Results 221 to 230 of about 2,421 (267)

The effectiveness of corpus-based high-frequency word acquisition strategies in improving English writing skills. [PDF]

Front Psychol
Li H, Zhu J.
europepmc   +1 more source

The Effects of AI‐Powered Genre‐Based Writing Instruction on Low‐Proficiency EFL Writers' Ideal L2 Writing Self, Writing Enjoyment and L2 Writing Performance: A Quasi‐Experimental Mixed‐Methods Study

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT This mixed‐methods study examined the effects of DeepSeek‐powered genre‐based instruction (GBI) on argumentative writing performance, ideal L2 writing self, and writing enjoyment among 71 low‐proficiency EFL undergraduates. A quasi‐experimental design was employed, with an experimental group (N = 32) receiving 6 weeks of AI‐powered GBI and a ...
Shang Shi, Yongxiang Wang
wiley   +1 more source

Unpacking the mechanisms of self-regulated learning: How motivation translates into reading benefits for EFL adolescents. [PDF]

Front Psychol
Yang X, Zhang Y, Nie Q.
europepmc   +1 more source

Embedding, Copilot, or Agent? L2 Teachers Modes of Collaboration With Generative AI in Providing Feedback on Writing Assignments: Rubric Influences, Workload Dynamics, and Barriers to Integration

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT Drawing from the established human‐AI collaboration framework (Mosqueira‐Rey et al., 2023), this study investigated how L2 teachers at a research‐intensive university collaborated with Generative AI chatbots to provide feedback on tertiary‐level written assignments over 9 weeks. Data from thirteen teachers included 278 interactions with GenAI,
Wei Wei, Xin Zhang, Xinhua Zhu
wiley   +1 more source

Exploring the psychological dimensions of poetry- and drama-based instruction in EFL learning. [PDF]

Front Psychol
Barbour MS, Debreli E.
europepmc   +1 more source

AI‐Driven Instruction and Its Influence on EFL Learners' Self‐Efficacy, Self‐Regulation, and Grit

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT Incorporating AI into language education has shaped new opportunities to increase learners' psychological resources; however, evidence on how AI‐driven instruction influences key traits such as self‐efficacy, self‐regulation and grit remains limited.
Lu Li
wiley   +1 more source

Research into the interplay between EFL teachers' professional identity and EFL students' grit in Libya. [PDF]

Front Psychol
Taha ARA, Mohammadzadeh B, Hamed M.
europepmc   +1 more source

Humanising Web‐Based Learning for Academically Transitioning Students Through Their Voices

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT Web‐based learning (WBL) has been widely used to support students' learning and has demonstrated its role in boosting students' academic success. Little research has focused on strategies that students can use to humanise this mode of learning, especially academically transitioning students.
Xiaodong Zhang
wiley   +1 more source

Heterogeneity in English as a Foreign Language: Skills Among Norwegian 6th Graders with Dyslexia-The Impact of Language Comprehension and Processing Profiles. [PDF]

Brain Sci
Helland TM, Kaasa R, Helland WA.
europepmc   +1 more source

Parental Support for Chinese Young Students' EFL Learning: A Perspective of Socio‐Economic Status

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT Previous research has examined the link between parental support and their children's learning achievement, but knowledge of how parental support is influenced by their socio‐economic status (SES) is limited. Using an open‐ended questionnaire and semi‐structured interview, this study investigated primary school students' perceptions of ...
Haiyuan Chen, Yanqun Huang, Zhenhui Rao
wiley   +1 more source