European Journal of Education,
Journal Year:
2025,
Volume and Issue:
60(2)
Published: April 22, 2025
ABSTRACT
This
study
adopted
a
three‐wave
random
intercept
cross‐lagged
panel
model
(RI‐CLPM)
to
explore
the
longitudinal
reciprocal
relationships
between
social
support
and
engagement
in
EFL
learning
among
Chinese
high
school
students.
Two
samples,
including
3505
students
(Sample
1
=
1794;
Sample
2
1711),
were
tracked
with
their
perceived
levels
over
three
academic
semesters.
Using
multiple‐indicator
RI‐CLPM,
demonstrated
relationship
maintained
consistently
across
samples.
Perceived
positively
predicted
students'
subsequent
engagement.
Meanwhile,
support.
While
prior
cross‐sectional
research
mostly
showed
how
predicts
student
engagement,
not
reverse
prediction,
current
provides
initial
evidence
for
possibly
mutually
reinforcing
time.
BMC Psychology,
Journal Year:
2025,
Volume and Issue:
13(1)
Published: April 1, 2025
Despite
the
growing
attention
received
by
research
on
second
language
or
foreign
(SL/FL)
learning
from
perspective
of
positive
psychology
(PP),
a
crucial
gap
persists.
Over
past
decade
(2013–2022),
scholars
have
yet
to
comprehensively
elucidate
how
PP
affects
SL/FL
outcomes.
Specifically,
full
-
scale
impact
various
aspects
learning,
such
as
different
skills
(listening,
speaking,
reading,
writing)
and
learners
at
diverse
educational
levels,
remains
unclear.
Additionally,
underlying
psychological
mechanisms
through
which
exerts
its
influence
not
been
thoroughly
explored.
In
present
study,
systematic
literature
review
was
conducted
analyze
empirical
studies
teaching
psychology.
By
analyzing
45
studies,
objects,
dimensions
design
were
collected
systematically.
The
findings
showed
that:
(1)
relative
new
field,
number
publications
is
increasing
rapidly,
future
development
momentum
strong;
topics
focus
relationship
between
intervention
moderating
effects
learning;
(2)
about
design,
objects
are
mainly
college
students
with
wide
distribution
majors;
method
quantitative
research,
mixed
constantly
developing;
(3)
results
that
associated
students'
performance
can
predict
performance.
also
increase
English
engagement
well-being.
study
provided
comprehensive
gave
some
suggestions
for
research.
Behavioral Sciences,
Journal Year:
2025,
Volume and Issue:
15(4), P. 523 - 523
Published: April 14, 2025
The
increasing
incorporation
of
artificial
intelligence
(AI)
in
English
as
a
foreign
language
(EFL)
instruction
has
garnered
much
attention
on
the
importance
technological
elements
instruction.
However,
while
AI
education
(AIED)
is
still
its
early
development,
research
how
learners’
literacy
affects
their
learning
outcomes
insufficient.
Furthermore,
studies
examining
impact
emotional
states
within
context
AIED
are
remarkably
few.
This
study
examines
interplay
between
and
EFL
willingness
to
communicate
(WTC),
emphasizing
mediating
roles
self-efficacy
classroom
anxiety.
utilizes
structural
equation
modeling,
analyzing
data
from
517
university
students
China
construct
prediction
model
for
WTC
AI-enhanced
contexts.
findings
indicate
that
improves
diminishes
anxiety,
both
which
significant
mediators
relationship
communicate.
highlights
imperative
integrating
into
enhance
expressive
confidence
mitigate
fear.
improve
understanding
literacy,
psychological
factors,
outcomes,
offering
practical
insights
integration
education.
European Journal of Education,
Journal Year:
2025,
Volume and Issue:
60(2)
Published: April 16, 2025
ABSTRACT
Artificial
intelligence
(AI)
has
profoundly
impacted
education,
yet
its
influence
on
Chinese
language
education
remains
underexplored.
This
study
investigates
the
distinct
latent
profiles
of
as
a
foreign
learners
in
Malaysia
regarding
their
beliefs
and
engagement
AI‐assisted
learning.
Using
profile
analysis,
three
were
identified:
Enthusiastic
but
Limited
Belief,
Moderate
Belief
Engagement,
Strong
Engagement.
Chi‐square
analyses
revealed
significant
demographic
differences
across
these
groups
gender,
AI
learning
experience,
frequency,
trust
levels
tools.
These
findings
provide
insights
into
diverse
learner
emphasise
importance
addressing
specific
needs
each
group
to
optimise
environments.
European Journal of Education,
Journal Year:
2025,
Volume and Issue:
60(2)
Published: April 22, 2025
ABSTRACT
This
study
adopted
a
three‐wave
random
intercept
cross‐lagged
panel
model
(RI‐CLPM)
to
explore
the
longitudinal
reciprocal
relationships
between
social
support
and
engagement
in
EFL
learning
among
Chinese
high
school
students.
Two
samples,
including
3505
students
(Sample
1
=
1794;
Sample
2
1711),
were
tracked
with
their
perceived
levels
over
three
academic
semesters.
Using
multiple‐indicator
RI‐CLPM,
demonstrated
relationship
maintained
consistently
across
samples.
Perceived
positively
predicted
students'
subsequent
engagement.
Meanwhile,
support.
While
prior
cross‐sectional
research
mostly
showed
how
predicts
student
engagement,
not
reverse
prediction,
current
provides
initial
evidence
for
possibly
mutually
reinforcing
time.
