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Why do Moroccan English Foreign Language learners experience more Peace of Mind (外语**和心态) than Chinese EFL learners and how does it affect their performance?
The current study considers the effects of the Chinese low arousal emotion Foreign Language Peace of Mind (FLPOM) and the medium-to-high arousal...
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Investigating the association of informal digital learning of English with EFL learners’ intercultural competence and willingness to communicate: a SEM study
Informal Digital Learning of English (IDLE), such as watching online videos, playing games, or chatting with English speakers beyond the classroom,...
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Growth Mindset in Vocabulary Learning from Reading in a Foreign Language Context
This research examines how growth mindset, including Commitment Belief, Positive Self-talk, and Age-sensitivity Beliefs, influence vocabulary...
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Cultural threads in writing mastery: a structural analysis of perfectionism, learning self-efficacy, and motivation as mediated by self-reflection in Chinese EFL learners
BackgroundThe study explores language acquisition in Chinese English as a Foreign Language (EFL) education, where English proficiency is crucial for...
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Examining the effects of English as a foreign language student-writers’ metacognitive experiences on their writing performance
Learners’ metacognitive competencies play a vital role in affecting their learning outcomes, especially for language learners who need to write in...
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Learning a Foreign Language under the Influence of Parents: Parental Involvement and Children’s English Learning Motivational Profiles
This study aimed to identify the English learning motivational profiles of elementary-school-aged children based on self-determination theory and to...
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Jordanian EFL Students’ Perception of Noncontrastive Allophonic Cues in English Speech Segmentation
The prominent role of allophonic cues in English speech segmentation has widely been recognized by phonologists and psycholinguists. However, very...
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The study of the relationship between willingness to communicate and self-regulation with the mediating role of self-efficacy among English foreign language learners: structural equation modelling approach
This investigation scrutinized the relationship between Willingness to communicate (WTC) and Self-regulation (SR), while Self-efficacy (SE) was...
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Screening EFL Teachers’ and Learners’ Perceptions of Emergency Remote Teaching During COVID-19 Pandemic: A Comparative Analysis
Virtual, distant, and blended learning are not unheard of and have been practiced in the English language teaching (ELT) context for quite a while;...
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An Activity-Theoretical Approach to Ecological Exploration of English as a Foreign Language Students’ Self-efficacy
Self-efficacy is among the most critical factors in the learning achievements of English as foreign language (EFL) students. They have to believe in...
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The Impact of EFL Learners’ Negative Emotional Orientations on (Un)Willingness to Communicate in In-person and Online L2 Learning Contexts
The present study explored how negative emotional orientations (i.e., anxiety, boredom, and demotivation) may contribute to English as a foreign...
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A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape
The literature has widely recognized the significance of examining the influence of teacher professional identity (TPI), teacher autonomy (TA), and...
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Ideal L2 self and foreign language achievement: The mediating roles of L2 grit and foreign language enjoyment
Considering the recent, burgeoning interest in positive psychology individual difference factors and the prominent role of ideal L2 self in learning...
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The Effect of Emotional Valence on Auditory Word Recognition Memory in English as a Foreign Language
The present study investigated the effect of emotional valence on auditory word recognition memory in English as a foreign language. Participants...
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The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement
BackgroundTeacher-student interactions and proximity have been shown influential in second/foreign (L2) education. However, the role of L2 teachers’...
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Exploring the roles of academic expectation stress, adaptive co**, and academic resilience on perceived English proficiency
This study aims to examine and analyze a research model comprising three latent variables (academic expectation stress, adaptive co**, and academic...
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EFL teachers’ engagement-promoting strategies in online gamification: an ecological systems theory (EST) perspective
This study investigated the strategies Iranian English as a foreign language (EFL) teachers perceived to use to promote EFL learners’ engagement in...
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A structural model of EFL teachers’ physical activity, emotion regulation, and competence for online teaching
BackgroundThe COVID-19 pandemic has prompted a rapid shift to online teaching, placing unprecedented demands on educators’ physical and mental...
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Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement
This study investigates the impact of Philosophy-Based Language Teaching (PBLT) on the critical thinking skills and learner engagement of English as...
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EFL learners’ boredom co** strategies: the role of teacher-student rapport and support
BackgroundA significant issue in the language education context is examining the co** strategies that learners apply to combat boredom in the class...