Validating and prioritizing key indicators for blended MOOC implementation in English language learning using the fuzzy Delphi method. [PDF]
Pham AT, Abdullah MRTL.
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Enhancing creative writing through AI-powered co-creation with cognitive and emotional outcomes. [PDF]
Cen X, Shakibaei G.
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Effect of online digital storytelling on the comprehension of authentic listening materials and engagement of junior high school EFL learners. [PDF]
Wang W, Zheng L, Zhang J.
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Assessing EFL (English as Foreign Language) Education for Sustainable Development: Exploring the Cultural Teaching Literature. [PDF]
Wu S, Shafait Z.
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The effects of perceived teacher support and growth language mindset on learner well-being in AI-integrated environment: the mediating role of generative AI attitude. [PDF]
Pan Y, Li G.
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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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Developing, validating, and piloting a MultiTeachViews questionnaire on L1 and translation use: Attitudes of Kazakhstani secondary school EFL teachers. [PDF]
Smagul A.
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Exploring the potential of gamified reading: the effects of duolingo on L2 reading, self-efficacy, and learner experiences in a Chinese university EFL context. [PDF]
Yang W, Ying Z.
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Self-regulated learning strategies adopted by successful Chinese nursing students in the process of learning Nursing English. [PDF]
Wang L, Gao XA, Zhang F, Sun F, Wan G.
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