An analysis of the empirical research on SL/FL teaching and learning based on positive psychology: a systematic literature review. [PDF]
BMC PsycholMiao J, Tian X, Zhang L, Zhang B, Ma L.
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The relationship between high school English learners' anxiety and their smartphone addiction: evidence from a daily diary approach. [PDF]
Front PsychiatryZhang C, Han Y, Li B, Wang J.
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Music and Language in the Human Brain: Mismatch Negativity Evidence for Their Neuroplasticity and Interplay. [PDF]
Eur J NeurosciTervaniemi M.
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Investigating university English as a foreign language instructors' implementations in teaching integral listening with speaking. [PDF]
PLoS OneShago AB, Bushisso EW, Olamo TG.
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A longitudinal psychological model of writing development: interactions among self-efficacy, regulation, and anxiety. [PDF]
Front PsycholCheng S, Lin C, Wei D, Chen Y.
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Drivers of willingness to communicate with generative AI: the roles of self-efficacy, grit, speaking enjoyment, and anxiety from a self-determination theory perspective. [PDF]
Front PsycholTang J, Zhang A, Sun M, Leng X, Luo L.
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How does academic self-concept contribute to English language achievement in Chinese EFL college classes? [PDF]
Front PsycholZhou X, Kaur SG.
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Mindfulness and foreign language achievement: a meta-analytic study on interventions and correlations. [PDF]
Front PsycholBabanoğlu MP, Atalmış EH.
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Academic buoyancy and academic engagement in English speaking learning among Chinese college students: the mediation of enjoyment and the moderation of anxiety. [PDF]
Front PsycholZhao Y, Huang X, Hui L.
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The impact of generative AI on foreign language enjoyment: the roles of gender, English proficiency and usage duration among Chinese EFL learners. [PDF]
BMC PsycholYin X, Ruan J, Ma W.
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