Results 191 to 200 of about 315,935 (296)

Perceived Psychologically Controlling Teaching and Foreign Language Learning Engagement: Indirect Associations Through Foreign Language Anxiety and the Moderating Role of L2 Grit. [PDF]

Behav Sci (Basel)
Huang X, Su YE.
europepmc   +1 more source

Self‐Regulated Read‐To‐Write Strategies (SR‐R2W): Examining Its Structure, Antecedents, and Associations With Writing Performance

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Self‐regulated reading‐to‐write (SR‐R2W) refers to a process whereby proactive and strategic learners gain information effectively through reading to improve their writing. The present study focused on four types of strategies, including mining reading, cognitive strategies, recalling while writing, and peer revision reading.
Barry Bai, Jing Wang, Gurpinder Lailli, Youyan Nie, Qingyao Dan   +4 more
wiley   +1 more source

Chat-based interaction in virtual classes: EFL students' perceptions, motivation, and well-being. [PDF]

Front Psychol
Bin Dahmash NF.
europepmc   +1 more source

What Promotes and Enables EFL Classroom Engagement? Evidence From PLS‐SEM and Necessary Condition Analysis

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Classroom engagement is central to English as a foreign language (EFL) learning because many learners rely heavily on classroom instruction for language input, interaction, feedback and communicative practice. This study examined how teacher autonomy support, teacher clarity and foreign language classroom anxiety (FLCA) are associated with EFL
Cheng Wang, Ziwei Zhao
wiley   +1 more source

Personalization and the Homogenization Debate in AI-Adaptive EFL Reading: Cognitive Load, Learner Agency, and Reading Development. [PDF]

Behav Sci (Basel)
Alghamdi LH, Alghizzi TM.
europepmc   +1 more source

Predicting EFL Students' Academic Performance, Resilience or Psychological Well‐Being From Their Character Strengths in AI‐Integrated Educational Environments

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Although artificial intelligence (AI) has become an integral component of language education, research has primarily emphasized technological factors influencing learning outcomes, with limited attention to the psychological attributes that enable students to benefit from AI‐supported instruction.
Qi Chai
wiley   +1 more source

Exploring the psychological dimensions of poetry- and drama-based instruction in EFL learning. [PDF]

Front Psychol
Barbour MS, Debreli E.
europepmc   +1 more source

Gamification in the EFL-Classroom

This master thesis deals with the effects of gamification on student motivation and dialogic speaking performances in an Austrian middle school environment. The aim of the study conducted in the context of this thesis was to find out whether the implementation of game elements into the English lessons of learners in their 3rd and 4th year of learning ...
openaire   +1 more source

Promoting Oral Communication Among Chinese University EFL Learners Through AI‐Mediated Interaction: A Mixed‐Methods Investigation

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Artificial intelligence (AI) is increasingly being integrated into language education, yet evidence regarding its influence on learners' emotional experiences and oral communication remains limited. This mixed‐methods study examined the effects of AI‐mediated speaking practice on university EFL learners' oral anxiety, speaking enjoyment, self ...
Hongyan Liang, He Wang
wiley   +1 more source

An AI-supported E-mentoring model to develop EFL pre-service teachers' self-efficacy and emotional intelligence. [PDF]

Front Psychol
Ismael I, Luo X, Li S.
europepmc   +1 more source