Transforming language assessment in the digital age: university-level EFL students' and teachers' perceptions of traditional, alternative, and online assessment models. [PDF]
Front PsycholNassery O, Osam N.
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Effects of gamification on the engagement and translation proficiency of the Chinese EFL learners: a case of Quizizz. [PDF]
Front PsycholZhang J.
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Investigating the effects of formative assessment on EFL students' achievement and motivation: a Self-Determination Theory perspective. [PDF]
Front PsycholZhang H, Quan J, Zhang N, Zhang L.
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Enhancing creative writing through AI-powered co-creation with cognitive and emotional outcomes. [PDF]
Sci RepCen X, Shakibaei G.
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Gamified behavioral engagement as an indirect association linking ideal L2 self and vocabulary achievement in mobile-assisted EFL vocabulary learning. [PDF]
Front PsycholPan J, Liang J, Hu Y.
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Understanding L2 willingness to communicate: the interplay of growth mindset, foreign language enjoyment and anxiety. [PDF]
BMC PsycholZhang T, Sultana M, Bibi R.
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Contextualization: An Experimental Model for EFL Writing Instruction in China
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Trust, ethical, and learning impact of artificial intelligence feedback in English education. [PDF]
Front PsycholBinjwair AA, Alsaleh AA.
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Simulating the "cultural other": the impact of GenAI interlocutors on EFL learners' intercultural communicative competence, speaking anxiety, and learning engagement. [PDF]
Front PsycholQu Z, Chen L.
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Unpacking feedback literacy in EFL reading: structural relationships and effective strategies among Chinese college students and English instructors. [PDF]
Front PsycholFan C +6 more
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