2026.
ABSTRACT Previous research has established the relationships between motivation, anxiety, teachers’ support, and self‐regulated learning (SRL) in English‐as‐a‐foreign‐language (EFL) learning. Most of the studies, however, have taken a variable‐centered approach in addressing the variable correlations, while learners’ characteristics and variable links ...
Yuhong Jiao, Barry Bai, Jing Li
wiley   +1 more source