Results 231 to 240 of about 2,112,861 (286)

Modeling college EFL teachers' intentions to conduct academic research: Integrating theory of planned behavior with self-determination theory. [PDF]

PLoS One
Ren X.
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

Effects of psychological need thwarting during COVID-19 remote instruction on Chinese, math, and EFL teachers' well-being and online teaching intentions. [PDF]

Sci Rep
Gamble JH, Li HM, Liao XL, Cao CH, Chen XM, Chen IH.   +5 more
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

Developing, validating, and piloting a MultiTeachViews questionnaire on L1 and translation use: Attitudes of Kazakhstani secondary school EFL teachers. [PDF]

MethodsX
Smagul A.
europepmc   +1 more source

The Effect of Foreign Language Anxiety on Learning Strategies: Academic Buoyancy as a Mediator and Educational Level as a Moderator

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Prior research has extensively documented the negative relationship between Foreign Language Anxiety (FLA) and learning strategies, but how this relationship operates among Chinese English majors across different educational levels remains underexplored.
Xiaoyan Liu, Baocui Lou
wiley   +1 more source

A qualitative study on Chinese primary school EFL teachers' beliefs about incorporating intercultural competence into foreign language teaching. [PDF]

Heliyon
Wang H, Xu T, Zhong Z.
europepmc   +1 more source

Pride and Shame in English Learning: Mediating the Relationship Between Classroom Environment and English Learning Engagement

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Although the proliferation of artificial intelligence (AI) and digital tools has facilitated AI‐enhanced and informal digital learning of English, traditional classroom ecology remains a central context for adolescent English‐as‐a‐foreign‐language (EFL) learners' language learning and development.
Gongwei Guo, Zhaoqi Tang, Honggang Liu
wiley   +1 more source

Academic Self‐Efficacy and Learning Engagement Among Law–English Dual Degree Students: The Mediating Role of Professional Identity Under the Foreign‐Related Rule of Law Orientation

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT While interdisciplinary professional education is increasingly vital for complex contexts, little is known about how academic self‐efficacy, professional identity, and learning engagement are related in Law‐English dual degree programmes under a foreign‐related rule‐of‐law orientation.
Hanwen Jiang, Yunsong Wang
wiley   +1 more source

Bridging Parental Investment and Children's Willingness to Communicate With AI: A Serial Mediation of Self‐Efficacy and Autonomy in AI‐Enhanced Informal Digital Learning of English

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT In the context of AI‐empowered language education, informal digital learning of English has emerged as a key site for fostering young learners' positive psycho‐emotional development. However, limited attention has been paid to how family factors shape children's willingness to communicate with AI.
Honggang Liu, Jiqun Fan, Qinqing Zhang
wiley   +1 more source