Chinese EFL learners' empowerment: does teacher care and confirmation matter? [PDF]
Li M, Chu Z.
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Perceived AI interactivity and Chinese EFL learners' motivated learning behaviors: the moderating role of daily AI usage duration. [PDF]
Min G, Jiazhu L.
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Negotiating Meaning via Communication Strategies: EFL Learners' Behavior in Peer Interaction. [PDF]
Li C.
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The Comparative Effect of Immediate and Delayed Feedback on EFL Learners' Engagement and Willingness to Collaborate. [PDF]
Mai H.
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Assessing local cultural awareness in university EFL learners: A Delphi and AHP-based index framework. [PDF]
Fan L, Cheng G, Yan N.
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The impact of self-efficacy on psychological resilience in EFL learners: a serial mediation model. [PDF]
Xu J, Xu Y.
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Emotional intelligence and language learning performance of EFL learners in China: chain mediating effects of willingness to communicate and foreign language learning boredom. [PDF]
Wang R, Xu Q.
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The impact of generative AI on foreign language enjoyment: the roles of gender, English proficiency and usage duration among Chinese EFL learners. [PDF]
Yin X, Ruan J, Ma W.
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Framing vs. supporting evidence in L2 argumentative writing: a mixed-methods study of Chinese EFL learners. [PDF]
Yang R.
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The mediating role of emotion regulation in the link between personality traits and self-regulated learning among low-achieving EFL learners. [PDF]
Hasim Z, Dong M, Zhao Z.
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