Results 101 to 110 of about 2,008,503 (255)

Sequencing affective preparation before AI-mediated instruction: a quasi-experimental study of L2 writing outcomes and sustainability among multilingual undergraduate learners

Frontiers in Education
This mixed-methods quasi-experimental study examined whether sequencing affective preparation before AI-supported instruction enhanced second language (L2) writing outcomes and promoted sustained learning among multilingual learners in an underserved ...
S. Sheeba Sisly, Jennifer G. Joseph, N. Raja   +2 more
doaj   +1 more source

Twelve Years Revisited: Translanguaging as Relational Pedagogy for Sustaining Language Learning Motivation

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study examines how foreign language teachers’ beliefs about the medium of instruction and translanguaging evolve over time by revisiting three in‐service teachers twelve years after their initial interviews. Using a qualitative longitudinal design, the study traces how translanguaging was initially framed as pedagogically deficient but ...
Danping Wang
wiley   +1 more source

Language Mindset and Discipline Mindset Both Matter: Exploring the Effect of Growth Mindset on Motivation and Willingness to Communicate in EMI Higher Education

International Journal of Applied Linguistics, EarlyView.
ABSTRACT In English medium instruction (EMI), students face cognitive and emotional demands in second language (L2) communication, which may hamper their motivation and willingness to communicate (WTC). Adopting a mixed‐methods design, this study explores how growth mindsets affected student motivation (e.g., ideal L2 self and ideal disciplinary self ...
Pengzhan Yang, Yuqing Wang, Wenqian Huang   +2 more
wiley   +1 more source

The Effects of L2 Chinese Learners’ Perceived Writing Anxiety on Their L1 Use within L2 Writing Performance among English Major Students in a Chinese University

English Language Teaching
Learning to write fluently and expressively in English is widely proved to be one of the most difficult skills for Chinese EFL learners to master due to their L2 writing processes are impeded by various obstacles, among which L2 writing anxiety and their L1 use are two indispensable factors that should be accounted. Hence, the purpose of this study was
Xin Hu, Haiying Du
openaire   +1 more source

AI-driven chatbots in second language education: A systematic review of their efficacy and pedagogical implications

Ampersand
This systematic review explores the efficacy of AI-driven chatbots in second language (L2) acquisition and examines their pedagogical implications.
Watcharapol Wiboolyasarin, Kanokpan Wiboolyasarin, Phornrat Tiranant, Nattawut Jinowat, Poomipat Boonyakitanont   +4 more
doaj   +1 more source

Promoting Foreign Language Enjoyment Through Displaying Affiliation in Collaborative Digital Multimodal Composing in Hong Kong ESL Classrooms: Insights From Translanguaging and Transpositioning Perspectives

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Studies on classroom interactions suggest that displaying affiliation through linguistic and multimodal resources could promote positive emotions like enjoyment, thereby enhancing engagement and enthusiasm in second/foreign language learning.
Karen C. K. Choi, Kevin W. H. Tai
wiley   +1 more source

Self-reported problems of L1 and L2 college writers: what can writing instructors do? [PDF]

, 2011
Understanding self-reported problems of L1 and L2 writers regarding the writing process holds important pedagogical implications for instructors to address their students’ specific writing needs.
Bekar, Mira
core   +1 more source

A Longitudinal Mixed-Methods Study on the Complementary Roles of AI Tools and Teacher Expertise in L2 Writing Instruction

SAGE Open
Artificial intelligence (AI) tools are increasingly used in second language (L2) writing instruction, yet empirical research comparing their longitudinal effects against human feedback remains limited.
Doğan Can Akçin
doaj   +1 more source

An Investigation into the English Academic Writing Strategies Employed by Students of HE in the NE of England with Particular Reference to their Nationalities and Gender [PDF]

The research compared native (NSE) and non-native (NNSE) learners' academic writing strategies in higher education (HE), where natives are learners who were born and educated in Britain, and non-native participants are nationals of Mainland China and ...
Abdul-Rahman, Seham Sassi
core   +4 more sources

From “Striving to Survive” to “Striving to Thrive”: A Narrative Inquiry Into a Student's Motivational Development via Translanguaging in EAP and EMI Contexts

International Journal of Applied Linguistics, EarlyView.
ABSTRACT While English‐medium instruction (EMI) and English for Academic Purposes (EAP) courses are designed to promote language and content learning, their prevailing English‐only approaches often undermine students’ learning motivation. Against this backdrop, translanguaging has gained recognition as an effective pedagogical practice to support ...
Yihai Wen, Fan Fang
wiley   +1 more source