Results 151 to 160 of about 10,135 (262)

Emotional intelligence and self-regulated learning: psychological pathways to student engagement and academic performance. [PDF]

Front Psychol
Yang T, Yang Q.
europepmc   +1 more source

A Systematic Scoping Review of Self‐Regulated Learning With AI in Language Education

International Journal of Applied Linguistics, EarlyView.
ABSTRACT The rapid development of artificial intelligence (AI) technology has brought new opportunities for second/foreign language (L2) education while also raising concerns about the use of AI tools. This systematic scoping review provides a snapshot of the current state of research situated at the intersection of self‐regulated learning (SRL) and AI
Zheng Zhang, Sihan Zhou, Barry Bai
wiley   +1 more source

Learning Through Retrieval Variability: Benefits and Metacognitive Judgments in Foreign-Language Vocabulary Learning. [PDF]

Behav Sci (Basel)
Soderstrom NC.
europepmc   +1 more source

The Effect of Listening Strategy Intervention on the Development of Young Learners’ L2 Listening Skills

International Journal of Applied Linguistics, EarlyView.
ABSTRACT The impact of strategy intervention on second language (L2) listening development has been explored in various contexts; however, research on both implicit and explicit listening strategy interventions for young learners remains limited.
Pelin Irgin, Munevver Ilgun‐Dibek
wiley   +1 more source

Uncovering the relationship between metacognitive ability and learning engagement using a moderated mediation model. [PDF]

Sci Rep
Liu B, Zou W, Peng Y, Xiong Y, Lu Y, Yang Y.   +5 more
europepmc   +1 more source

Read Aloud Scaffolding for Language and Content Learning With Emergent Bilinguals: Quadrants of Engagement

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study investigates the types of scaffolding strategies employed by elementary teachers during read aloud sessions, with a specific focus on emergent bilingual students. Through a multi‐site explanatory case study involving 14 elementary teachers across four districts, we analyzed the frequency and quality of scaffold use, categorizing ...
Qingli Lei, Trish Morita‐Mullaney, Jennifer Renn   +2 more
wiley   +1 more source

Adaptive Cognitive Intervention Architecture: An Exploratory Computational Framework for Precision Reading Comprehension in Higher Education. [PDF]

J Intell
Valentín Melgarejo TF, Oscátegui Nájera GJ, Hachoque Aguirre DM, Espinoza Apolinario U, Cruz Quinto IS, García Yale FA, Bernaldo Faustino LK, Ramos Pando C, Chacón Leandro J, Rivas Meza A, La Madrid Vivar PL, Alvarez Lopez JR, Valentín Melgarejo PL, Zenteno Ruiz FA.   +13 more
europepmc   +1 more source

Generative Artificial Intelligence as a Linguistic Crutch or Cognitive Scaffold: The Interplay of Self‐Beliefs and General English Proficiency in English Medium Instruction

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study examines how self‐efficacy, self‐regulation, and generative artificial intelligence (GenAI) ‐related factors interact to shape academic success and general English proficiency (GEP) within an EMI context. It draws on data from 754 EMI students at a major public university in Turkey, focusing on the social sciences and engineering ...
Mehmet Barış Horzum, Adem Soruç, Dogan Yuksel, Mirosław Pawlak   +3 more
wiley   +1 more source

A Conceptual Framework to Integrate Research Programs on Self-Regulation in Education. [PDF]

Educ Psychol Rev
Wortha F, Gerjets P, Azevedo R, Bernacki M, Brucker B, Bühler B, Ehlis AC, Kasneci E, Miyake A, Murayama K, Nagengast B, Roberts B, Tibus M, Trautwein U.   +13 more
europepmc   +1 more source

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