European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 31, 2024
ABSTRACT
Elevated
stress
levels
among
teachers
are
linked
to
both
physical
and
mental
health
issues,
which
in
turn
affect
their
job
performance.
In
addition,
Teachers'
ability
regulate
emotions
influences
instructional
effectiveness
well‐being.
Moreover,
psychological
well‐being
is
crucial
for
teachers'
satisfaction
success,
influenced
by
factors
like
burnout
personality
traits
external
circumstances
impact
performance,
affecting
professional
trajectory.
Understanding
these
dynamics
holistically
essential
fostering
teacher
enhancing
the
classroom;
therefore,
this
study
explores
intricate
connections
between
various
influencing
success.
To
collect
data,
researchers
used
four
questionnaires:
environmental
factor,
Big
Five
traits,
emotion
questionnaires.
Rigorous
SEM
analysis
was
employed
discern
direct
indirect
of
emotions,
personal
on
The
findings
revel
that
significantly
predict
suggests
incorporating
emotional
regulation
training
into
development
can
equip
with
skills
navigate
challenging
situations,
thereby
establishing
work
environments
recognise
support
address
needs
foster
a
positive
atmosphere
conducive
growth.
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Oct. 27, 2024
ABSTRACT
As
artificial
intelligence
(AI)
gains
prominence,
its
integration
into
second
language
(L2)
/foreign
(FL)
instruction
has
become
a
significant
trend.
Despite
the
considerable
promise
of
AI
for
L2/FL
learning,
more
research
is
still
needed
on
effects
student
academic
engagement
in
literature
classes
and
corresponding
emotional
experiences.
This
study,
therefore,
aimed
to
examine
use
English
as
foreign
(EFL)
learners'
engagement,
experience
was
also
qualitatively
explored.
Students
were
allocated
experimental
group
(
N
=
48),
who
received
integrated
with
AI,
control
traditional
without
assistance.
Quantitative
data
collected
using
an
FL
scale,
supplemented
by
individual
semi‐structured
interviews
qualitative
phase.
The
results
indicated
that
integrating
EFL
positive
effect
students'
cognitive,
social
engagement.
Moreover,
experiences
found
be
abundant
dynamic,
exerting
influence
their
study
provides
valuable
insights
educators
researchers
regarding
instruction.
European Journal of Education,
Journal Year:
2025,
Volume and Issue:
60(1)
Published: Jan. 12, 2025
ABSTRACT
This
study
explores
the
transformative
role
of
AI‐enhanced
social–emotional
learning
(SEL)
frameworks
in
improving
engagement
and
emotional
well‐being
English
as
a
foreign
language
(EFL)
students
China.
A
survey
was
conducted
among
816
undergraduate
postgraduate
from
universities
across
five
provinces,
utilising
convenience
sampling.
The
research
focused
on
how
AI
tools
integrated
into
contribute
to
student
stability.
Data
were
analysed
using
SPSS
for
descriptive
regression
analyses
AMOS
structural
equation
modelling.
findings
highlight
that
SEL
significantly
boosts
well‐being.
By
providing
tailored
experiences
based
students'
cognitive
needs,
systems
facilitate
better
regulation,
increased
focus
improved
academic
performance.
results
suggest
offer
personalised
support
not
only
enhances
outcomes
but
also
creates
more
emotionally
supportive
environment,
contributing
overall
success
Studies in Second Language Learning and Teaching,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Feb. 10, 2025
The
present
study
aimed
to
explore
the
association
between
302
(93
males
and
209
females)
English
as
a
foreign
language
(EFL)
learners’
perceived
teacher
support
(i.e.,
personal
academic
support)
their
reading
motivation.
This
inquiry
also
sought
assess
potential
mediating
influences
of
second
or
(L2)
boredom,
anxiety,
enjoyment
on
interplay
constructs
under
investigation.
results
indicated
significantly
strong
positive
relationship
While
L2
boredom
anxiety
exhibited
negative
correlations
with
two
facets
support,
was
positively
correlated.
Additionally,
displayed
revealed
that
over
half
variance
in
motivation
could
be
predicted
by
along
learner
emotions.
findings
are
discussed
connection
educational
theories,
implications
drawn
for
teaching.
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.
Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(8), P. 880 - 880
Published: Aug. 12, 2024
Although
possessing
flexibility
and
accessibility,
asynchronous
online
courses
suffer
from
high
attrition
cause
unsatisfactory
learning
performance,
leading
to
a
pressing
need
understand
factors
influencing
learners’
continuance
of
intention.
Based
on
the
expectation
confirmation
model,
this
study
investigated
perceived
enjoyment
as
an
extended
variable
unpack
mediating
effects
usefulness
relationship
between
Quantitative
data
254
learners
enrolled
in
English
were
obtained
for
analysis.
Results
indicate
that
significantly
positively
affects
intention
take
courses.
Perceived
mediate
The
total
indirect
effect
through
combination
was
55.52%.
Additionally,
interviews
with
five
revealed
despite
limited
real-time
interaction,
they
highly
value
given
promote
self-regulated
learning,
offer
choice
freedom,
foster
sense
achievement,
reduce
anxiety
embarrassment
risks
trigger
their
enjoyment.
This
provided
deep
insights
into
EFL
decisions
learning.
Instructors
are
suggested
improve
quality
courses,
provide
timely
feedback,
design
tasks
perceptions
further
engage
synchronous
