Teacher support enhances self-efficacy and learning outcomes in the age of AI. [PDF]
Xia S.
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The impact of teachers' caring behavior on EFL learners' academic engagement: the chain mediating role of self-efficacy and peer support. [PDF]
Wu M, Cai J.
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Exploring EFL teachers' beliefs and practices of formative assessment in Chinese context. [PDF]
Lei W, Lei Z.
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Mediating role of students' self-assessment in the relationships among EFL students' L2 grit, motivation, and willingness to communicate. [PDF]
Shahrokhi M, Dehaghani FJ.
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EBA (Engaged but Amotivated) in AI-enhanced EFL learning: a qualitative study from a Chinese higher vocational context. [PDF]
Cao L, Abdullah A.
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How does academic self-concept contribute to English language achievement in Chinese EFL college classes? [PDF]
Zhou X, Kaur SG.
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The role of teacher-student developmental relationships in linking communicative language teaching and communicative competence. [PDF]
Zhou D, Li Q.
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A mixed-methods framework for assessing differentiated instruction implementation barriers in EFL secondary education contexts. [PDF]
Jufrianto M, Basri M, Iskandar.
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