Results 161 to 170 of about 252,598 (305)

Profiling EFL Students’ Motivation and Anxiety in Collaborative Learning: Associations With Teachers’ Support, Self‐Regulated Learning, and Achievement

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Previous research has established the relationships between motivation, anxiety, teachers’ support, and self‐regulated learning (SRL) in English‐as‐a‐foreign‐language (EFL) learning. Most of the studies, however, have taken a variable‐centered approach in addressing the variable correlations, while learners’ characteristics and variable links ...
Yuhong Jiao, Barry Bai, Jing Li
wiley   +1 more source

Guises of Despair

European Journal of Philosophy, EarlyView.
Béatrice Han‐Pile
wiley   +1 more source

Investing in Game‐Based Informal Digital Learning of English (IDLE): A Chinese‐Speaking Gaming Community

International Journal of Applied Linguistics, EarlyView.
ABSTRACT As a rapidly evolving sub‐field of computer‐assisted language learning, informal digital learning of English (IDLE) has become a significant catalyst for linguistic, affective, and pedagogical development among English as a second language (L2) learners.
Yue Zhang
wiley   +1 more source

From Clueless to Confident: How ChatGPT Transforms Academic Writing in Chinese as a Second Language

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Generative artificial intelligence (GenAI) has demonstrated its potential to enhance the quality of second‐language (L2) academic writing. This study used a qualitative approach comprising analysis of ChatGPT usage‐history screenshots, written assignments, and semi‐structured interview data on students’ use of GenAI in their L2 Chinese ...
Lanfang Sun, Fangzhou Jin, Keyi Zhou, Wai Ming Cheung, Chin‐Hsi Lin   +4 more
wiley   +1 more source

Mechanisms of foreign language learning anxiety and enhancement strategies among Chinese tertiary students: a grounded theory approach. [PDF]

Front Psychol
Gao J, Zuo Y.
europepmc   +1 more source

Motivation, Self‐Regulated R2W Strategy Use, and Their Relationship Patterns Among Different Writing Performance Groups

International Journal of Applied Linguistics, EarlyView.
ABSTRACT The study investigated how writing motivation and self‐regulated read‐to‐write (SRL‐R2W) strategy use was related to writing performance and how the relationship between motivation and SRL‐R2W strategy use varied among different writing performance groups.
Huixuan Zhou, Barry Bai, Jing Wang, Pinge Nie   +3 more
wiley   +1 more source

Iterative Self‐Branding: Chinese Language Teachers’ Understanding and Rationalization of Working on Online Tutoring Platforms

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Online tutoring platforms (OTPs) are an increasingly popular way for learners to study languages and for teachers to earn money. On many OTPs, individual teachers are responsible for attracting potential students via self‐branding. While scholarship has examined OTP teachers’ self‐branding practices and identified some of the most popular self‐
Wenjing Zeng, Nate Ming Curran
wiley   +1 more source

Attainment Pairing Effects on Cognitive Conflict in Technology‐enhanced EFL Cooperative Tasks

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study examines how attainment pairing (high‐high versus high‐low versus low‐low attainment) impacts English as a Foreign Language (EFL) learner engagement during technology‐enhanced cooperative writing tasks. Seventy‐eight Chinese university learners formed 39 dyads (13 pairs per group) via Tencent Meeting.
Ying Liu, Allen Thurston
wiley   +1 more source

Enjoyment, anxiety, and boredom in Spanish learning: a study of Chinese university students. [PDF]

Front Psychol
Zhou N, Liu Y.
europepmc   +1 more source

The Effects of Freewriting on L2 Writing Fluency, Emotions, and Perceptions Among Secondary EFL Learners

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Freewriting is a writing technique where individuals write continuously for a set time without editing or revising. This study examines its effects on English as a foreign language (EFL) writing fluency, emotions, and learner perceptions among 149 Korean 8th‐grade students. Over ten weeks, students participated in eight five‐minute freewriting
Yi Seul Choi, Minkyung Kim
wiley   +1 more source