Emotional intelligence and language learning performance of EFL learners in China: chain mediating effects of willingness to communicate and foreign language learning boredom. [PDF]
Front PsycholWang R, Xu Q.
europepmc +1 more source
First Knowledging, First Languaging: Australian Teacher Education
TESOL Journal, Volume 17, Issue 2, June 2026.ABSTRACT Colonial policy and practices in Australia have led to the current situation of economic and social disadvantage for First Nations peoples. These policies were also instrumental in the demise of their traditional languages, from approximately 250 to now only 12 being learnt as a first language.
Sender Dovchin +3 more
wiley +1 more source
The EAP‐AIAS: Adapting the AI Assessment Scale for English for Academic Purposes
TESOL Journal, Volume 17, Issue 2, June 2026.ABSTRACT The advancement of Generative Artificial Intelligence (GenAI) is complicating traditional techniques in English for Academic Purposes (EAP) instruction. This paper proposes a novel adaptation of an existing scale (the AI Assessment Scale), which is designed to facilitate effective learning and assessment in the era of GenAI.
Jasper Roe +2 more
wiley +1 more source
Framing vs. supporting evidence in L2 argumentative writing: a mixed-methods study of Chinese EFL learners. [PDF]
Front PsycholYang R.
europepmc +1 more source
Investigating Critical Emotional Reflexivity Within ESL and Bilingual Teacher Preparation
TESOL Journal, Volume 17, Issue 2, June 2026.ABSTRACT In this study, we explore critical emotional reflexivity (CER) and draw upon data from our implementation of “language portrait” and “language ideology tree” activities with elementary school bilingual and ESL teacher candidates (TCs) in an ESL teaching methods class (N = 23) at a Hispanic Serving Institution (HSI). Through multimodal critical
Kathryn Henderson +2 more
wiley +1 more source
The impact of generative AI on foreign language enjoyment: the roles of gender, English proficiency and usage duration among Chinese EFL learners. [PDF]
BMC PsycholYin X, Ruan J, Ma W.
europepmc +1 more source
Teaching Through Trauma: English Teachers Navigating Affective Regimes in Post‐Earthquake Türkiye
TESOL Quarterly, Volume 60, Issue S1, Page S79-S103, June 2026.Abstract This study explores how English as a Foreign Language (EFL) teachers in post‐earthquake Türkiye narrated their experiences of loss, survival, and teaching within state‐imposed affective regimes. Drawing on an affective–discursive analysis of Ministry of National Education (MoNE) documents and media texts, the study first investigates how ...
Merve Özçelik
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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]
Sci RepHasim Z, Dong M, Zhao Z.
europepmc +1 more source
Researching Vulnerability in Multilingual Contexts: Trauma, Ethics, and Pedagogy
TESOL Quarterly, Volume 60, Issue S1, Page S209-S234, June 2026.Abstract This article explores the complex intersections of trauma, vulnerability, multilingualism, and ethics in refugee settings. Drawing on the author's personal experiences as a refugee academic and years of research in refugee English language education and noneducation contexts, it employs an autoethnographic approach to critically examine ...
Mohammed Ateek
wiley +1 more source