Results 221 to 230 of about 1,689,800 (285)

Contextualization: An Experimental Model for EFL Writing Instruction in China

, 2000
openaire   +2 more sources

What Promotes and Enables EFL Classroom Engagement? Evidence From PLS‐SEM and Necessary Condition Analysis

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Classroom engagement is central to English as a foreign language (EFL) learning because many learners rely heavily on classroom instruction for language input, interaction, feedback and communicative practice. This study examined how teacher autonomy support, teacher clarity and foreign language classroom anxiety (FLCA) are associated with EFL
Cheng Wang, Ziwei Zhao
wiley   +1 more source

The positive psychology of AI: a systematic review of generative AI's impact on EFL learners' motivation, anxiety, and well-being in higher education. [PDF]

Front Psychol
Dong Y, Zhang K, Li S, Gu X.
europepmc   +1 more source

Predicting EFL Students' Academic Performance, Resilience or Psychological Well‐Being From Their Character Strengths in AI‐Integrated Educational Environments

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Although artificial intelligence (AI) has become an integral component of language education, research has primarily emphasized technological factors influencing learning outcomes, with limited attention to the psychological attributes that enable students to benefit from AI‐supported instruction.
Qi Chai
wiley   +1 more source

AI literacy and high school English teachers' teaching anxiety: the chain mediation role of teaching self-efficacy and work engagement. [PDF]

Front Psychol
Cao S, Liu X, Yu X.
europepmc   +1 more source

Promoting Oral Communication Among Chinese University EFL Learners Through AI‐Mediated Interaction: A Mixed‐Methods Investigation

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Artificial intelligence (AI) is increasingly being integrated into language education, yet evidence regarding its influence on learners' emotional experiences and oral communication remains limited. This mixed‐methods study examined the effects of AI‐mediated speaking practice on university EFL learners' oral anxiety, speaking enjoyment, self ...
Hongyan Liang, He Wang
wiley   +1 more source

Modeling the Interplay Between Perceived Teacher Confirmation, L2 Grit and Well-Being Among Chinese EFL Students. [PDF]

Behav Sci (Basel)
Hu X, Xu J, Wang H.
europepmc   +1 more source

The Impact of GenAI‐Integrated Instruction on EFL Learners’ Willingness to Communicate, Motivation, and Well‐Being in Tertiary Education: A Mixed‐Effects Modelling Approach

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Willingness to communicate (WTC) is recognised as a vital element in English as a Foreign Language (EFL) learning; however, developing students' WTC in tertiary education is usually a constant challenge. Likewise, improving students' well‐being and motivation is equally significant as these constructs support better engagement and successful ...
Yan Mao, Haiyan Wu, Jia Li
wiley   +1 more source

How teacher-student collaborative assessment relates to L2 writing self-efficacy: insights from Chinese EFL learners. [PDF]

Front Psychol
Huang N, Lyu C.
europepmc   +1 more source