Results 171 to 180 of about 12,349 (255)

Unraveling Student Anxiety in EFL Classrooms in China: The Roles of the Classroom Environment and Control–Value Appraisals

open access: yesInternational Journal of Applied Linguistics, EarlyView.
ABSTRACT In this study, control–value theory (CVT) was used to investigate how students’ perceptions of the classroom environment shape their anxiety in the context of English as a foreign language (EFL) learning through the mediating effects of control and intrinsic value appraisals.
Quan Qian, Xianhan Huang
wiley   +1 more source

Developing Pre‐Service Teachers’ Digital Self‐Efficacy Through Self‐Directed Language Learning

open access: yesInternational Journal of Applied Linguistics, EarlyView.
ABSTRACT Contemporary online language learning typically involves the use of multiple digital platforms. Drawing on digital self‐efficacy and self‐directed learning theories, this study investigates the self‐directed language learning experience of 19 pre‐service teachers as they navigate the affordances of two platforms, Duolingo and ChatGPT.
Yingqiu Chen, Louisa Buckingham
wiley   +1 more source

How L2 Learners Negotiate Meaning in GenAI‐Supported Creative Writing

open access: yesInternational Journal of Applied Linguistics, EarlyView.
ABSTRACT This qualitative study explores how second language (L2) learners negotiate meaning and co‐construct knowledge with generative AI (GenAI) in a 12‐week multimodal creative writing project. Chinese middle school students (N = 75) created English picture books using a conversational GenAI agent supporting textual and text‐to‐image generation.
Zhihui Zhang   +3 more
wiley   +1 more source

Simulation‐Based Education to Support Nurses' Critical Thinking in Delirium Recognition: A Scoping Review

open access: yesJournal of Advanced Nursing, EarlyView.
ABSTRACT Aim To map how simulation‐based education supports the development of critical thinking skills required for nurses to recognize delirium in clinical practice. Design A scoping review guided by the Joanna Briggs Institute methodology and the framework developed by Arksey and O'Malley, refined by Levac and colleagues.
Mohamed Toufic EL Hussein   +2 more
wiley   +1 more source

Metacognitive awareness and confidence as predictors of academic performance in pharmacy students: insights from grade predictions and structural equation modeling. [PDF]

open access: yesFront Psychol
Alfaraj R   +13 more
europepmc   +1 more source

Self‐Reported Driving Problems Predict Future Traffic Crashes in Older Men: Prevalence and Determinants of Unrecognized Imminent Risk

open access: yesJournal of the American Geriatrics Society, EarlyView.
Drivers with low education and slow TMT‐B performance had a more than twofold higher crash risk than the high‐education, fast TMT‐B reference group. ABSTRACT Background Older drivers exhibit elevated crash risk per distance driven, yet accurately identifying high‐risk individuals without unjustly restricting mobility remains challenging.
Ji Won Han   +13 more
wiley   +1 more source

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