The moderating effect of participation in online learning activities and perceived importance of online learning on EFL teachers' teaching ability. [PDF]
Heliyon, 2023 Wang Y, Pan Z, Wang M.
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Chinese Tertiary-Level English as a Foreign Language Teachers' Emotional Experience and Expression in Relation to Teacher-Student Interaction. [PDF]
Front Psychol, 2021 Xie X, Jiang G.
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Examining EFL vocational school teacher resilience in the Chinese context: a structural equation modeling approach. [PDF]
Front PsycholDuan S, Cui J, Li X, Wang F, Xia M.
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Moving toward a spiritual pedagogy in L2 education: Research, practice, and applications. [PDF]
Front Psychol, 2022 Song D.
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A Review of the Relationship Between EFL Teachers' Academic Buoyancy, Ambiguity Tolerance, and Hopelessness. [PDF]
Front Psychol, 2022 Huang S.
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Integrating DeepL Write and Claude AI to enhance argumentative writing competence of engineering students in India. [PDF]
Front Artif IntellDivya TJ, Alamelu C.
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A Mixed-Methods Study on Senior High School EFL Teacher Resilience in China. [PDF]
Front Psychol, 2022 Chu W, Liu H.
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Exploring Chinese EFL teachers' perceptions and experiences of positive psychology use in language education: benefits, challenges, and requirements disclosed. [PDF]
BMC PsycholJiang Z, Wu J.
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An investigation of multicultural personality traits of EFL learners in English as a medium of instruction setting: The case of Saudi Arabia. [PDF]
Front Psychol, 2022 Alghizzi TM, Alshahrani TM.
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Moral integration influences English as a Foreign Language (EFL) oral English learning: Evidence from textbook analysis and learner feedback. [PDF]
PLoS OneYang X, Nie Q.
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