Perceptual and Motor Skills,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Nov. 18, 2024
There
is
substantial
research
supporting
the
role
of
workplace
atmospheres
in
English-as-a
Foreign-Language
(EFL)
teachers’
emotions
and
classroom
practices.
However,
degree
to
which
(if
any)
climate
may
affect
specific
emotional
exhaustion
and/or
job
attrition
has
not
been
addressed.
To
fill
this
gap,
qualitative
study,
we
used
a
semi-structured
interview
with
39
Chinese
EFL
teachers
various
backgrounds
better
understand
its
relationship
attrition,
including
perceptions
causative
factors
these
relationships.
Thematic
analysis
revealed
claims
that
both
were
prevented
by
positive
climate.
context
negative
climates,
participants
believed
variables
might
be
worsened.
Furthermore,
reported
their
caused
wide
range
teacher-related,
work-related,
workplace-related
(contextual)
factors.
We
discuss
findings
implications
for
practitioners
policy-makers,
recommend
measures
deal
context.
Asian-Pacific Journal of Second and Foreign Language Education,
Journal Year:
2025,
Volume and Issue:
10(1)
Published: Jan. 6, 2025
Abstract
Studies
of
EFL
teachers’
professional
identity
have
experienced
a
sociological
turn.
As
result,
much
research
attention
has
been
showered
upon
exploring
construction
under
the
multiple
interactions
individual
and
social
factors.
However,
there
are
few
documented
studies
concerning
teachers
at
tutoring
institutions,
as
marginalized
community
teachers.
To
this
end,
present
study
drew
on
narrative
inquiry
case
to
indicate
dynamic
trajectories
among
institutions
“Double
Reduction”
policy.
8
were
recruited
from
Chinese
participate
in
semi-structural
interviews.
The
analysis
elucidated
sociocultural
perspective.
path
could
fall
into
three-story
constellations:
initial
stage
(idealized
flat),
exploratory
(unstable
insufficient)
renewal
(thoughtful
far-sighted).
Meanwhile,
also
undergone
four
changes:
enthusiast,
victim
but
explorer,
aspirant.
These
outcomes
may
offer
critical
implications
for
policymakers
teacher
educators
recognize
support
development
amid
policy
shifts
contextual
challenges.
European Journal of Education,
Journal Year:
2025,
Volume and Issue:
60(1)
Published: Jan. 7, 2025
ABSTRACT
As
artificial
intelligence
(AI)
technology
continues
to
advance,
its
influences
across
various
industries
have
grown,
leading
increasing
levels
of
anxiety,
including
that
in
education.
Nonetheless,
terms
current
knowledge,
the
literature
lacks
a
valid
scale
measure
AI
anxiety
among
EFL
teachers,
particularly
university
teachers.
Moreover,
underlying
dimensions
this
construct
yet
be
clarified.
Against
these
gaps,
study
aims
develop
and
validate
assess
teachers
China.
We
used
qualitative
interviews
quantitative
surveys
combined
identify
key
In
so
doing,
251
Chinese
completed
newly
designed
scale.
The
result
exploratory
factor
analyses
indicated
five
21
items
questionnaire.
Five
were
identified:
technical
proficiency,
job
displacement,
technological
support,
student
experience
research
development.
Next,
another
415
participated
validating
confirmatory
analysis
demonstrated
strong
reliability,
validity
an
acceptable
model
fit.
This
new
provides
useful
tool
for
assessing
highlights
unique
challenges
they
face
adapting
AI,
offering
basis
future
targeted
support.
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 31, 2024
ABSTRACT
The
use
of
artificial
intelligence
(AI)
technologies
in
second/foreign
language
education
has
recently
gained
a
bulk
attention.
However,
the
emotional
experiences
English
as
foreign
(EFL)
learners
AI‐mediated
classes
have
been
ignored.
To
fill
this
gap,
present
qualitative
study
examined
34
Chinese
EFL
students'
perceptions
AI‐induced
emotions
and
regulation
strategies.
A
semi‐structured
interview
narrative
frame
were
used
to
collect
data.
gathered
data
thematically
analysed
through
latest
version
MAXQDA
software
(v.
2023).
findings
revealed
that
students
had
mostly
experienced
positive
‘motivation’,
‘excitement’,
‘engagement’
‘confidence’.
On
negative
side,
they
reported
experiencing
‘frustration’,
‘anxiety’
‘stress’
more
frequently
their
classes.
Furthermore,
indicated
participants
six
strategies,
namely
‘seeking
help
from
others’,
‘shifting
attention’,
‘cognitive
change’,
‘persistent
practice’,
‘staying
positive’
‘suppression’
regulate
emotions.
are
discussed
implications
provided
for
educators
understand
aspect
AI
injection
into
L2
education.
Perceptual and Motor Skills,
Journal Year:
2025,
Volume and Issue:
132(1), P. 119 - 143
Published: Feb. 1, 2025
In
language
learning,
communication
is
essential,
where
learners’
desire
and
willingness
to
interact
with
others
are
significant
in
honing
their
capabilities
alongside
other
necessary
competencies.
There
many
factors
that
influence
students’
communicate
(WTC),
among
which
the
correlation
between
emotional
intelligence
WTC
still
needs
be
further
researched.
To
investigate
profiles
of
Chinese
EFL
college
students
examine
different
levels
communicate,
we
recruited
476
English
as
a
foreign
(EFL)
learners
across
11
provinces
complete
our
questionnaire.
Through
latent
profile
analysis
(LPA)
one
way
variance,
found
there
were
four
EI
students:
Emotionally
Challenged
(EC),
Struggling
(ES),
Average
(EA),
Proficient
(EP),
most
(63%)
fell
into
EA
profile.
The
EC
(17%)
was
second
largest
We
also
each
had
unique
characteristics,
dimensions
including,
speaking,
reading,
writing,
comprehension.
Notably,
demonstrated
lowest
level
profiles,
whereas
EP
displayed
highest
overall
level.
These
findings
meaningful
for
comprehending
within
learning
environments,
they
provide
valuable
insights
educators
address
diverse
enhance
WTC.
