Results 51 to 60 of about 128,506 (273)

AI voice journaling for future language teachers: A path to well‐being through reflective practices

British Educational Research Journal, EarlyView.
Abstract This study aimed to explore the perceived impact of using an AI‐powered voice journaling app in overcoming the challenges and stressors encountered by senior students enrolled in teaching practicum at an English Language Teaching Bachelor's programme.
Bora Demir, Duygu Özdemir
wiley   +1 more source

Gender-specific anxiety in Jordanian EFL settings: Findings from the Foreign Language Classroom Anxiety Scale

East European Journal of Psycholinguistics
This study analyzes the differing gender-based levels of anxiety that male and female students at Jadara University, Jordan, experience, utilizing The Foreign Language Classroom Anxiety Scale to highlight gender disparities in the impact of anxiety on ...
Luqman Rababah, Motasim Almwajeh
doaj   +1 more source

The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners

Studies in Second Language Learning and Teaching, 2013
Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA) have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011) while moderate levels of Second Language Tolerance of Ambiguity (SLTA ...
Jean-Marc Dewaele, Tsui Shan Ip
doaj   +1 more source

Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production [PDF]

, 2002
This paper analyses foreign language anxiety in the French L2 and English L3 speech production of 100 Flemish students. The findings suggest that foreign language anxiety is not a stable personality trait among experienced language learners. The societal
Dewaele, Jean-Marc
core   +1 more source

A systematic review of second language (L2) student writers' metacognitive experiences

British Educational Research Journal, EarlyView.
Abstract This systematic review synthesises empirical evidence on second language (L2) student writers' metacognitive experiences (MEs) across different classroom‐based L2 learning contexts in peer‐reviewed academic journals. A comprehensive search of six databases (Scopus, APA PsycINFO, British Education Index, ERIC subscription, Education Source and ...
Zhe Li, Jing Wu, Allen Thurston, Joanne O'Keeffe   +3 more
wiley   +1 more source

Measuring Language Anxiety Perceived By Spanish University Students Of English [PDF]

, 2003
Having students that perceive considerable levels of anxiety in the classroom has been regarded as an experience that is mo re likely to occur in foreign language lessons than in lessons on other subjects of the curriculum.
Ortega Cebreros, Ana María
core  

Beyond salaries: Teachers' experiences of navigating early years education amid economic instability in Türkiye

British Educational Research Journal, EarlyView.
Abstract The intersection of economic conditions and early years education has long been debated, particularly where financial constraints shape educational practice and professional realities. Türkiye, characterised by high inflation and structural vulnerabilities in purchasing power parity, provides a critical context for examining how economic ...
Ebru Aydın, Şerif Yüksel
wiley   +1 more source

Preservice EFL teachers’ online learning anxiety

Literacy Trek, 2022
With a prompt rise in the development of technology and with the advent of the internet in the 1990s, walls of classrooms have been demolished by the innovations of the current century.
Rabia İrem Durmuş, Nalan Kızıltan
doaj   +1 more source

Fluctuations in Learners’ Willingness to Communicate During Communicative Task Performance: Conditions and Tendencies [PDF]

, 2014
A person’s willingness to communicate (WTC), believed to stem from a combination of proximal and distal variables comprising psychological, linguistic, educational and communicative dimensions of language, appears to be a significant predictor of success
Anna Mystkowska-Wiertelak, Asker, Asker, Baker, Baker, Burgoon, Burgoon, Cao, Cao, Chan, Chan, Clément, Clément, Clément, Clément, Clément, Clément, Dörnyei, Dörnyei, Dörnyei, Dörnyei, Gardner, Gardner, Gass, Gass, Gottingen, Gottingen, Gregersen, Gregersen, Hashimoto, Hashimoto, Horwitz, Horwitz, Kang, Kang, Kuhl, Kuhl, Kuhl, Kuhl, Lantolf, Lantolf, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, MacIntyre, McCroskey, McCroskey, McCroskey, McCroskey, McCroskey, McCroskey, Mirosław Pawlak, Munezane, Munezane, Newbury Park, Newbury Park, Noels, Noels, Noels, Noels, Pawlak, Pawlak, Peng, Peng, Peng, Peng, Peng, Peng, Peng, Peng, Ritchie, Ritchie, Ryan, Ryan, Swain, Swain, Swain, Swain, Ushioda, Ushioda, Vygotsky, Vygotsky, Williams, Williams, Yashima, Yashima, Yashima, Yashima, Yashima, Yashima   +105 more
core   +2 more sources

Between soft power and suspicion: Chinese international students as diasporic actors in U.S.‐China geopolitical tensions

British Educational Research Journal, EarlyView.
Abstract This study examines the under‐theorized political role and identity of Chinese international students, who emerge as significant actors caught between U.S. soft power ambitions and rising geopolitical suspicion. Amid escalating U.S.‐China tensions, these students are forced to confront environments shaped by competing geopolitical discourses ...
Jing Yu
wiley   +1 more source