A bibliometric and content analysis of strategy-based instruction and self-regulated learning in second or foreign language teaching from 1994 to 2024. [PDF]
Front PsycholChen R, Wang X, Zhu K.
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Willingness to Communicate, L2 Self-Confidence, and Academic Self-Concept: A Mixed-Methods Study of Vietnamese University Students in the UK. [PDF]
Behav Sci (Basel)Tra NNT, Han W, Pill S.
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Exploring English for academic purposes learners' engagement with ChatGPT-4 in academic writing revision: a case study from a private language institute in China. [PDF]
Front Artif IntellDu JL, Chen Y.
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Impact of instructional design on students' critical thinking and engagement in online English reading classes: mediating role of motivation and moderating role of language proficiency. [PDF]
Front PsycholHuang Q, Muhamad MM, Che Nawi NR.
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Listen or Read? The Impact of Proficiency and Visual Complexity on Learners' Reliance on Captions. [PDF]
Behav Sci (Basel)Li Y.
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Comprehension strategy instruction for Hispanic children with mathematical learning difficulties. [PDF]
Front PsycholOrosco MJ, Mamedova S, Abdulrahim NA.
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The Impact of Bilingual vs English-Only Instruction on the Performance of Undergraduate Saudi Medical Science Students. [PDF]
Adv Med Educ PractAlhazmi AS, Alzahrani M.
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The Relationships of Self-Sustained English Learning, Language Mindset, Intercultural Communicative Skills, and Positive L2 Self: A Structural Equation Modeling Mediation Analysis. [PDF]
Behav Sci (Basel)Yang L, Wang H, Zhang H, Long H.
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Effects of problem-based learning on EFL learning: A systematic review. [PDF]
PLoS OneGuo Q, Jamil H, Ismail L, Luo S, Sun Z.
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Enhanced well-being in second language learners: unraveling the roles of emotion regulation and resilience. [PDF]
Front PsycholShi H, Gao J.
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