Results 121 to 130 of about 2,243 (217)

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

The Turkish equivalance, validity, and reliiability study of the foreign language classroom anxiety scale

, 2020
72
openaire   +1 more source

The Role of Perceived Teacher Fairness in EFL Students' Academic Outcome: Mediating Effects of Achievement Emotions on Engagement and Resilience

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT As two significant elements in education, resilience and engagement have been at the center of attention in the English as a Foreign Language (EFL) research, as they both influence learners' academic achievement and their psychological growth.
Shengnan Li, Peng Tian, ShaSha Cui
wiley   +1 more source

Digital Competence and Learner Engagement in AI‐Mediated Higher Education: A Mixed‐Methods Study of the Moderating Role of Cognitive Load in EFL Contexts

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT With the growing integration of artificial intelligence into higher education, digital competence has become central to learners' meaningful engagement in AI‐mediated learning environments. However, its role may be constrained by the cognitive load generated when students navigate complex digital tools, resources, and learning tasks.
Jiachen Zhang, Siyi Wang
wiley   +1 more source

Understanding Chinese Students' Social Networks and Second Language Identity Construction During Study Abroad in the UK

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT Second language (L2) identity has gained increasing attention for its role in shaping study abroad (SA) experiences, yet its relationship with social networks remains underexplored. Drawing on social network theory and L2 identity framework, this qualitative study examined the interplay of L2 identity construction and social networks among ...
Citing Li, Qufei Wang, Chenchen Zhang
wiley   +1 more source

Perceived Algorithmic Bias, Perceived AI Surveillance, Linguistic Identity and Willingness to Communicate in AI‐Mediated Education

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT The rapid integration of artificial intelligence (AI) into language learning environments has raised important questions about equity, identity and learner psychology in digital contexts. This study examined the relationships among perceived algorithmic bias, linguistic identity, perceived AI surveillance and willingness to communicate (WTC ...
Weiwei Ying
wiley   +1 more source

“As if I Had a Part‐Time Job… to Teach the White Kids”: Racialized Labor and the Extractivism of Linguistic Capital in World Language Education

The Modern Language Journal, Volume 110, Issue 3, Page 723-737, Autumn (Fall) 2026.
ABSTRACT Recent studies exploring mixed heritage language (HL) and second language (L2) classes have documented how these classes tend to prioritize the needs of L2 students while positioning HL students’ linguistic knowledge as a resource for their L2 peers.
Rima Elabdali
wiley   +1 more source

‘Let's talk about the weather’: The activist curriculum and global climate change education

British Educational Research Journal, Volume 52, Issue 4, Page 2468-2483, August 2026.
Abstract Activist movements have garnered significant global attention on a range of sustainability issues, often involving collectives of citizens coming together. Invoked is the idea of citizens informed to act, emerging not from a common‐sense understanding of everyday life, but rather from a deep political understanding of the world—one that is ...
Richard Pountney
wiley   +1 more source

The Digital Era in Teaching Religious Education: An Empowering Perspective on Primary Education

Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026.
ABSTRACT Background The way of teaching Religious Studies hasn't been modernized for several years while there are more effective and innovative teaching and learning strategies. Blended learning combines the traditional form of learning with new technologies and is known for its ability to improve learning.
Evangelia Karakostantaki, Kyriakos Stavrianos, Nicholas Zaranis, Michalis Linardakis   +3 more
wiley   +1 more source

A context‐based English Medium Instruction professional development programme for Turkish EMI lecturers: Insights from a grounded design study

Review of Education, Volume 14, Issue 2, August 2026.
Abstract English Medium Instruction (EMI) has rapidly become an important part of higher education in many countries around the world. While the number of EMI programmes and institutions has increased, professional development programme (PDP) opportunities for EMI lecturers and their effectiveness are not yet well designed or closely aligned with local
Mehmet Birgün, Yasemin Kırkgöz
wiley   +1 more source