Results 231 to 240 of about 1,689,800 (285)

Pre‐Service English Teachers’ Reported Roles and Practices in Promoting Self‐Regulated Learning During the K‐12 Practicum

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT This study examines pre‐service English teachers' reported roles and practices in promoting self‐regulated learning (SRL) in K–12 classroom contexts during their practicum, as well as the challenges they encounter. Adopting a multidimensional view of SRL encompassing cognitive, metacognitive, motivational, and behavioural strategies, the study
Ramazan Yetkin
wiley   +1 more source

Can AI-generated culturally contextualized listening materials enhance agentic engagement? An exploratory study with Saudi EFL students. [PDF]

Front Psychol
Azzubaidi K, Alhamidani M.
europepmc   +1 more source

The Interplay of Job Demands, Job Resources and Personal Resources Among EFL Teachers in Challenging Contexts

European Journal of Education, Volume 61, Issue 4, December 2026.
ABSTRACT Teacher well‐being in challenging educational contexts has important implications for sustainable professional learning, yet less is known about how job demands and job resources operate among EFL teachers in underexamined regional settings.
Cong Zhang, Xinyu Ma, Shi Li
wiley   +1 more source

From belief to identity: teacher resilience as a mediating mechanism between growth mindset and professional identity among EFL student teachers. [PDF]

Front Psychol
Alsuwaylim AM, Alshehri MA, Lamouchi A, Abdellatif MS, Ibrahim AR, Nemt-Allah MA.   +5 more
europepmc   +1 more source

A PROCESS APPROACH TO EFL WRITING INSTRUCTION

A PROCESS APPROACH TO EFL WRITING INSTRUCTION
openaire   +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

Metacognitive Filtering and Cognitive Offloading in AI-Assisted L2 Writing: A PRISMA Guided Process-Tracing Synthesis. [PDF]

Behav Sci (Basel)
Alghamdi LH, Alghizzi TM.
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

Unravelling the relationship between self-efficacy and self-regulated strategies in GenAI-assisted writing of postgraduates: the mediating role of feedback engagement. [PDF]

Front Psychol
Xue J, Chen M.
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