Bridging the human-AI gap: the role of perceived teacher support in shaping EFL learners' willingness to engage in collaborative writing. [PDF]
Front PsycholGong W, Xu C, Ye JH.
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How L2 Learners Negotiate Meaning in GenAI‐Supported Creative Writing
International Journal of Applied Linguistics, EarlyView.ABSTRACT This qualitative study explores how second language (L2) learners negotiate meaning and co‐construct knowledge with generative AI (GenAI) in a 12‐week multimodal creative writing project. Chinese middle school students (N = 75) created English picture books using a conversational GenAI agent supporting textual and text‐to‐image generation.
Zhihui Zhang +3 more
wiley +1 more source
A pilot study on integrating mindfulness-informed professional development for EFL teachers. [PDF]
Front PsycholBektaş OP, Geçikli M.
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Automatization of Japanese EFL Learners’ Writing Skill
International Journal of Curriculum Development and Practice, 2015 FUKUTA, Junya, KUSANAGI, Kunihiro
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International Journal of Applied Linguistics, EarlyView.ABSTRACT This paper examines elementary Grade 5 and 6 students’ emic perspectives on their L1 French and L2 English teachers’ cross‐curricular efforts to build linguistic and conceptual bridges. Drawing on research on translanguaging pedagogies and recent motivation scholarship, we propose a multi‐competence view of motivation that aligns more closely ...
Sunny Man Chu Lau +1 more
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The effect of EFL learners' identity on English speaking proficiency and autonomous learning skills among university students: the mediating role of speaking anxiety. [PDF]
Front PsycholTao Y, Xiao M, Mofreh SAM, Salem S.
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Using AI writing tools to enhance EFL learners writing skills
This research provides a critical perspective of the current literature surrounding the application of AI tools in lessons. The primary objective of this article is to clarify the concept of AI tools, reasons for using them to enhance the writing skills of EFL students, methods and key concepts of using these tools correctly, potential benefits that ...
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Vocabulary Strategy Instruction in the Argentine EFL Context: Teachers’ Perspectives and Practices
International Journal of Applied Linguistics, EarlyView.ABSTRACT Despite extensive research on vocabulary strategy instruction (VSI), little has been known about teachers’ perspectives on how it is understood and implemented in practice. This study investigated Argentinian EFL teachers’ priorities in vocabulary instruction, their perceived knowledge of learner strategies for spoken vocabulary, and factors ...
Isobel Kai‐Hui Wang, Andrew D. Cohen
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Development of a blended MOOC implementation model for English language learning: An interpretive structural modeling approach. [PDF]
PLoS OnePham AT, Tony Lim Abdullah MR.
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Exploring Peer L2 Grit in Relation to Grit and Motivation
International Journal of Applied Linguistics, EarlyView.ABSTRACT Grit has attracted considerable attention because of its positive association with second language (L2) learning; however, its socio‐contextual dimensions remain underexplored. Specifically, little is known about how learners’ perceptions of their peers’ perseverance and sustained interest in L2 learning, conceptualized in this study as peer ...
Mitsuko Tanaka +2 more
wiley +1 more source