Perceptual and Motor Skills,
Journal Year:
2025,
Volume and Issue:
unknown
Published: March 12, 2025
In
this
study,
drawing
on
an
integrated
understanding
of
the
process
model
emotion
regulation
(Gross,
2015)
and
control-value
theory
(Pekrun,
2006),
informed
by
principles
from
complex
dynamic
systems
theory,
we
used
a
network
analysis
to
examine
relationships
between
task
engagement,
achievement
emotions
(i.e.,
enjoyment,
boredom
anxiety),
348
Chinese
college
students
in
English-as-a-foreign
language
(EFL)
classes.
We
found
relatively
strong
connection
these
constructs,
with
cognitive
appraisal,
emotional
engagement
being
most
central
nodes
within
connections
emotions,
regulation,
respectively.
Notably,
peripheral
emerged
enjoyment
all
facets
which
were
positively
associated
reappraisal
but
negatively
boredom.
Expressive
suppression
was
linked
only
anxiety,
whereas
social
engagement.
no
direct
association
anxiety
or
suppression.
Collectively,
findings
provide
novel
insights
into
underpinnings
students'
EFL
contexts.
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
Perceptual and Motor Skills,
Journal Year:
2024,
Volume and Issue:
131(5), P. 1934 - 1957
Published: Aug. 7, 2024
Since
boredom
significantly
contributes
to
diminished
motivation
among
learners
of
English
as
a
Foreign
Language
(EFL),
there
is
need
identify
factors
that
influence
boredom.
Amidst
various
elements
can
precipitate
students’
boredom,
educational-related
concepts
have
garnered
particular
attention,
with
the
learning
environment
emerging
chief
focal
point
due
its
consequential
importance
learners.
Specifically,
role
teachers’
clarity
and
immediacy
in
manipulating
learners’
performance,
enthusiasm,
involvement
has
been
widely
recognized.
Consequently,
this
study,
we
scrutinized
impact
EFL
mitigating
To
end,
collected
data
from
383
Chinese
students
through
administration
three
scales
measuring
their
perceptions
teacher
clarity,
immediacy,
We
identified
significant
associations
between
In
Structural
Equation
Modeling
(SEM)
analysis,
both
were
robust
predictors
about
48%
variance
accounted
for
by
53%
attributed
clarity.
elaborate
upon
implications
these
findings
our
discussion.
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.
