Results 201 to 210 of about 315,935 (296)

The Impact of GenAI‐Integrated Instruction on EFL Learners’ Willingness to Communicate, Motivation, and Well‐Being in Tertiary Education: A Mixed‐Effects Modelling Approach

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Willingness to communicate (WTC) is recognised as a vital element in English as a Foreign Language (EFL) learning; however, developing students' WTC in tertiary education is usually a constant challenge. Likewise, improving students' well‐being and motivation is equally significant as these constructs support better engagement and successful ...
Yan Mao, Haiyan Wu, Jia Li
wiley   +1 more source

Associations between teacher-student relationships and EFL achievement: a chain mediating model of EFL-learning grit and behavioral engagement. [PDF]

BMC Psychol
Wu Y, Li Y, Kang X.
europepmc   +1 more source

Pre‐Service English Teachers’ Reported Roles and Practices in Promoting Self‐Regulated Learning During the K‐12 Practicum

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT This study examines pre‐service English teachers' reported roles and practices in promoting self‐regulated learning (SRL) in K–12 classroom contexts during their practicum, as well as the challenges they encounter. Adopting a multidimensional view of SRL encompassing cognitive, metacognitive, motivational, and behavioural strategies, the study
Ramazan Yetkin
wiley   +1 more source

Editorial: Emerging issues in English language education with psycho-emotional traits in the spotlight: futurology in language studies. [PDF]

Front Psychol
Barjesteh H, Curle S, Fatehi Rad N, He D, Manoochehrzadeh M.   +4 more
europepmc   +1 more source

The Interplay of Job Demands, Job Resources and Personal Resources Among EFL Teachers in Challenging Contexts

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Teacher well‐being in challenging educational contexts has important implications for sustainable professional learning, yet less is known about how job demands and job resources operate among EFL teachers in underexamined regional settings.
Cong Zhang, Xinyu Ma, Shi Li
wiley   +1 more source

Autonomy-supportive teaching, positive academic emotions, and agentic engagement in EFL contexts. [PDF]

BMC Psychol
Gan L, Zhu S, Wang L.
europepmc   +1 more source

Learners' and Teachers' Trust, Emotions, and Agency in AI‐Mediated Language Education

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACTThe rapid integration of artificial intelligence (AI) into English as a Foreign Language (EFL) classrooms has reshaped feedback, assessment, and interactional practices. However, limited research has examined how learners' trust in AI systems relates to their emotional experiences and agency in AI‐mediated instruction.
Yuxia Huang, Lei Pan
wiley   +1 more source

Students' willingness to communicate in the foreign language learning classroom: Exploring the roles of classroom support and psychological needs satisfaction. [PDF]

Br J Educ Psychol
Nakata Y, Martin AJ, Suzuki Y, Gao XA.
europepmc   +1 more source

Unpacking English Language Teachers' Professional Learning Needs in the Age of AI: A Descriptive Qualitative Analysis of Perceptions, Expectations and Suggested Supports

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Professional learning, a significant factor in teacher education, has received increasing attention across contexts and fields. However, there is a wide gap in the literature of how Artificial Intelligence (AI) technologies have affected English language teachers' professional needs and their associated expectations and practices to fulfil ...
YuanYuan Zhang, Ali Derakhshan, Yujong Park   +2 more
wiley   +1 more source

Understanding L2 willingness to communicate: the interplay of growth mindset, foreign language enjoyment and anxiety. [PDF]

BMC Psychol
Zhang T, Sultana M, Bibi R.
europepmc   +1 more source