Results 171 to 180 of about 70,193 (242)

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

Exploring EFL primary school teachers' behavioral intention towards digital game-based learning. [PDF]

PLoS One
Wang Y, Zou D.
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

A 2025 systematic review of teacher emotion regulation and well-being: implications for student engagement, learning outcomes, and professional development in EFL contexts. [PDF]

Front Psychol
Xu G, Haratyan F, Tian H.
europepmc   +1 more source

Examining the Effects of Synchronous Written Corrective Feedback During Computer‐Mediated Collaborative Writing: Feedback Type and Learner Perceptions

International Journal of Applied Linguistics, Volume 36, Issue 2, Page 1194-1207, May 2026.
ABSTRACT Spurred by the advancement of educational technology, more language instruction has been offered in online environments. Consequently, teaching practices have had to adapt to digital platforms. Accordingly, teachers’ provision of synchronous written corrective feedback (SWCF) on digital texts has received increasing attention.
Sanghee Kang, YouJin Kim, Minkyung Kim
wiley   +1 more source

Critical thinking subskills in project-based EFL learning: uneven salience and conditional activation. [PDF]

Front Psychol
Xue H, Kasuma SAA, Feng L.
europepmc   +1 more source

Investing in Game‐Based Informal Digital Learning of English (IDLE): A Chinese‐Speaking Gaming Community

International Journal of Applied Linguistics, Volume 36, Issue 2, Page 1371-1387, May 2026.
ABSTRACT As a rapidly evolving sub‐field of computer‐assisted language learning, informal digital learning of English (IDLE) has become a significant catalyst for linguistic, affective, and pedagogical development among English as a second language (L2) learners.
Yue Zhang
wiley   +1 more source

Emotional intelligence and English as a second/foreign language learning: a systematic review using TCCM framework. [PDF]

Front Psychol
Deepika G, Jennifer JM.
europepmc   +1 more source

How Teachers See It: Understanding Young Learners’ Engagement in Primary L2 Classrooms

International Journal of Applied Linguistics, Volume 36, Issue 2, Page 1461-1478, May 2026.
ABSTRACT This study investigated primary school teachers’ views and the basis for assessing young learners’ engagement in second language classrooms. Using a sequential mixed‐methods design, it analyzed interviews (n = 10) and surveys (n = 134) from teachers of learners in Grades 3–5 (aged 8–10 years old) across 102 public primary schools in Vietnam ...
Phung Dao, Trang Le Diem Bui
wiley   +1 more source

Enhancing pragmatic competence in Kurdish EFL learners: The impact of a learner-centered approach. [PDF]

PLoS One
Salih ZQ, Kurt M.
europepmc   +1 more source